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Mohamad Gilar Jatisunda
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Ijarme
Published by Papanda Publisher
ISSN : -     EISSN : 3025616X     DOI : https://doi.org/10.56916/ijr.v1i1.456
Core Subject : Education,
Mathematics
The International Journal of Advanced Research in Mathematics Education (IJARME) is a peer-reviewed open-access journal established to disseminate advanced knowledge in the theory and application of mathematics education. The journal is committed to maintaining high academic standards by ensuring that all submitted manuscripts undergo an initial editorial screening followed by a rigorous double-blind peer-review process involving at least two reviewers. IJARME publishes high-quality original research articles derived from empirical and theoretical studies in mathematics education. The journal seeks to represent the diversity of research topics and methodological approaches within the field, encompassing quantitative, qualitative, mixed methods, and alternative paradigms. The scope of the journal includes, but is not limited to, methodological innovations, pedagogical and didactical strategies, as well as political and socio-cultural dimensions of mathematics teaching and learning across educational levels. IJARME serves as a platform for scholars, educators, and practitioners to exchange ideas and findings that contribute to the development of theory, policy, and practice in mathematics education globally.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 22 Documents
 1   2   3 
The Mathematical Problem-Solving Processes Of Primary Students Cahyaningsih, Ujiati; Pangestika, Rintis Rizkia; Mumpuni, Atikah; Prasetyo, Teguh
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.456

Abstract

The purpose of this study is to assess the mathematical problem-solving skills of students. Up to three fifth-grade students were selected to represent high, medium, and low mathematical problem-solving skills. This study uses a qualitative approach based on a case study methodology. Data collection methods included examinations, interviews, questionnaires, and records. Triangulation tests were carried out using triangulation procedures, analyzing informants, and designing member checks. The data analysis technique included data collection, reduction, presentation, inference, and verification. The results showed that students with above-average abilities can deal effectively with challenges. Pupils of average ability can only reach the planning stage, and when it comes to carrying out the plan, they often make mistakes in entering numbers and performing calculations.  
Statistical Literacy of Pre-Service Primary Teachers: A Pre-experimental Research Sidik, Geri Syahril; Nurkamilah, Milah; Apriani, Ika Fitri
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.463

Abstract

This study aims to investigate the effect of a problem-based learning (PBL) approach on statistical literacy in mathematics education, taking into account students' initial mathematical ability. The study used a pre-experimental research design with students categorized according to their initial mathematical ability (high, medium and low). The statistical literacy test scores of 60 students were analyzed using one-way ANOVA to assess differences between the groups. The results showed that students' initial mathematical ability significantly influenced their level of statistical literacy. The constructivism-based PBL approach shows potential for improving mathematical literacy, especially for students with low and medium initial mathematical ability. However, too much focus on constructivism theory and a lack of proper lesson planning may hinder the effectiveness of PBL implementation.
Improving Mathematical Problem-Solving Junior High School Through Contextual Teaching and Learning Rohimatunisa, Dela; Sudianto, Sudianto
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.464

Abstract

This study aims to compare the improvement in mathematical problem-solving skills between students using a contextual approach and those using conventional learning. The research focuses on the Initial Mathematical Ability (KAM) category of high-ability students. A quasi-experimental design was employed, with a non-equivalent pre- and post-test control group. The Two-Way Anova test was utilized for data analysis, with a significance value of 0.003. The results showed a significant difference in improving mathematical problem-solving ability between the two groups. The contextual approach proved particularly beneficial for high-ability students. However, it is essential to consider other factors influencing improvement. This study provides insights into effective mathematics instruction, emphasizing the importance of relevant and applicable learning experiences to enhance problem-solving abilities. Further research should explore long-term effects and adaptation for students with varying initial abilities. These findings contribute to developing more effective mathematics curricula and learning strategies, ultimately improving students' problem-solving skills.
Problem-Based Learning To Enhance Pupils' Conceptual Understanding In Geometry Herawati, Herawati; Sidik, Geri Syahril
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.469

Abstract

This study investigated students' understanding of the concept through a pre-test and a post-test. Analysis of the pre-test showed that the initial abilities of students in the experimental and control groups were comparable, allowing for a fair comparison. Variations in students' ability to solve mathematical problems were investigated through post-test and N-gain data using different learning approaches. Two main hypotheses were proposed in this study: firstly, the experimental group would show a higher level of conceptual understanding than the control group; secondly, there would be a significant difference in improving students' conceptual understanding at different levels of ability. The analysis showed that the experimental group had a significantly higher level of conceptual understanding than the control group, which supported the first hypothesis. This finding indicates that the intervention positively affects students' conceptual understanding. In addition, the analysis results also showed a significant difference in the improvement of students' conceptual understanding with different proficiency levels, which supports the second hypothesis. These findings highlight the importance of learning approaches tailored to student's needs and abilities. This study provides strong evidence that specific mathematics learning models and initial mathematics ability contribute to improving students' conceptual understanding. These findings highlight the importance of tailored learning approaches to maximize students' mathematical concept understanding. The findings have valuable implications for educators and curriculum developers to develop more effective teaching strategies according to students' needs.
Enhancing Pre-service Mathematics Teachers' Mathematical Literacy Through Project-Based Learning Sudianto, Sudianto; Laelasari, Laelasari; Julia, Rida
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.470

Abstract

This quasi-experimental study investigates the effect of Project-Based Learning (PjBL) integration within an online platform on the mathematical literacy of 32 pre-service mathematics teachers at Majalengka University, Indonesia. Utilizing purposive sampling and categorizing participants based on their mathematical ability, the study assessed the impact of PjBL on enhancing mathematical literacy in real-world contexts. The one-group pretest-posttest design was adopted, and statistical analyses were performed using paired sample t-tests and one-way ANOVA. The results demonstrated a significant increase in post-test mathematical literacy scores, with initial mathematical ability positively correlating with these scores. A post hoc Least Significant Difference (LSD) test further highlighted significant differences across various initial mathematical ability levels. The study concludes that PjBL is an effective strategy for improving mathematical literacy, reflecting a meaningful distinction in pre-service primary school teachers' pretest and post-test scores. The research offers valuable insights into enhancing mathematical literacy in Indonesia, emphasizing the relevance of PjBL, particularly in the context of the pandemic, and preparing future educators to meet global challenges.
Process Of Building An AI Chatbot Scenario For Teaching Mathematics To High School Students Giam, Nguyen Minh; Doc, Nguyen Van; Nam, Nguyen Thi Hoai; Thanh, Ngo Tu; Giang, Nguyen Thi Huong
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.552

Abstract

This article emphasizes the importance of artificial intelligence (AI) in mathematics education and proposes a process for developing an AI Chatbot to support mathematics learning. The purpose is to create an engaging learning environment, provide a valuable tool for teachers and educators, improve the quality of mathematics education, and enhance mathematical skills effectively through artificial intelligence. The article presents the process of building a script for the Chatbot, including planning, design, deployment, testing, and integration into teaching. It analyzes the application of artificial intelligence and machine learning in general and the role of AI Chatbot in education in particular. The design includes a 5-step process for developing an AI Chatbot for teaching mathematics. It starts with defining the script structure, creating script content, integrating the script into AI Chatbot, testing, and conducting trial lessons, and concludes with an evaluation. This process ensures the systematic and efficient development of the Chatbot. The product of this process is an AI Chatbot with the functionality of a virtual teacher capable of supporting the teaching of mathematics and fostering mathematical thinking in students. Using AI Chatbots in mathematics education has the potential to enhance interaction and learning performance. It not only helps students gain a deeper understanding but also stimulates mathematical thinking and learning motivation.
Investigating Mathematical Disposition within Elementary School Mathematics Teaching Ibad, Nur; Slamet, Mamat
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.1693

Abstract

This study aims to describe the mathematical dispositions of upper elementary school students within the context of mathematics learning. A qualitative approach with a case study method was employed to explore the characteristics of students’ dispositions in a natural and contextual learning environment. The participants were 62 fifth- and sixth-grade students from SDN Babakan Jawa 1, Majalengka Regency, selected through purposive sampling. The primary instrument was a mathematical disposition questionnaire developed based on seven indicators: self-confidence, flexibility in thinking, perseverance, attentiveness and curiosity, self-monitoring and reflection, appreciation of mathematics in real-life applications, and valuing mathematics in daily life. Data were collected through questionnaires, semi-structured interviews, classroom observations, and documentation, and analyzed through data reduction, display, and conclusion drawing, supported by instrument triangulation. The findings revealed that students generally demonstrated a moderate level of mathematical disposition. The most prominent indicators were attentiveness, curiosity, and appreciation for the practical use of mathematics. In contrast, flexibility in thinking and reflective awareness were relatively weak. These results highlight the need for instructional strategies that foster idea exploration and develop students' metacognitive awareness. Students’ mathematical dispositions were influenced by teaching styles, instructional models, peer support, and the contextual relevance of the material. The study recommends adopting holistic and contextual learning approaches to foster positive mathematical dispositions that support meaningful mathematical learning and problem-solving.
Exploring the Relationship Between Self-Efficacy and Mathematical Critical Thinking Skills Among Vocational High School Students in the Context of Matrix Learning Kusumawardani, Rita; Syaefullah, Nandang Arif
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.2228

Abstract

This study investigates the relationship between students’ mathematics self-efficacy and mathematical critical thinking (MCT) performance in the context of vocational high schools. Drawing on Bandura’s theory of self-efficacy, the research explores how students’ belief in their mathematical abilities predicts their capacity to analyze, evaluate, and reason through mathematical problems, particularly within the topic of matrices. 137 eleventh-grade students from four state vocational schools in Indonesia participated in this study. Data were collected using validated self-efficacy and MCT instruments and analyzed through correlational and regression techniques. Results indicate a strong, positive, and statistically significant correlation between mathematics self-efficacy and MCT (r = 0.743, p < 0.001), with self-efficacy explaining 55.2% of the variance in MCT scores. This relationship remained robust after controlling for gender and vocational program. Regression analysis confirmed self-efficacy significantly predicted students’ MCT performance (β = 0.743, p < 0.001). Additionally, components of self-efficacy—magnitude and strength—were identified as key predictors, while magnitude showed the highest predictive power. Analysis across MCT components revealed that students’ self-efficacy beliefs most influenced inference and analytical reasoning. These findings underscore the critical role of self-efficacy in shaping higher-order mathematical thinking and suggest that enhancing students’ confidence in mathematics may significantly improve their reasoning and problem-solving abilities. The study provides practical implications for instructional design in vocational education settings, emphasizing the integration of motivational strategies to support students’ cognitive performance.
The Influence of Self-Regulated Learning on Students’ Creative Thinking Skills Suciati, Nela
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.2230

Abstract

This study investigates the influence of self-regulated learning (SRL) on students’ mathematical creative thinking. Grounded in correlational quantitative design, the research involved 120 ninth-grade students from a junior high school in West Java, Indonesia. Data were collected using a Self-Regulated Learning Questionnaire (SRLQ) and a Mathematical Creative Thinking Test (MCTT), both validated for reliability and content. Descriptive and inferential analyses revealed a significant and positive correlation (r = .682, p < .001) between SRL and creative thinking, supported by a regression model explaining 46.5% of the variance in creative thinking scores. Further comparison showed that students with high SRL levels significantly outperformed those with moderate and low SRL levels in creative mathematical tasks. These findings confirm that planning, monitoring, and reflecting—core SRL processes—contribute meaningfully to students' ability to generate original, flexible, and elaborative mathematical ideas. The study underscores the importance of integrating SRL strategies into mathematics instruction to enhance not only academic achievement but also creativity and independence in problem-solving. Educational implications include the development of pedagogical interventions such as metacognitive prompts, goal-setting routines, and reflective activities that cultivate SRL behaviors and foster creative engagemen
Integrating Ethnomathematics into Primary Mathematics Instruction to Enhance Students’ Mathematical Communication Skills Nurhanan, Nurhanan; Santoso, Erik
Al-Mufid Vol 1 No 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i2.2232

Abstract

This study investigates the impact of integrating ethnomathematics into primary school mathematics instruction on students’ mathematical communication skills. Motivated by the lack of contextualized learning environments that affirm students’ cultural identities and foster expressive competence, the research adopts a quasi-experimental design with pretest-posttest control groups. Participants consisted of 60 fifth-grade students in West Java, Indonesia, divided into an experimental group taught through ethnomathematics-based learning and a control group taught with conventional methods. A validated mathematical communication test assessed students’ abilities to express ideas verbally, symbolically, and visually. Results show a statistically significant improvement in both groups; however, the experimental group demonstrated a considerably higher effect size (Cohen’s d = 1.97) than the control group (Cohen’s d = 1.25). Moreover, independent t-test results (t(58) = 6.851, p < .001) confirm that culturally contextualized instruction more effectively fosters communication-rich learning environments. The study highlights the importance of meaningful cultural contexts in enhancing mathematical communication and calls for broader adoption of ethnomathematics-based pedagogies. Limitations and recommendations for future research are also discussed.

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