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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 
Exploration of Students' Abilities in Solving Mathematical Literacy Problems on Geometry Material Using Polya's Steps Ramalia, Tryza; Effie Efrida Muchlis; Edi Susanto; Cheng, Aw Yoke
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.v1i2.1269

Abstract

Students face challenges in understanding the minimum competency assessment (AKM) mathematical literacy questions, as they struggle to interpret and solve the problems effectively. This difficulty stems from their low comprehension of the questions and limited problem-solving skills, particularly when confronted with questions differing from the examples provided by the teacher. This study investigates students’ abilities to solve AKM mathematical literacy questions using Polya’s problem-solving steps. The research is descriptive with a qualitative approach, involving a population of all Grade VIII students at SMP 21 Bengkulu City during the 2023/2024 academic year. The sample consisted of 30 students from class VIII.3 and 30 from class VIII.6. Data collection included test and non-test (interview) methods, utilizing AKM-based test instruments and Polya step-guided problem-solving tasks. Results indicated that 44 students (73.33%) demonstrated low ability, 11 students (18.33%) showed medium ability, and only 5 students (8.33%) exhibited high ability in solving AKM literacy questions. Overall, students’ problem-solving skills were categorized as low, with notable difficulties in planning, executing, and reviewing solutions to mathematical problems.
Designing a Geometry Examination Framework to Evaluate Higher-Order Thinking Skills Kania, Nia; Nurhikmayati, Iik; Larsari, Vahid Norouzi
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1327

Abstract

This study aims to develop a valid, practical, and effective instrument for assessing higher-order thinking skills (HOTS) in junior high school mathematics. Employing a research and development (R&D) approach, the study adapts Mardapi's (2008) development model, which includes nine stages. However, this research focuses on the first seven stages, leaving the final implementation to teachers in schools. The instrument was tested on 40 students at SMPN 2 Rajagaluh, Majalengka Regency. The validity analysis demonstrated that all V values exceeded 0.3, indicating strong content validity. Reliability testing yielded a Cronbach's Alpha score of 0.52, suggesting moderate internal consistency. The findings revealed that students' HOTS performance remains suboptimal, highlighting the need for targeted instructional strategies. Strengthening HOTS can be achieved through structured practice with complex problem-solving tasks. This study provides a robust framework for educators to assess and enhance students’ critical thinking abilities in mathematics.
Mathematical Communication Skills of Junior High School Students: Challenges and Opportunities in Triangle Material Hafizah, Nur; Nurhalimah, Siti; Utami, Wahyu Lestari; Wahyuni, Reni
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i01.1335

Abstract

Mathematical communication skills are crucial for developing students' critical thinking in mathematics learning; however, many students still struggle in this area. This study aims to analyze students' mathematical communication skills on the topic of triangles. The research employed a descriptive qualitative method with six students as the research subjects. Data were collected through essay tests and interviews. The results show that overall, students' mathematical communication skills are categorized as high, with one indicator classified as very high, namely the ability to create models of situations or problems using oral, written, concrete, graphical, and algebraic methods. Three indicators are categorized as high: reflecting real objects, images, and diagrams into mathematical ideas; reading and understanding mathematical representations; and making conjectures, constructing arguments, and generalizing. One indicator is categorized as low, namely the ability to express daily events in mathematical language or symbols. Students tend to have difficulty connecting contextual problems to mathematical symbols. These findings highlight the importance of enhancing students' mathematical communication skills in the learning process.
Analysis of Students' Errors in Solving Surface Area Problems of Spherical Solids Based on Newman’s Error Analysis Theory Azkiana, Alifah; Nopriana, Tri; Aminah, Neneng
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i01.1339

Abstract

The topic of curved surface solids, especially the surface area of a sphere, is essential for solving contextual mathematical problems. However, limited research has examined students’ difficulties in this area, particularly using Newman's Error Analysis (NEA). This qualitative study aims to identify and analyze students’ errors in solving surface area problems of spheres through NEA. Five 9th-grade students from a public junior high school in Cirebon were selected via purposive sampling. Data were collected through tests and interviews, then analyzed descriptively based on Newman's stages. Triangulation and member checking ensured data validity. Results show that the most frequent errors occurred in the final answer stage, where students failed to reach the correct solution. Errors in process skills were also significant—students could choose the correct formula but struggled with calculations. These findings suggest a need for improved instructional strategies that emphasize conceptual understanding and process fluency. Interactive teaching, visual aids, and targeted practice can help students better comprehend spherical geometry. The study underscores the importance of addressing specific learning obstacles to enhance students’ mathematical problem-solving skills.
Development of Three-Dimensional Space E-Module with Traditional Javanese Sundanese Culinary Ethnomathematics to Facilitate Students’ Mathematical Spatial Ability Afiyanti, Yunita; Maryati, Tita Khalis; Hafiz, M.
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1348

Abstract

Mathematical spatial Ability is the ability of a person to imagine and represent a space. The lack of students' spatial mathematical abilities and the lack of variability of existing teaching materials to support mathematical learning became the background of this study. This study aims to produce e-modules using traditional Javanese Sundanese culinary ethnomathematics to facilitate students' valid, practical, and effective spatial mathematical abilities. The Research and Development method is used with the ADDIE development model (analyze, design, develop, implement, evaluate). The research was conducted on a limited basis by involving XII class students at one of the high schools in the Tajurhalang, Cibinong areas. The research instruments include expert validation sheets, student response metrics, and mathematical spatial ability tests. The results of this study show that the developed e-modules obtained very valid criteria based on expert validator assessments, were very practical based on student responses, and the results were valid. It is effective because students' spatial mathematical ability test results are higher than the school-designated Minimum Completeness Criteria (KKM), so e-modules are suitable for use in mathematical learning to facilitate students' spatial mathematical ability.
Students' Creative Thinking Abilities in Solid Geometry Topics Putri, Koriah Kartika; Khadijatuzzahra, Khansa
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i01.1397

Abstract

Creative thinking ability is an important ability for students and needed in future students. However, students’ creativity thinking ability in Indonesia is still low. This low ability is shown by the PISA results that put Indonesia in 63rd place. This study aims to analyze students’ creative thinking skills in the material solid figure. The subjects of this study were 33 grade IX junior high school students. This research is a qualitative descriptive study. The data collection technique in this study is a description of the techniques of creative thinking ability questions that represent each indicator of mathematical creative thinking skills. The results showed that overall mathematical creative thinking abilities of students were at a sufficient level. Based on gender, there are differences in students’ creative mathematical thinking skills, where female students’ abilities are better than male students’. In addition, their indicator are not yet well developed, namely elaboration.
Application of GeoGebra-Assisted Problem-Based Learning Model to Strengthen the Learning Interest of Eighth Grade Junior High School Students Sihombing, Willy Ruben; Dirgantoro, Kurnia Putri Sepdikasari; Bonyah, Ebenezer
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1742

Abstract

Learning interest is a psychological drive that allows students to learn something consciously, calmly, and with discipline. A lack of learning interest was observed in one school in West Jakarta. This is a significant issue as learning interest directly impacts the quality of education. Therefore, the purpose of this study is to investigate the application of a GeoGebra-assisted problem-based learning (PBL) model to enhance the learning interest of eighth-grade junior high school students. Additionally, the paper will discuss the application of this GeoGebra-assisted PBL model from a Christian perspective. This research utilizes a descriptive qualitative method, with data collected through observation sheets, lesson plans, and teacher reflection sheets. The analysis of the research data demonstrates the positive effect of the GeoGebra-assisted PBL model on learning interest. This is evidenced by observed changes in student behavior that align with the indicators of learning interest. Thus, it can be concluded that the application of the GeoGebra-assisted PBL model can foster and strengthen students' learning interest. The PBL model offers a platform for student exploration, with GeoGebra acting as a supportive tool. The diverse features of GeoGebra facilitate the learning process, thereby fostering a sense of enjoyment and interest. However, due to certain limitations in its application, educators must guide students in its use.
Solving Geometric Problems from the Perspective of Left and Right Brain Dominance Kaliky, Syafruddin; Bachmid, Thaha; Hafeez, Muhammad
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1743

Abstract

Problem-solving is an effort to find a way out of a difficulty so as to obtain a solution. Each child's problem-solving is different. This is influenced by the dominance of the brain in solving a problem. The purpose of this study is to describe the geometry problem-solving abilities of junior high school students in terms of left and right brain dominance. The research method is descriptive with a qualitative approach. The instruments used are test questions, questionnaires, and interview guidelines. The results show that students with left and right brain dominance types in solving geometry problems can fulfill all stages according to Gagne, which include Presentation of the problem, stating the problem in operational form, compiling work procedures, making hypotheses, and reviewing. The findings of students with left brain dominance in solving problems appear to be calmer and more patient, prefer to solve problems with formulas given by a teacher, need scratch paper in solving problems, tend to think with the chin supported by the right hand, and have neat writing. Meanwhile, students with right brain dominance in solving problems appear to move more, tend to have many ways, sometimes use their own way, work while speaking, and if they have scribbles, it will be very difficult to understand, and draw on blank paper with unclear images.
Mathematical Critical Thinking Skills: Students' Analytical Ability on the Topic of Circles Aziz, Saddam Al; Jupri, Al
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1744

Abstract

Critical thinking skills are one of the important competencies of the 21st century that need to be developed through mathematics learning, especially in flat geometry, namely circles. One important indicator of critical thinking is analytical skills, namely the ability to analyze information, identify relationships between concepts, and draw rational conclusions. This study aims to describe students' mathematical critical thinking skills in the indicator of analysis in circles. The research used a descriptive quantitative approach with a sample of 31 eighth-grade students at a public junior high school in Padang City. The instrument consisted of one essay question that asked students to analyze two different arguments related to the concepts of diameter and chord, choose the correct argument, and provide logical reasons based on the concept of circles. Scoring was done using an analytical rubric with a score range of 0–5. The results showed that only 3.22% of students were able to analyze correctly with logical reasoning, 6.45% of students could choose the correct argument but without a conceptual explanation, 80.65% of students were unable to analyze correctly and tended to copy the arguments in the questions, and 9.68% of students did not provide answers. These findings indicate that students' mathematical critical thinking skills, particularly their ability to analyze circle-related material, are still low. This study emphasizes the importance of mastering basic concepts as a foundation for promoting critical analysis skills in mathematical problem solving.
The Effect of Self-Explanation Learning Strategies on Students’ Understanding of Mathematical Concepts Awalludin, Subhan Ajiz; Sahab, Fahmi; Saelim, Rattikan
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1750

Abstract

This study investigates whether a structured self‑explanation strategy improves secondary students’ conceptual understanding of geometric transformations. Employing a quasi‑experimental nonequivalent posttest‑only control group design, the research sampled two intact eleventh‑grade classes from a public high school. The experimental class received worksheet-embedded prompts guiding them through four phases of self-explanation, whereas the control class experienced conventional instruction. Assumption checks confirmed normality and homogeneity, and an independent‑samples t‑test compared posttest performance. Students taught with self-explanation achieved higher scores on a five-item open-ended assessment of conceptual understanding than their peers in the control condition. The between‑group difference was statistically significant and accompanied by a large effect size (ES ≈ 0.83), indicating meaningful practical gains. Qualitative interpretation of score patterns suggests that explanation prompts facilitated integration across symbolic, graphical, and spatial representations and reduced common misconceptions in transformation tasks. These results align with prior evidence that metacognitive scaffolds deepen conceptual learning and support transfer beyond taught procedures. The findings imply that brief, structured self‑explanation can be feasibly integrated into routine lessons to enhance conceptual outcomes. Future research should explore retention over time, effects across diverse topics, and the comparative benefits of alternative metacognitive supports.

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