Hipotenusa: Journal of Mathematical Society

The Impact of the DNTK Pattern Approach on Student Learning Outcomes in Introduction to Group Theory Course

Mashuri — 2025-06-29

Introduction to Group Theory is one of the courses in the field of algebra studies in Mathematics Education Study Program at Universitas Negeri Semarang. Various learning models are implemented in lectures to overcome students' difficulties in understanding and mastering abstract lecture material. In this research, learning was carried out using the DNTK Pattern approach. The DNTK pattern approach is a learning pattern that prioritizes understanding Definitions (D) and their Negations (N), Theorems (T) and their Contrapositions (K) before students are given exercises in the Introduction to Group Theory course. The main goal of this approach is to increase students' conceptual understanding of the structure and properties of groups. This research used quantitative methods and the TAM (Technology Acceptance Model) approach to evaluate the effectiveness of the DNTK pattern approach in improving student learning outcomes. The research results showed that students taught using the DNTK pattern approach have a deeper understanding and are able to apply concepts better compared to conventional learning. This article reviewed the DNTK pattern approach theoretically and empirically, and presented the research results as a basis for further implementation in Introduction to Group Theory lectures.

Analyzing Mathematical Creative Thinking Processes in Higher Education: A Learning Style Perspective in Graph Problem Solving

Noviana Dini Rahmawati — 2025-06-30

This study aims to determine the process of mathematical creative thinking in solving graph problems based on students' learning styles. This research method uses descriptive qualitative. This study was conducted on 5th semester students of the Mathematics Education Study Program, Universitas PGRI Semarang in the 2024/2025 Academic Year. Subjects were taken by purposive sampling. The research instruments were in the form of mathematical creative thinking tests, learning style questionnaires and interview guidelines. Data analysis techniques included validity, reliability, discriminatory power and difficulty level tests. Furthermore, data validity tests were carried out using the technical triangulation method and qualitative data analysis using an interactive analysis model. The results of the study showed that the mathematical creative thinking process of the average of the four students' learning styles at the preparation stage did not meet the indicators of flexibility and originality. The incubation and illumination stages still need assistance to bring up the originality indicators. While the verification stage has met the four indicators of mathematical creative thinking ability completely. Thus, the findings of this study can be used as a consideration for lecturers in understanding the differences in students' learning styles. Lecturers can provide appropriate scaffolding to make it easier for students to solve graph problems.

The Challenge Of Learning Statistical Literacy In Higher Education: A Systematic Literature Review

Zulqoidi R. Habibie — 2025-03-10

This study aims to look deeper into the definition of statistical literacy (SL) and learning challenges to improve SL, as SL has become essential for students to face the era of data disruption and quantitative information. Previous research has investigated the level of elementary to high school students. Not many still discuss the definition of SL in students in higher education and what challenges teachers need to prepare for in improving SL. The research questions of this study are as follows: 1) What is the distribution of SL definitions often used in higher education? 2) What challenges will be faced in improving SL? This study was a systematic review of 10 articles with inclusion criteria. The article search was assisted by Publish Or Perish (PoP) software by entering the keyword "SL" in the "title words" in the Scopus search and specifying the year “2018-2023”. The results of this study found that 1) The ability to comprehend, interpret, evaluate critically, communicate, describe, organize, generalize, hypothesize, and visualize statistical data and information is frequently emphasized as constituting SL.; 2) The challenge in improving SL is that educators can develop learning models with a contextual approach and the development of evaluation tools with a contextual approach. In future research, the author suggests that research can be conducted to develop learning models that can improve SL at the college level based on a contextual approach.

The Effectiveness of a Differentiated Process Teaching Module to Improve Students' Critical Reasoning Skills in the Context of Rational Numbers

Ali Kuswoyo — 2025-03-10

This study aims to examine the effectiveness of developing differentiated process learning modules on rational number material in improving students' critical reasoning skills. This study has a novelty in developing learning modules, namely by integrating process differentiation through the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. This approach provides hope in adjusting the needs of diverse learners so that it has the potential to be more optimal in achieving learning objectives. The research method used is quantitative, with a one-group pretest-posttest design. The trial was conducted on 24 students at SMP Negeri Satu Atap 1 Kalipucang, Pangandaran Regency, West Java. The research instruments include student and teacher response questionnaires, as well as pretest and posttest tests to measure improvements in critical reasoning skills. The results of the study showed a significant increase in students' critical reasoning skills, with an average pretest score of 21.15 and a posttest score of 77.92. The average N-Gain value of 0.7279 (72.79%) showed a high increase in achievement. In addition, statistical analysis using a paired sample t-test with a p-value of 0.000 and an effect size of 5.831 proved that the differentiated process learning module had a very large impact on improving students' critical reasoning skills. The use of this module is effective because it not only improves learning outcomes but also encourages students to be more active in critical thinking through a more personalized and tailored learning approach. Thus, this learning module can be adopted by other educators as a tool to support more inclusive and effective learning in improving students' high-level thinking skills.

Integrating Augmented Reality in RME-Based Digital Learning: Impact on Students' Problem-Solving Ability

Sujinal Arifin — 2025-05-07

This research investigates the efficacy of combining Augmented Reality (AR) technology with the Realistic Mathematics Education (RME) methodology in developing students' mathematical problem-solving capabilities. The investigation examines how the AR-RME integration functions as a potential educational innovation for boosting learner involvement and conceptual comprehension. This research employs a combined design incorporating numerical and descriptive-analytical frameworks. A cohort of 17 secondary school adolescents engaged in AR-RME-facilitated learning across five instructional sessions. Evaluation of participants' problem-solving proficiency was conducted through comparative pre-intervention and post-intervention assessments based on Polya's four-stage methodology: issue identification, procedural planning, implementation of strategies, and outcomes evaluation. Systematic observations were conducted to evaluate student engagement levels. The results of the observations showed the enthusiasm and active participation of the students during the learning. Statistical analysis using paired t-tests revealed a significant improvement in problem-solving skills (t = 8.742, p < 0.05), with the average score increasing to 74.81%. These findings show that AR-RME effectively improves spatial reasoning and understanding of three-dimensional geometry concepts, especially on cubes and blocks. This study confirms that AR-RME is an innovative approach that enhances problem-solving skills and becomes a more interactive and effective learning alternative to conventional methods.

Newman Error Analysis (NEA): Identifying Students' Functional Thinking Errors Based on Self-Efficacy

Suci Yuniati — 2025-05-07

This study aims to analyze the relationship between self-efficacy and high school students' errors in functional thinking using Newman Error Analysis (NEA). This study uses a qualitative approach with a descriptive method to analyze the pattern of students' functional thinking errors in solving mathematical problems. The subjects of the study were selected by purposive sampling based on variations in students' self-efficacy levels (high, medium, and low) to obtain a more comprehensive representation in the analysis of functional thinking errors. Students' self-efficacy was measured using a Likert scale-based questionnaire, while essay-based tests were used to identify their mathematical functional thinking abilities. Additional data were obtained through interviews based on interview guidelines to understand students' functional thinking processes in solving problems. The validity of the research data was achieved using the triangulation method by comparing test result data, questionnaires and interview guidelines. The results showed that students with high and medium self-efficacy tended to make fewer functional thinking errors than students with low self-efficacy. Students with low self-efficacy made more errors in understanding problems (comprehension errors), transforming information (transformation errors), applying procedures (process skill errors), and writing final answers (encoding errors). These findings can be a basis for teachers in designing more effective learning strategies to improve understanding of the concept of function.

Implementing Mobile Learning with Differentiated Instruction in Calculus: Student Learning Styles Analysis

Triana Harmini — 2025-06-17

This study aims to examine: (1) differences in Calculus learning achievement between students using mobile learning with differentiated instruction (DI) and those using modules, (2) differences in achievement based on students' learning styles, and (3) the interaction between instructional methods and learning styles on learning outcomes. The participants were 112 Informatics Engineering students at Universitas Darussalam Gontor in the 2023/2024 academic year, divided into two groups: 59 students in the experimental group (using mobile learning) and 53 in the control group (using modules). The study was conducted over five sessions on the topic of Absolute Value Equations and Inequalities. A quasi-experimental method with a 2x3 factorial design was used. The research instruments included an achievement test and a learning style questionnaire. Data were analyzed using two-way ANOVA after confirming normality and homogeneity assumptions. The results showed that: (1) mobile learning with DI is more effective than modules, (2) learning styles significantly affect learning achievement, and (3) there is no interaction between instructional method and learning style. These findings suggest that mobile learning with DI can be effectively implemented regardless of students' learning styles and supports the development of inclusive digital learning environments in higher education.

Student’s Mathematics Ability in Written Communication Based on Van Hiele's Theory and Gender

Alfiani Athma Putri Rosyadi — 2025-06-17

The student's ability to express and understand mathematical ideas in writing; Whether in tables, formulas, diagrams, drawings, or demonstrations, is called the student's written mathematical communication skills. Van Hiele's theory divides students' development in learning geometry into five levels, namely from level 0 to level 4. The purpose of this study is to find out students' mathematics ability in written communication based on Van Hiele's theory which is reviewed from gender differences. This research is a qualitative descriptive research. Students' mathematical communication skills at level 4: (1) can visually classify flat shapes, (2) can describe flat shapes visually, (3) can show the characteristics of flat shapes through pictures, (4) can write the relationships of concepts on flat shapes well, (5) can write how to determine the area and circumference of flat shapes, (6) can use terms and notation to present data. Meanwhile, level 1 students are still not able to describe the shapes of flat buildings visually well and are not able to write down the relationship of concepts on flat buildings well. In addition, related to gender, some aspects are superior to men and others are superior to women.

Augmented Reality Utilization for Mathematical Thinking Skills in Indonesian Junior High Schools

Juwita Rini — 2025-06-17

Augmented Reality (AR) is one of the technologies used in Indonesian junior high school mathematics learning. This study aims to conduct a systematic literature review on the use of AR and its influence on mathematical thinking skills at the junior high school level from 2020 to 2024. Mathematical thinking skills in this study are focused on students' problem-solving skills, reasoning skills, creative thinking skills, and critical thinking skills The Systematic Literature Review method is used by reviewing, analyzing, and synthesizing findings from 11 previous empirical studies on augmented reality articles at the junior high school level related to mathematical abilities (problem solving, reasoning, creative thinking, or critical thinking) conducted in Indonesia, sourced from the Google Scholar database (indexed Sinta 1 to Sinta 3) and Scopus (articles and proceedings) published in 2020-2024, in English or Indonesian, and full-text articles are available. This study found that researchers have used various methods to investigate AR in junior high school mathematics education, with quasi-experimental designs, often involving control groups, being the most common. Geometry emerged as the most frequently studied topic. AR-based instruction has been shown to improve junior high school students' mathematical skills in Indonesia, demonstrating a significant impact on academic achievement and critical thinking compared to traditional methods, while also enhancing reasoning and problem-solving abilities. The potential challenges of integrating augmented reality into junior high school mathematics instruction include the need for sufficient technological devices, teachers' technological competencies, and effective learning time management.

Optimising the Mathematical Creative Thinking Process of Deporter's Learning Style Assisted E- Module Strukbar Based on Case Method

Isti Hidayah — 2025-06-17

The purpose of this research is (1) to identify the patterns of mathematical creative thinking processes based on DePorter's learning styles, and (2) to determine the improvement in mathematical creative abilities through learning assisted by the Strukbar E-module based on the Case Method. This research uses the Mixed Method with a Sequential Exploratory type. The research subjects are third-semester students of the 2024/2025 academic year in the Mathematics Education Study Program at STKIP Gotong Royong Masohi, Central Maluku, who are taking the Algebra Structure 1 course. In the qualitative research, the subjects consisted of three prospective teachers with DePorter's learning styles, while the quantitative research involved 26 participants. Data collection techniques include tests, DePorter learning style questionnaires, interviews, and documentation of prospective teachers' work. The research results show that DePorter's Visual, Auditory, and Kinesthetic learning styles each have their own advantages at the stages of mathematical creative thinking, from orientation, preparation, incubation, illumination, to verification. Moreover, the implementation of the Strukbar E-module based on the Case Method has been proven to significantly enhance the mathematical creative abilities of prospective teachers. These findings underscore the importance of teaching methods that align with individual learning styles and the use of digital technology in education.