Authors:Ade Mirza, Dona Fitriawan, Zubaidah R, Asep Nursangaji Pages: 1 - 11 Abstract: Changes in the mathematics education curriculum affect the preparation of prospective teachers to learn as well as possible and provide extensive opportunities and experiences regarding mathematical proof in secondary schools, especially those reflecting the nature and role of proof in the field of mathematics. Teachers' ability to respond to this depends on their understanding of proof in a mathematical context. This research examined the understanding of 36 prospective mathematics teachers at Tanjungpura University regarding proof and their ability to prove problems in the context of high school mathematics. The data were collected through a series of interviews focused on their responses to the role of proof and from tests to prove math problems. This research is descriptive-analytical research, which describes the conception of prospective mathematics teachers as knowledgeable in mathematics about proof. However, some view proof as a tool for studying mathematics. This research also found that many of them had a limited view of the nature of proof. They lacked a clear understanding of the subject of demonstrating or explaining the process of proving a mathematical statement. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.10089 Issue No:Vol. 13, No. 1 (2022)

Authors:Baiduri Baiduri Pages: 13 - 21 Abstract: Assessment is an essential part of the learning process in higher education. As a result, the assessment should involve students in addition to lecturers. The purpose of this study is to examine the self and peer assessments on the answers to midterm and final-semester exams given by lecturers and their relationship with student achievement. The participants in this study were 114 fifth-semester mathematics education students who took differential equations courses. Data were gathered from student assessment scores on the middle and final test and student achievement in the lecturer's differential equations courses. The data were analyzed using descriptive statistics and an independent sample t-test to describe the self and peer assessments. Pearson correlation analysis was also used to describe the relationship between self and peer assessment and learning achievement. The study revealed no significant difference between self and peer assessments, both midterm and final semester assessments. The midterm assessment said that the average self-assessment was higher than peers. Meanwhile, the assessment average scores obtained in the semester's final exam were nearly identical between the two assessors. There is a positive and significant correlation with a high level of self and peer assessments, both in the midterm and final semester, and a positive and significant correlation with a moderate level of self and peer assessments with learning achievement. These findings can be used as a basis for lecturers to consider when involving students in assessing student achievement. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.10731 Issue No:Vol. 13, No. 1 (2022)

Authors:Elika Kurniadi, Zulkardi Zulkardi, Ratu Ilma Indra Putri Pages: 23 - 31 Abstract: The research about Ordinary Differential Equation (ODE) has increased more widely since 1970. Therefore, several published articles in some journals can be found in some sources. This paper aims to provide an overview of the learning differential equation in higher education based on relevant literature. Therefore, we are interested in conducting a Systematic Literature Review (SLR) methodology from 24 articles generated from Top 5 Scopus Q1 according to SJR reported by Scimago Journal & Country Rank in the subject area of education. The present study focuses on two aspects, namely: 1) the learning method of ODE that is proposed in the academic literature, and 2) the topic of ODE has been put forward and discussed in the academic literature. The systematic literature review found four methods of learning ODE (active learning, mathematical modelling, information, and technology communication, and geometric and qualitative solutions). Moreover, we also concluded that the several topics of ODE in the academic literature are 1) first order of ODE, 2) Euler method, 3) application to the problem (rate of change, population model, logistic generalized, and spring-mass), 4) second-order of ODE, and 5) system of ODE. The result of this study can provide a summary of existing literature and identify the weakness or gap to be investigated further in the following research related to the topic of ODE. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.10707 Issue No:Vol. 13, No. 1 (2022)

Authors:Evie Dwi Handayani, Emah Kusnawati, Nenden Mutiara Sari, Poppy Yaniawati, Muhammad Iskandar Zulkarnaen Pages: 33 - 47 Abstract: Mathematics aims to make students have good problem-solving skills based on the junior high school curriculum. However, the reality in the field is that more than 50% of students cannot solve problem-solving problems. This study aims to (1) Analyze the differences in the improvement of the problem-solving abilities of students who received learning with the GeoGebra-assisted CPS model and the problem-solving skills of students who received conventional learning in terms of overall and early mathematics ability (superior and low); (2) Analyzing the differences in learning interest of students who received GeoGebra-assisted CPS learning and students who received conventional understanding; (3) Analyzing the correlation between problem-solving abilities and students' interest in education. The research design employed was sequential explanatory with a quasi-experimental method. The Instruments were written tests, questionnaires, observation sheets, and interview guidelines. The data obtained were analyzed using the Mann-Whitney U test, t-test, and correlation test. The results showed that: (1) The improvement of the problem-solving abilities of students who received GeoGebra-assisted CPS learning was better than students who received conventional learning, and there was no difference in the problem-solving abilities of the superior early mathematical ability and low early mathematical ability groups; (2) The learning interest of students who receive GeoGebra-assisted CPS learning is better than students who receive conventional learning; (3) There is no correlation between problem-solving ability and student interest in learning. Creative problem-solving learning models assisted by GeoGebra applications can improve students' mathematical problem-solving skills and interest in learning. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11341 Issue No:Vol. 13, No. 1 (2022)

Authors:Rani Darmayanti, Rahmad Sugianto, Baiduri Baiduri, Choirudin Choirudin, Wawan Wawan Pages: 49 - 66 Abstract: To prepare students to compete in 21st-century skills, the Ministry of Education and Culture of the Republic of Indonesia integrates character education into school subjects. However, as a medium, comics do not contain the level of character values, exploration, and critical thinking skills in problem-solving on geometry material. Therefore, the aim of this study is to produce digital media based on character values on mathematical critical thinking skills in solving problems related to learning styles for eighth-grade students. This development research employed the 4-D method (Define, Design, Develop, and Disseminate). The study indicates that the digital comic learning media is valid with a total average score of 3.60 based on the material expert’s validation and 3.50 based on the media expert’s validation. The eight-grade students' responses were positive (92%) based on the trials. The learning outcomes in terms of kinesthetic, auditory, and visual learning styles used in this study can all meet all indicators of mathematical problem-solving. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11680 Issue No:Vol. 13, No. 1 (2022)

Authors:Muhammad Ridlo Yuwono, Santi Widyawati Pages: 67 - 79 Abstract: Prospective mathematics teachers experience errors in solving straight-line equations, such as using unorthodox methods, answers that conflict with concepts and wrong calculations. This study aimed to analyze the difficulties of prospective mathematics teachers in algebraic material about straight-line equations. This research is descriptive qualitative research with a case study approach. The subjects in this study were students of the 3rd semester of the Mathematics Education Study Program, Widya Dharma University, Klaten, who had taken field analytic geometry courses. The data collection method in this study used the test method and the interview method. This study uses triangulation techniques to obtain valid data. The triangulation technique used is a triangulation method that compares data or information using different methods. The research instrument includes the main instrument, namely the researcher, whose role is to collect research data and auxiliary instruments in tests and interview guidelines. The data obtained from the interviews were analyzed using the analysis model of Miles, Huberman and Saldana, which includes data condensation, data presentation and drawing conclusions. The results of this study are that prospective mathematics teacher have difficulty in: (1) identifying which equations are straight lines and which ones are not, (2) explaining the concept of gradient, (3) proving the statement that two parallel lines have the same gradient, (4) prove the statement that two lines are perpendicular if the two gradients are multiplied the result is -1, (5) prove the formula for the equation of a straight line with a known gradient and a point through which it passes, and (6) prove the equation for a straight line if two are known the point through which. This study concludes that prospective mathematics teachers have difficulty in the material of straight-line equations. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11378 Issue No:Vol. 13, No. 1 (2022)

Authors:Inayah Rizki Khaesarani, Rusydi Ananda Pages: 81 - 99 Abstract: Higher-order thinking (HOTS) problems are a learning assessment system applied to the curriculum in 2013 to improve students' higher-level thinking skills. However, teachers still familiarize students to solve problems with low-level thinking, which lower the Indonesian students’ mathematical literacy. This descriptive research with a qualitative approach aimed to explore junior high school students’ mathematical literacy skills in Kotapinang in solving HOTS problems applied to the curriculum 2013. Four students were selected as research subjects. Research instruments consisted of mathematical skills tests, literacy tests, and interviews. The researchers applied the triangulation techniques with Miles and Huberman’s model as the data analysis technique. The analysis showed that students’ mathematical literacy skills in Kotapinang were poor. The researchers recommend applying technology-based learning models, such as blended learning that is suitable for limited face-to-face learning to support the improvement of mathematics literacy skills of junior high school students in solving HOTS problems in the curriculum 2013. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11499 Issue No:Vol. 13, No. 1 (2022)

Authors:Fitriana Hasnani, Meryta Febrilian Fatimah, Nikken Prima Puspita Pages: 101 - 107 Abstract: Let R commutative ring with multiplicative identity, and M is an R-module. An ideal I of R is irreducible if the intersection of every two ideals of R equals I, then one of them is I itself. Module theory is also known as an irreducible submodule, from the concept of an irreducible ideal in the ring. The set of R - module homomorphisms from M to itself is denoted by EndR(M). It is called a module endomorphism M of ring R. The set EndR(M) is also a ring with an addition operation and composition function. This paper showed the sufficient condition of an irreducible ideal on the ring of EndR(R) and EndR(M) PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11139 Issue No:Vol. 13, No. 1 (2022)

Authors:Ali Ali, Edi Istiyono Pages: 109 - 122 Abstract: The test is one of the instruments used to assess the extent of student understanding in learning. Multiple choice is a type of test commonly used in testing students. In addition to testing students' understanding, the quality of the tests used also needs to be tested. This study aims to determine the characteristics of the national mathematics test items in Baubau in the 2015/2016 academic year and the test information function with the item response theory approach. This research is an ex-post-facto study with a sample size of 574 students using a random sampling technique. Data was collected through documentation and analyzed using the LTM R package program. Findings indicated that there were four items (I1, I2, I4, and I8) for the 1-PL model, six items (I1, I2, I4, I7, I8, and I10) for the 2-PL model, and seven items (I1, I2, I3, I4, I7, I9, and I10) (3-PL) that fit the model (FM). The percentage of good (G) item parameters using R was 90% for (b) (1-PL), 90% (b) and 100% (a) (2-PL), and 90% (b), 10% (a), and 70% (c) (3-PL). The percentage of good quality items in each model for the 1-PL model was 40% or four items, the 2-PL model was 60% or six items, and the 3-PL model was 0%, or none was included in the good quality item category. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11252 Issue No:Vol. 13, No. 1 (2022)

Authors:Muhammad Noor Kholid, Arina Ahadiyati Pages: 125 - 138 Abstract: Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation sheets, and interview guidelines. The questions validator in this research are two teachers and a Mathematics Education lecturer from the University of Muhammadiyah Surakarta. The data collection technique uses tests, observations, and interviews. The data analysis technique of research had carried out through three stages: data reduction, data presentation, and conclusion drawing. This study concluded that the student's metacognition of eighth grade in solving non-routine problems had not developed better. Only one student can ideally find the metacognition aspects of awareness, evaluation, and regulation. Compared to medium-capable students, students with high abilities can discover the metacognition aspects well. In comparison, students with low skills have not been able to find all indicators of metacognition. Based on the results, further research may discover students’ obstacles in implementing metacognition for mathematical problem-solving. PubDate: 2022-06-29 DOI: 10.24042/ajpm.v13i1.11776 Issue No:Vol. 13, No. 1 (2022)

Authors:Marzuki Marzuki, Habibi Ratu Perwira Negara, Wahyudin Wahyudin Pages: 139 - 152 Abstract: Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS. PubDate: 2022-06-30 DOI: 10.24042/ajpm.v13i1.12062 Issue No:Vol. 13, No. 1 (2022)

Authors:Mitra Pramita, R Ati Sukmawati, Nuruddin Wiranda Pages: 153 - 164 Abstract: After the pandemic, people began to adjust to the changes during the pandemic. The rapid progress and development of information and technology are now entering the world of education. Information technology has begun to be widely used to support the smooth running of the teaching and learning process, one of which is to support student learning outcomes. This study aimed to determine the differences in student learning outcomes in the control and experimental classes by considering students' learning motivation. This type of research is an experimental study with a 2×2 factorial design. Discrete mathematics learning outcomes for even-semester students in 2021/2022 will be grouped based on learning media (PowerPoint and Kahoot) and student motivation (high and low). To find out the differences in student learning outcomes, a 2-way ANOVA test was carried out using SPSS. The results of this study show significant differences in student learning outcomes between students with high learning motivation and those with low learning motivation. There is no significant difference in learning outcomes between Kahoot learning media and PowerPoint learning media. Then it is known that other factors affect student concentration; namely, an interaction between learning media and learning motivation influences students' learning outcomes. The Kahoot media was proven to make the learning atmosphere more fun during the learning activities. Students were more active in participating in the learning process. PubDate: 2022-06-28 DOI: 10.24042/ajpm.v13i1.12233 Issue No:Vol. 13, No. 1 (2022)

Authors:Clement Ayarebilla Ali First page: 165 Abstract: We explored junior high school teachers’ knowledge and impact of indigenous games in teaching basic mathematical concepts. The qualitative phenomenological design was employed by the researchers to address the purpose, objectives and research questions of the study. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for the phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the second phase of the study. Two instruments namely, semi-structured interview guide and observation checklist were used to collect data. The data was analysed thematically to reflect the research questions. The findings of both phases revealed that majority of the teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on pupils’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to traditional approach (direct method of teaching) and required the knowledge of indigenous games to enhance their teaching skills and techniques. It was therefore recommended that in-service training, workshops and other continuous professional development should be organized to up-date teachers’ knowledge on the effective use of indigenous games in the teaching and learning of mathematics. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11693 Issue No:Vol. 13, No. 1 (2022)

Authors:Xinxin Li, Ying Zhou, Tommy Tanu Wijaya First page: 175 Abstract: In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.00<0.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11711 Issue No:Vol. 13, No. 1 (2022)

Authors:Laswadi Laswadi, Nanang Supriadi, Christina Khaidir, Bambang Sri Anggoro Pages: 195 - 204 Abstract: Appropriate mathematics learning media is one factor determining the success of learning mathematics. Teachers can use various types of media to help students learn mathematics. However, teachers must consider the learning media's suitability with students' characteristics. This study aims to 1) reveal the most effective learning media for visual, auditory, and kinesthetic learning styles; 2) determine the interaction between learning media and learning styles on students' mathematics achievement. Therefore, this study used a 3 × 3 factorial design. The sample in this study was 29 eighth-grade students in junior high school. Researchers used questionnaires and mathematics achievement tests to collect research data to be analyzed quantitatively. The results show that interactive applications are the most effective learning media for students with different learning styles. Besides, there is a significant interaction effect between learning media and learning styles on students' mathematics achievement. PubDate: 2022-07-12 DOI: 10.24042/ajpm.v13i1.12485 Issue No:Vol. 13, No. 1 (2022)

Authors:Nurhanurawati Nurhanurawati, Caswita Caswita, Haninda Bharata, Widyastuti Widyastuti First page: 199 Abstract: Mathematical literacy was a person's ability to formulate, apply and interpret mathematics into various contexts, including the ability to reason systematically and use concepts, procedures, and facts to describe, explain or predict an event. Therefore, mathematical literacy is important in everyday life. This article aimed to analyze the mathematical literacy of junior high school students in Bandar Lampung. Data were collected by giving mathematical literacy questions to junior high school students. The data were analyzed descriptive quantitatively. The research population is 14-15 years junior high school students in Bandar Lampung City. The research sample was selected using a stratified sampling technique to get students from several favorable and unfavorable public and private junior high schools. The research instrument was a test on the mathematical literacy of junior high school students. The results showed that junior high school students in Bandar Lampung were generally able to solve mathematical literacy problems whose information was clearly available, were able to solve problems procedurally, students were also able to use basic algorithms, formulas, procedures, or conventions involving integers. However, they have yet to solve problems that involve constraints or make assumptions. They have not been able to select and integrate different representations, including symbolic ones, relate it directly to aspects of real-world situations and have not been able to solve problems related to everyday life that they rarely encounter. PubDate: 2022-06-17 DOI: 10.24042/ajpm.v13i1.11659 Issue No:Vol. 13, No. 1 (2022)

Authors:Dian Kusmaharti, Via Yustitia First page: 211 Abstract: Improving critical thinking skills in the 21st century needs to be supported by the use of learning technology. Self-regulated learning-based digital modules can be used as an alternative to independent student learning modules. The objectives of this study are (1) to describe a valid self-regulated learning-based digital module (2) to describe a practical self-regulated learning-based digital module; (3) to determine the effectiveness of digital modules based on self-regulated learning on students' critical thinking skills. The method used is Research and Development (R&D) with the ADDIE model. The results of the study are as follows: (1) the developed self-regulated learning-based digital module is declared valid; (2) The digital module based on self-regulated learning is stated to be practical as indicated by the response and implementation of learning with the digital module based on self-regulated learning in the good category; (3) students' critical thinking skills in the experimental class are better than the control class. In general, the developed self-regulated learning-based digital modules are valid, practical, and effective. PubDate: 2022-07-15 DOI: 10.24042/ajpm.v13i1.12756 Issue No:Vol. 13, No. 1 (2022)