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Brillo Journal
Published by S&Co Publishing
ISSN : -     EISSN : 28098528     DOI : 10.56773
Core Subject : Education,
Education Mathematics Other
Brillo Journal is a scientific, peer-reviewed and open-access journal managed and published by S&Co Publishing, Jakarta, in June and December. It aims to be an open-access journal platform that publishes and disseminates ideas and researches on education. Its focus is to publish original research (quantitative or qualitative research, classroom action research, development/design research are top priorities) or library analysis on how students learn at the primary, secondary or undergraduate level. The scope of this journal is: (1) Mathematics Content in Pedagogy, (2) Learning Model and Approach, (3) Ethnomathematics, (4) Didactical Design Research, (5) Technology-Assisted Learning. Brillo Journal covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Brillo Journal will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): Online-based academic activity, Synchronous and asynchronous learning, Face-to-face online learning, Student assignment in the learning system, Student psychological in online learning
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 41 Documents
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Development of Mathematics Literacy Questions on Trigonometry Aqillah, Hoirun Nisa; Kurniasi, Eka Rachma; Agustine, Putri Cahyani
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.31

Abstract

The 2022 Education Report reveals that high school-equivalent students scored 50.74% in numeracy literacy, below the minimum competency. Emphasizing mathematical literacy is crucial, yet such problems are scarce in classrooms. The research aims to develop mathematical literacy questions. The trigonometry material was chosen for the reason that this material should enable literacy activities related to material concepts. Following the ADDIE (Analysis, Design, Implementation, and Evaluation) model, the study employs expert validation and student responses as instruments, involving 20 students in small and large-scale test phases. It yields four trigonometry essay questions for high school. The research results show that the Mathematical Literacy test developed has quite valid categories in terms of content, construct and language. The questions are declared reliable. All types of questions are difficult. Discrimination index of questions, 1 question in the average category, and 3 questions in the low category. The developed questions are in the difficult category because at the mathematical literacy level, the abilities that are developed are not at the level of low-level thinking. This research supports efforts to increase student competency in mathematical literacy at the high school level.
Learning Gap Assessment in Integrated Mathematics 9 Arpilleda, Alcher J.; Resullar, Milagrosa P.; Budejas, Reubenjoy P.; Degorio, Ana Lea G.; Gulle, Reggienan T.; Somera, Mark Clinton J.
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.39

Abstract

The pandemic has profoundly impacted education, posing unprecedented challenges that demand immediate attention. Thus, this study was conducted to identify intervention activities that may be introduced on the learning gaps in Integrated Mathematics 9 for the First Quarter of the School Year 2022-2023. A quantitative quasi-experimental research using a pretest-posttest design was employed in this study and conducted on the 31 Grade 9 students of St. Paul University Surigao during the First Quarter of the School Year 2022-2023. A validated test was used to conduct the pretest and posttest to assess the learning gaps in Mathematics 9. Frequency, percentage distribution, and paired t-test were used in analyzing the data gathered. This study found that there are least-mastered competencies in the First Quarter of Mathematics 9. In addition, there is a significant difference in the pre-and posttest performance of the learners, especially after giving intervention activities such as drill, practice exercises, tutoring sessions, or small group instruction, peer tutoring and collaborative learning, expanded opportunity, explicit and technology-assisted instruction. Thus, the intervention improved learner performance and addressed least-mastered competencies. It is recommended for mathematics teachers to design further intervention materials targeting other least-learned competencies.
Exploring Ethnomathematics in the Activities of Traders at the Niki-Niki Traditional Market Misa, Yeni; Son, Aloisius Loka; Laja, Yosepha Patricia Wua
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.40

Abstract

Mathematics is a form of culture inherent in all aspects of society's life. In the cultural practices of certain communities, mathematical concepts are involved. There is an intersection between culture and mathematics. Therefore, this research is conducted to explore the mathematical concepts used by traders. This study was conducted at the Niki-Niki Traditional Market. The research subjects consist of 6 individuals, with 2 betel nut sellers, 2 chili pepper sellers, and 2 woven fabric sellers. The data in this study are primary data collected through observation, interviews, and documentation techniques. Data analysis employs the techniques of ethnographic research data analysis, including domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The results of the research indicate that there are mathematical concepts of plane geometry and integers in the activities of traders. Concepts of plane geometry include points, rectangles, circles, rhombuses, straight lines, curved lines, and fractal geometry. Meanwhile, mathematical concepts related to integers include sets, counting, addition, subtraction, division, and multiplication.
Mathematical Communication Ability of High School Students in the Implementation of Experiental Learning Model Triani, Nina Ayu; Mauladaniyati, Ratu; Sartika, Nenden Suciyati
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.43

Abstract

The objective of this research is to determine whether the enhancement in mathematical communication skills of students instructed with the experiential learning model surpasses that of students instructed with the conventional learning model. This research is a quasi-experimental research design, with the research sample comprising one experimental class (utilizing the experiential learning model) and one control class (following the conventional approach), each consisting of 20 students. The research instrument employed is a descriptive test comprising a pretest and posttest. Based on the research data analyzed using the N-Gain hypothesis test, it can be concluded that there is an improvement in students' mathematical communication skills in the context of the three-variable linear equation system material. This improvement is more pronounced among students taught using the experiential learning model compared to those instructed using the conventional learning model.
Exploring Exponential Functions Using Geogebra Tuda, Shpresa; Rexhepi, Shpëtim
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.45

Abstract

Exponential functions, symbolized by the expression f(x)=ax, are a fundamental mathematical concept widely applicable to real-world scenarios such as population growth, compound interest, and radioactive decay. This abstract underscores the significance of exponential functions and highlights GeoGebra's crucial role in interactive visualization and analysis as an intuitive mathematical software. This study utilizes GeoGebra's dynamic interface to explore and comprehend exponential functions, bridging the gap between theoretical concepts and practical applications. It includes a comparative analysis between classical methods and GeoGebra solutions for exponential functions. The software's ability to validate mathematical outcomes through visual confirmation is explored, emphasizing its role in not only enhancing understanding but also providing a reliable means of verification. GeoGebra and mathematical analysis illustrations consistently yield results through practical examples, demonstrating the software's effectiveness in fostering a deeper understanding of exponential growth. In addition, surveys was conducted and engaged in direct comparison of solutions with students in the classroom setting to observe firsthand how learners interact with the material and identify common mistakes made during problem-solving. The survey results informed the development and refinement of the approach, ensuring a comprehensive understanding of both the benefits and challenges associated with learning exponential functions through GeoGebra.
Google Classroom Aided Instruction on Student Teachers' Mathematics Achievement in Owerri, Nigeria Alwell, Uzoma; Uwakwe, Joy Ijeoma; Ike, Iheanacho Chukwudi; Ogunleke, Isaac Adekunle
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.46

Abstract

The study investigated the effect of Google Classroom aided instruction on students’ achievement on Mathematics Courses of 2019-2021 academic sessions in Alvan Ikoku University of Education, Owerri. Guided with three research questions and three null hypotheses to establish significant difference in the mathematics achievement scores of students with Google Classroom aided instruction compared with those taught without the platform. Quasi-experimental design of non-randomised control group design was adopted. The population of the study comprises of all students of the university, offering Mathematics courses in Department of Mathematics with a population size of 331 students with a sample of 127 students. The instrument for data collection were moderated examination question papers and course lecturer made test questions. Data collected were analysed using mean, standard deviation and t-test of equality of mean. Major results showed that male students achieved significantly than the female students in the mathematics courses, students taught without the aid of Google classroom platform achieved significantly than those in the Google classroom aided instruction class. Also, the use of Google classroom aided instruction does not result to gender disparity in Mathematics achievement. Hence, it was recommended for further research on factors affecting effective utilization of Google classroom and remedies.
Predictive Analysis: Academic Resilience as a Determinant of Mathematics Achievement among Senior Secondary School Students in Nigeria Duru, Darlington Chibueze; Obasi, Chinedu Victor; Oguoma, Chinyere
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.48

Abstract

Mathematics is considered a key foundation for scientific knowledge required for the development of any nation. Poor mathematics achievement has been reported nationally. This paper was designed to investigate academic resilience as a determinant of mathematics achievement among senior secondary school students in Owerri municipal council of Imo State. A correlational design was used for the study. The study comprised a population of 32,068 students in public secondary schools in Owerri Municipal Council of Imo State. A sample of 180 SSII students was drawn from the population, using simple random sampling. Two instruments were used for data collection in this study. They are: the Academic Resilience Scale (ARS) for secondary school students was developed by Martin and Marsh with a Cronbach reliability coefficient of 0.74, and the Mathematics Achievement Proforma (MAP). Descriptive and inferential statistics including simple linear regressions were used for data analysis. The findings showed that academic resilience positively and significantly predicted mathematics achievement irrespective of gender. It was recommended to prepare and encourage students to be resilient, with the spirit of resilience inculcated at a young age, as this helps them in life and positively predicts mathematics achievement.
Mathematical Concepts and Cultural Values in Sonaf Tamkesi: Ethnomathematics Study in a Traditional Village on Timor Island Funan, Fedelia; Son , Aloisius Loka; Siahaan, Meiva Marthaulina Lestari
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.49

Abstract

Mathematics is a universal science, and it is crucial for everyone to master it, both in terms of its applications and its cognitive patterns. The purpose of this research is to explore the concepts of mathematics and cultural values found in the artifacts of Sonaf Tamkesi Manufui. The study was conducted in the traditional village of Tamkesi, south Biboki District, North Central Timor Regency, in July 2023. The subjects of this study were three community leaders. The type of data collected for this research was primary data obtained through documentation and interviews between the researcher and the respondents. Data analysis was conducted through stages of domain analysis, taxonomy, componential analysis, and cultural themes. The research findings indicate that there are concepts of plane geometry in the artifacts such as trapeziums, rectangles, squares, rhombuses, triangles, circles, cylinders, hexagons, and cubes. Meanwhile, the cultural values of the artifacts in Sonaf Tamkesi are the roof symbolizes harmony, the door symbolizes greatness and respect for ancestors, the pillars symbolize vertical relations with ancestors, the betel-nut container symbolizes service, the clay pot symbolizes a gift from ancestors to the living, the hearth symbolizes balance, and harmony in achieving goals.
An Analysis of Ethnomathematics Didactical Contract in the Sums of Interior and Exterior Angles Ali, Clement Ayarebilla
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.52

Abstract

Teachers and students have different ideas and expectations about the didactical situation that evolves in the classroom. It needs rules that determine teachers’ and students’ unique responsibilities relating to the didactical situation or contract. The division of roles and responsibilities moves from the teacher as the centre to the students as the centre. The results of a case study design of 42 students showed that the transition from ostentation to Mayeutic Socrate and then to the adidactical contracts was smooth and progressive if the teacher and the participants cooperated and actively participated in the milieu. It was therefore recommended that teachers streamline method-friendly guidelines, strategies, and techniques at the ostentation contract for students to emulate, students cooperate and support the teacher at the mayeutic Socratic contract and the knowledge of both local indigenous and exotic artifacts must complement each other at the adidactical contract.
Utilization of Instructional Materials and Junior Secondary Students’ Academic Achievement in Geometrical-Shapes Ahmad, Manko Umar; Aliyu, Alhaji Zakariyya; Liman, Alhaji Mohammed
Brillo Journal Vol 3 No 2 (2024): Ethnomathematics and Resilience in Mathematics Education Innovations
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i2.54

Abstract

This study investigates the utilization of instructional materials and junior secondary students’ academic achievement in geometrical shapes. A quasi-experimental design with experimental and control groups, including pre-test, post-test, and post-posttest measures, was implemented. The target population consisted of 1329 JSS II Students from Bida Local Government Area, Niger State, with sample size of 171 (Male=84, Female=87) students from two schools and two intact classes. Sample was determined through purposive and simple random sampling, selecting all mixed schools with experimental and control groups. Three research questions and hypotheses were formulated to guide the study. Data collected employed instruments: The Geometry Performance Test (GPT), Geometry Achievement Test (GAT), Lesson model for the control and experimental group. The GPT and GAT were validated by three experts and also demonstrated good reliability. The results revealed that students taught with instructional material performed better comparing with those taught without instructional materials and also there is no significant differences found in gender in the experiment group. In addition, there is significant difference in the retention ability of those who were taught using instructional materials and those taught without instructional material. Based on these results, mathematics teachers should use instructional materials during teach mathematics especially geometrical shapes.

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