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Candra Ditasona
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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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Critical Thinking Skills: Comparative Assessment of Further Mathematics and Non-Further Mathematics Students in Public and Private Schools Etuk-Iren, Olubunmi Adejoke; Bakre, Omolara Fatimah; Lawal, Ruth Folake
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.57

Abstract

Critical thinking skills, essential for daily progress and academic success, are rarely studied in relation to Further Mathematics. This study compared the critical thinking skills of further mathematics and non-further mathematics students in Alimosho, Lagos, Nigeria. A total of 310 participants, including 153 further mathematics and 157 non-further mathematics students, were purposively selected from public and private secondary schools. Data were collected using a valid and reliable questionnaire (r=0.82) and analyzed using descriptive and inferential statistics, including frequency, mean, standard deviation, and t-test at a 0.05 significance level. The results revealed a significant difference in critical thinking skills between further mathematics and non-further mathematics students in public secondary schools. Similarly, a significant difference was found in the critical thinking skills of public and private school students, regardless of whether they studied mathematics. No significant difference was observed in the critical thinking skills of students taking further mathematics compared to those who did not, across both types of institutions. The study recommended that mathematics teachers focus on fostering critical thinking skills beyond problem-solving in further mathematics to support students' overall development.
Relative Effectiveness of Teachers’ Questioning Strategies in Enhancing Students’ Mathematics Achievement in Gwale Local Government Area of Kano-Nigeria Ibrahim, Bashir Mohammed
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.59

Abstract

This study investigated the relative effectiveness of teachers’ questioning strategies in enhancing students’ Mathematics achievement in Gwale Local Government Area of Kano State, Nigeria. The study employed a quasi-experimental design. The population for this study consisted of 8,785 JSS II students. A sample of 135 JSS II students from three intact classes was purposively selected. A simple random sampling technique was used for the study. The instrument used for the pretest and posttest was the Mathematics Achievement Test (MAT), with a reliability coefficient of 0.78 calculated using Pearson’s correlation coefficient (r). The collected data were analyzed using descriptive statistics, such as mean and standard deviation, to answer the research questions, and inferential statistics, including paired sample t-tests and analysis of variance (ANOVA), to test the hypotheses at a 0.05 level of significance. The findings revealed that divergent and convergent questioning strategies had a significant effect on enhancing students’ Mathematics achievement. Additionally, the study found a significant difference between the divergent, convergent, and conventional methods. The researcher recommended that divergent and convergent questioning strategies be included in the Mathematics curriculum for teacher education programs.
Utilizing Bland and Interactive PowerPoint during Mathematics Class: Physical Education Students’ Perceptions Mercado, Maria Crisella Dela Cruz; Calaguas, Krizzel B.; Vitug, Zhairel Mae O.; Castro, Abigail B.; Yumang, Mary Grace M.; Gaspar, Romalyn S.; Nucum, Rona G.
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.58

Abstract

PowerPoint is a widely used presentation software capable of displaying multimedia elements such as images, videos, audio, and text through visually engaging and creative slide shows. This study explored the perceptions of Physical Education students regarding the use of bland and interactive PowerPoint during their Mathematics classes. Specifically, it aimed to determine whether students’ perceptions varied in terms of active participation, motivation, and learning when exposed to these two types of PowerPoint presentations. The study involved 36 first-year Bachelor of Physical Education students at a university in Pampanga, Philippines, comprising 22 females and 14 males. Using a closed-ended questionnaire, quantitative data were collected and analyzed. The findings revealed a significant difference in students' perceptions, with more students strongly agreeing that interactive PowerPoint (iPPT) significantly enhanced their active participation, motivation, and learning compared to bland PowerPoint (bPPT). It was concluded that the use of iPPT in teaching Mathematics provided greater support to students, particularly by fostering higher levels of engagement, motivation, and improved learning outcomes.
Effect of Constructivist-Based Teaching Strategy on Students' Computational Ability in Mathematics: A Gender Study in Port Harcourt Ahumaraeze, Onyekachi Uchechukwu; Charles-Ogan, Gladys Ibibo
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.64

Abstract

The study investigated the effect of Constructivist-Based Teaching Strategy (CBTS) on students’ Mathematical Computational Ability (MCA). It aimed to determine the difference in MCA of students taught with CBTS and Conventional Method (CM); ascertain the difference in MCA of male and female exposed to CBTS and ascertain Interaction effect between the teaching strategy and gender on students MCA. A quasi-experimental research design was employed. A sample of 240 students was selected from a population of 21,079 from 38 Public Senior Secondary Schools in the Port Harcourt Metropolis of Rivers State, using a purposive and stratified random sample technique. Data were collected using a validated Computational Ability Test (CAT) on Probability. The experimental group used CBTS, while the control group used CM. Analysis was conducted using mean, standard deviation, and analysis of covariance at a 0.05 significance level. The findings of the study revealed that the experimental group outperformed the control group in terms of MCA, as evidenced by a statistically significant difference in mean scores. Additionally, a significant difference in the mean scores of male and female students taught probability using a CBTS was seen, and MCA of the male student was favored over that of the female student by CBTS. Additionally, a noteworthy interaction impact between gender and teaching approach in MCA was demonstrated by the results. Teachers should adopt CBTS in addition to the CM to help students become more proficient computationally.
Improving Mathematical Understanding on Geometry for 9th Grade Students through Three-Dimensional Mathematics Learning Media Based on Virtual Reality Simbolon, Kerdid; Ditasona, Candra; Setiawan, Laurencia Firstania
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.71

Abstract

This study aimed to develop a three-dimensional virtual reality (VR)-based learning media for teaching mathematics at 9th grade students, focusing on improving students' understanding of geometric shapes. Utilizing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, the research involved the development of an interactive VR tool that allows students to engage with complex geometric concepts in an immersive environment. The VR media was validated by subject learning material experts in terms of content, language, and technical aspects, resulting in an overall validity score of 4.04, indicating high validity. Implementation quantitative analysis showed that the tool significantly improved student comprehension, with an average practicality score of 3.81, indicating that the media was easy to use in the classroom. This study concludes that VR-based learning media offers a promising approach to overcoming the difficulties students face in understanding three-dimensional geometry, providing both an engaging and effective learning experience.
Comparative Analysis of Mathematics Anxiety and Academic Achievement among Science Education Students Ike, Iheanacho Chukwudi; Duru, Darlington Chibueze; Alwell, Uzoma; Mba, David Onyinye
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.63

Abstract

This study examines the comparative analysis of mathematics anxiety and academic achievement among second-year Science Education students at Alvan Ikoku Federal University of Education, Owerri. Three research questions and hypotheses were tested at a 0.05 significance level. Using a correlation and comparative research design, all 85 students were included via census sampling. Data were collected using the Mathematics Anxiety Rating Scale (MARS), adapted from Al Mutawah (2015), and the Basic Mathematics for Science Education Achievement Test (BMSEDAT). MARS had 20 items with a Cronbach’s alpha reliability of 0.70, while BMSEDAT consisted of 6 essay questions, with a reliability coefficient of 0.71. Pearson’s correlation and independent samples t-test were used for data analysis. Findings revealed a significant relationship between mathematics anxiety and achievement, specifically among Biology students, but not in Chemistry and Physics. It was recommended that teachers should adopt positive, supportive teaching methods that encourage students to develop a healthy attitude toward mathematics.
Students' Problem-Solving Skills through the Modified Triangle Method with Contextual Teaching and Learning Amsari, Dina; Syam, Salmaini Safitri; Suciana, Fadila
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.65

Abstract

This research was motivated by the low level of students' problem-solving ability in mathematics learning, especially based on real-world problems. The main cause is that students still have problems in understanding the meaning and finding the core of the given problem. The objectives of this study to determine the modified Triangle Method (TM) with Contextual Teaching and Learning (CTL) to improv students' ability in problem-solving and also its interaction with prior knowledge. This type of research is experimental design with a sample of 69 students grade VIII in West Sumatera, Indonesia. The data were obtained by giving the test, which was evaluated by t-test and two-way ANOVA. Based on the result test, obtained a t-value of 4.488 with the Sig.=0.000<0.05= α. It can be concluded that the modified of TM and CTL can improve students' problem-solving ability. Meanwhile, the interaction test obtained Sig.0.467>0.05=α. In other words, there is no interaction between CTL and students' prior knowledge of problem-solving skills. It means that TM and CTL can be used for students with high and low prior knowledge to improve students' problem-solving skills.
An Analysis of Grade VIII Students' Difficulties in Solving Circle Story Problems: A Study Based on Polya's Problem-Solving Theory Manekat, Septianingsi; Son, Aloisius Loka; Siahaan, Meiva Marthaulina Lestari
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.70

Abstract

This study aims to explore the difficulties experienced by students of grade VIII of junior high school in solving circle story problems based on Polya's Theory. The research approach used is a qualitative approach. This type of research is qualitative descriptive research. This research was conducted in one of the junior high schools in North Central Timor Regency. The subjects of this study were grade VIII consisting of 20 students. The instruments used were 4 circle material test questions and interviews to determine the factors that cause students to have difficulty working on the questions. Data analysis techniques through the stages of test data analysis, data reduction, data display and conclusion drawing. The results of this study indicate that the difficulties faced by students are 1) difficulty understanding the problem, namely students have difficulty in positioning the function of the symbol on the known and asked parts of the question, 2) difficulty making a solution plan, namely students have difficulty connecting the known and asked elements so that students do not fully understand the strategy that will be used to plan the solution, 3) difficulty completing the solution plan, namely students have difficulty writing a complete formula to be used in solving the problem so that they do not find the results requested by the question, 4) difficulty re-checking, namely students do not know how to make conclusions from the results of their work.
Achievement and Improvement of Junior High School Students' Numeracy Skills through a Realistic Mathematics Education Approach Timo, Maria Elisabeth; Son, Aloisius Loka; Salsinha, Cecilia Novianti
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.74

Abstract

The results of a survey conducted by PISA show that the achievement of students' numeracy skills in Indonesia is relatively low, with many students having difficulty applying basic mathematical concepts in everyday life. This condition requires 21st-century learning to not only focus on mastering content, but also on developing numeracy skills that are integrated into various subjects. Therefore, this study was conducted to determine the achievement and improvement of numeracy skills of grade VIII junior high school (JHS) students through the realistic mathematics education (RME) approach. The research method used is a quantitative method with a quasi-experimental research type, which was conducted at a junior high school in North Central Timor Regency. The instrument used was a numeracy ability test sheet. The data obtained were analyzed using the t-test. The results of the study showed that the achievement and improvement of numeracy skills of grade VIII junior high school students who studied through RME approach were higher than students who studied without the RME approach. Specifically, students taught with the RME approach showed better understanding in solving contextual problems and applying mathematical concepts, and experienced a more significant increase in scores between the pretest and posttest. It is recommended for junior high school mathematics teachers to implement RME to facilitate students' numeracy skills. It is recommended for junior high school mathematics teachers to implement RME to facilitate students' numeracy skills.
Technological Knowledge Among Mathematics Pre-Service Teachers in Indonesia and the Philippines: A Comparative Study Ditasona, Candra; Purba, Santri Chintia; Natalia, Stevi; Sihotang, Hotmaulina; Junsay, Merley; Estomo, Rene T
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.111

Abstract

This comparative study investigates the Technological Knowledge (TK) readiness of mathematics pre-service teachers in Indonesia and the Philippines. Using a structured online survey, data were collected from 136 participants in Indonesia and 93 in the Philippines. TK readiness was categorized into three levels: Ready, Moderately Ready, and Not Ready, with demographic factors such as age, sex, and school type examined as potential influences. The results indicate that Indonesian pre-service teachers demonstrate higher TK readiness compared to their Filipino counterparts. No statistically significant associations were found between TK readiness and demographic variables in either country. The findings suggest a need for targeted interventions in teacher education programs to enhance TK competencies and ensure effective technology integration in mathematics classrooms. Implications for curriculum design and future research are discussed.

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