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JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : https://www.doi.org/10.23917/jramathedu
Core Subject : Education,
Mathematics
The JRAMathEdu (Journal of Research and Advances in Mathematics Education) is an open access and peer reviewed scholarly international journal devoted to encouraging the academic conversation of researchers in the field of mathematics education. The JRAMathEdu covers all the research topics on the technology in mathematics education, mathematics teachers development, special needs in mathematics education, educational psychology in mathematics education, and ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 9 Issue 2 April 2024" : 5 Documents clear
Integrating liveworksheets for multirepresentational probability learning: A study on design validity and instructional effectiveness. Widyawati, Santi; Putra, Fredi Ganda; Bekti, Mutiara Fitria
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10399

Abstract

Mathematical representation is essential for students’ understanding, especially in probability which requires visual symbolic and verbal interpretation. However many digital worksheets lack integration across these modes. This study aimed to develop and evaluate a multirepresentational electronic worksheet using the Liveworksheets platform to enhance students’ representational skills in probability. The study applied the ADDIE development model which included curriculum analysis expert validation and classroom implementation through a pretest and posttest design. The worksheet combined interactive charts symbolic equations and explanatory prompts into a unified learning experience. Panels of experts consisting of subject-matter specialists media experts and psychometricians validated the content usability and alignment with educational objectives. Students who participated in pilot activities responded positively and reported high levels of engagement. The pretest and posttest results demonstrated improvements in students’ visual symbolic and verbal representation skills. These outcomes indicate that integrating multiple representation modes into a digital learning tool can effectively support deeper conceptual understanding. The study concludes that the developed worksheet is educationally valid engaging for learners and practical for classroom use. It offers a promising approach to support differentiated instruction in mathematics and enrich students’ learning experiences particularly in mastering abstract probability concepts.
Examining prospective mathematics teachers’ computational thinking through the lens of cognitive style Maharani, Swasti; Ardiana, Ardiana; Andari, Tri
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10442

Abstract

The advancement of technology and the demands of the 21st century require prospective mathematics teachers not only to be proficient in content knowledge but also to possess adaptive computational thinking (CT) skills. This study aims to explore the CT abilities of prospective mathematics teachers based on their cognitive styles, namely field-independent (FI) and field-dependent (FD). A descriptive qualitative approach was employed, involving four prospective mathematics teachers selected through purposive sampling based on the results of the Group Embedded Figures Test (GEFT) and their initial CT abilities. Data were collected through CT problem-solving tasks, think-aloud protocols, semi-structured interviews, and direct observations, and were analyzed thematically. The findings reveal that all participants demonstrated competencies in the four dimensions of CT: decomposition, abstraction, pattern recognition, and algorithmic thinking. FI participants (S1 and S2) tended to exhibit CT with symbolic and reflective characteristics, such as symbolic-structural and reflective-tactical thinking. In contrast, FD participants (S3 and S4) displayed concrete-procedural and exploratory-conceptual CT, emphasizing numerical and contextual strategies. These differences highlight the influence of cognitive styles on the CT tendencies of prospective teachers. This study underscores the importance of developing CT training programs that are adaptive to students’ cognitive styles in order to optimize their potential in mathematical problem-solving. The practical implications support the implementation of differentiated CT instruction that accommodates individual thinking preferences within mathematics teacher education.
Level of creative thinking ability of students in solving numeracy problems Putra, Yudi Yunika; AB, Joko Sutrisno; Rahmadi, Imam Fitri
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10453

Abstract

Creative thinking plays an important role in the development of new ideas in mathematical solutions that are positively correlated with crucial 21st century skills. This study aims to determine the level of students' creative thinking skills in solving numeracy problems. The research subjects consisted of 30 fourth grade elementary school students in Central Bangka Regency, Bangka Belitung Islands Province. The research method used descriptive research with a qualitative approach. The data collection technique used a written test of 5 questions. The questions were based on the Minimum Competency Assessment (AKM) numeracy test from the Education Assessment Center (Pusmendik). The data test test were analyzed descriptively on the level of creative thinking ability. The results showed that 7% of students reached level 2 in creative thinking, able to solve with original solutions but did not reach fluency or flexibility. Most students reached level 0 and 1 respectively 53% and 40%, the solution did not meet the originality (novelty), fluency, and or flexibility. The low level of creative thinking of elementary school students illustrates that the learning process tends not to be on a new and flexible problem solving process, it is recommended to implement a learning model based on open problem solving or project-based learning that stimulates creative thinking skills.
Students' mathematical errors in solving literacy and numeracy problems Rosyadi, Alfiani Athma Putri; Kafifah, Anisa; Cholily, Yus Mochamad; Inganah, Siti
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10464

Abstract

Numeracy literacy constitutes one of the core domains evaluated in an assessment administered by the Ministry of Religious Affairs, referred to as AKMI. This assessment functions as a comprehensive diagnostic tool to identify students’ proficiencies and deficiencies across three key literacy areas: reading, numeracy, and science. This study employed a descriptive qualitative approach, with fifth-grade students as the subjects. The research instruments included a mathematics ability test, a literacy and numeracy assessment, and semi-structured interview guidelines. The students’ problem-solving processes were analyzed through four stages: understanding the problem, devising a plan, executing the plan, and evaluating the solution. Findings revealed that students with low mathematical ability frequently encountered difficulties in the planning, execution, and evaluation stages, which collectively accounted for 29.4% of the total errors. A smaller proportion (5.88%) struggled with understanding the problem, while another 5.88% did not exhibit notable errors. Students with moderate ability demonstrated errors in the planning, execution, and evaluation phases, each contributing 25% to the overall errors; however, they showed no difficulty in identifying knowns and unknowns in the problems. High-ability students generally solved the problems without major issues, with 62.5% of their responses being accurate and error-free. Geometry-related problems posed the greatest challenge across all ability levels, resulting in a higher incidence of errors.
Exploring mathematics teacher’s perceptions of students’ computational thinking and attitudes towards STEAM-AR: A need for module development Masduki, Masduki; Khotimah, Rita Pramujiyanti; Sukirman, Sukirman; Kurniawati, Salsabila; Hidayati, Isnaini Nurul
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10830

Abstract

Computational thinking (CT) skills are vital for addressing future challenges. The integration of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) can assist students to foster CT abilities. Furthermore, incorporating technology into education such augmented reality (AR) can improve the quality of the students’ learning experience. Consequently, it is essential to develop a STEAM-AR-based learning module to foster CT abilities. This study seeks to ascertain teachers' perceptions concerning students' CT abilities, attitudes towards STEAM learning principles, attitudes towards the technology integration in mathematics learning, and the need for a STEAM-AR-based mathematics module. An online survey was administered to 105 secondary mathematics teachers in the Sukoharjo District, Indonesia. The findings indicated that the teachers' perceptions were predominantly high. The high-level perceptions suggest that teachers view students as deficient in CT and STEAM-related learning activities. Furthermore, the findings demonstrate that the learning process will achieve higher quality by utilizing technology-based learning modules that integrate STEAM. In addition, there is no significant variation in teachers' perceptions based on gender and teaching experience across all perceptions. Finally, the results suggest that in order to improve students' CT abilities, teachers must integrate STEAM and technology into their classroom.

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