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Halomda offers comprehensive e-learning platform for math courses, including a module for trusted e-assessment. Assessment is performed by checking all the steps of the solution, enabling various types of answers: multiple-choice, open answer allowing entering algebraically equivalent expressions, etc. The platform provides both a trusted e-assessment and a highly sophisticated tool for teaching and self-learning of mathematical courses. [ABSTRACT FROM AUTHOR]

Very often, difficulties with higher mathematics courses are the reason for the dropout of a significant part of STEM students. In order to help students be more confident in their knowledge, as well as fill gaps in the study of various high math courses, we suggest interactive guided training for students through the Halomda educational platform. [ABSTRACT FROM AUTHOR]

In physics and mathematics educational environments, meaningful learning paths should be balanced interactive explorations of the different epistemological and cognitive phases of the modelling cycle. Our approach in this context involves sequences of interactive engagement learning activities with computational modelling that explore the different kinds of modelling, progressively introduce scientific computation, generate, and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze complementary mathematical model representations. In this work we present a learning sequence about light polarization for intermediate science, technology, engineering, and mathematics (STEM) university courses during which students can create and explore in the computer relevant mathematical physics models and animations that help and complement the learning processes in theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

The field of numerical mathematics is one of the basic mathematical areas of training of future mathematicians. It plays an important role in the sense of connecting theoretical knowledge with practice. At the same time, it is one of the courses that specifically applies students' computer knowledge in solving mathematical problems. As a number of mathematical software and programming languages are emerging with the rise of IT technology, the question arises as to how to build the concept of teaching numerical mathematics. Models that have been used for a long time are already proving to be non-functional and significant innovation is needed. The paper will describe the structure of teaching numerical mathematics at the University of Ostrava, its innovations and teaching experience. [ABSTRACT FROM AUTHOR]

The basis of modern education is the development of students' key competences. Communicative competence is one of the main key competencies that is important for the full application of an individual in society. This competency can be developed using traditional methods, but in today's digital age, there are many other potentially suitable approaches. One of these may be the use of mobile technologies. The main aim of this article is to analyze selected publications and to determine the current state of the problem of developing communicative competence using mobile technologies in mathematics education. Within the theoretical part, the authors define the theoretical background of the issue. In the practical part of the article, a thorough search of the Scopus and Web of Science databases was performed, based on which 3 publications were selected and analyzed in detail. In the conclusion of the article, the authors summarize the findings and determine the current state of the problem. [ABSTRACT FROM AUTHOR]

In recent years, with the increase of online learning platforms, obtaining learning behavior data from students, are becoming easy. However, analyzing the data to extract meaningful information remains challenging due to the data volume and complexity. Here, we apply Self-organizing Maps (SOM) to visualize the learning characteristics of many elementary students over many online assignments in mathematics class. As a case study, this research used the data log of MONSAKUN, a digital learning environment that focuses on exercising arithmetic using story-based questions by using a problem-posing approach with the integration of mathematical sentences. Our primary objective is to give intuitive understanding to the teachers regarding the students' performance that subsequently allows the teachers to generate meaningful advices. Here, SOM generates a two-dimensional map that preserved the topological order of high-dimensional learning characteristics data, in which students with similar learning characteristics are located close to each other, while students with significantly different characteristics are distanced from each other. We are interested especially in locating low-performing students, as they are the most important to be given advice by the teachers. By locating the low-performing students and other students in their vicinity on the map, the teacher may be able to use other students as references for improving the low-performing students' performances. The idea is to mimic the learning characteristics of the students designated as references. Due to the learning characteristics similarity, the low-performing students do not need to make drastic changes in their learning styles. It can be expected that by iterating this process over many assignments, the students' performances will gradually be improved. In this paper, we utilized a digital learning platform MONSAKUN, for learning arithmetic used in Japan. In this paper, we present our preliminary results in the form a learning-visualization of characteristics students of analytical and advisory tools and described our future goals for building a more flexible and general tool that can be deployed in Indonesia. [ABSTRACT FROM AUTHOR]

Currently, the Covid-19 pandemic shows that symptoms will end, in line with infected cases decreasing daily. Schools have carried out face-to-face learning as before the pandemic. This research is about the future; the period after the pandemic is completely over. This study examines teachers' opinions about whether it is possible in the future to use mathematics teaching through distance learning after the pandemic ends. Respondents to this study were 176 teachers in grades 10 to 12. The data were analyzed descriptively and used PLS-SEM to uncover causal relationships of student engagement variables, complexity, task orientation, effectivity, and preferences with the tendency of these teachers to use math learning remotely after the pandemic was over. The results revealed that (1) teachers tended to be reluctant to teach mathematics through distance learning in the future, as indicated by a score of 2.64 out of a maximum score of 5, and (2) teachers' preference for math teaching through distance learning became a significant factor that determined the tendency of teachers not to use the teaching method in the future (r=0.569, p=0.000), (3) the preference was influenced by student engagement in learning (r=0.491). P=0.000), and (4) preferences are also influenced by learning complexity (r=0.200, p=0.021). The tendency of teachers not to use mathematical learning through distance learning is due to low student involvement and complexity in mathematics learning that leads to attitudes towards these learning methods. The recommendation submitted through this study is that simplicity and student engagement are important to determine teacher choices towards various learning methods. [ABSTRACT FROM AUTHOR]

The MoEDAL (the monopole and exotics detector at the LHC) experiment is located at the interaction point 8 (IP8) of the large hadron collider (LHC). It is an experiment that is dedicated to searches for exotic particles, such as magnetic monopoles and dyons. The experiment is being upgraded with scintillator detectors called as the MAPP (MoEDAL apparatus for penetrating particles). They will extend the physics reach of the experiment by providing sensitivity to millicharged and long-lived exotic particles. The MAPP detectors are planned to be installed, or are already installed in various adjacent tunnels at about 50 to 100 meters from the IP8. To study the physics reach and to support the data analysis of the detectors, we developed a detailed simulation model with Geant4. The model consists of all tunnels, accelerator components between the detectors and the IP8, and of about 100 meters thick ground layer above the tunnels for cosmic ray background studies. In addition to geometry, new physics models that describe the interactions of exotic particles, such as millicharged particles, are implemented into the model. [ABSTRACT FROM AUTHOR]

Ethnomathematics is the study of differences in how people solve mathematical problems and practical algorithms based on the perspective of mathematics by society itself. Prospective mathematics teachers must be able to design culture-based mathematics learning, one of the perceived ways to make mathematics learning meaningful and contextual. This article aims to discuss the development of ethnomathematics textbooks, which become a reference for teachers/prospective teachers in designing culture-based mathematics learning. The Development Method by Plomp is implemented with the steps for compiling a textbook, according to Muslich. In the preliminary research phase, based on informal interviews with students, it was found that prospective mathematics teachers needed an Ethnomathematics textbook. In the prototyping phase, the results of the first draft textbook were obtained, followed by an internal review— the results of the revision of the internal review obtained from the second draft textbook. Furthermore, in the assessment phase, the results of the third draft textbook were obtained, which were improvements from the expert validator's suggestions, and the validation results were valid. In the third draft, a readability test was carried out on several prospective teacher students who had programmed ethnomathematics courses, and the results of the improvements resulted in the final draft. The readability test response was positive, meaning the textbook was declared practical. Based on the results above, the authors suggest that this developed textbook be a reference for designing culture-based mathematics learning. [ABSTRACT FROM AUTHOR]

The monolingual mindset in countries that don't use English as their main language has the belief that learning English is far longer than learning first language or mathematics. Even though several studies have shown that bilingual literacy (i.e. Indonesian and English) and mathematics can be studied together as long as their first language literacy is good enough. This article examines how to develop teaching modules using a project-based learning approach to improve students' bilingual numeracy at the junior high school level. The priority of this teaching module is literacy which is developed not only in Indonesian numeracy literacy but also in English numeracy literacy. The development of this teaching module refers to the development model of Thiagarajan, Semmel and Semmel namely: define, design, develop and disseminate. This teaching module involves expert assessment, so that prior to conducting field trials the learning device has been revised based on the assessment and input of experts. From these results obtained teaching modules with a project based learning approach that has high validity and practicality. This teaching module also received a positive response from teachers and junior high school students. [ABSTRACT FROM AUTHOR]

This study was preliminary research that investigated preservice teachers' beliefs and their mathematical modeling activities through STEM Projects. We examined 34 preservice teachers by letting them define mathematical modeling through their beliefs, then investigated the relationship between those beliefs and mathematical modeling competencies. We found that the majority of preservice teachers define mathematical modeling as a means to describe physical phenomena as well as tools to translate problems into mathematical equations/expressions, and their beliefs were related to their mathematical modeling competencies. This study has significance to contribute on promoting mathematical modelling as a core of mathematics learning and the knowledge of preservice teachers' education. [ABSTRACT FROM AUTHOR]

Indonesia, rich in culture, is the right source for developing studies on ethnomathematics to eliminate the assumption that mathematics is difficult to learn. This research aims to explore forms of ethnomathematics through e-comics developed based on the merdeka curriculum. This research is qualitative, using qualitative descriptive methods. Data collection techniques through interviews, observation, and documentation. Data analysis techniques through source triangulation. The results of this study were forms of ethnomathematics found in e-comic, namely the Lawang sewu building, Batik Semarang, and warak ngendog, which were integrated to teach mathematics about flat figures for phase B students. In addition, E-comic can also be used to introduce students to Semarang culture through mathematics so that students are interested in studying mathematics and can strengthen students' numeracy literacy. [ABSTRACT FROM AUTHOR]

The background of this research is the lack of interesting, non-monotonous, and technology-based learning resources that teachers in elementary schools can use according to the needs of schools and students. This study is observational on the importance of developing an interactive digital module based on character education, containing local culture in mathematics. Observation activities were carried out in 10 elementary schools in Kudus Regency. The research method used is research and development with a modified Borg and Gall model. Observation activities were conducted by giving questionnaires to teachers and students in grade 4 elementary school and interviews with teachers. Observation results show that teachers have never used interactive digital modules. They are also still trying to find learning resources based on character education that includes the local culture of the Kudus Regency. The results of daily assessments on the area and perimeter of squares, rectangles, and triangles obtained a relatively low average score of 61. Based on the results of questionnaires from students, this is because 76% because the area and perimeter materials are challenging to understand, 75% answered that there is a formula in the material so that it seems rote, and 85% answered because of the lack of learning resources. 93% of students want technology-based learning resources to use anytime and anywhere. This can support their understanding of the material being studied. Thus, it can be concluded that 93% of students and 100% of teachers choose to agree if the researcher develops an interactive digital module based on character education containing the local culture of Kudus Regency in the mathematics subject matter of area and perimeter of squares, rectangles, and triangles. [ABSTRACT FROM AUTHOR]

Mathematics is one of the subjects that must be delivered and studied by students; this subject can also provide a stimulus to improve critical reasoning abilities. This study aims to identify the need to develop innovations and components that must be available in electronic books. The method used is descriptive qualitative, with 31 students and one mathematics teacher as research subjects. Data collection techniques used are observation and questionnaires. The research data will be described narratively and converted into percentages to determine student responses' needs. The study results indicate that electronic books (e-books) are currently not used for the learning process; student responses also indicate that they want the presence of electronic books as a supplement to learning the material (83.9%.). In addition, the materials are also in the form of text and videos (22.6), pictures (12.9%), and can be hyperlinked to websites (35.5%). Through the results of this study, it is hoped that it can be the basis for developing an electronic book product that is suitable for the needs of students and can provide convenience for learning mathematics material. [ABSTRACT FROM AUTHOR]

Mathematical representation is one of the fundamental abilities used in mathematics to build the connection between abstract ideas and logical thinking to understand and solve mathematics problems. The level of student representation ability will affect the way students convey the idea of solving mathematics problems. This shows how important this ability is in mathematics. But in fact, the ability of mathematical representation is felt to be less comprehensively mastered. This is indicated by the large number of students having difficulty conveying their ideas in solving mathematics problems. This paper describes students' abilities in mathematical representation to solve math problems. The indicators for mathematical representation ability in this research are classified as verbal representation (written text), visual representation (picture, diagram, graph, or table), and symbolise representation (mathematical statement, numerical/algebra symbol, mathematical notation). The subject of this research was 8-grade students of one of the junior secondary schools at Bukittinggi. The results showed that 22 out of 34 students have difficulty in conveying their ideas to solve math problems, while the rest feel quite good about it. [ABSTRACT FROM AUTHOR]

The Grade Point Average (GPA) of students represents the quality of the learning process and the student's achievement. However, the low and fluctuating GPA of students is still a problem that is often encountered among students. So, it is necessary to study the factors that cause this through discriminant analysis. This study aims to determine the discriminant model of the factors that affect students' GPA. It also aims to determine what factors have a significant effect on the GPA of mathematics education students at Nusa Cendana University. The population in this study was all active students from the 2018, 2019, and 2020 classes at the Nusa Cendana University mathematics education study program. The sample consisted of 100 students who were taken by using simple random sampling techniques. This research is quantitative research with a survey method. The instrument used consisted of three main instruments, namely: 1) an open questionnaire related to the factors of study time, pocket money, and sleep time, 2) an organisational activity questionnaire, and 3) a learning motivation questionnaire. Data related to student GPAs were obtained from the academic section of the mathematics education study program at Nusa Cendana University. Discriminant analysis with SPSS 20 was used to analyse the data obtained. The results of the study found that the discriminant function/model of the factors that affect student GPA is Y= 8.854768+0.530341 X1+0.404140 X2+0.905366 X4 +1.056100 X5. Furthermore, it was also found that the variables of learning motivation (X5), organisational activity (X4), pocket money (X2), and study time (X1) are factors that have a significant effect on the GPA of mathematics education students with the accuracy of the classification of discriminant functions being 72%. [ABSTRACT FROM AUTHOR]

Geometry is very important to study in Mathematics, one of which is in the material of curved three-dimensional forms. However, many students still have difficulty learning the material, which affects their creative thinking ability, which is still not optimal. Therefore, we need innovative media development using the right context, one of which is using Augmented Reality-based Ethnomathematics. This study aims to develop ethnomathematical-based media using Augmented Reality, which is oriented toward the ability to think creatively. This research is a type of development research with the ADDIE model. This article will discuss the results of the analysis, design, and development stages. The subjects in this study were ninth-grade students in one of the junior high schools in Semarang. Data collection in this study used the questionnaire method by analyzing Augmented Reality learning media based on Ethnomathematics. The validation data from experts were analyzed using the mean formula to determine the average media validity score. The analysis results showed that the average score of Ethnomathematics-based media validation using Augmented Reality oriented toward creative thinking skills was 87% with excellent qualifications and material validation with 90% with excellent qualifications. Thus, ethnomathematics-based media using Augmented Reality, which is oriented towards creative thinking skills, can be declared valid and have excellent qualifications. This media development can then be implemented in the classroom to find out the potential effect on students' creative thinking ability and is expected to inspire educators to develop media by involving cultural exploration. [ABSTRACT FROM AUTHOR]

21st-century learning requires skills-producing students who master 21st-century skills. One of the skills that must be possessed by students in learning mathematics in this century is the skill to solve mathematical problems in the real world. One approach to solving problems in the real world is to use mathematical models, better known as mathematical modelling abilities. There is a need to create a good environment for learning mathematical modelling so that students can hone their mathematical modelling skills. Therefore, creating a digital learning environment assisted by Augmented Reality technology can make learning mathematical modelling more meaningful. The purpose of this research is to create a digital mathematics learning media with a math trial approach assisted by an Augmented Reality application. This study uses a design research approach with one complete cycle from the preliminary design stage, experimental design, and retrospective analysis. In the preliminary design stage, a prototype of a website-based learning media has been created with the page address mathinmaps.net. Furthermore, the media is validated by experts and gets a very good rating. In the next stage, the media was tested on several teachers and students to find out how to use the media. Teachers and students gave positive responses and inputs to improve the quality of the media created. The last stage is to analyse qualitatively the results of the preliminary design and experimental design stages. The HLT was arranged by ordering topics from Cambridge, and the modelling is also part of the math lesson. It was found that the media would be better if there were more real problems that students had to solve. The media must be improved on the instruction to make instruction more clear. In the future, this media will be able to be tested in large classes to test how the learning trajectory of math trail-based learning with augmented reality is to improve mathematical modelling abilities. [ABSTRACT FROM AUTHOR]

Indonesia is recovering from the COVID-19 pandemic, which has hit the world for two years. The impact of COVID-19, which requires long school closures and the transfer of learning, has an effect on education, especially for students because they experience learning loss due to learning that is not optimal. This pilot study aims to analyse the feasibility or usability of learning videos in overcoming learning loss. This type of research is in the early stage of development research. A quantitative descriptive approach was used to investigate the usefulness of instructional videos to overcome learning loss. The students involved in the usability test were 17 grade VIII students in one of the junior high schools in Banda Aceh. The instrument used in this study was a questionnaire. Based on the student assessment results, it was found that 14 students gave useful responses with very good criteria, 1 student answered with good criteria, and the rest gave sufficient criteria. Based on these trials, it can be concluded that learning videos to overcome learning loss have very good usability quality. [ABSTRACT FROM AUTHOR]

In mathematics learning, students' ability to face word problems related to mathematics in quadratic equation is still considered lacking. There are many influencing factors, one of which is the inaccuracy in teaching the students how to evaluate and look for problems in word problems in a good and efficient way. Literature reviews were carried out on "Learning Mathematical Rules with Reasoning" and "An Analysis of Errors and Misconceptions in the Study of Quadratic Equations." Related publications were also analyzed to figure out whether they contain mathematical reasoning abilities and problems in solving word problems. The study shows that reasoning skills are needed to represent the problems given. Strong reasoning abilities are needed to be able to obtain logical and systematic mathematical problem solving, therefore in learning mathematics, especially in solving word problems, it is better to start teaching students to solve using the FOPS strategy in which there is a solution using the schema method, because this method can improve the ability of mathematical reasoning in solving a word problem. [ABSTRACT FROM AUTHOR]

This research aims to describe the ability of mathematical reasoning based on students' adversity quotient in geometry learning through a virtual realistic approach in the mathematics department of the Mathematics and Natural Sciences Faculty of the State University of Medan. The implementation of the research is virtual, that is, starting with presenting the learning rules and Semester Learning Plans that contain learning achievements and lecture materials on the SIPDA web account (Online Learning System), which is used. In the learning process through a realistic approach, it begins by providing problems in the form of challenges related to the learning topics to be discussed. Then, with the time allotted, students solve the problems given and at the same time upload them via SIPDA, then the lecturer comments on the student's answers in class discussion. At the 4th meeting, students were given a mathematical reasoning test and a questionnaire about the students' struggle to learn geometry. Through the results of an inferential statistical analysis of the data collected through reasoning tests and adversity quotient questionnaires, it was found that there was no interaction between learning and adversity quotient. So it was concluded that the increase in students' mathematical reasoning abilities was directly proportional to the students' adversity quotient in learning geometry through a virtual realistic approach. So, in improving students' mathematical reasoning skills through a realistic online approach, there is no need to classify students based on their adversity quotient. [ABSTRACT FROM AUTHOR]

Learning with a contextual approach is carried out by paying attention to students' abilities, learning support tools, situations and conditions and achieving the learning objectives. This study aims to discover how the mathematics learning process with a contextual approach in online learning provides innovation to the phenomena and learning outcomes. The contextual approach will make it easier for students to connect the material presented with their insights about real problems in everyday life. In the COVID-19 pandemic situation, learning is carried out online so that teachers and students must be able to determine and choose an appropriate approach to the mathematics learning material. The methodology in this research is descriptive and qualitative. The subjects of this study were seventh-grade students in a private junior high school in Medan, North Sumatra, Indonesia. The results showed that the formation of students' learning motivation and activities was due to finding and solving mathematical problems by relating them to situations and conditions of daily life. The process of learning mathematics with a contextual approach makes it easier for students to understand mathematical concepts. The average value of learning outcomes for each first meeting is 72.332%, the second meeting is 86.16%, and the third meeting is 76.16%. Learning mathematics with a contextual approach during the pandemic-19 provides innovations for students and teachers. So that it can increase student learning motivation and student activity because they find problems and solve math problems related to everyday life. Students are asked to be very independent to understand the mathematical content that has been delivered. [ABSTRACT FROM AUTHOR]

Learning barriers are difficulties, obstacles, and everything that can slow or even frustrate students in achieving learning goals. In learning mathematics, most students experience learning barriers in learning mathematics in a meaningful way. This article reports the solution to the learning barriers experienced by students in the form of a well-designed and implemented didactic design. Mathematical didactic design is a mathematics learning design that is made through three stages. Based on the study of several references, we conclude that there are three phases in designing mathematics learning. The first stage is planning. At this planning stage, the teacher plans by conducting a Pedagogical Didactic Analysis, taking into account the didactic situation, pedagogical situation, learning barriers, content characteristics, differentiated instruction, and the learning trajectory to be applied. The learning trajectory that is built must contain abstractions, formulations, and validations for students learning mathematics. The second stage is to do. At this stage, the teacher applies the plan that has been made and performs a metapedadic analysis. Metapedadic analysis is flexible, coherent, and integrated, taking into account the created environment. The third phase is seeing. At this last stage, the teacher evaluates and reflects on the plans that have been implemented. In addition, the teacher creates a new design by applying the tacit pedagogical or didactic knowledge acquired in the second stage. Finally, the teacher designs a new didactic design to reduce students' learning barriers to achieve learning objectives. [ABSTRACT FROM AUTHOR]

This research is in the form of a description of the results of the implementation of the ethnomathematical learning of artifacts from the Joglo traditional house at one of the schools in Brebes. The purpose of this study is to describe how the ethnomathematical learning process integrates local cultural values in the form of joglo traditional house buildings. This type of research is descriptive quantitative research that aims to be able to describe complete information on the learning carried out, starting from the learning process to student learning outcomes. Collecting data in this study in the form of observations, tests, interviews and documentation for further analysis. The results of the ethnomathematics learning is good and very well received by the students, as seen by activity and participation of students in class. Another thing found in the ethnomathematics learning is low knowledge of students about local culture. So that from this learning, students not only learn mathematics but also local culture. [ABSTRACT FROM AUTHOR]

Technological advances have had a major influence and contribution to the world of education. This study aims to determine the effect of the Learning Management System (LMS) Schoology-assisted Reciprocal Teaching model on students' self-efficacy in learning mathematics. This research is a quasi-experimental study with a population of 276 students of class VIII in one of the Yogyakarta State Junior High Schools for the 2020/2021 academic year. The sample in this study consisted of two randomly selected classes, namely class VIII C as the experiment group and VIII B as the control group. The instrument used in this study was a student self-efficacy questionnaire in learning mathematics. Instrument data were analyzed using the Independent Sample t-Test to determine the effect of LMS Schoology-assisted Reciprocal Teaching on students' self-efficacy. The results showed that the Reciprocal Teaching model assisted by LMS Schoology affected students' self-efficacy. The impact is known from the output of hypothesis testing, which shows the value of p-value (2-tailed) < α, which is 0.042 < 0.050, and the value of tcount > ttable, which is 2.704 > 1.668, where the average score obtained by the experiment group is superior to the control group. [ABSTRACT FROM AUTHOR]

Learning Trajectory (LT) is a student's line of thought resulting from Hypothetical Learning Trajectory (HLT). The purpose of this study was to find an LT regarding the surface area of a triangular prism that was tested for class VIII students who had studied the material. This LT is produced from HLT based on realistic mathematics education. The method used in this research is design research. This study consisted of three stages, namely: pre-experiment (designing RME-based HLT), teaching experiment (testing HLT), retrospective analysis (comparing learning outcomes with HLT). The designed HLT is presented in an "iceberg" realistic mathematical education in the form of: situational, model of situational (MoS), model for mathematics (MfM), and formal mathematics. Data collection techniques used in this study were interviews, observation, and tests. The data obtained was then analyzed descriptively. Analysis of data from interviews, observations, and tests was carried out qualitatively. The results obtained in this study are a local theory in the form of LT regarding the surface area of a triangular prism generated through HLT based on the RME approach. Based on the results of the worksheet, learning using real situations bridged with concrete objects in the form of triangular prisms can help students understand the concept of triangular prism surface area. [ABSTRACT FROM AUTHOR]

Education Curriculum in Indonesia meets the Industrial Revolution 4.0 and the 21st century challenges. The implementation, however, faced many problems such as lack of innovation in teaching and learning to equipped students with new era skills. Several studies have stated that the STEM approach can be an alternative solution to this problem. The STEM implementation approach is strongly influenced by teachers' abilities and teachers' perception. It is necessary therefore to identify teachers' perceptions on STEM implementation. This study aims to describe the perception of mathematics teachers in one sub-district in Lampung about STEM approach. This is a qualitative descriptive study involving 38 mathematics teachers in junior high school. The data was collected using an online questionnaire and analyzed using descriptive statistics. The results showed that the mathematics teachers in one sub-district in Lampung have a good knowledge about STEM approach in learning mathematics as can be seen from the number of percentages which show that the majority of mathematics teachers in this area know and familiar with STEM. However, this is still limited to teachers who teach in a good-accredited schools (A and B). The perceptions of the teachers on STEM is also positive for both teachers who teach in a good quality schools (accredited A and B) and in nearly good schools (accredited C) even although they believed many obstacles to implement it. The results implies that it is necessary to motivate mathematics teachers to be able to implement the STEM approach through seminars or training on STEM and its implementation. [ABSTRACT FROM AUTHOR]

One of the main objectives of micro-teaching simulation is to develop prospective teachers' basic teaching skills. In particular, one of the important aspects of those basic teaching skills is to design and demonstrate mathematical reasoning activities in mathematics classes. In the case of micro-teaching simulation for prospective teachers, mathematical reasoning activities can be seen in the lesson plan and in the teaching simulation. This study is aimed to study the prospective teachers' skills in designing and performing mathematical reasoning activities. For this purpose, 25 videos of micro-teaching simulation were analyzed by using a qualitative descriptive approach. The analysis focused on identifying three types of questioning – i.e. probing, guiding, and factual – in the tasks and activities designed by the prospective teachers. The analysis revealed that factual guiding is the most frequently observed questioning posed by the prospective teachers. [ABSTRACT FROM AUTHOR]

Teachers and prospective teachers are required to have abilities in pedagogical abilities and understand the content being taught. This is stated in Law No. 14 of 2005 which states that teachers are required to have 4 competencies, namely pedagogic, personality, social, and professional. Therefore, to support this, the Teacher Competency Test is conducted or known as the UKG. UKG is an examination of the mastery of two compulsory teacher competencies, namely pedagogical competence, and professional competence in the cognitive field as a basis for determining ongoing professional development activities and part of teacher performance appraisal. The purpose of this study is to analyze Pedagogical Content Knowledge (PCK) in mathematics subjects of PGSD students which is a representation of the teacher's Pedagogic and Professional abilities. This research is descriptive qualitative research in which data is obtained through questionnaire instruments and documentation as well as interviews. The analytical method used is a triangulation technique, which compares the three data obtained to obtain a valid conclusion. The results of this study were obtained by PCK level PCK level VI 6th semester students in mathematics. 7 out of 11 study subjects were at the Pre PCK level and 4 sis were at the Growing PCK level. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find out the application of web-based testlet-model in the measurement of achievement of mathematics students at the junior high school level. This research is a quality descriptive study, data sources in stinging come from teachers and learners from five schools. Data collection techniques are carried out using interview and observation techniques. Data analysis techniques are performed with interactive techniques. Based on the results of data analysis conducted, it is known that most teachers and first-time of new students use testlet-model let alone web-based ones. implementation of teslet model is located at the level of the user and has different access. The intended user level is central admin, school admin, teacher, and student. Constraints in the examination of this web-based testlet-model on network problems and students' ability to operate computers. This application helps teachers to know the level of understanding and can minimize the number of students doing guesses so that they can describe the actual ability of students. [ABSTRACT FROM AUTHOR]

This study aims to describe the learning interest of junior high school students towards the use of android-based animated film media during the Covid-19 pandemic. This research is a qualitative descriptive study. The subjects of the research were grade VIII students at Public Junior High School 7 Muara Jambi which consisted of 25 junior high school students who were taken randomly. As for the number of class VIII students at Public Junior High School 7 Muara Jambi as many as 86 students. The instruments used in this study were student learning interest questionnaire test sheets and interviews. The data analysis technique used in this research is quantitative descriptive analysis. The results of this study indicate that overall, the use of android-based animated film media can be said to support student learning interest during the Covid-19 pandemic, while the overall percentage result is 80% with very high criteria. As for the percentage results based on indicators of overall interest in learning, the percentage of students' feelings of pleasure is 83% with very high criteria. The percentage of students' interest and attention indicators is 80% with very high criteria; and the percentage of student involvement indicators is 78% with high criteria. Therefore, it can be concluded that this android-based animated film media is very effectively used as a learning medium to support student learning interest during the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

One of the mathematics subjects matters that is close to the student's life is geometry. Geometry is a field of mathematics that studies the points, lines, shapes, sizes, and dimensions of things. To understand geometry, the students need to have a clear visualization because geometry is not easy to learn. It takes the learning media so that learning geometry is easy to teach. The use of AR technology can answer one of the solutions to student difficulties in geometry matter. This study aims to develop a Mobile Augmented Reality application for Geometry in mathematics learning and determine its feasibility. This Research and Development used a model ADDIE. The procedure of this development research is done only until the Development stage. Data collection instruments consist of an expert validation sheet of material and media experts. The study showed that the validation results are to be obtained percentage scoring average of 98.025% with a very valid category. According to the results, the mobile augmented reality application for geometry was very feasible for use in learning of mathematics. [ABSTRACT FROM AUTHOR]

This study aims to describe the cognitive level of word problems in mathematics textbooks for class X based on the revised Bloom's Taxonomy. This type of research is descriptive qualitative. The object of research is the whole word problems in the mathematics textbook for senior high school class X Curriculum 2013 in the 4th edition of the 2017 revised edition. The data were collected by the documentation method with the instrument in the form of a checklist used in the process of classifying the cognitive level of word problems based on the revised Bloom's Taxonomy. Question indicators based on the cognitive level of the revised Bloom's Taxonomy were validated by an expert and their reliability was estimated using inter-rater reliability. The reliability coefficient obtained on the knowledge dimension is 0.73 and the cognitive process dimension is 0.71. The results showed that the cognitive level of mathematics word problems in high school mathematics textbooks includes 11 variations of questions from 24 variations of questions according to the cognitive level of the revised Bloom's Taxonomy of the 33 word problems with 57 questions, the dominant cognitive level is analyzing procedural knowledge (45.61%), followed by applying procedural knowledge (19.30%), understanding conceptual knowledge (10.53%), analyzing conceptual knowledge (7.02%), understanding factual knowledge (3.51%), remembering conceptual knowledge (3.51%), evaluating metacognitive knowledge (3.51%), analyzing factual knowledge (1.75%), analyzing conceptual knowledge (1.75%), understanding procedural knowledge (1.75%) and creating procedural knowledge (1.75%). [ABSTRACT FROM AUTHOR]

This article explores studies that investigate the effect of mobile learning for mathematics understanding and showed various applications used for mobile learning in middle school. Mathematics undertanding is the main thinking that can lead students to have other mathematical ability. On the other hand, the vast improvement in mobile phone ownership could be an advantage for the implementation of mobile learning in mathematics classroom. By explorations of the main construct of the study, we collect and analyzed some studies from the last 7 years (2014-2021) whose results reported that mobile learning give impact on mathematics performances. The results from the total of 30 reviewed literature generally indicated that there is improvement in mathematics understanding. It is showed from the data result from the research that there is positive impact from mobile learning application. Students response also stated that mobile learning help them to understand the topic. In addition, the review of literature in this research provide some alternative application that can be used in the learning mathematics with total 23 applications, such as Geogebra, Google Classroom, Quizizz, Maple, mathematical application developed by the teacher or researcher and so on. However, the implementation also should consider the content and also the learning steps so it can be effective to improve mathematical understanding. [ABSTRACT FROM AUTHOR]

Online learning media becomes very important in this era since the Covid-19 pandemic. However, web-based mathematics learning must be developed in such a way as to increase independence and motivation because in the Pandemic-19 period students are required to have independence and learning motivation in improving their learning understanding. This study aimed to investigate whether using a free-web developer such as WordPress may benefit students in learning social arithmetic. Following the ADDIE model during the web development, a number of 22-year 7th students in Banguntapan, Indonesia involved in the Evaluation phase for measuring the practicality and effectiveness aspects. For the validity aspect, two experts were invited to score the developed media. In particular, the material presented is complete with learning videos that are easily understood by students, equipped with quizzes and assignments that students can do themselves. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how student responses to learning using www.ganapatih.com. Descriptive quantitative research was employed as the research approach. There are seven positive and one negative items on the data gathering usage questionnaire. This study enlisted the participation of 47 students. In total, Students' responses to www.ganapatih.com were generally positive (very well), with an 81.2 percent score. [ABSTRACT FROM AUTHOR]

The impact of the COVID-19 pandemic is being felt in education, especially in learning mathematics. Online learning requires teachers and students to master ICT so that it can achieve effective learning objectives. However, using learning media with ICT that can support online learning is still not optimal. So that ICT-based mathematics learning media needs to be developed in such a way as to support student achievement and positive attitudes. This study aims to determine whether the mathematics learning media will be beneficial for students to study the material of geometric transformation. Following the ADDIE model during the development of learning media, 21 grade X students in Cirebon, Indonesia were involved in the Evaluation stage to measure practicality and effectiveness. For the validity aspect, two experts were invited to assess the developed media. The resulting Aiken index value was more than 0.8 in all aspects, it is in the high category, so the learning media is valid. The media contains material about geometric transformations, examples of practice questions, quizzes, and uses animation and guided questions to make it easier and fun for students to learn and understand the material and make meaningful learning for students so that students show a positive attitude and student achievement in mathematics can increase. [ABSTRACT FROM AUTHOR]

Assessment in education has a very important role, almost all countries have the characteristics of assessment in mathematics. Assessment is divided into classroom assessment and large-scale assessment which has relevance in its application. The purpose of this article is to review about classroom assessment and large-scale assessment, and its influence on mathematics assessment globally in various countries. The method used in this research is a literature review, collecting international articles on large-scale assessment and classroom assessment in mathematics. From the analysis, there are several international trends between large-scale assessments and classroom assessments based on the profiles of 8 major countries. As discussed in all contexts except Japan and Finland, large-scale assessment is very influential in classroom assessment. Large scale assessment was adapted for use in classroom assessment, which makes large scale assessment operate as a public policy instrument that serves as reporting, teaching, and learning improvement in the education system. Large-scale assessments have supported increased assessments in schools globally. This can be used as a view in considering large-scale assessments carried out in classroom assessments, taking into aspects that can have a global impact on assessment. [ABSTRACT FROM AUTHOR]

Pedagogic competence is one of the competencies that must be possessed to become a professional teacher. Recognizing the characteristics of students is one of the sub-competencies in pedagogic competence. Recognizing the characteristics of students, formally, studied in student development courses. In the second year during the COVID-19 pandemic, lectures were held in a hybrid manner, alternating between online and offline. This study aims to determine the profile of the pedagogic competence of prospective mathematics teacher's in recognizing the characteristics of students in hybrid learning. This study is qualitative-descriptive research. The subjects in this study were students of mathematics education at Wiralodra University who contracted student development courses in the even semesters of the 2020/2021 academic year. Data was collected through the provision of tests, interviews, and documentation. The data obtained were analyzed in stages, namely data reduction, data display, and conclusion drawing/verification. The test results show that prospective mathematics teachers already have a very good understanding of recognizing the characteristics of students in hybrid learning. Based on the results of the interviews, it was found that the method of group presentations, case studies, and class discussions carried out during lectures really help they to understand the learning material. [ABSTRACT FROM AUTHOR]

According to Programme for International Student Assesment (PISA) 2012, Indonesia obtained an average of mathematics score that was far below the average mathematics score of OECD countries. The aim of this study investigating the relationship between instrumental motivation, self efficacy, mathematics work ethic, teacher morale, and the ability of teacher to classify student on mathematics achievement. The dataset in the study was analyzed using a multilevel model because the data contained a hierarchical structure (student and school levels). The results of the analysis showed that the variables of self-efficacy, instrumental motivation, math work ethic, and teacher morale were statistically significant predictors of students' mathematical achievement. Meanwhile, the teacher's ability to group students showed insignificant results. The low accuracy of the results of this analysis of course requires further discussion and discussion of significant variables or vice versa, so the urgency of the research is expected to be able to investigate and determine the relationship between variables that affect mathematical achievement. [ABSTRACT FROM AUTHOR]

One of the main goals of learning mathematics is problem solving ability, which are important for every student to mastered. In addition, there is a domain of attitude that also supports problem-solving abilities, namely the scientific attitude. The important role of teachers is needed in training students' problem-solving skills and scientific attitudes especially in learning mathematics. This study aims to describe how students' mathematical problem-solving abilities and students' scientific attitudes in the mathematics learning process based on teacher perceptions. This research is a qualitative with the type of phenomenology. Data were collected using online questionnaires and interviews with 10 mathematics teachers in Jambi province. Data analysis was carried out using the Milles & Huberman stage, which divided the steps of data analysis activities into several parts, there are data collection, data reduction, data display, and conclusion or verification. The results showed that the problem-solving ability and scientific attitude of students in learning mathematics based on the teacher's perspective are not optimal, this happened not only because of factors from the students themselves but also exist big contribution by a teacher. [ABSTRACT FROM AUTHOR]

One of the skills that students must possess in the twenty-first century is solving problems. Students' strong perseverance and openness to problem-solving can improve mathematics learning achievement. However, only a few studies in developing countries have examined this topic. This aim study examines the relationship between openness and perseverance to problem-solving on mathematics learning achievement in Indonesia. This study uses multilevel modeling from the 2012 PISA dataset to explore the variables that affect students' mathematical performance. The results obtained with the help of the stratified model are that openness and persistence to problem-solving are statistically significant predictors for the success of learning mathematics. The higher the attitude of openness and perseverance to problem-solving, the higher the students' mathematics learning achievement. [ABSTRACT FROM AUTHOR]

STEM is a form of educational development that modifies learning to integrate science, technology, engineering, and mathematics lessons to prepare students in a highly competitive 21st-century with new mindsets and skills. Creative thinking is an essential skill for students to think purposefully, investigate alternative strategies and respond to 21st-century challenges. The low motivation to learn and students' creative thinking skills are why this research is carried out. This study aims to produce a STEM-based particle dynamics e-module for guided discovery learning that is feasible to improve senior high school students' creative thinking skills and learning motivation. The research was conducted using the 4D Model Research and Development (R&D) method. However, this study is only limited to the development stage, which is to assess the feasibility of the e-module through a questionnaire filled out by educational experts and practitioners. The desired improvement can be measured by validating the current validation result's revision. The analysis results that have been carried out show very high criteria for all aspects of the assessment. This indicates that this module is suitable for improving the creative thinking skills and learning motivation of high school students. [ABSTRACT FROM AUTHOR]

Face-to-face learning in schools is carried out on a limited basis by the provisions and permission of parents. Teachers can apply flipped learning models in current teaching. The flipped learning is supplied by a physics e-module. This study aims to investigate whether flipped learning-based physics e-modules may benefit students in studying quantities and measurements. The type of this research is pre-experimental with one group pretest-posttest design. Students of class X Mathematics and Natural Sciences in Wolowae Indonesia are involved in applied physics learning with physics e-module. Data were collected using a conceptual understanding test, namely pretest and posttest. The pretest and posttest data were analyzed using statistical tests and N-Gain tests. The results showed that the implementation of learning with flipped learning-based physics e-module showed kind results. Learning with physics e-module can increase the conceptual understanding of class X students, especially in quantity and measurement. [ABSTRACT FROM AUTHOR]

This article presents a Artie Max educational mobile robot can be used as an educational tool from an early age, with the goal of experimental learning and a project-based learning process. The main point is an algorithm for creating a letter from a child, using educational robot Artie Max. They need to create a word from different letters. The students will be working in a team. [ABSTRACT FROM AUTHOR]

The purpose of this study was to design the alleged learning trajectory of HLT (Hypothetical Learning Trajectory) and problem solving-based mathematics-based local instruction theory that supports students' creative thinking skills. The research subjects were students of class VIII at SMP 1 Ternate and SMP 2 Ternate, North Maluku. The method to be used is design research, which is a form of research with a qualitative approach. Design research aims to develop Local Instruction Theory (LIT) with collaboration between researchers and teachers to improve the quality of learning. Design research consists of three stages, namely: Preliminary design, Teaching experiment and retrospective analysis. The result in this stage is HLT which consist of five activities on the Ratio concept through the context of Ternate's local cultural wisdom, namely Lapis Palaro which has gone through the stage: preparing for the experiment or preliminary design. [ABSTRACT FROM AUTHOR]

Islamic financial literacy (IFL) becomes important knowledge for students along with the involvement of Islamic boarding schools to encourage sharia economic growth in Indonesia. The integration of IFL in mathematics education, especially for Islamic boarding schools, is expected to support Islamic finance education and helping the students' mathematics understanding through context. The integration of IFL into Mathematics instruction is rare. The obstacle is the lack of suitable examples of tasks that mathematics teachers can use, even on social arithmetic topics directly related to financial problems. To explore the potential of mathematical tasks in supporting students' IFL, we developed a series of mathematical tasks based on 4 content areas of the mathematics-based Islamic financial literacy (MIFL) framework we had compiled. In this study, we present 1 task for each content area. The expert review process and testing of six students are carried out to get constructive feedback to produce a valid assignment. Through student work and questionnaires, we describe the potential effect of the tasks in supporting students' understanding of mathematics and Islamic financial literacy. It is hoped that this study provides general guidance to the teacher, especially in Islamic School, to design the financial mathematics tasks for promoting students' IFL. Hence, it will pave the way for students to understand Islamic financial literacy while learning mathematics. [ABSTRACT FROM AUTHOR]