Pub Date : 2024-01-19DOI: 10.31764/jtam.v8i1.17018
Pandu Aditya, Cecli Hiltrimartin
Mastery of concepts is necessary for students in learning geometry, particularly in the topic of flat-sided 3D spatial structures. A strong grasp of concepts is achieved through non-routine problem-solving exercises, which are an integral part of problem-solving-based learning. According to the OECD (Organisation for Economic Co-operation and Development) of Education and Skills 2030, problem-solving-based learning is considered an important component in the curriculum of 60% of countries worldwide. The use of digital media is an innovative approach in education that can transform abstract geometric forms into real-world situations. The focus of this research is to develop digital media to enhance conceptual understanding among eighth-grade students at Yosowinangun Junior High School. The outcome of this study is a valid, practical, and effective digital learning medium for improving conceptual understanding. The research adopts the ADDIE model as the methodological framework. The research sample consists of twenty eighth-grade students. Data collection instruments include validation sheets, practicality questionnaires, interviews, and tests. The research findings indicate that the learning media is valid based on the analyzed validation sheets. Furthermore, the learning media is considered practical based on student response questionnaires, with an average score of 83.3%. The learning media also has a potential effect on conceptual understanding, as evidenced by the overall test results falling into the good category with an average score of 74.75%. Therefore, problem-solving-based digital learning media becomes an effective tool to assist students in developing their conceptual understanding in the process of learning flat-sided 3D spatial structures in geometry.
{"title":"Development of Problem-Solving-Based Digital Learning Media for Flat-Sided 3D Geometry in Junior High School","authors":"Pandu Aditya, Cecli Hiltrimartin","doi":"10.31764/jtam.v8i1.17018","DOIUrl":"https://doi.org/10.31764/jtam.v8i1.17018","url":null,"abstract":"Mastery of concepts is necessary for students in learning geometry, particularly in the topic of flat-sided 3D spatial structures. A strong grasp of concepts is achieved through non-routine problem-solving exercises, which are an integral part of problem-solving-based learning. According to the OECD (Organisation for Economic Co-operation and Development) of Education and Skills 2030, problem-solving-based learning is considered an important component in the curriculum of 60% of countries worldwide. The use of digital media is an innovative approach in education that can transform abstract geometric forms into real-world situations. The focus of this research is to develop digital media to enhance conceptual understanding among eighth-grade students at Yosowinangun Junior High School. The outcome of this study is a valid, practical, and effective digital learning medium for improving conceptual understanding. The research adopts the ADDIE model as the methodological framework. The research sample consists of twenty eighth-grade students. Data collection instruments include validation sheets, practicality questionnaires, interviews, and tests. The research findings indicate that the learning media is valid based on the analyzed validation sheets. Furthermore, the learning media is considered practical based on student response questionnaires, with an average score of 83.3%. The learning media also has a potential effect on conceptual understanding, as evidenced by the overall test results falling into the good category with an average score of 74.75%. Therefore, problem-solving-based digital learning media becomes an effective tool to assist students in developing their conceptual understanding in the process of learning flat-sided 3D spatial structures in geometry.","PeriodicalId":489521,"journal":{"name":"JTAM (Jurnal Teori dan Aplikasi Matematika)","volume":"461 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.31764/jtam.v8i1.17419
Vita Nova Anwar, D. Darhim, Suhendra Suhendra, Elah Nurlaelah
Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solving skills. This research uses design based implementation research with 4 phases including; preliminary research, prototyping, results, and design principle. The participants were 28 grade 8 junior high school students who took part in two rounds of experiment in direct CT activities and digital CT activities. In this paper, we present an iterative mathematical problem-solving process in the digital pedagogy model. The computational task, environment, tool and practices were iteratively improved over two rounds to incorporate CT effectively in mathematics. The results from CT environment demonstrated that direct CT activities are more effective than digital CT activities in mathematical problem-solving. Based on empirical research, we summarize the characteristic of the digital pedagogy model from computational tasks, computational environment and tools, and computational practices in mathematical problem solving.
{"title":"Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving","authors":"Vita Nova Anwar, D. Darhim, Suhendra Suhendra, Elah Nurlaelah","doi":"10.31764/jtam.v8i1.17419","DOIUrl":"https://doi.org/10.31764/jtam.v8i1.17419","url":null,"abstract":"Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solving skills. This research uses design based implementation research with 4 phases including; preliminary research, prototyping, results, and design principle. The participants were 28 grade 8 junior high school students who took part in two rounds of experiment in direct CT activities and digital CT activities. In this paper, we present an iterative mathematical problem-solving process in the digital pedagogy model. The computational task, environment, tool and practices were iteratively improved over two rounds to incorporate CT effectively in mathematics. The results from CT environment demonstrated that direct CT activities are more effective than digital CT activities in mathematical problem-solving. Based on empirical research, we summarize the characteristic of the digital pedagogy model from computational tasks, computational environment and tools, and computational practices in mathematical problem solving.","PeriodicalId":489521,"journal":{"name":"JTAM (Jurnal Teori dan Aplikasi Matematika)","volume":"5 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140503457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.31764/jtam.v8i1.17516
Edi Irawan, Rizky Rosjanuardi, Sufyani Prabawanto
Computational Thinking (CT) has emerged as a crucial and foundational skill in the 21st century, capturing the attention of researchers across various domains, including mathematics education in Indonesia. This research identifies and analyzes trends, themes, focuses, and research findings on CT through mathematics learning in Indonesia. This Systematic Literature Review (SLR) adheres to the PRISMA guidelines, encompassing three stages: search, selection, and data analysis. The search process on the Scopus database, utilizing queries aligned with the research objectives, yielded 31 articles related to CT and mathematics education authored by Indonesian researchers. Subsequent selection involved criteria such as research focus, study type, document availability, and intervention differences, resulting in 14 articles. Data analysis employed Bibliometrix and NVivo 14 Plus software. The findings reveal a significant increase in research on CT in mathematics education from Indonesian researchers over the past two years, with an annual growth rate of 5.74%. This publication landscape involves contributions from 39 authors affiliated with 16 higher education institutions in Indonesia. Researchers have delved into diverse themes, including the analysis of CT skill achievement, the development of CT-oriented instructional models and media, and the creation of assessment tools to measure CT skills. These findings underscore the broad relevance of CT in the realm of mathematics education. As a burgeoning field of study, numerous aspects of CT remain open for further research, development, and exploration, especially those related to mathematics. To enhance the impact and implementation of Computational Thinking (CT) within the context of Indonesian education, future research may consider investigating innovative pedagogical approaches, assessing the long-term impact of CT interventions, and exploring the potential integration of CT across various educational levels.
{"title":"Advancing Computational Thinking in Mathematics Education: a Systematic Review of Indonesian Research Landscape","authors":"Edi Irawan, Rizky Rosjanuardi, Sufyani Prabawanto","doi":"10.31764/jtam.v8i1.17516","DOIUrl":"https://doi.org/10.31764/jtam.v8i1.17516","url":null,"abstract":"Computational Thinking (CT) has emerged as a crucial and foundational skill in the 21st century, capturing the attention of researchers across various domains, including mathematics education in Indonesia. This research identifies and analyzes trends, themes, focuses, and research findings on CT through mathematics learning in Indonesia. This Systematic Literature Review (SLR) adheres to the PRISMA guidelines, encompassing three stages: search, selection, and data analysis. The search process on the Scopus database, utilizing queries aligned with the research objectives, yielded 31 articles related to CT and mathematics education authored by Indonesian researchers. Subsequent selection involved criteria such as research focus, study type, document availability, and intervention differences, resulting in 14 articles. Data analysis employed Bibliometrix and NVivo 14 Plus software. The findings reveal a significant increase in research on CT in mathematics education from Indonesian researchers over the past two years, with an annual growth rate of 5.74%. This publication landscape involves contributions from 39 authors affiliated with 16 higher education institutions in Indonesia. Researchers have delved into diverse themes, including the analysis of CT skill achievement, the development of CT-oriented instructional models and media, and the creation of assessment tools to measure CT skills. These findings underscore the broad relevance of CT in the realm of mathematics education. As a burgeoning field of study, numerous aspects of CT remain open for further research, development, and exploration, especially those related to mathematics. To enhance the impact and implementation of Computational Thinking (CT) within the context of Indonesian education, future research may consider investigating innovative pedagogical approaches, assessing the long-term impact of CT interventions, and exploring the potential integration of CT across various educational levels.","PeriodicalId":489521,"journal":{"name":"JTAM (Jurnal Teori dan Aplikasi Matematika)","volume":"69 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140503466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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