Hipotenusa: Journal of Mathematical Society

Epsipo Strategy: Character Strengthening through Cultural Project-Based Mathematics Learning

Karsoni Berta Dinata — 2024-12-19

Mathematics learning must be oriented towards achieving mathematical skills and shaping students' character. The nature of mathematics as the highest form of rationality, often results in the teacher's view that mathematics is only intended for cognitive development, but it is difficult to develop students' character. For this reason, the purpose of this research is to develop mathematics learning to improve students' cognitive abilities and character. This study uses an integrative literature review method by integrating ethnomathematical theory and project-based learning to build a theoretical framework for the Epsipo Learning Strategy (Ethnomathematics-Project-based Learning). The epsipo strategy is basically an effort that can be made to teach mathematics through a project with a cultural context. The project-based learning model has contributed to realizing meaningful mathematics learning, but it lacks value instillation. The ethnomathematics initiated by D'Ambrosio is rich in moral and social values. The two theories complement each other with their own advantages. Through the implementation of the Epsipo strategy, it is hoped that students will have the knowledge and ability to think mathematically and develop their character. It is hoped that through this strategy, mathematics learning is not only oriented towards achieving cognitive aspects but also to strengthen students' character.

Representation Ability in Mathematical Modeling Based on Learning Independence

Iqbal Kharisudin — 2024-12-19

This research investigates the impact of Problem-Based Learning (PBL) on students’ mathematical representation abilities within the context of mathematical modeling, with a particular focus on the role of learning independence. The research employs a mixed-method sequential explanatory model to analyze the effectiveness of Problem-Based Learning and to categorize students’ abilities and independence levels. Conducted with class XI TL 2 at SMAN 1 Mranggen during the 2023-2024 academic year, the findings reveal that PBL significantly enhances students’ mathematical representation abilities. Moreover, learning independence is identified in two distinct categories–high and medium–which correspond with similar levels of representation ability. Students’ mathematical representation ability has two categories, namely high and medium. These insights underscore the importance of self-directed learning in fostering mathematical comprehension and skills.

Investigation Injection of Computational Thinking Skills with Scratch on Teachers Performance: A Mixed-Method Study

Saiful Marom — 2024-12-19

Currently, the injection of computational thinking skills in education is very important because these skills are needed in dealing with technological developments. Every teacher needs to be provided with this ability with the hope that later they will be able to inject it into every student at school. This article presents empirical experiences related to the injection of computational thinking skills for madrasah (Islamic Schools) teachers in Indonesia using the Scratch program for 60 teachers. The research method used is a mix method, namely a quantitative approach (experiment) and a qualitative approach. In quantitative analysis, two classes are used, namely experimental and control classes. In the initial stage, the measurement of computational thinking ability was carried out using 15 questions. The results of this study showed an increase in computational thinking skills in the experimental class, which was also accompanied by impressions given by participants who saw positive developments and significant explorative and practical uses in learning practices.

The Pedagogical Role of ICT on Computational Thinking in Learning Mathematics: A Systematic Review of Scopus Database

Alberta Parinters Makur — 2024-12-19

The systematic review literature on the integration of computational thinking in learning mathematics at K-12 mathematics education showed that student-centered teaching approaches can bridge computational thinking and mathematics. However, studies on the role of ICT in improving the quality of learning and the integration of computational thinking in supporting the academic ability of K-12 students are still little reviewed in the current literature. In an effort to fill this gap, a systematic review of the pedagogical role of ICT in asssisting the improvement of students’ computational thinking in K-12 mathematics learning needs to be conducted. This study analyzed 14 studies from the Scopus database that met the inclusion requirements. The PRISMA protocol was used to assess the 14 studies reviewed. The results of this research are that several ICT tools effectively enhance students' CT in mathematics education, including augmented reality, digital gamification technology, robots, tablets, ePCR devices, online platforms for algorithm-based tasks, and problem-based programming. These studies recommend integrating these ICT tools into standard mathematics curricula, with careful design of learning activities, appropriate to students' developmental levels, and supported by adequate teacher training.

Exploring The Impact of Self-Regulated Learning on Reducing Students' Mathematics Anxiety

Lidra Ety Syahfitri harahap — 2024-12-19

The study of mathematics often presents challenges due to anxiety, which can adversely affect students' understanding and performance. Research on self-regulated learning has received increasing attention as a strategy to address this issue. This article presents a comprehensive literature review to explore the relationship between self-regulated learning and anxiety in mathematics. Using the PRISMA procedure, 28 studies were selected from 2018 to 2024 to explore the relationship between self-regulated learning and math anxiety grouped by level of research, methodology, sample, and instruments used. The review showed that stronger levels of self-regulated learning were associated with lower levels of math anxiety, while lower levels of self-regulated learning were associated with higher math anxiety. These findings provide valuable insights for educators and researchers in developing strategies to increase self-regulated learning and reduce students' math-related anxiety. Understanding these relationships makes it possible to design more targeted interventions to improve teaching practices as well as student learning outcomes in mathematics.

The Global Trend of Augmented Reality-Based Learning and Its Impact on Students' Academic Ability: A Meta-Analysis

Maximus Tamur — 2024-12-19

Today, there are many studies available in the literature that test the effectiveness of using augmented reality (AR). However, these studies provide varying results. In this regard, a meta-analysis is needed to examine the overall effect of all studies that question the influence of Augmented Reality-Based Learning (ARBL) on students' academic ability. Then, moderator variables need to be investigated to consider their implications. Data were examined from the Scopus and Google Scholar databases using the Publish or Perish application between 2016 and 2023. Data screening resulted in 69 independent groups of 32 eligible primary studies with 2659 subjects. Population estimation was based on a random effects model, and Comprehensive Meta-Analysis (CMA) was used as a calculation tool. The study's results provided an overall effect size of 0.81 (large effect). This shows that ARBL greatly affects students' academic ability, so its application must be considered. Of all the moderator variables analyzed, year of study, educational level differences, and subject matter were associated with differences in effect sizes in the main study. Thus, these three variables need to be considered in educational settings related to the development and implementation of ARBL in the future. Several new findings and research gaps are discussed and will help teachers, lecturers, and practitioners fill them in the future.

Analysis of Mathematical Connection Ability Through Project Asesmen Sumatif Akhir Jenjang (ASAJ) in Junior High School

Rinna Sabriena — 2024-12-19

This study aims to assess students' ability to link mathematical concepts with recycling projects through the implementation of an end-of-level summative assessment (ASAJ). The recycling project was chosen as the final assessment to enrich students' experience through direct application to real-world situations. This type of research is descriptive with a qualitative approach. The subjects in this study were four groups selected based on the criteria determined by the researcher. The data collection techniques used were documentation in the form of student reports and interviews with teachers and students. This assessment is the final assessment of project-based ninth grade students with the theme of 3R (reuse, reduce, recycle). The results showed that students can process used goods or waste that is difficult to decompose into goods that have selling value. In addition, the implementation of this assessment shows that students are not only able to identify and apply mathematical patterns and concepts in this project but also use mathematical calculations and data to make relevant decisions during the project process. This ability can be seen in how students connect mathematical theories with practical contexts such as scale calculations and social arithmetic. This research is expected to be an illustration for schools or teachers who want to implement project-based learning and assessment in addition to providing a more contextual and applicable learning experience, especially for the surrounding environment.

IRT Method for Measuring The Quality of High School Mathematics Mid-Semester Assessment Questions in Magelang

Gunawan — 2024-12-19

Learning assessment is an important part of the learning process. The quality of the assessments carried out must of course be proven, namely by using item analysis, one of which is analysis using the IRT (Item Response Theory) method. This research aims to determine the quality of the question items that have been designed in mathematics mid-semester assessment questions using the IRT method. The method used in this research is descriptive analysis with a quantitative approach. The research subjects were 143 class XI students at one of the Magelang Regency high schools. The research instrument used was mathematics mid-semester assessment questions in Multiple Choice form, totaling 20 questions. Data analysis was carried out using the technique of analyzing the characteristics of the questions based on the IRT method, consisting of two stages, namely the assumption test and the analysis test. Based on the results of the analysis, it was found that the items met the assumption tests, namely the unidimensional, local independence, and invariance tests. Based on the model suitability test, a 2-PL model was obtained that was suitable for use, namely analyzing the different power parameters and the difficulty level of the questions. Based on the results of the estimation analysis on the question item parameters, it was concluded that 16 questions met the criteria for good quality questions and 4 questions that met the criteria for deficient questions.

Harnessing Artificial Intelligence in Mentimeter Based Interactive Learning Media to Enhance Students' Numeracy Literacy

Pradipta Annurwanda — 2024-12-19

According to the 2022 PISA results, Indonesia's mathematical literacy score dropped by 13 points to 366, placing it 106 points below the global average. This decline is closely tied to students' numerical literacy skills. To address this, learning should encourage students to solve mathematical problems through critical, logical, and creative thinking. Interactive learning media that meets students' needs is essential to enhance numerical literacy. The objective of this study is to develop artificial intelligence-based interactive learning media, specifically using Mentimeter, to improve students' numerical literacy skills. The research follows the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation), with data collected through questionnaires and tests. The success indicators for the media include a minimum of valid for validity, practical for practicality, and high for effectiveness. The results show that the Artificial Intelligence-based interactive learning media was successfully developed. The validity test averaged 93.74% in the "very valid" category, the practicality test averaged 90.14% in the "very practical" category, and the effectiveness test yielded an N-Gain Score of 0.71 (71.09%), classified as "high." These findings demonstrate that AI-based interactive learning media can significantly improve students' numeracy literacy skills.

Analysis of Students' Computational Thinking Processes in Merdeka Curriculum Differentiation Learning using The Open-Ended Problem Based Learning Model

Santika Lya Diah Pramesti — 2024-12-19

This research aims to evaluate the effect of implementing differentiated learning using the Open-Ended Problem Based Learning model on students' computational thinking abilities at the Batang State Tsanawiyah Madrasah. The research used mixed methods with a concurrent embedded model, which combines quantitative and qualitative approaches. Data was collected through computational thinking ability tests, interviews, and observations during the research period. The research results show a significant increase in students' computational thinking abilities after implementing differentiated learning. Quantitative data analysis shows significant differences between before and after learning, with visible improvements in aspects of computational thinking capabilities such as abstraction, algorithms, decomposition, and pattern recognition. These findings show that differentiated learning using the Open-Ended Problem Based Learning model can improve students' abilities in computational thinking and solving problems effectively.