Authors:Puotier Zutaah, Samson Rosana Ondigi, Marguerite Khakasa Miheso-O'Connor Pages: 1 - 21 Abstract: The introduction of technology has given opportunities and made it easy for educators to utilize it in various ways, including in the field of education, as an instrument to support the teaching and learning of mathematics. GeoGebra is one of the mathematical software programs that can be effectively used in delivering mathematics lessons. GeoGebra is computer software that supports the teaching and learning of mathematics subjects, especially algebra, calculus, geometry, probability, and statistics. The objectives of this systematic analysis were to investigate pre-service teachers' perceptions and benefits of using GeoGebra to teach geometry. This study used a quantitative research design to review published articles from 2011 to 2021 related to the research objectives. This investigation purposefully sampled 17 published articles out of the over 200 articles found. The study used Google scholar, Google, and Sci Direct as the search engines to gather data using the keywords. The selected articles were validated using content analysis. This investigation selected the 17 articles for data analysis based on the research design, location, area of research, research focus and the type of technology applied. The findings of this study disclosed that pre-service teachers had the following perceptions regarding learning geometry with GeoGebra: GeoGebra enhances the teaching and learning of geometry, it helps learners to have positive perceptions concerning GeoGebra integration, GeoGebra improves learners' interest, motivation, and willingness to learn geometry. Also, it motivates learners to interact among themselves. Nevertheless, some benefits were identified as follows: GeoGebra increases students’ academic performance, develops learners' confidence in learning geometry, makes the learning of mathematics enjoyable, and helps learners to conceptualize abstract concepts in mathematics. Based on the findings of this study, it is concluded that GeoGebra is effective for teaching and learning geometry. This study recommends that mathematics educators should embrace GeoGebra software in the teaching and learning of geometry at the college level of education. Additionally, the Ministry of Education should enforce the integration of GeoGebra in the delivery of mathematics lessons. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6124 Issue No:Vol. 7, No. 1 (2023)
Authors:Eunice Kolitsoe Moru, Anthony A Essien Pages: 22 - 43 Abstract: The idea of limit is central to both differential and integral calculus. It is also applicable in other disciplines such as physics, engineering, economics, etc. Because of this, conducting a study to further improve teachers’ knowledge about how social science students (whose major is economics) understand limits is of utmost importance. The reported study sought to find out how students understand the idea of limit with regard to the use of its symbolism. Sixty first year university students in the social sciences acted as the sample of the study. An adapted procept theory was used to analyse data obtained from these students through their solution to tasks on limit and explanations on their thinking and solution processes. Qualitative analysis of data indicated that some students understood the limit symbolism to be a procept while others did not. When solving the mathematical tasks, students’ difficulties emanated from: (i) their inability to coordinate the two processes, and , or and (ii) the proper use of the limit operator, and (iii) inability to realise that the simplification has led to the same response as they could not see the relationship between the results. This resulted in misalignment between their reasoning and their choice of answers where justification was required. The results also show that limits at infinity were more problematic than those of the form as where a is a constant. Students’ choice of method used depended mostly on how much efficient the method was in terms of saving time and not really on promoting understanding. The lesson learnt from the study is that when using the adjusted procept theory, the yes or no answers do not qualify to be used in concluding the level of thinking at which students are at. It is recommended that students be asked to show their working and also explain their answers so that the type of understanding that leads to their choices come to fore PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.5900 Issue No:Vol. 7, No. 1 (2023)
Authors:Tanti Listiani, Kurnia Dirgantoro Pages: 44 - 55 Abstract: Statistics for Research Education is an important course for students in the Faculty of Education. Serious problems are experienced by students learning statistics, one of them is because the learning outcomes are not optimal. To overcome this problem, a lecturer can provide mini-research tasks. Mini-research is one form of assignment from project-based learning. This research was descriptive qualitative research. The subjects in this study were students from Cohort 2019 who took Educational Research Statistics courses. Learning activities and mini-research assignments are handled fully online. By giving students a mini-research assignment, students can be encouraged to learn statistical theories and concepts. Through mini-research tasks, students can increasingly see the big picture and interrelationships between topics in this course. The positive responses can be seen from students’ reflections and results of the review given to the paper. The use of project-based learning with a mini-research task is an interesting idea and suitable for students. In addition to better student learning outcomes, students also become more conscious of the problems around them. Prospective teachers can learn to make research an upcoming provision when they enter the field of teaching. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6137 Issue No:Vol. 7, No. 1 (2023)
Authors:Martina Srimega Sitorus, Melda Jaya Saragih Pages: 56 - 75 Abstract: Mathematical anxiety is an emotional response to the entire mathematical activity that affects students' mathematical to psychological abilities. This anxiety is influenced by various factors, such as negative perspectives on mathematics, experiences of failing in learning mathematics, and others. Research data at one Christian High School in Tangerang shows that class X social studies students experience mathematical anxiety where students have difficulty concentrating, are restless, unconfident, and have headaches when learning mathematics. Anxiety affects students' self-confidence and makes the learning process not optimal, so it needs to be reduced. The selection of the REACT model as a solution to this problem leads to varied, contextual, and collaborative learning. The purpose of this writing is to find out the application of the REACT model in reducing the mathematical anxiety of X social studies students. The method used in the research is descriptive qualitative, where data is collected through questionnaires. The results show that the REACT model stages, namely relating, experiencing, applying, cooperating, and transferring, succeeded in reducing the anxiety of class X social studies students towards learning mathematics. During the application of the model, students are seen concentrating while studying, having confidence, daring to ask questions, and others. Applying the REACT model can be a solution for teachers to manage mathematical anxiety while leading students to realize their identity as imago dei who have been reconciled to God in Jesus Christ. Students are endowed with a Divine capacity to do God's work. Reflecting on the implementation of the REACT model, the author suggests recognizing the characteristics of each student the characteristics and collaborating the REACT model with other learning resources. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6216 Issue No:Vol. 7, No. 1 (2023)
Authors:Yostinawely Sarwuna, Yubali Ani, Robert Harry Soesanto Pages: 76 - 90 Abstract: Based on the results of observations made at a Christian Kindergarten in Tangerang, it was found that there was an unevenness in the numeracy abilities of early-age students. Some students already have the ability to count numbers 1 and 3, but some others do not. Therefore, it is necessary to introduce numeracy skills by the teacher so that students have an even numeracy ability. The purpose of writing this scientific work is to describe the application of the storytelling method to the numeracy skills of early-age students in thematic learning. The research method used is descriptive qualitative research method. Based on the results of the discussion, it was found that the application of the storytelling method was carried out in six stage’s that were closely related to the introduction of numeracy skills, namely making preparations before learning, checking readiness and providing motivation to students, actively involving students, telling stories with attention to language, developing, and checking student understanding. Through the application of the six stages of the storytelling method in thematic learning it can help teachers to assess and confirm the level of numeracy abilities of early age students. The next suggestion is to pay attention to various indicators of numeracy skills that have not been studied and to pay attention to the time allocation in teaching so that the effectiveness of the six stages of the storytelling method can be assessed.BAHASA INDONESIA ABSTRACT: Berdasarkan hasil observasi yang dilakukan pada salah satu Taman Kanak-kanak Kristen di Tangerang ditemukan ketidakrataan kemampuan numerasi siswa usia dini. Beberapa siswa telah memiliki kemampuan membilang bilangan 1 dan 3 namun beberapa lainnya belum. Oleh sebab itu, diperlukan pengenalan kemampuan numerasi oleh guru agar siswa memiliki kemampuan numerasi yang merata. Tujuan penulisan karya ilmiah ini adalah memaparkan penerapan metode bercerita bagi kemampuan numerasi siswa usia dini dalam pembelajaran tematik. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Berdasarkan pemaparan hasil pembahasan ditemukan penerapan metode bercerita dilakukan dalam enam tahapan yang berkaitan erat dengan pengenalan kemampuan numerasi yaitu melakukan persiapan sebelum pembelajaran, mengecek kesiapan dan memberikan motivasi kepada siswa, melibatkan siswa secara aktif, bercerita dengan memperhatikan bahasa, melakukan pengembangan, dan mengecek pemahaman siswa. Melalui penerapan keenam tahapan metode bercerita dalam pembelajaran tematik dapat membantu guru untuk menilai serta mengkonfirmasi tingkatan kemampuan numerasi siswa usia dini. Adapun saran selanjutnya adalah memperhatikan berbagai indikator kemampuan numerasi yang belum dikaji serta memerhatikan alokasi waktu dalam melakukan pengajaran sehingga keenam tahapan metode bercerita dapat dinilai keefektifannya. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6468 Issue No:Vol. 7, No. 1 (2023)
Authors:I Putu Pasek Suryawan, I Gede Ratnaya Pages: 91 - 107 Abstract: This research is a descriptive study using a qualitative approach with the aim of analyzing students' critical thinking skills in solving controversial mathematics problems using six indicators of IDEALS critical thinking. The research subjects in this study were 3 students of class X MIPA 1 SMA N 1 Singaraja who were obtained through a purposive sampling method. The research instruments this time were researchers, student worksheets, student test results, and interview results. Miles and Huberman's model is used in analyzing research data, through the process of data reduction, data presentation, and ending with drawing conclusions based on the data obtained. The results of the research and interviews show that students' critical thinking skills solve controversial mathematics problems with six indicators of IDEALS critical thinking, namely: (1) identify, it is found that the three subjects are able to identify the main problem and identify solutions to problems given that do not make sense, (2 ) define, it was found that the three subjects could define what was known and what was asked in the mathematical problem, but only by re-copying the questions, (3) enumerate, it was found that the three subjects only found one problem solving strategy that made sense, (4) analyze , each of the three subjects only used one problem-solving strategy for analysis, (5) list, it was found that the three subjects were able to state reasons for using the problem-solving strategy they used respectively, and (6) self-correct, it was obtained that the three subjects have re-checked the delivery strategy problem solutions that they use.BAHASA INDONESIA ABSTRACT: Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kualitatif dengan tujuan menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan masalah kontroversial matematika menggunakan enam indikator berpikir kritis IDEALS. Subjek penelitian dalam penelitian ini yaitu 3 orang siswa kelas X MIPA 1 SMA N 1 Singaraja yang didapatkan melalui metode purposive sampling. Dengan instrumen penelitian kali ini yaitu peneliti, lembar kerja siswa, hasil tes siswa, dan hasil wawancara. Model Miles dan Huberman digunakan dalam menganalisis data penelitian, melalui proses reduksi data, penyajian data, serta diakhiri dengan penarikan kesimpulan berdasarkan data yang diperoleh. Adapun hasil penelitian serta wawancara menunjukkan bahwa kemampuan berpikir kritis siswa menyelesaikan masalah kontroversial matematika dengan enam indikator berpikir kritis IDEALS, yaitu: (1) identify, diperoleh bahwa ketiga subjek mampu mengidentifikasi pokok permasalahan dan mengidentifikasi solusi dari masalah yang diberikan tidak masuk akal, (2) define, diperoleh bahwa ketiga subjek dapat mendefinisikan terkait yang diketahui serta apa yang ditanyakan pada persoalan matematika, tetapi hanya dengan menyalin ulang soal, (3) enumerate, diperoleh bahwa ketiga subjek hanya menemukan satu strategi penyelesaian masalah yang masuk akal, (4) analyze, masing-masing dari ketiga subjek hanya menggunakan satu strategi penyelesaian masalah tersebut untuk dianalisis, (5) list, diperoleh bahwa ketiga subjek mampu menyebutkan alasan menggunakan strategi penyelesaian masalah yang mereka gunakan masing-masing, dan (6) self-correct, diperoleh bahwa ketiga subjek sudah mengecek kembali strategi penyelesaian masalah yang masing-masing mereka gunakan. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6523 Issue No:Vol. 7, No. 1 (2023)
Authors:Ilham Muhammad, Lilis Marina Angraini Pages: 108 - 122 Abstract: Mathematical ability is a cognitive ability that needs to be developed in every student because the mathematical ability is closely related to solving problems that involve the relationship of numerical symbols with students' cognitive activities. This study aims to look at the description of previous research related to mathematical abilities in learning mathematics in the last decade using bibliometric analysis methods. The data taken from the Scopus database was refined so that it became 157 publications. The United States of America is the most influential country and has high cooperation with other countries in this field. The focus of this research is: 1) ICT, Augmented reality, Computational thinking, and university; 2) mathematical problems, pre-service teachers, and higher education: 3) mathematics abilities, mathematics literacy, and outcomes; 4) high mathematical ability, technology and critical thinking ability. The results of this study can be used as a reference for future researchers PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.6867 Issue No:Vol. 7, No. 1 (2023)
Authors:Yohanes Kasih Tua Tampubolon, Kimura Patar Tamba Pages: 123 - 142 Abstract: Student learning activeness is very important in the learning process. However, student learning activeness remains a problem at many schools. Students observed by researchers during the field practice programme had low activeness. Based on the results of the total percentage of student learning activeness observation sheets, 37% of the group belongs in the less active category. Students' learning activeness is influenced by the approach used by the teacher during the learning process. As an implementation of the independent learning concept, the Among learning approach provides freedom and space for students to be actively involved. The freedom concept certainly does not deviate from the correct understanding of a Christian perspective, which is freedom under the authority of God. Therefore, to overcome this problem, the researcher applied the Among system. The purpose of this paper is to determine the activeness of student learning in online informatics learning using the Among system. This research is descriptive qualitative research. The results showed that the students' learning activeness having implemented the Among system had increased. The researcher suggests that teachers need to first identify students’ existent situations and conditions before implementing the Among system due to its non-suitability in any context.BAHASA INDONESIA ABSTRACT: Keaktifan belajar siswa merupakan hal yang sangat penting dalam proses pembelajaran. Namun, keaktifan belajar siswa masih menjadi sebuah permasalahan di sekolah. Siswa yang diobservasi oleh peneliti saat menjalani program praktek lapangan memiliki keaktifan yang rendah. Berdasarkan hasil total persentase lembar observasi keaktifan belajar siswa yaitu sebesar 37% tergolong pada kategori kurang aktif. Pada dasarnya sikap keaktifan belajar siswa dipengaruhi oleh pendekatan yang digunakan oleh guru dalam pembelajaran. Pendekatan pembelajaran dengan sistem among memberikan kebebasan maupun ruang bagi siswa untuk terlibat aktif dalam pembelajaran. Kebebasan yang ada tentunya tidak menyimpang dari pemahaman yang benar menurut perspektif Kristen, yaitu kebebasan yang tetap berada di bawah otoritas Allah. Oleh karena itu untuk mengatasi permasalahan ini peneliti menerapkan sistem among. Tujuan penulisan paper ini yaitu untuk mengetahui keaktifan belajar siswa pada pembelajaran informatika yang dilakukan secara daring dengan menggunakan sistem among. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa keaktifan belajar siswa setelah penerapan sistem among mengalami peningkatan. Saran yang diberikan oleh peneliti sebelum menerapkan sistem among guru perlu terlebih dahulu mengidentifikasi situasi dan kondisi yang ada pada siswa. Sebab tidak semua permasalahan yang ada di dalam kelas dapat terselesaikan dengan menerapkan sistem among. PubDate: 2023-06-02 DOI: 10.19166/johme.v7i1.2843 Issue No:Vol. 7, No. 1 (2023)
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