The Innovative Learning of Square and Rectangle using Macanan Traditional Indonesian Game

Geometry is one of the essential mathematics materials, such as square and rectangle. However, most elementary school students experience difficulty in understanding it due to the abstractness of the geometric material. Furthermore, teachers teaching in the remote areas of Indonesia still encounter problems exploring this abstract material to make students understand caused by the limited learning resources. On the other hand, students in remote areas are familiar with traditional games, such as Macanan. Hence, the objective of this study is to design learning activities utilizing Macanan game in assisting students understand the concept of the perimeter and area of squares and rectangles for fourth-grade students. A design research approach was implemented and performed at one of the elementary schools in Jambi, Indonesia. The research results presented that Macanan could be a context for a starting point in this learning design of both square and rectangular learning. Employing this context, it would be fun, enjoyable, and easy to understand the perimeter and area of squares and rectangles for students. This game could be a context for teachers in remote areas in teaching geometry and be a reference for identifying other contexts which can make mathematics learning easy in remote areas.

Comparison on the Effectiveness of Modular Learning in General Mathematics among the Senior High School Strands

This study aimed to compare the effectiveness of modular learning among senior high school strands and investigate the influence of students’ demographic profiles on their academic performances. Using One Way ANOVA, results showed a significant difference in the test scores obtained from the different strands. Results with Tukey HSD revealed that ABM performed best under modular learning, followed by STEM, GAS, ATS, and EIM, respectively. Pearson’s r revealed a significant correlation between student’s sex, monthly income, and parents’ employment status to students’ academic performance. Furthermore, the z test for two means determined that there was a significant difference in the scores of males and females. From these results, the researcher suggests that teachers handling TVL tracks must exert extra effort in delivering their mathematics lessons to close the gap in academic performance with the students from academic tracks.

Identifying Ethnomathematics in the Old Mosque of Tosora

The superficial understanding and application of cultural values in the life of a pluralistic community is the main reason to conduct this research as a way to introduce the importance of national identity to students through mathematics learning. The provision of real-life problems in this study is expected to enhance the relationship between reality and mathematical knowledge. The old mosque of Tosora in Wajo can be an alternative to introduce mathematical activities based on local wisdom (ethnomathematics). This is qualitative descriptive research using a case study. Data were obtained through interviews, observation, and documentation. Data triangulation was used to check the validity. Furthermore, the data were analysed through Spradley model based on domain analysis and taxonomic analysis. The results showed that the old mosque of Tosora contains some mathematical concepts, mainly geometry. In addition to the philosophy of the building, the four pillars namely panrita (wise and honest), warani (brave), macca (intelligent), and sugi (rich) become the focal principles of Buginese’s life.

Growth Mindset in Mathematics among Ninth-Grade Students via 5Ps Learning Model

This paper determined the effects of implementing the Prepare, Perform, Process, Ponder, and Practice (5Ps) learning model in teaching ninth-grade students’ growth mindset in mathematics. This study employed the quasi-experimental design and mixed-method research approach to answer the research questions with 60 ninth-grade students at a public secondary high school in the Philippines. The study administered a growth mindset questionnaire, informal interviews, learning journals, and Focus Group Discussions (FGD) on identifying learning experiences and mindsets of the students. Findings presented that employing the 5Ps learning model significantly influences students' mindset in mathematics. Meanwhile, traditional teaching does not significantly affect students' mindset in mathematics. The implementation of the 5Ps learning model has a significant positive effect on students' growth mindset in mathematics. The results of the study are limited merely to the participants included in the study; similar research utilizing the 5Ps learning model to other learning areas with a larger sample is recommended for more generalizable results.

Predictors of Employability of the Bachelor of Secondary Education Major in Mathematics Graduates

The goal of every program provided by a school or university is to make it more responsive to the needs of fast-changing employment demands. This goal also entails enhancing the students' skills to be prepared for their future jobs. This study identified the predictors of employability of the Bachelor of Secondary Education Major in Mathematics graduates of St. Paul University Surigao Academic Year 2005-2015. Descriptive survey research was employed using a researcher-made questionnaire encompassing the personal information, employment status, and exit skills with seven identified subparts. The questionnaire elicited employability through the skills of 81.82% of the participants. Utilizing the employment status variables and the exit skills, Linear Regression Analysis extracted the predictors of employability. The findings revealed that the exit skills of the graduates are the predictors of employability. Thus, the school should create programs and activities which enhance the students' skills, particularly the predictors of employability identified in this study.

The Classification of Mathematical Literacy Ability in Cognitive Growth Learning Viewed From Multiple Intelligences

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.

Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

The Effects of Non-Digital Game-Based Learning on Students’ Mathematical Perspectives and Achievements

The purpose of this study is to investigate the effectiveness of non-digital game-based learning approach by assessing the students’ achievement score differences of the pre-test with the post-test on the topic of multiplication and division with indices. A paired sample t-test was used to investigate whether there is a significant difference in the students’ achievements after implementing the non-digital game-based learning intervention. A total of 35 students from two Year 9 classes in one of the secondary schools in Brunei Darussalam were involved in the study. Another aim of this study is also to investigate on the students’ perspectives on using non-digital game-based learning approach in their learning process. This was analysed through the questionnaire and interviews. The results showed that the integration of non-digital game-based learning in the mathematics lesson did have a positive effect on the students’ achievement scores. More than half of the students believed that the game has helped them to improve their skills.

Divergent Thinking and Convergent Thinking in the Mathematical Creative Thinking Process in terms of Student Brain Dominance

Divergent thinking and convergent thinking play a very important role in a person's creative thinking process to solve problems and these two types of thinking are related to hemispheric functions that will affect the way a person perceives information processing. This makes research important. The purpose of this study was to obtain a picture of divergent thinking and convergent thinking in the mathematical creative thinking process in terms of brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instruments used were mathematical creative thinking questions, brain dominance tests, and unstructured interviews. The result of this research is that students who dominate the left brain in the creative thinking process are more dominant in convergent thinking, students who dominate the balanced brain in the creative thinking process are balanced in divergent thinking and convergent thinking, while student who dominate the right brain in the creative thinking process are more dominant in divergent thinking.

Mathematical Anxiety as Predictor of Learning Motivation Strategies

Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning