Vol. 1 No. 2 (2024): JUNE-AEJ
Articles
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The Mathematics Learning Process in Using Counting Media in Grade 1 Elementary School Students as an Improvement in Student Understanding
DOI :
https://doi.org/10.62872/aej.v1i2.10
| Views: 189
| Download: 131
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Dwi Siyamsih
Universitas Sultan Thaha Saifuddin Jambi , Indonesia
Indonesia
The purpose of writing this research is to find out that math learning has an important role in shaping students' understanding and numeracy skills. Teachers use various active learning strategies such as math games, math manipulatives, and creative projects to help students understand math concepts concretely. Students are also invited to see the connection between mathematics and daily life situations. This research uses a qualitative descriptive approach to explain the implementation of innovative learning in student character building in junior high school. The qualitative approach is used to describe naturally observed phenomena and to interpret the meaning behind them. The results of the study Mathematics is a fundamental branch of science, covering concepts such as numbers, counting, algebra, geometry, statistics, and calculus. Using symbols, formulas and rules, mathematics allows us to explain and model phenomena in a wide range of fields, from nature to science, technology and economics. More than just a tool for solving practical problems, math is also a means for the development of logical, analytical, and creative thinking skills.
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Dwi Siyamsih
Universitas Sultan Thaha Saifuddin Jambi , Indonesia
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Integrating STEM Approaches in Algebra Instruction to Improve Students’ Mathematical Representation Skills
DOI :
https://doi.org/10.62872/aej.v1i2.8
| Views: 234
| Download: 152
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Milla Rodhiana Rasyid
Universitas Jambi
Indonesia
Students’ difficulties in constructing and translating visual, symbolic, and verbal mathematical representations in algebra highlight the need for instructional approaches that promote deeper conceptual understanding. This study investigates the effectiveness of a STEM-integrated algebra instruction model in improving students’ mathematical representation skills. Using a quasi-experimental pretest–posttest non-equivalent control group design, two intact classes were assigned as the experimental group, which received STEM-based lessons incorporating problem-based activities, engineering design processes, and technology-assisted visualization, and the control group, which learned through conventional procedural instruction. Data were collected through a Mathematical Representation Test, classroom observations, and student interviews. The results show that the experimental group achieved significantly higher posttest scores and gain scores than the control group, supported by a large effect size and ANCOVA results confirming the independent influence of the STEM intervention. Qualitative findings further indicate enhanced engagement, smoother representational transitions, and deeper comprehension among students exposed to STEM-based activities. These results demonstrate that STEM-integrated instruction substantially strengthens students’ algebraic representation skills by promoting contextual problem-solving, interdisciplinary reasoning, and dynamic visualization. The study concludes that STEM approaches provide an effective pedagogical framework for improving representational understanding in algebra and recommends their broader implementation in mathematics classrooms.
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Milla Rodhiana Rasyid
Universitas Jambi
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Development of an Augmented Reality–Based Geometry Module to Enhance Students’ Understanding of Three-Dimensional Concepts
DOI :
https://doi.org/10.62872/aej.v1i2.6
| Views: 256
| Download: 161
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Mursyidah J. Parandreni
Universitas Sriwijaya
Indonesia
This study aims to develop and evaluate an Augmented Reality (AR) based geometry module intended to improve students’ understanding of three dimensional (3D) concepts. The research responds to the persistent challenges students face in visualizing geometric solids and interpreting spatial relationships, which commonly result in misconceptions in geometry learning. A research and development (R&D) approach was applied to 126 junior high school students selected through cluster sampling. Data were gathered using pre-tests, post-tests, spatial ability assessments, and motivation questionnaires, supported by classroom observations. The results revealed a significant increase in students’ conceptual understanding and spatial reasoning after using the AR-based module. Students also demonstrated higher motivation and engagement throughout the learning process. Data analysis indicated strong effect sizes and substantial normalized gains, confirming the effectiveness of AR in enhancing 3D geometry comprehension. The AR module succeeded in transforming abstract geometric content into interactive and concrete representations, thereby supporting meaningful learning. This study concludes that AR is a promising tool for improving both cognitive and affective learning outcomes in mathematics.
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Mursyidah J. Parandreni
Universitas Sriwijaya
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Implementation of Project-Based Learning (PjBL) to Strengthen Students’ Mathematical Modelling Skills in the Independent Curriculum
DOI :
https://doi.org/10.62872/aej.v1i2.9
| Views: 355
| Download: 183
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Fadia Aliva Wibowo
Universitas Jambi
Indonesia
Project-Based Learning (PjBL) has been increasingly recognized as an effective pedagogical approach to enhance students’ mathematical modelling skills, particularly within Indonesia’s Independent Curriculum, which emphasizes student-centered and authentic learning. This study aimed to examine the impact of PjBL on senior high school students’ mathematical modelling competence, including their ability to understand, mathematize, solve, interpret, and validate real-world problems. A quantitative quasi-experimental design was employed, involving 63 students divided into an experimental group receiving PjBL and a control group receiving conventional instruction. Data were collected using a validated mathematical modelling test, observation sheets, and student questionnaires. Descriptive statistics, paired and independent sample t-tests, and ANCOVA were conducted to evaluate the effectiveness of the intervention. The results demonstrated a substantial improvement in the experimental group’s modelling skills, with mean gains of 25.19 points, significantly higher than the control group’s 9.85 points. Inferential analyses confirmed the statistical significance of these improvements (t = 13.42, p < 0.001; F(1,60) = 28.34, p < 0.001). PjBL also positively influenced students’ motivation, collaboration, communication, and attitudes toward mathematics. In conclusion, PjBL effectively strengthens mathematical modelling skills and promotes 21st-century competencies, supporting the objectives of the Independent Curriculum. The study highlights PjBL as a transformative strategy for enhancing students’ conceptual understanding, problem-solving abilities, and holistic development in mathematics education.
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Fadia Aliva Wibowo
Universitas Jambi
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The Relationship between Self-Efficacy, Math Anxiety, and Students’ Achievement in Senior High School Mathematics
DOI :
https://doi.org/10.62872/aej.v1i2.7
| Views: 520
| Download: 257
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Maifa Munsyaila Putri
Universitas Jambi
Indonesia
Mathematics achievement in senior high school is strongly influenced by students’ psychological readiness, particularly their levels of self-efficacy and math anxiety. Despite the importance of these constructs, many students continue to struggle with low confidence and heightened anxiety when engaging in mathematical tasks. This study aimed to examine the relationship between self-efficacy, math anxiety, and students’ mathematics achievement in senior high school. A quantitative correlational design was employed, involving the administration of self-efficacy and math anxiety questionnaires, along with the collection of students’ mathematics scores. Data were analyzed using SPSS through descriptive statistics, Pearson product–moment correlation, and multiple linear regression. The results indicate that self-efficacy has a positive and significant relationship with mathematics achievement, while math anxiety shows a negative and significant association. Regression findings further reveal that both predictors contribute meaningfully to explaining students’ performance, with self-efficacy serving as a positive predictor and math anxiety acting as a negative predictor. Additionally, a significant negative relationship was found between self-efficacy and math anxiety, suggesting that higher confidence reduces students’ anxiety levels. These findings align with existing literature, emphasizing that psychological factors shape cognitive engagement, motivation, and problem-solving behavior in mathematics. In conclusion, the study highlights the necessity of strengthening students’ self-efficacy while reducing math anxiety to improve mathematics achievement. Educational interventions that combine confidence-building strategies with anxiety-reduction approaches are recommended to support students’ success in senior high school mathematics.
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Maifa Munsyaila Putri
Universitas Jambi
