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INDONESIA
Journal of Research and Advances in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : -
Core Subject : Education,
Education Mathematics
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is open-access and peer-reviewed scholarly online journal managed by Department of Mathematics Education, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). The journal is published twice a year in January and July.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Volume 6 Issue 1 January 2021" : 12 Documents clear
A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes Eunice Kolitsoe Moru; Maqoni Malebanye; Nomusic Morobe; Mosotho Joseph George
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11744

Abstract

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
The effectiveness of goal-free problems for studying triangle similarity in collaborative groups Pratama Wahyu Purnama; Endah Retnowati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11198

Abstract

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.

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