How could the Presentation of a Geometrical Task Influence Student Creativity?

This study aims to investigate high school students’ geometry learning by focusing on mathematical creativity and its relationship with visualisation and geometrical figure apprehension. The presentation of a geometrical task and its influence on students’ mathematical creativity is the main topic investigated. The authors combine theory and research in mathematical creativity, considering Roza Leikin’s research work on Multiple-Solution Tasks with theory and research in visualisation and geometrical figure apprehension, mainly considering Raymond Duval’s work. The relations between creativity, visualization and geometrical figure apprehension are examined through four Geometry Multiple-Solution Tasks given to high school students in Greece. The geometrical tasks are divided into two categories depending on whether their wording is accompanied by the relevant figure or not. The results of the study indicate a multidimensional character of relations among creativity, visualization and geometrical figure apprehension. Didactical implications and future research opportunities are discussed.

EFEKTIVITAS PEMBELAJARAN GEOMETRI MOLEKUL MENGGUNAKAN MOBILE VIRTUAL REALITY (MVR) UNTUK MENINGKATKAN KEMAMPUAN VISUOSPASIAL

Chemistry is a branch of science that encourages various advances in various fields. However, the characteristics of chemistry which have complex concepts make it difficult for class X high school students to understand chemistry. Thus, the problem that is the focus of discussion in this study is how to overcome the low visuospatial skills of high school students in class X, so that students can understand complex concepts in chemistry. This study uses the research design and development of the 4D Thiaganrajan modified 3D Ibrahim method. This study aims to determine the effectiveness of Mobile Virtual Reality (MVR)-based molecular geometry learning media in improving visuospatial skills. The effectiveness of the MVR-based molecular geometry learning media is stated based on the interpretation of the N-Gain score. The results showed an increase in the percentage of correct answers on the posttest by 32.15% with a significance level ranging from 0.57-1 in the medium to high category. In this regard, the use of MVR-based molecular geometry learning media is said to be effective because it can improve students' visuospatial skills. That is, MVR-based molecular geometry learning media can help students to comprehensively represent molecular geometry sub-materials.AbstrakKimia merupakan salah satu cabang ilmu pengetahuan yang mendorong berbagai kemajuan di berbagai bidang. Namun, karakteristik ilmu kimia yang memiliki konsep kompleks membuat peserta didik SMA kelas X sulit memahami ilmu kimia. Dengan demikian, masalah yang menjadi fokus pembahasan di dalam penelitian ini adalah Bagaimana cara mengatasi visuospasial skills peserta didik SMA kelas X yang tergolong rendah, agar peserta didik mampu memahami konsep kompleks dalam ilmu kimia. Penelitian ini menggunakan desain penelitian dan pengembangan metode 4D Thiaganrajan modifikasi 3D Ibrahim. Penelitian ini bertujuan untuk mengetahui efektivias media pembelajaran geometri molekul berbasis Mobile Virtual Reality (MVR) dalam meningkatkan visuospasial skills. Efektivitas media pembelajaran geometri molekul berbasis MVR dinyatakan berdasarkan interpretasi skor N-Gain. Hasil penelitian menunjukkan peningkatan persentase jawaban benar pada postest sebesar 32,15% dengan tingkat signifikansi berkisar antara 0,57-1 pada kategori sedang sampai dengan tinggi. Dalam kaitan ini, pemanfaatan media pembelajaran geometri molekul berbasis MVR dikatakan efektif karena dapat meningkatkan visuospasial skills peserta didik. Artinya, media pembelajaran geometri molekul berbasis MVR dapat membantu peserta didik untuk merepresentasikan submateri geometri molekul secara komprehensif.

Appy Pie integrated mobile learning: Design and feasibility to help the 3D geometry learning process in the time of Covid 19 pandemic

Banyak penelitian yang mengungkapkan bahwa penggunaan ICT memberikan warna baru dalam interaksi proses pembelajaran. Namun, masih banyak kendala yang dihadapi ketika mengintegrasikan teknologi dalam proses pembelajaran khususnya pembelajaran matematika. Oleh sebab itu, tujuan penelitian ini menyoroti kelayakan dari mobile learning berbantuan Appy Pie pada pembelajaran matematika di masa pandemi Covid 19. Untuk mencapai tujuan tersebut penelitian ini menggunakan desain pengembangan ADDIE yang terdiri dari tahapan-tahapan analisis, pendesainan, pengembangan, implementasi, evaluasi. Pada penelitian ini tahap evaluasi tidak dilakukan karena keterbatasan waktu pelaksanaan. Tahap analisis yang dilakukan yakni analisis masalah dan kebutuhan, analisis ruang lingkup materi, analisis proses integrasi dan pengumpulan bahan pendukung. Selanjutnya untuk tahap pendesainan melakukan proses penyusun desain instruksional, menyusun alur kerja dan alur cerita dan menyiapkan aset-aset elemen pembuatan produk. Tahap pengembangan yakni menghasilkan aplikasi berbantuan Appy Pie materi geometri bangun ruang. Tahap implementasi melakukan proses pengujian internal, penilaian ke ahli media dan ahli materi, uji lapangan. Berdasarkan hasil temuan diperoleh bahwa aplikasi mobile learning terintegrasi Appy Pie layak digunakan untuk pembelajaran geometri di kelas VIII SMP. Oleh karena itu, aplikasi mobile learning terintegrasi Appy Pie memiliki potensi meningkatkan pemahaman geometri siswa sekolah.

Replacing the Traditional Grading System with a System Emphasizing Student-facing Formative Assessment: A Mixed Method Study in Ninth Grade Mathematics Classrooms

We investigated the effects of replacing the traditional summative grading system with a system based on student-facing formative assessment: providing students feedback on their learning and opportunities to respond to the feedback; and basing final grades on learning students can demonstrate by the end of the marking period. Our mixed-methods study in ninth grade mathematics classrooms included a Cluster RCT, teacher interviews, and student surveys. We found a 0.31 standard deviation increase in algebra/geometry learning and positive impacts on students’ growth mindset, mastery goals, and peer interactions. The program did not impact students’ confidence, intrinsic value, or enjoyment of mathematics, but students with higher scores on these constructs benefitted more from the program than did students with lower scores.

Knowledge Representation of Mathematics Education Program among Students in Euclidean Parallelism

This research aims to reveal students' perception-based knowledge representation from mathematics programs in Euclidean Parallelism. Students were asked to do parallelism exercises presented in a verbal and picture form. The data were analyzed by knowledge representation theory based on meaning and perception. There were students who have amodal-multimodal-transition hypothesis. Students' assumptions about the verbal and picture information of not-perfectly-drawn parallel lines varied: assuming that angles appear to be the same measure are congruent, the two lines would intersect, considering the two lines parallel but redrawing picture to determine the pair of congruent angles and using other perspectives to interpret the picture. This study recommends action research for geometry learning that provides not-perfectly-drawn parallel lines for students who have amodal and amodalmultimodal- transition hypothesis and observe its effect on their non-Euclidean geometry learning. It may also familiarize students with getting to know parallelism in R3.

Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes

This experimental study examined the impact of learning and teaching ge-ometry in seventh-grade geometry education comparing learning-path and conventional instruction. According to constructivism, a learning path with the use of learning objects should enhance learner autonomy and self-directedness by providing differentiated instruction. We designed a model of path-based geometry learning in a learning management system–based learning environment with the use of dynamic geometry programs and applets, which fosters visualisation and the exploration of geometric concepts through the manipulation of interactive virtual representations. The results show that the experimental group (EG) achieved higher scores on all levels of knowledge and statistically significantly better results in taxonomy level-III tasks (problem-solving knowledge) and overall score than the control group (CG). There was initial equivalence between the EG and CG in prior knowledge. The authors concluded that path-based geometry learning empirically develops knowledge at higher cognitive levels.

PENGEMBANGAN GAME EDUKASI UNTUK MATERI BANGUN DATAR MENGGUNAKAN LINTASAN BELAJAR GEOMETRI

Mathematics is an essential subject for students to master from the start. However, most students have difficulty learning mathematics and reduce interest in learning. This is one of the causes of low math test results. Therefore, a learning method or media was needed that can attract students' interest in learning. One of the learning media that can attract students' interest in educational games. This study aims to develop educational games that can be needed as a medium for learning mathematics, primarily material about geometry. The research method used in this research is development research. The geometry learning path is used as the basis for game design. The trial was conducted with a small group involving teachers and students. The game was developed using the Unity 3D game engine with a digital storytelling model in the geometry learning pathway in elementary schools. The results of the development show that the educational game with the name "GEMBIRA" can help improve the ability to learn flat shapes. This game can also help the learning process of students who experience learning trajectories based on Piaget and Van Hiele's learning trajectories. The game "GEMBIRA" can also attract students' attention to complete all the games, so that students can gain complete knowledge and understanding of the concept of flat shapes. Teachers are advised to use the game "GEMBIRA" in the learning process, especially learning material for flat shapes. It is suggested for learning media developers, especially educational game developers, to develop educational games by referring to the learning trajectory that students must pass so that the games developed can complement the learning process at school. Matematika merupakan mata pelajaran yang penting untuk dikuasai oleh siswa sejak awal. Namun, sebagian besar siswa mengalami kesulitan belajar matematika dan mengurangi minat belajar. Hal ini menjadi salah satu penyebab hasil tes matematika cenderung rendah. Oleh karena itu, dibutuhkan cara atau media pembelajaran yang dapat menarik minat belajar dari siswa. Salah satu media pembelajaran yang dapat menarik minat siswa adalah game edukasi. Penelitian ini bertujuan untuk mengembangkan game edukasi yang dapat digunakan sebagai media pembelajaran matematika khususnya materi tentang geometri. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian pengembangan. Lintasan belajar geometri digunakan sebagai dasar untuk merancang game. Uji coba dilakukan dengan small group yang melibatkan guru dan siswa. Game dikembangkan dengan menggunakan game engine Unity 3D dengan model digital storytelling dalam lintasan belajar geometri di sekolah dasar. Hasil pengembangan menunjukkan bahwa game edukasi dengan nama “GEMBIRA” dapat membantu meningkatkan efektivitas pembelajaran bangun datar. Game ini juga dapat membantu proses belajar siswa yang mengalami lompatan tahapan pembelajaran berdasarkan lintasan belajar Piaget dan Van Hiele. Selain itu, game “GEMBIRA” juga dapat menarik perhatian siswa untuk menyelesaikan seluruh game, sehingga siswa dapat memperoleh pengetahuan dan pemahaman yang utuh mengenai konsep bangun datar. Guru disarankan untuk menggunakan game “GEMBIRA” dalam proses pembelajaran, khususnya pembelajaran materi bangun datar. Selain itu juga disarankan bagi para pengembang media pembelajaran khususnya pengembang game edukasi, untuk mengembangkan game-game edukasi dengan mengacu pada lintasan belajar yang harus dilalui siswa sehingga game yang dikembangkan dapat melengkapi kekurangan proses pembelajaran di sekolah.