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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 5 Documents
 1 
Search results for , issue "Vol 1 No 2 (2023)" : 5 Documents clear
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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