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International Journal of Trends in Mathematics Education Research (IJTMER)
Published by SAINTIS Publishing
ISSN : -     EISSN : 26218488     DOI : http://dx.doi.org/10.33122/ijtmer
Core Subject : Education,
Education Mathematics Other
International Journal of Trends in Mathematics Education Research (IJTMER) is a peer-reviewed open-access international journal who aims to the sharing, dissemination and discussion of current trends research results, experience and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. The IJTMER is published quarterly (March, June, September and December) and is available in open access electronic version under new publisher the SAINTIS Publishing. IJTMER welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English for initial review stage by editors and further review process by International reviewers.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 229 Documents
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Improving critical thinking skills through a Problem Based Learning (PBL) Approach based on Augmented Reality (AR) at SMAN 1 Seunuddon Muliana, Muliana; Nufus, Hayatun
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.340

Abstract

This research aims to explore improving students' critical thinking skills through the application of the Problem Based Learning (PBL) learning model assisted by Augmented Reality (AR) technology. The research method used was an experiment with a quasi-experimental design, involving two sample groups, namely the experimental group that applied the AR-assisted PBL model and the control group that followed conventional learning methods. This research sample consisted of 60 high school students who were selected purposively. The instrument used in this research is a critical thinking skills test which has been tested for validity and reliability. The results of the validity test show that all question items are valid with a coefficient above 0.6, while the reliability test shows a Cronbach's Alpha value of 0.87, which indicates high reliability. The results of the question difficulty level test show that the questions used are in the moderate category, and the question discrimination power test shows that there is good variation in differentiating students based on their ability level. The data normality test showed that the two groups (experimental and control) were not normally distributed, so data analysis continued using the Mann-Whitney non-parametric test. The results of this statistical test show a significance value of 0.00, which means there is a significant difference between the experimental group and the control group in improving critical thinking skills. This research concludes that the application of the Problem Based Learning learning model assisted by Augmented Reality (AR) can significantly improve students' critical thinking skills.
Development of Figma Educational Game Based on Mathematics Computational Thinking Ability for Vocational Students Fauziyah, Nida’; Rosdiana, Ratna; Maharani, Anggita; Hapsari, Trusti
International Journal of Trends in Mathematics Education Research Vol 7, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i2.309

Abstract

Developing educational games using Figma can help educators create engaging and interactive learning media. This also applies at the vocational school level to improve learning outcomes, especially in mathematics, which students rarely favor because it is considered a complex subject. The main problem faced by vocational students related to employability still needs to be considered higher, which is caused by the lack of availability of interactive media to hone the skills desired by the work industry, including soft skills such as logical thinking and technical functions such as computational thinking. This research aims to create an educational game based on mathematical computational skills in vocational students through a Research and Development (RD) approach by applying 4 of the five stages of the ADDIE Method, namely Analysis, Design, Development, Implementation, and Evaluation. From the four stages of the ADDIE Model, an Educational Game design using Figma entitled "Train to Mathematics" has been produced by paying attention to important aspects such as material relevance, selection of designs used, user involvement, interactivity, adaptability, and skill enhancement, in designing the concept of educational games. The research results show the feasibility level through the material validation test with a percentage of 70%, and the media validation test obtained a percentage of 80%. The results of the validation test show that the development of educational games using Figma is feasible as learning media.
The Application of the Discovery Learning Model to Improve the Mathematical Problem-Solving Abilities of Eighth Grade Students at SMP Negeri 31 Medan Simanjuntak, Sinta Dameria; Sinaga, Ewilda; Manurung, Nurhalimah; Capah, Syafwani Sadanta; Harahap, Yanti Pertiwi; Sitanggang, Derma Yanti; Simatupang, Esra Ayu Lamria; Tarigan, Yenni Andryani
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.352

Abstract

This study aims to improve the mathematical problem solving ability of students in class VIII-4 at SMP Negeri 31 Medan through the application of the Discovery Learning model. This research is a Classroom Action Research (PTK) which was conducted in two cycles. The research subjects were 30 students of class VIII-4, while the research object was the improvement of mathematical problem solving ability through Discovery Learning model. The results showed an increase in students' mathematical problem solving skills from cycle I to cycle II. In the initial test, the average student score was 45.22 with a completeness rate of only 13.33%. After the application of Discovery Learning in cycle I, the average score increased to 66 with a completeness rate of 56.67%. In cycle II, the average score reached 82.66 with a completion rate of 86.67%. Thus, the use of the Discovery Learning model proved to be effective in improving students' mathematical problem solving skills on the material of Linear Equation One Variable.
A Literature Review on Gamification as an Interactive Approach in Mathematics Learning for Elementary School Students Mursalin, M; Saputra, Eri; Ali, Muhammad
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.367

Abstract

Students' interest and involvement in mathematics learning, particularly at the elementary school level, is often low due to the nature of the material that is considered difficult and less interesting. The gamification approach, which integrates elements of play into learning, emerges as a potential strategy to increase students' motivation and understanding of mathematical concepts. This study aims to analyze the effectiveness of gamification in increasing learning interest and understanding of mathematics in elementary school students. This literature review was carried out by collecting, filtering, and analyzing various relevant previous research, using keywords such as "gamification", "elementaryschool mathematics learning", "student motivation", "educational technology", and "student collaboration". The results of the study show that the application of gamification in mathematics learning has a significant positive impact on student motivation and engagement, improves understanding of mathematical concepts, and facilitates collaborative skills. The implication of these findings is that educators should consider integrating technology-based gamification in the math curriculum, in order to create a learning experience that is more adaptive and relevant to students' needs.
Identification of Learning Challenges Towards the Curriculum at SDN 5 Jangkar Ariyanti, Nindya Suci; Murtinasari, Frida; Hidayatin, Nur
International Journal of Trends in Mathematics Education Research Vol 8, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v8i1.379

Abstract

This study aims to identify obstacles in the learning process at SDN 5 Jangkar, Situbondo Regency, which include limited facilities, lack of conducive environmental support, and low public awareness of the importance of education. These factors have an impact on the quality of the teaching and learning process and student learning outcomes at SDN 5 Jangkar. This study uses a descriptive method with data collection techniques through interviews, observations, and documentation, with a focus on the implementation of the curriculum in the classroom to be more organized and in accordance with the planning. The results of the study indicate that the main challenge in learning at SDN 5 Jangkar is the inconsistency of the implementation of the curriculum with the planned learning design. Therefore, this study is expected to provide an in-depth description of the challenges faced by schools in implementing the curriculum and formulate strategies to optimize the learning process.
Critical mathematical thinking ability of junior high school students viewed from cognitive style A'yun, Qurrota; Handayani, Luluk; Sujiwo, Dimas Anditha Cahyo
International Journal of Trends in Mathematics Education Research Vol 8, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v8i1.374

Abstract

This study aims to analyze students' critical thinking skills in solving Two-Variable Linear Equations (PLDV) problems based on reflective and impulsive cognitive styles. The subjects of the study consisted of four students, namely two reflective students (SR1 and SR2) and two impulsive students (SI1 and SI2). This study used a qualitative method with a case study approach. We obtained data through critical thinking tests, in-depth interviews, and analysis of student answer documents. The results showed that reflective students could do all four types of critical thinking: interpretation, analysis, evaluation, and inference. They were also able to give correct and organized answers. In contrast, impulsive students only fulfilled some of the indicators, tended to answer quickly, and made mistakes in analyzing and verifying answers. The main factor influencing this difference was the more careful problem-solving approach in reflective students compared to impulsive students. Based on these findings, it is recommended that learning strategies be adjusted to students' cognitive styles, for example, through reflection-based learning and group discussions to improve critical thinking skills. Thus, this study contributes to the development of learning methods that are more adaptive to students' cognitive characteristics in understanding and solving mathematical problems.
Development of Digital Learning Media Based on Wingeom Software on Geometry Material at PGRI 3 Tempurejo Junior High School Sujiwo, Dimas Anditha Cahyo; Marsidi, Marsidi; Solehan, Muhamad
International Journal of Trends in Mathematics Education Research Vol 8, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v8i1.375

Abstract

Digital learning media is one of the urgent factors in improving the quality of learning. It is said so because of the development of digital technology in the field of education that demands effectiveness and efficiency in learning and teaching. Development of learning media so that in the implementation of future learning is expected to be able to support the material delivered. This study aims to recognize media development in learning and test the feasibility of the WinGeom software learning media. Implementing the research and development (RD) research method of the ADDIE research model (analysis, design, development, implementation, and evaluation). The results obtained from this study are based on the assessment of the validator; namely, the material expert validator obtained a score of 45 out of 50 maximum scores with a percentage of 90% in the very feasible category. Media validation obtained a score of 40 out of a maximum score of 50 with a percentage of 80% and can be said to be feasible. Practitioner experts, namely those obtaining a score of 46 with a percentage of 92%, are in the very feasible category. As for student responses to the media that has been developed. The data results obtained with a percentage of 91% are categorized as very feasible for use in learning. In terms of student satisfaction in using Wingeom media, it shows that the majority of students (more than 60%) feel "very satisfied" with the use of Wingeom software in geometry learning. Furthermore, in terms of student learning outcomes before and after using Wingeom software, it shows an increase. These results are obtained from the average value of the pre-test, which is 59.7, and the average value of the post-test, which is 89.3. In the calculation of N-Gain, the N-Gain value is 0.73. These results indicate that Wingeom Software is very effective in improving students' conceptual understanding of flat geometry material.
Pre Number Sense Learning for Autistic Children Damayanti, Nia Wahyu; Kusuma Putri, Andri Nur; Carli, Ali
International Journal of Trends in Mathematics Education Research Vol 8, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v8i1.402

Abstract

This study aims to explore the understanding of number sense among children with autism. Developing student intelligence is non-negotiable, as it enables them to compete at an international level. Equally important is the need to support these students in reaching their full potential, so they may live independently, take responsibility, and contribute as active citizens just like typically developing children. At the foundation of learning mathematics lies the understanding of basic number concepts, or pre-number sense. This study utilized an observational method based on the 3M approach: writing, choosing, and stating. The basic numbers tested with the autistic student ranged from 1 to 4. The child in this study exhibited motor impairments, which significantly affected performance particularly in the writing and stating tasks. The results showed that the student was unable to respond correctly using these methods, highlighting the need for adaptive strategies in early numeracy instruction for autistic learners.
Gamification in STEM Education: A Systematic Literature Review Mursalin, M; Fonna, Mutia; Saputra, Eri; Ali, Muhammad; Setiawan, S
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.368

Abstract

This study aims to assess the impact of gamification in STEM education by focusing on student motivation, engagement, and learning outcomes. Gamification, or the use of game elements in non-game contexts, is applied in STEM education to enhance more engaging and interactive learning experiences. The literature review is carried out in a narrative manner by analyzing relevant research in the last 10 years obtained from various databases, such as Google Scholar and IEEE Xplore. The results of the study show that gamification elements, such as leaderboards, points, and badges, are effective in increasing student motivation and engagement, especially in subjects that tend to be difficult. In addition, gamification plays an important role in the formation of collaborative skills through activities such as "escape rooms" and gamification-based project simulations. However, the implementation of gamification is faced with challenges, such as adaptation to the institutional context and the need for adequate design to sustain long-term impacts. This review recommends the implementation of planned gamification, contextual adjustments, and continuous evaluation to improve the effectiveness of gamification in STEM education. Thus, the results of this study provide guidance for educators in integrating gamification as a relevant and adaptive learning strategy in the modern education era.

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