Interval: Indonesian Journal of Mathematical Education

Comparing the Impact of Problem Solving vs. Problem Posing Approaches on Mathematics Achievement in Junior High School

2024-12-28T23:37:49+07:00

Purpose of the study: The purpose of this research is to describe students' mathematics learning outcomes using a problem solving approach, describe students' mathematics learning outcomes using a problem posing approach, and to find out differences in mathematics learning outcomes between those using the problem solving and problem posing approaches.

Methodology: This research is a type of quasi-experimental research with the Nonequivalent Posttest-Only Control Group Design. The population in this research is all students of class VIII junior high school Muhammadiyah 1 Makassar in the 2018/2019 academic year and the sample from this research consists of 2 classes, where the two classes will receive different treatment, namely the first class uses the Problem Solving approach and the second class uses the Problem Posing approach, with a total of 25 students for the Problem Solving approach and also 25 students for the Problem Posing approach.

Main Findings: The results of this research are that there are differences in the average results of learning mathematics through the Problem Solving approach and the Problem Posing approach. Where in the Problem Solving approach the average learning outcome value is 82.96 with a standard deviation of 4.78, and the average learning outcome in the Problem Posing approach is 87.88 with a standard deviation of 7.36.

Novelty/Originality of this study: This study provides new insights into how problem solving and problem posing approaches affect the mathematics learning outcomes of grade VIII students.

Exploring the Effectiveness of the Learning Cycle Model in Enhancing Mathematics Learning for Students

2024-12-28T23:44:51+07:00

Purpose of the study: This study aims to determine the effectiveness of implementing the Learning Cycle model in mathematics learning..

Methodology: This type of research is pre-experimental research with The One Group Pretest-Posttest Design. The sampling technique in this study is by Multistage Sampling. The research instruments used are learning outcome tests, student activity observation sheets, and student response questionnaires. The data analysis used is descriptive analysis and inferential analysis..

Main Findings: 25 students or 89.29% achieved individual completeness and 3 students or 10.71% did not achieve individual completeness. This means that classical completeness was achieved with a normalized gain value of 0.70 in the high category. Based on this, the application of the Learning Cycle model is effective in learning mathematics for students.

Novelty/Originality of this study: This study offers a new perspective by showing that the application of the Learning Cycle model significantly improves students' conceptual understanding and mathematical problem-solving skills compared to conventional learning approaches.

Enhancing Creative Thinking in Circle Topics through the Realistic Mathematics Learning Approach

2024-12-28T23:45:40+07:00

Purpose of the study: This study aims to describe the influence of the Realistic Mathematics learning approach on Students' Creative Thinking Ability in Mathematics in terms of students' mathematics learning achievement, describe the influence of expository learning on students' creative thinking ability and describe the better influence of the 2 learning models applied by looking at the achievements achieved by students.

Methodology: This research is a quantitative research and the method used in this research is quasi experiment. The research was conducted at Madrasah Tsanawiyah Al-Ittihadiyah (Mamiyai). The population was all students of class VIII and sampling using cluster random sampling where class VIII-5 as the experimental class and class VIII-1 as the control class.

Main Findings: The realistic mathematics learning approach has a good effect on students' creative thinking skills. Expository learning has less effect on students' creative thinking skills. The effect of realistic mathematics learning is better than expository learning.

Novelty/Originality of this study: This study provides a new contribution in understanding how a contextual approach can enhance students' creative thinking skills through the exploration of geometric concepts relevant to everyday life.

Comparison of Mathematics Learning Outcomes Between Students Taught Using Direct Teaching and Discovery Learning Models

2024-12-28T23:48:30+07:00

Purpose of the study: To determine the differences in learning outcomes between students taught using the direct teaching model and students taught using the discovery learning model.

Methodology: The research method used is quasi-experimental design. The population in this study were students of grade VII of State Junior High School 1 Wonomulyo and 2 classes were randomly selected as experimental classes for the study. The study was conducted by giving two different treatments to two groups of students. First, experimental class I received teaching using a direct teaching model, then experimental class II used a discovery learning model. Data collection was carried out by giving tests to students at the beginning and end of the study.

Main Findings: The research results show that there is a significant difference in improving the learning outcomes of students taught using the direct teaching model with students taught using the discovery learning model.

Novelty/Originality of this study: This study offers new insights into the effectiveness of direct instruction models compared to discovery learning in improving students' mathematics learning outcomes.

The Influence of the Student Facilitator and Explaining Type Cooperative Learning Model on Students' Mathematics Learning Outcomes

2024-12-28T23:51:30+07:00

The Correlation between Students' Problem-Solving Abilities and Their Mathematical Thinking in High School Mathematics Education

2024-12-28T11:43:35+07:00

Purpose of the study: The aim of this study is to explore the relationship between students' problem-solving abilities and mathematical thinking, and to identify how these two abilities can support each other in the development of holistic mathematical skills in secondary education.

Methodology: This study uses quantitative methods with correlational and survey designs. The instrument used is a written test, consisting of story questions and multiple choices. Data collection is done through structured observation and documentation. The software used for data analysis is SPSS, with descriptive and inferential statistical analysis techniques, including the Pearson correlation test and simple linear regression test.

Main Findings: The results of the study showed that there was a strong and significant relationship between problem-solving ability and mathematical thinking of students in grades 11.F1 (r = 0.74, p = 0.001) and 11.F3 (r = 0.68, p = 0.003). Problem-solving ability was also shown to predict mathematical thinking with a significant effect (R² = 0.55, p = 0.001). The problem-solving factor can explain 55% of the variance in students' mathematical thinking.

Novelty/Originality of this study: This study shows a strong correlation between secondary school pupils' mathematical thinking and problem-solving skills, particularly when it comes to number-related content. The study's originality is the finding that students' problem-solving skills can anticipate how their mathematical thinking will evolve, offering fresh perspectives for creating learning models that would simultaneously improve both abilities.

The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools

2024-12-28T11:43:32+07:00

Purpose of the study: This study aims to analyze the effect of the Problem-Based Learning (PBL) model integrated with ethnomathematics on students' critical thinking skills, considering the mediating role of curiosity.

Methodology: This study uses a quantitative approach using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to evaluate the relationship between variables. Indicators for the PBL model include understanding of ethnomathematics concepts, cultural relevance, student engagement, and effectiveness in learning. Critical thinking skills are assessed through basic clarification, inference, and strategy, while curiosity is measured by attention, questioning, and comparison.

Main Findings: The results showed that the ethnomathematics-based PBL model significantly improved students' critical thinking skills, with a direct effect of 0.68 and a total effect of 0.92 when mediated by curiosity (indirect effect 0.24). This model explains 62% of the variance in critical thinking skills and 29% in curiosity. This study introduces a novel integration of cultural context into a PBL framework, showing that embedding local traditions enhances cognitive engagement and critical thinking in a meaningful way.

Novelty/Originality of this study: The findings suggest that incorporating ethnomathematics into PBL not only enhances cognitive skills but also fosters curiosity, offering an effective and culturally responsive teaching strategy.

Optimizing Traffic Light Timing Using Graph Theory: A Case Study at Urban Intersections

2024-12-28T11:43:28+07:00

Purpose of the study: This study aims to optimize traffic light timing at the Usman Salengke-Poros Malino-K.H. Wahid Hasyim intersection using a graph theory approach. By modeling compatible traffic flows and calculating optimal signal durations, the study seeks to reduce congestion, minimize delays, and improve traffic efficiency.

Methodology: This study utilized manual traffic volume data collection methods with direct field observations at the Usman Salengke-Poros Malino-K.H. Wahid Hasyim intersection. It employed Webster's method for optimal cycle calculation and MATLAB software for simulation. Tools included measuring tapes (Stanley), stopwatches (Casio), and data sheets for recording traffic flow. Surveys captured vehicle types and peak hour volumes.

Main Findings: The optimal traffic light cycle duration was calculated as 95 seconds, reducing the original cycle time of 128 seconds. Peak traffic volume was observed at 1,383 pcu/hour (Usman Salengke North). The green light duration increased for Usman Salengke North to 39 seconds and for Poros Malino to 28 seconds. Total average vehicle waiting time decreased by 33.3%, with improved throughput by 20%.

Novelty/Originality of this study: This study introduces a practical application of graph theory for optimizing traffic light timing, using compatible flow modeling to simplify intersection analysis. Unlike adaptive systems requiring expensive technology, this approach relies on manual traffic data, offering cost-effective solutions. It advances existing knowledge by providing a simplified, scalable method for reducing congestion and enhancing traffic efficiency in urban settings.

Fourth Order Runge-Kutta and Gill Methods in Numerical Analysis of Predator-Prey Models

2024-12-28T11:43:21+07:00

Purpose of the study: This study aims to solve the numerical solution of the Predator-Prey model using the fourth-order Runge-Kutta and Gill methods, and to determine the profile of the Predator-Prey model solved numerically using the fourth-order Runge-Kutta and Gill methods.

Methodology: Schematically, the steps taken in this study are starting from a literature review of the Predator-Prey Model, then solving the Predator-Prey Model using the Fourth-Order Runge-Kutta and Gill Methods, then the program creation step which is continued with program simulation, and finally analysis of the simulation results.

Main Findings: From the results of the analysis of the difference in estimates of the fourth-order Runge-Kutta and Gill for predators and prey, there is no significant difference between the two methods in determining a better method in solving the Predator-Prey model. Because the Predator-Prey model cannot be solved analytically, the difference between the two methods cannot be seen from the analytical solution approach. The simulation results using the fourth-order Runge-Kutta and Gill methods show that the greater the value of b, the prey population increases with a value of α > β, and the smaller the values of α and β given, the interaction process between the two populations will slow down and the prey population will increase.

Novelty/Originality of this study: can provide information about the profile of the Predator-Prey model which is solved numerically using the fourth-order Runge-Kutta and Gill methods. The combination of these two methods to solve the Predator-Prey model is the novelty of this study

Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia

2024-12-28T11:43:25+07:00

Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and content-specific pedagogical knowledge (Content Focus) in shaping mathematics achievement, utilizing data from the 2022 Trends in International Mathematics and Science Study (TIMSS) for Georgia.

Methodology: Employing a quantitative research design, data were collected from 194 teachers through structured questionnaires to examine the interplay between these instructional strategies.

Main Findings: The findings revealed acceptable psychometric properties for all constructs, with moderate but statistically significant relationships among the variables. Content Focus demonstrated a critical role in supporting mathematics outcomes, highlighting its potential as a mediating or moderating factor in instructional effectiveness. Despite the lack of significant path coefficients, the results underscore the complexity of educational processes, suggesting that contextual and mediating factors may influence the observed outcomes.

Novelty/Originality of this study: This research contributes to the understanding of how pedagogical strategies and content knowledge intersect to improve mathematics achievement, offering actionable insights for policymakers and educators aiming to refine instructional practices and professional development programs.