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All Journal Journal of Mathematical Pedagogy (JOMP) Mathematics Education Journal
Putri, Taszkia Aulia
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Development of Ethno-PMRI based E-Worksheet with Mayang Rontek Dance Context on Plane Figures of Geometry Materials Putri, Taszkia Aulia; Fadilah, Nurul; Anjasari, Tika; Sari, Yurizka Melia
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp99-118

Abstract

The e-worksheet is an interactive tool that allows students to access questions and explore information electronically, supporting their understanding of the concepts being studied. This study aims to develop a valid and effective e-worksheet based on the Ethno-Pendidikan Matematika Realistik Indonesia (PMRI) approach, incorporating the context of the Mayang Rontek Dance, to assist students in learning geometry. The research followed the ASSURE model, which includes six stages: analyzing students' needs, defining objectives, selecting appropriate media and materials, engaging learners, and evaluating and revising the developed e-worksheet. The e-worksheet underwent validation by three experts using Aiken’s analysis technique. Limited trials were conducted with six junior high school students, followed by field trials with twenty-nine students. The results revealed that the e-worksheet was valid, with Aiken indices ranging from 0.59 to 0.89. Statistical analysis using the Wilcoxon test on pre-test and post-test scores successfully rejected the null hypothesis, indicating that the e-worksheet effectively improved students' test scores. Furthermore, the practicality test yielded a score of 84.97%, demonstrating the e-worksheet's high level of practicality. Thus, the developed e-worksheet has been validated as both effective and practical in enhancing students’ understanding of geometry. The integration of the Ethno-PMRI approach and GeoGebra is expected to further enrich students' comprehension of mathematical concepts and their connection to local culture.
Students' Proportional Reasoning Level in Solving Missing Value Problems with GeoGebra Assistance Putri, Taszkia Aulia; Ekawati, Rooselyna; Sari, Yurizka Melia
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 2: July 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n2.p60-71

Abstract

Proportional reasoning is the basis for understanding advanced mathematical concepts, but students in Indonesia still have difficulty in solving problems involving proportions and ratios. This study aims to describe the level of students' proportional reasoning in solving missing value problems with the help of GeoGebra. The research method used was qualitative with a case study approach, involving three students in class IX at one of the public junior high schools in Surabaya. The selection of subjects was based on mathematical ability, the same gender, and good communication skills. The research instruments included the researcher, mathematics ability test, proportional reasoning test, and interview. The results showed that students with high, medium, and low mathematics ability had reached level 2 in solving missing value problems using GeoGebra. The significant difference among the three students lies in the strategy used when solving the problem. This research has implications for students' proportional reasoning using GeoGebra. However, the results of this study do not represent the overall level of proportional reasoning of junior high school students.
Teacher Collaboration in Designing Context-Based Numeracy Tasks Sari, Yurizka Melia; Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda; Purnomo, Heri; Putri, Taszkia Aulia
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp71-96

Abstract

This study investigates the individual and collaborative designs of context-based numeracy tasks developed by mathematics teachers employing three different contexts, namely, Islamic inheritance law, population census, and genetics. The tasks were designed at different levels of knowing, applying, and reasoning. The obtained data were analyzed using PISA’s contextual framework and Indonesia’s cognitive taxonomy to evaluate task solvability, context type, context level, and cognitive demand. The results show significant differences: most individual designs remained at the knowing level (88.23%), had first-order contexts (88.23%), and had 19.05% of tasks that could not be solved due to insufficient information. Collaborative designs eliminated all tasks that could not be solved, increased the number of reasoning-level tasks from 7.84% to 24.39%, and removed all zero-order context levels. Both preferred social settings (52%), but collaborative designs showed more integration. For example, context-based numeracy problems created individually ask students to determine the percentage of Generation Z. In contrast, group-created problems ask them to analyze the impact of demographics on planning. These findings demonstrate the importance of teacher collaboration in increasing the authenticity and complexity of learning activities. Systematic collaboration frameworks should be incorporated into teacher professional development programs.
Co-Authors Abdul Haris Rosyidi Anjasari, Tika Heri Purnomo Nurul Fadilah, Nurul Prihartiwi, Nina Rinda Rahaju, Endah Budi Rooselyna Ekawati Yurizka Melia Sari