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International Journal of Geometry Research and Inventions in Education
Published by Edupedia Publisher
ISSN : -     EISSN : 3063959X     DOI : 10.56855
Core Subject : Education,
Education
The The International Journal of Geometry Research and Inventions in Education (Gradient) focuses on a wide range of topics within geometry, including but not limited to: Innovative research in geometric theory and its applications Development and assessment of educational strategies for teaching geometry Integration of technology in geometry education Case studies and practical approaches to geometry instruction Historical perspectives on the evolution of geometric concepts Interdisciplinary research linking geometry with other fields of study
Arjuna Subject : Matematika - Geometri dan Topologi
Articles 21 Documents
 1   2   3 
Strengthening Mathematical Connections in Middle School Geometry: The Role of Means-Ends Analysis in Learning Cubes and Rectangular Prisms Rahmawati, Rahmawati; Nopriana, Tri; Haqq, Arif Abdul
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1141

Abstract

The mathematical connection abilities of middle school children are the primary subject of this study, which aims to understand how means-end analysis (MEA) policies and procedures might assist. Students need to build mathematical connection abilities that enable them to comprehend and associate various mathematical concepts to improve their ability to comprehend and apply mathematics in real-world contexts. This is an essential component of the learning process. The research uses a quasi-experimental methodology by administering tests to the control and experimental groups before and after the intervention. One group utilised the MEA tactics in the mathematics lesson, while the other group remained committed to the tried-and-true method. Data was collected through mathematical connection tests, and then statistical analysis was performed on it to determine whether or not the intervention was effective. According to the findings, students whose courses contained MEA strategies showed a considerable improvement in their mathematical connection abilities compared to the control group. This study validates that incorporating MEA approaches into the mathematics curriculum is a viable alternative for increasing students' mathematical literacy and competence. The findings of this study provide more evidence to support this idea.
Empowering Students with Discovery Learning in Circle Geometry for Better Problem-Solving Usmayati, Uum; Gürbüz, Ferit
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1142

Abstract

The objective of discovery-based teaching aids that use circular material is to assist young individuals in improving their mathematics skills. The ADDIE technique, which encompasses analysis, design, development, implementation, and evaluation, is considered during development. The objective of analysis is to ascertain the specific knowledge and skills that students desire to acquire and the most effective methods for instructing them. Learning about the circle and the components that make it up and then applying that knowledge to the problem-solving process is one of the goals. Learning approaches focused on exploration are established during the project's design phase. In order to facilitate learning about the circular notion, visual aids and environments are currently being developed—the development process results in the production of learning modules, student workbooks, and interactive instructional materials. The designs are what determine the final result. The implementation process entails analysing learning, interactions between students, and the materials used in the classroom. Every effective method of evaluation incorporates the results of student learning as well as input from both the instructor and the students. This strategy aims to discover problems with the quality of the course content. According to the findings of several studies, students who participate in discovery-based training demonstrate improvements in their understanding of circles and their ability to solve mathematical problems on their own. Involving kids in the learning process makes it more exciting and enjoyable.
Tracing the Roots of Error: A Polya Method Analysis on Student Problem Solving in Curved Surface Solids Arifin, Zaenal; Bonyah, Ebenezer
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1144

Abstract

When participating in this activity, students were tasked with recording and evaluating their responses to problems related to curved surfaces' geometry. The following difficulties were included in the scope of the investigation: spheres, cones, and cylinders. The researchers followed a four-step methodology developed by Polya to investigate the approaches and viewpoints of the students. This process included identifying the problem, developing a strategy, putting the strategy into action, and evaluating the results. According to the findings, it appears that the majority of errors occur when attempting to determine the nature of the issue. Using the appropriate formulas and procedures becomes quite difficult if the problem is misunderstood or not fully grasped. In the interest of assisting teachers in better assisting their students in developing stronger mathematical reasoning and understanding skills, this study will investigate real-life examples of students making improper mathematical applications. According to the research findings, it is suggested that mathematics education should incorporate more guided practice and conversation to assist students in developing their ability to solve problems. It is also highlighted throughout the study that it is necessary to have a complete comprehension of the problem statements.
Decoding Student Struggles in Geometry: Newman Error Analysis of Higher-Order Thinking Skills Kania, Nia; Kusumah, Yaya S.; Dahlan, Jarnawi Afgani; Nurlaelah, Elah; Kyaruzi, Florence
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1146

Abstract

Maths is one of the most challenging courses for many pupils. Maths is often the most complex subject for many students. Newman's Error Analysis analyses eighth-graders math problems. Assessing higher-order cognitive ability is the primary purpose. This qualitative study was conducted in a Majalengka, West Java, junior high. Five randomly selected kids with different math skills participated. Following up with interviews and testing Bloom's taxonomy's latest HOTS signal questions were the critical data collection approaches. These questions test analytical (C4), evaluative (C5), and creative (C6) skills. Students had to model, sketch, confirm geometric calculations, and calculate dimensions using available components. Newman's Error Analysis was applied to analyse typical misunderstandings and errors. This exercise showed students' geometric reasoning and problem-solving weaknesses. The findings suggest customised teaching methods to improve students' geometric knowledge and performance. Reducing data, presenting facts, and concluding helped us comprehend pupils' cognitive processes and geometric challenges.
Analysis of Junior High School Students' Mathematical Creative Thinking Abilities on Plane Shapes Subject Noviyanti, Dina; Selafia, Selafia; Angraini, Lilis Marina
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1155

Abstract

This research aims to determine the mathematical creative thinking abilities of class VII students at SMPN 6 Siak Hulu. In this study, four indicators were used, namely fluency indicators, originality indicators, flexibility indicators, and elaboration indicators. In the learning carried out, especially in mathematics learning, students must have the ability to think creatively and mathematically. The ability to think creatively mathematically is the ability to think to find new ideas or thoughts in general or original with the aim of providing definite and precise results. The subjects in this research were 28 class VII students using qualitative descriptive methods. The instrument in this research used four essay questions and interviews on mathematical creative thinking abilities. The results of research on students' mathematical creative thinking abilities at SMPN 6 Siak Hulu obtained meager results. The average percentage for all indicators is 18%. This research aims to determine the mathematical creative thinking abilities of class VII students at SMPN 6 Siak Hulu. In this study, four indicators were used, namely fluency indicators, originality indicators, flexibility indicators, and elaboration indicators. In the learning carried out, especially in mathematics learning, students must have the ability to think creatively and mathematically. The ability to think creatively mathematically is the ability to think to find new ideas or thoughts in general or original with the aim of providing definite and precise results. The subjects in this research were 28 class VII students using qualitative descriptive methods. The instrument in this research used four essay questions and interviews on mathematical creative thinking abilities. The results of research on students' mathematical creative thinking abilities at SMPN 6 Siak Hulu obtained meager results. The average percentage for all indicators is 18%.
Analysis of Student Errors in Solving Problems on Three-Dimensional Shapes with Flat Surfaces: A Qualitative Study on Eighth-Grade Students Febriyanti, Wiwid; Wahyuddin, Wahyuddin; Mutmainnah, Mutmainnah
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1198

Abstract

This study analyzes errors made by eighth-grade students in solving problems involving three-dimensional geometric shapes with flat surfaces and examines the factors causing these errors. Using a qualitative descriptive approach, three students with varying error levels (high, medium, low) were selected for analysis through written tests and in-depth interviews. Data were processed using the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. Findings identified four main error types: factual, conceptual, principle, and operational. High-error students mainly struggled with conceptual understanding and operations, while low-error students primarily made operational errors. The results highlight that weak conceptual understanding and cognitive overload were the key factors in these errors. This study implies that teaching strategies should enhance both conceptual and procedural knowledge, utilizing interactive and manipulative learning methods to reduce cognitive load and improve student performance in geometry.
Analogical Reasoning in Geometric Problem Solving: A Cognitive Analysis Based on Sternberg’s Thinking Styles Mulyani, Eva; Jailani, Jailani; Hartono, Hartono
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1234

Abstract

Analogical reasoning plays a vital role in mathematics learning, especially in helping students solve new problems by using structural similarities with known problems. Each student has a different thinking style, which influences how they process information to solve mathematical problems. This research aims to analyze the analogical reasoning thinking process in solving mathematical problems from the perspective of Sternberg's thinking styles. The study employs a qualitative approach with exploratory methods. This study involved 9th-grade students from a public junior high school in Tasikmalaya City, West Java. The results conclude that the complete and accurate analogical reasoning thinking process in solving mathematical problems is exhibited by the legislative, executive, judicial, local, and internal thinking styles.
Implementation Of Differentiated Learning Using Canva and Quipper to Improve Learning Outcomes in Trigonometry Material Chiarun Nisa, Nenden
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1244

Abstract

This research is a classroom action research that pays attention to learning styles, namely visual, auditory, and kinesthetic learning styles. This study aimed to determine the implementation of differentiated learning assisted by Canva and Quipper media to improve learning outcomes of class XI IPA 4 in trigonometry material so that the improvement can be known. This classroom action research was carried out in September-October 2023 with two cycles. In cycle I, differentiated learning was carried out with 75% student activity. The test results in cycle I showed completeness of 58.62%, with an average of 80.82. Because it has not met the benchmark for success, an increase is needed in cycle II with changes in strategies in the kinesthetic group and visual group from cycle I. In cycle II, differentiated learning was carried out with 87.5% student activity. The test results in cycle II increased with a completeness percentage of 88.23%, with an average of 89.67. The results of cycle II have met the criteria for class learning completion so the application of differentiated learning on trigonometry material in class XI IPA 4 is said to be successful. Differentiated learning assisted by Canva and Quipper can be one of the learning strategies chosen
Developing Students' Mathematical Communication Skills on Geometric Number Patterns Through Group Investigation and Peer Teaching Noviana, Anne Putri; Nurhayati, Elis; Rustiana, Ratna
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1249

Abstract

This study aims to determine the improvement in students' mathematical communication skills in learning geometric number patterns through the Group Investigation model with the Peer Teaching method. The study uses an experimental method. The population in this study includes all 8th-grade students in the middle school. The sample consists of all students in classes VIII-G and VIII-I. The research instrument used to collect data is a test on mathematical communication skills specifically designed for geometric number patterns. Based on the data obtained, it can be concluded that the experimental class performed better than the control class. In the experimental class, there were 4 students with low ability, 16 students with moderate ability, and 14 students with high ability. Meanwhile, in the control class, there were 7 students with low ability, 24 students with moderate ability, and 3 students with high ability.
Blended Learning in the Digital Era: An Analysis of Self-Regulated Learning Assisted with Edmodo-GeoGebra Nasrullah, Anton; Marlina, Mira; Ratnasari, Silvia; Hilman, Hilman; Mulyawan, Galuh; Ali , Ashraf
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1266

Abstract

This study aims to describe students' self-regulated learning in mathematics learning supported by Edmodo-GeoGebra on the topic of the volume of rotating objects. The research employs a qualitative approach with a descriptive method. The participants in this study were 36 students from Universitas Bina Bangsa. The data collection technique involved distributing a self-regulated learning questionnaire consisting of 30 statements with 8 indicators. Data analysis was conducted by calculating the percentage of students' responses, which were then described using percentage interpretation criteria. The analysis results for each indicator of self-regulated learning are as follows: 1) learning initiative 76%; 2) diagnosing learning needs 78%; 3) setting learning goals 76%; 4) viewing difficulties as challenges 75%; 5) utilizing and seeking relevant resources 74%; 6) selecting and applying learning strategies 77%; 7) evaluating the learning process and outcomes 76%; 8) self-concept 74%. The overall average of students' self-regulated learning supported by Edmodo-GeoGebra was 75.57%, categorized as high. This study recommends that educational institutions support and optimize the improvement of students' self-regulated learning.

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