Vol. 2 No. 1 (2025): March-AEJ
Articles
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Dynamic Geometry Study as a Learning Visualization Tool in the Digital Era
DOI :
https://doi.org/10.62872/aej.v2i1.22
| Views: 159
| Download: 155
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Sonny Yaitu Duma
Universitas Kristen Indonesia Toraja
Indonesia
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Ardiyanto Saleh Modjo
Universitas Negeri Gorontalo
Indonesia
In the digital era, the integration of technology in education is becoming increasingly important to improve the effectiveness of learning. One significant innovation in mathematics education is the use of dynamic geometry through software such as GeoGebra and Cabri Geometry. This technology allows students to visualize and explore geometric concepts interactively, so that they can better understand spatial relationships. This approach is in line with constructivism theory which emphasizes exploration-based learning and direct experience. Various studies have shown that the use of dynamic geometry not only improves conceptual understanding but also develops critical and analytical thinking skills. However, the implementation of this technology faces several challenges, such as the readiness of educators to integrate the software into learning strategies and the limited infrastructure in some educational institutions. Therefore, continuous training is needed for educators and educational policies that support the wider adoption of this technology. With the right implementation strategy, dynamic geometry can be a revolutionary learning tool in mathematics education, increasing student engagement, and strengthening their spatial literacy and problem-solving skills in the digital era.
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Sonny Yaitu Duma
Universitas Kristen Indonesia Toraja
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Mathematics Anxiety and Its Impact on Students’ Learning Outcomes: A Meta-Analysis Review
DOI :
https://doi.org/10.62872/aej.v2i1.20
| Views: 398
| Download: 450
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Anggia Faradina
Universitas Jambi
Indonesia
Mathematics anxiety has been widely recognized as a psychological barrier that impairs students' ability to engage with and perform well in mathematics. This study aims to investigate the strength and nature of the relationship between mathematics anxiety and students' academic achievement through a comprehensive meta-analysis of 32 quantitative studies published between 2014 and 2024. The analysis covers data from more than 18,000 students across various educational levels and geographic regions. The results indicate a moderate but consistent negative correlation (r = -0.34) between mathematics anxiety and mathematics achievement, suggesting that higher levels of anxiety are significantly associated with lower academic performance. Subgroup analyses reveal that this effect is stronger in secondary education, among female students, and in countries with exam-oriented educational systems. The study also highlights the importance of using validated instruments to measure anxiety and suggests that cultural and contextual factors play a role in shaping students' emotional responses to mathematics. The findings call for integrated educational strategies that address both cognitive and emotional aspects of learning to improve mathematics outcomes globally.
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Anggia Faradina
Universitas Jambi
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Exploring Ethnomathematics in Local Culture: A Bridge Between Tradition and Classroom Mathematics
DOI :
https://doi.org/10.62872/aej.v2i1.18
| Views: 306
| Download: 149
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Eric Krisna Sandi
Universitas Nurdin Hamzah
Indonesia
This study explores the mathematical knowledge embedded in local cultural practices and examines how such knowledge can be meaningfully integrated into formal mathematics education through the lens of ethnomathematics. Using a qualitative descriptive approach grounded in educational ethnography, the research was conducted in a culturally rich Indonesian community known for its traditional crafts, architecture, and rituals. Data were collected through participant observation, in-depth interviews with artisans, teachers, and students, as well as analysis of cultural artifacts and curriculum documents. The findings reveal that traditional practices such as weaving, house building, and ritual organization contain rich mathematical concepts, including geometry, symmetry, measurement, ratios, and logical structuring. These forms of knowledge, although informal, align closely with school-level mathematics. Students showed greater engagement and understanding when learning mathematics through culturally relevant contexts. However, the integration of ethnomathematics faces challenges such as lack of resources, teacher training, and curricular support. The study recommends the development of culturally responsive teaching frameworks and stronger collaboration between schools and local communities to promote inclusive and meaningful mathematics learning.
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Eric Krisna Sandi
Universitas Nurdin Hamzah
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Application of STEM in Educational Curricula: a Literature Review
DOI :
https://doi.org/10.62872/aej.v2i1.21
| Views: 167
| Download: 106
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Rahmat Jumri
Universitas Muhammadiyah Bengkulu, Indonesia
Indonesia
This study aims to examine the implementation of the Science, Technology, Engineering, and Mathematics (STEM) approach in educational curricula through a systematic literature review (SLR) method using the PRISMA framework. The main focus of this research is to evaluate how the STEM approach is integrated into various educational levels, identify implementation challenges, and assess its impact on the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration (4C). Data were obtained from 239 scholarly articles accessed through databases such as Google Scholar, Scopus, SINTA, GARUDA, Crossref, and ICI. After a rigorous selection process based on inclusion criteria, 25 articles were chosen for further analysis. The results of the study indicate that consistent STEM implementation can enhance student motivation, interdisciplinary concept understanding, and problem-solving skills. However, several barriers were also identified, such as a lack of teacher training, limited resources, and low educational policy support. Therefore, this study provides valuable contributions to formulating recommendations for the development of more effective STEM-based educational policies in the future.
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Rahmat Jumri
Universitas Muhammadiyah Bengkulu, Indonesia
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Multiple Linear Regression Model to Predict Mathematics Learning Achievement Based on Learning Styles and School Environment
DOI :
https://doi.org/10.62872/aej.v2i1.19
| Views: 227
| Download: 146
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Sefiani Dwi Azmi
Universitas Jambi
Indonesia
This study aims to analyze the extent to which learning styles and the school environment predict students’ mathematics learning achievement using a multiple linear regression model. The research employs a quantitative correlational approach involving a sample of high school students selected through stratified random sampling. Data were collected using validated questionnaires to assess students' learning styles and perceptions of the school environment, along with academic records for mathematics achievement. The results of the regression analysis indicate that both learning styles and school environment significantly influence mathematics performance, with a combined coefficient of determination (R²) of 0.532. This suggests that 53.2% of the variance in mathematics achievement can be explained by these two variables. Moreover, the school environment was found to have a slightly greater impact compared to learning styles. These findings highlight the importance of integrating individualized learning strategies with a supportive educational context to optimize student achievement in mathematics. The study provides valuable insights for educators, curriculum developers, and policymakers aiming to improve mathematics education through evidence-based strategies.
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Sefiani Dwi Azmi
Universitas Jambi
