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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Al-Ta'lim
Noor Elebiary
University of Birmingham
Religion Education Mathematics

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Exploration of conceptual understanding and values in mathematics among prospective mathematics teachers Ifada Novikasari; Lily Rahmawati; Noor Elebiary
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17714

Abstract

The study examines the relationship between understanding mathematical concepts and mathematical values among prospective teachers at a state university in Central Java. The research employed a qualitative approach with content analysis, involving a mathematical concept understanding test and in-depth interviews with students at high, medium, and low ability levels. The results show that students with high ability tend to possess strong mathematical values like accuracy, perseverance, and curiosity, which enable them to grasp complex mathematical concepts. In contrast, students with low ability struggle to comprehend basic mathematical concepts and often rely on rote calculation and formula use. The findings suggest that differentiated learning strategies are necessary to cater to the diverse levels of mathematical concept understanding among prospective teachers. Enhancing mathematical values can be a key factor in improving conceptual understanding in mathematics education.
Ethnomathematics-Based Geometry Modules to Enhance Problem-Solving Skills of Islamic Junior High School Students Ifada Novikasari; Lisa Awalia; Noor Elebiary
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.952

Abstract

This study investigates the effectiveness of ethnomathematics-based learning in enhancing ninth-grade students’ mathematical problem-solving skills in geometry at an Islamic junior high school. A quasi-experimental design with pre-test and post-test was employed, involving 47 students divided into an experimental group (n = 24) and a control group (n = 23). The experimental group received instruction integrating culturally relevant contexts, while the control group received teacher-centered expository instruction. Problem-solving skills were assessed through validated tests targeting comprehension, strategy formulation, execution, and evaluation, and analyzed using normalized gain (N-Gain) and independent-samples t-tests. Results indicated that the experimental group achieved significantly higher N-Gain scores than the control group, with a large effect size, demonstrating that ethnomathematics-based learning effectively fosters higher-order problem-solving abilities. These findings suggest that embedding cultural contexts in mathematics instruction provides a more engaging and enhancing students’ problem-solving skills.
Co-Authors Ifada Novikasari Ifada Novikasari Lily Rahmawati Lisa Awalia