Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
Design Thinking is a knowledge as a thriving innovation practice and an approach to creative prob... more Design Thinking is a knowledge as a thriving innovation practice and an approach to creative problem solving. The main purpose of this study is to review existing studies which are related to the Design Thinking in Mathematics Education for primary school. The search terms were used by inserting the suitable keywords based on the main topic such as "design thinking", "mathematics education", "mathematics", "primary school" and "elementary school". Systematic Literature Review (SLR) was conducted to gain information for better understanding regarding our topic. This SLR was performed through two search engines which were SpringerLink and Scopus. In reporting this study, the PRISMA guidelines were followed. We identified and screened 1123 articles published between 2017 until 2021 in SpringerLink and Scopus. After elimination of duplicates and non-relevant topics, there were 23 articles remained based on the inclusion and exclusion cri...
Several concerted movements toward mathematical modeling have been seen in the last decade, refle... more Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the s...
Eurasia Journal of Mathematics, Science and Technology Education
This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude ... more This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a fourfactor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first-and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.
International Journal of Interactive Mobile Technologies (iJIM), 2021
The integration of technology in learning is increasingly popular and inevitable, especially duri... more The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfa...
Background and Purpose: Mathematical modelling competency is one of the vital characteristics in ... more Background and Purpose: Mathematical modelling competency is one of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the study of complexity and modern science. Since many scholars frequently adopt instrument from one cultural background to another, they also offer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers. Â Methodology: We utilized a survey approach to examine the factor structure of mathematical modelling test for 202 secondary prospective mathematics teachers, selected by cluster random sampling. Mathematical modeling test was adapted to measure the desired constructs. More importantly, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA) using AMOS 18 and Rasch measurement model with Winstep version 3.73 to analyze the data. Â Findings: The EFA and CFA t...
Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims t... more Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that metacognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.
The present research examines the relationship between self-directed learning and SNS that may af... more The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.
A quasi-experiment was conducted to determine the effects of using the software GeoGebra as teach... more A quasi-experiment was conducted to determine the effects of using the software GeoGebra as teaching aid on the achievement of Form Two students. The experimental study was conducted on 80 Form Two students, 40 of whom comprised the treatment group and 40 formed the control group. Data were analysed using the software ANATES 4 and SPSS 24.0. Significant differences were found in student achievements in relation to the topics of functions and limit functions according to their group type. Research outcomes also showed that teachers and students approved the use of GeoGebra in the teaching and learning of mathematics. GeoGebra can illustrate mathematical concepts and procedures well through visuals and graphs, which considerably aid students in mastering and understanding concepts and procedures pertaining to functions and limit functions. This software is user-friendly and can relieve the teachers' burden in explaining functions. Even though the use of GeoGebra is time consuming, teaching by using the software can render the students' learning process increasingly active. Moreover, learning mathematics with the help of GeoGebra allows for an active interaction between teachers and students. This study provides suggestions as interventions for increasing student achievement.
This study investigates the relationship between metacognition and achievement goals which may in... more This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students' mathematical modeling competency.
Prior studies suggested close correlations among metacognition, mastery goal, and mathematical mo... more Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas taskavoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal.
A number of national and international scale surveys showed that the mathematics achievements of ... more A number of national and international scale surveys showed that the mathematics achievements of Indonesian secondary school students were in the lower level. One of the indicators of this low achievement was the insufficient level of understanding of mathematical concepts of the students. Understanding of mathematical concepts could be integrated through Realistic Mathematics Education (RME). Therefore, the quasi-experimental study was conducted to examine the effectiveness of Realistic Mathematical Education towards the conceptual understanding of linear programming. The study also investigated the relationship between conceptual understanding and mathematics achievement and investigated the misconceptions on linear programming. This study involved 65 students of Madrasah Aliyah Negeri 1 Pekanbaru, Indonesia. Test conceptual understanding programming topics had Cronbach's alpha reliability of 0.80. The data were collected by using a test question conceptual understanding of linear programming. Quantitative data analysis involved a descriptive and inferential analysis using SPSS 21.0. The descriptive analysis included the percentage, mean and standard deviation while inferential analysis involving independent t-test and Pearson correlation analysis. The results revealed that there were significant differences between the treatment and control groups toward conceptual understanding. There was a significant relationship between conceptual understanding and mathematics achievement of linear programming. Misconception toward linear programming for the treatment group was lower than the control group. The implications of this study were useful for educators to help their students to understand concept of mathematics through open and contextual questions so that the students though through the mathematics, not worked in the mathematics.
Eurasia Journal of Mathematics, Science and Technology Education
The research presented in this article is a systematic review of the literature on the assessment... more The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.
Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
Design Thinking is a knowledge as a thriving innovation practice and an approach to creative prob... more Design Thinking is a knowledge as a thriving innovation practice and an approach to creative problem solving. The main purpose of this study is to review existing studies which are related to the Design Thinking in Mathematics Education for primary school. The search terms were used by inserting the suitable keywords based on the main topic such as "design thinking", "mathematics education", "mathematics", "primary school" and "elementary school". Systematic Literature Review (SLR) was conducted to gain information for better understanding regarding our topic. This SLR was performed through two search engines which were SpringerLink and Scopus. In reporting this study, the PRISMA guidelines were followed. We identified and screened 1123 articles published between 2017 until 2021 in SpringerLink and Scopus. After elimination of duplicates and non-relevant topics, there were 23 articles remained based on the inclusion and exclusion cri...
Several concerted movements toward mathematical modeling have been seen in the last decade, refle... more Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the s...
Eurasia Journal of Mathematics, Science and Technology Education
This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude ... more This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a fourfactor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first-and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.
International Journal of Interactive Mobile Technologies (iJIM), 2021
The integration of technology in learning is increasingly popular and inevitable, especially duri... more The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfa...
Background and Purpose: Mathematical modelling competency is one of the vital characteristics in ... more Background and Purpose: Mathematical modelling competency is one of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the study of complexity and modern science. Since many scholars frequently adopt instrument from one cultural background to another, they also offer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers. Â Methodology: We utilized a survey approach to examine the factor structure of mathematical modelling test for 202 secondary prospective mathematics teachers, selected by cluster random sampling. Mathematical modeling test was adapted to measure the desired constructs. More importantly, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA) using AMOS 18 and Rasch measurement model with Winstep version 3.73 to analyze the data. Â Findings: The EFA and CFA t...
Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims t... more Guided by a model promoted by Biccard and Wessels (2011) and empirical evidence, this work aims to examine a model that includes meta-cognitive behaviour and mathematical modelling competency with the indirect effects of two performance goal sub-constructs, namely, other-approach and other-avoidance goals. The study investigates the correlation between meta-cognitive behaviour and performance goals that may affect mathematical modelling competency. A total of 538 mathematics education programme students (89.8% female and 10.2% male) in Indonesia are considered. A correlational study is performed to examine the level of the link amongst mathematical modelling competency, performance goals and meta-cognitive behaviour. Results show that metacognitive behaviour positively affects mathematical modelling competency, but no significant direct relationship is observed between performance goals and mathematical modelling competency. Furthermore, other-approach and other-avoidance goals are significant mediators between meta-cognitive behaviour and mathematical modelling competency. We conclude that meta-cognitive behaviour positively influences the mathematical modelling competency of students, which is unaffected by other-approach and other-avoidance goals.
The present research examines the relationship between self-directed learning and SNS that may af... more The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.
A quasi-experiment was conducted to determine the effects of using the software GeoGebra as teach... more A quasi-experiment was conducted to determine the effects of using the software GeoGebra as teaching aid on the achievement of Form Two students. The experimental study was conducted on 80 Form Two students, 40 of whom comprised the treatment group and 40 formed the control group. Data were analysed using the software ANATES 4 and SPSS 24.0. Significant differences were found in student achievements in relation to the topics of functions and limit functions according to their group type. Research outcomes also showed that teachers and students approved the use of GeoGebra in the teaching and learning of mathematics. GeoGebra can illustrate mathematical concepts and procedures well through visuals and graphs, which considerably aid students in mastering and understanding concepts and procedures pertaining to functions and limit functions. This software is user-friendly and can relieve the teachers' burden in explaining functions. Even though the use of GeoGebra is time consuming, teaching by using the software can render the students' learning process increasingly active. Moreover, learning mathematics with the help of GeoGebra allows for an active interaction between teachers and students. This study provides suggestions as interventions for increasing student achievement.
This study investigates the relationship between metacognition and achievement goals which may in... more This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students' mathematical modeling competency.
Prior studies suggested close correlations among metacognition, mastery goal, and mathematical mo... more Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas taskavoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal.
A number of national and international scale surveys showed that the mathematics achievements of ... more A number of national and international scale surveys showed that the mathematics achievements of Indonesian secondary school students were in the lower level. One of the indicators of this low achievement was the insufficient level of understanding of mathematical concepts of the students. Understanding of mathematical concepts could be integrated through Realistic Mathematics Education (RME). Therefore, the quasi-experimental study was conducted to examine the effectiveness of Realistic Mathematical Education towards the conceptual understanding of linear programming. The study also investigated the relationship between conceptual understanding and mathematics achievement and investigated the misconceptions on linear programming. This study involved 65 students of Madrasah Aliyah Negeri 1 Pekanbaru, Indonesia. Test conceptual understanding programming topics had Cronbach's alpha reliability of 0.80. The data were collected by using a test question conceptual understanding of linear programming. Quantitative data analysis involved a descriptive and inferential analysis using SPSS 21.0. The descriptive analysis included the percentage, mean and standard deviation while inferential analysis involving independent t-test and Pearson correlation analysis. The results revealed that there were significant differences between the treatment and control groups toward conceptual understanding. There was a significant relationship between conceptual understanding and mathematics achievement of linear programming. Misconception toward linear programming for the treatment group was lower than the control group. The implications of this study were useful for educators to help their students to understand concept of mathematics through open and contextual questions so that the students though through the mathematics, not worked in the mathematics.
Eurasia Journal of Mathematics, Science and Technology Education
The research presented in this article is a systematic review of the literature on the assessment... more The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.
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