Vol. 1 No. 3 (2024): September-AEJ
Articles
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The Effectiveness of Mathematics Learning with the STEAM Approach in Improving Students' Critical Thinking Skills
DOI :
https://doi.org/10.62872/aej.v1i3.11
| Views: 211
| Download: 161
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Ichsan Ichsan
Politeknik Negeri Pontianak
Indonesia
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Mulyati Mulyati
STKIP YPUP Makassar
Indonesia
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Sonny Yalti Duma
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia (UKI) Toraja
Indonesia
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Nirfayanti Nirfayanti
Fakultas Keguruan dan Ilmu Pendidikan Universitas Muslim Maros
Indonesia
This study aims to assess the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in mathematics learning to improve students' critical thinking skills through a literature review method. The STEAM approach integrates various disciplines with the aim of creating relevant and innovative learning experiences, so as to support the development of critical thinking skills. This study utilizes a literature review method, where various sources such as scientific journal articles, academic books, and related publications are analyzed to identify the impact of the STEAM approach on improving students' critical thinking skills in mathematics learning. The analysis was carried out descriptively qualitatively by reviewing the results of previous studies that discussed the implementation of STEAM. Based on this study, it was found that the application of STEAM in mathematics learning consistently had a positive impact on improving students' critical thinking skills. This is due to the nature of the STEAM approach which encourages collaboration, analytical thinking, and the application of theoretical concepts to practical contexts. This study shows that the STEAM approach is effective in developing high-level thinking skills and can be used as an innovative learning model at various levels of education.
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Ichsan Ichsan
Politeknik Negeri Pontianak
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The Effectiveness of GeoGebra-Based Learning in Enhancing Students’ Mathematical Reasoning Skills in Secondary Schools
DOI :
https://doi.org/10.62872/aej.v1i3.512
| Views: 213
| Download: 160
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Milla Rodhiana Rasyid
Universitas Jambi
Indonesia
This study examines the effectiveness of GeoGebra-based learning in improving secondary school students’ mathematical reasoning skills. Employing a quasi-experimental design with a pretest–posttest control group, the study involved 63 students divided into an experimental group receiving GeoGebra-based instruction and a control group following conventional teacher-centered learning. Data were collected using a validated Mathematical Reasoning Test and analyzed through descriptive statistics, independent samples t-tests, N-gain calculations, and Cohen’s d effect size. Results demonstrate that the experimental group achieved significantly higher posttest scores (M = 82.28) than the control group (M = 62.39), with a mean gain of 39.75 points versus 19.29 points, an N-gain of 0.72 (high), and a very large effect size (d = 2.71). Item-level analysis revealed substantial improvements across key reasoning indicators, including pattern recognition, logical justification, relational thinking, and multi-step reasoning. The findings indicate that the dynamic visualization, multiple representations, and inquiry-based activities provided by GeoGebra facilitate deeper conceptual understanding, stronger logical argumentation, and effective generalization of mathematical concepts. These results support constructivist, constructionist, and sociocultural learning theories and highlight the pedagogical value of integrating interactive digital tools into mathematics classrooms. The study concludes that GeoGebra-based learning significantly enhances students’ reasoning skills, motivation, and engagement. Future research may investigate longitudinal effects, applications across other mathematical domains, and the integration of collaborative learning strategies to maximize learning outcomes.
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Milla Rodhiana Rasyid
Universitas Jambi
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Implementation of the Realistic Mathematics Education (RME) Approach in Geometry Learning in Secondary Schools
DOI :
https://doi.org/10.62872/aej.v1i3.12
| Views: 355
| Download: 204
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Nur Hakim
Akademi maritim pembangunan jakarta
Indonesia
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Apriyanto Apriyanto
Politeknik Tunas Pemuda
Indonesia
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Mardiati Mardiati
STKIP Budidaya
Indonesia
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Ediaman Sitepu
STKIP Budidaya
Indonesia
This study aims to analyze the implementation of the Realistic Mathematics Education (RME) approach in geometry learning in secondary schools. Realistic Mathematics Education, which emphasizes mathematics learning through relevant contexts and students' real experiences, aims to improve students' understanding and skills in geometry. This study evaluates the effectiveness of the implementation of RME and identifies various challenges and potential solutions in its implementation. The method used is a literature review that includes studies related to the implementation of RME in geometry learning. The results of the analysis show that RME can improve students' understanding of geometric concepts by linking materials to everyday situations, thereby motivating and involving students more actively in the learning process. This approach helps students link theory to real practice, deepen their understanding, and develop problem-solving skills. There are challenges such as teacher readiness, limited resources, and limited time allocation, recommendations to improve teacher training, develop supportive policies, and provide adequate resources can help overcome these problems. With the right strategy and adequate support, RME has great potential to improve the quality of geometry learning in secondary schools and have a positive impact on student learning outcomes
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Nur Hakim
Akademi maritim pembangunan jakarta
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The Impact of Problem-Based Learning on Students’ Mathematical Problem-Solving Skills within the Independent Curriculum
DOI :
https://doi.org/10.62872/aej.v1i3.513
| Views: 156
| Download: 116
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Maifa Munsyaila Putri
Universitas Jambi
Indonesia
This study investigates the impact of Problem-Based Learning (PBL) on students’ mathematical problem-solving skills within the framework of the Independent Curriculum in Indonesia. The curriculum emphasizes higher-order thinking, autonomy, and contextual learning; however, national assessments show that students continue to struggle with applying mathematical concepts in authentic problem situations. To address this gap, a quasi-experimental design with a pretest–posttest non-equivalent control group was implemented involving 64 eighth-grade students. The experimental group received PBL instruction, while the control group was taught using conventional direct instruction. Data were collected using a validated Mathematical Problem-Solving Test consisting of five open-ended items and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-tests, and effect size calculations. The results revealed that the PBL group achieved significantly higher posttest scores (M = 82.14) than the control group (M = 67.45), with a high N-gain value (0.71) and a very large effect size (d = 1.84). In addition, students taught through PBL demonstrated superior performance across all problem-solving indicators, including problem understanding, planning, strategy execution, and evaluation. These findings indicate that PBL effectively promotes deeper conceptual understanding, strategic reasoning, and reflective thinking competencies central to the Independent Curriculum. This study affirms PBL as a pedagogically relevant and powerful approach for enhancing mathematical problem-solving skills in secondary education.
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Maifa Munsyaila Putri
Universitas Jambi
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Development of Ethnomathematics-Based Worksheets to Improve Students’ Numeracy Literacy in Junior High School
DOI :
https://doi.org/10.62872/aej.v1i3.510
| Views: 174
| Download: 102
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Fadhia Aliva Wibowo
Universitas Jambi
Indonesia
This study aims to develop an ethnomathematics-based worksheet (LKS) to improve numeracy literacy among junior high school students. The research was motivated by persistent numeracy difficulties reflected in national and international assessments, where learners struggle to apply mathematical concepts to real-life cultural contexts. Using a Research and Development (R&D) design adapted from the Plomp model, the study involved preliminary analysis, design, development, expert validation, and field testing. The participants consisted of 32 eighth-grade students and two expert validators specializing in mathematics education and ethnomathematics. Data were collected through expert validation sheets, student response questionnaires, and numeracy literacy pre posttest. The results indicate that the worksheet achieved a very valid category based on expert judgment, with strong scores in content accuracy, clarity, and cultural integration. Practicality analysis showed highly positive student responses, demonstrating ease of use, relevance, and motivational appeal. Effectiveness testing revealed a significant improvement in numeracy literacy, with an N-gain value categorized as medium–high. These findings confirm that integrating cultural elements into mathematics learning materials enhances conceptual understanding, engagement, and cultural identity. The ethnomathematics-based worksheet developed in this study is therefore feasible, practical, and effective for classroom implementation.
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Fadhia Aliva Wibowo
Universitas Jambi
