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All Journal International Journal of Evaluation and Research in Education (IJERE) Voices of English Language Education Society Indonesian Journal of Mathematics Education Educational Studies: Conference Series Jurnal Infinity
Mazlini Adnan
Universiti Pendidikan Sultan Idris
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Collaborative mathematics learning management: Critical thinking skills in problem solving Sutama Sutama; Djalal Fuadi; Sabar Narimo; Siti Hadiyati Nur Hafida; Meggy Novitasari; Sofyan Anif; Harun Joko Prayitno; Sunanih Sunanih; Mazlini Adnan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22193

Abstract

This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.
Measurement of Mathematical Modeling in Mathematics Education Context: A Systematic Literature Review Riyan Hidayat; Mazlini Adnan; Mohd Faizl Nizam Lee Abdullah; Safrudiannur Safrudiannur
Educational Studies: Conference Series Vol 1 No 1 (2021)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v1i1.990

Abstract

In recent years, the rise of mathematical modeling is well documented in the literature and curriculum like Australia, Germany, and Singapore because it helps students to tackle real-world issues using mathematics. The research presented in this article was a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for preservice mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involve 10 steps in the systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus and Journal for Research in Mathematics Education (JRME), Educational Studies in Mathematics (ESM), Journal of Mathematical Behavior (JMB), For the Learning Mathematics (FLM), Mathematical Thinking and Learning (MTL), Journal of Mathematics Teacher Education (JMTE), Zentralblatt für Didaktik der Mathematik (ZDM), and Mathematics Education Research Journal (MERJ). Based on a full-text analysis of 18 peer-reviewed papers published in English, it can be observed that most of the approaches used to measure modeling competency were conducted by holistic. Finally, future trends and opportunities are discussed.
The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking Ageng Triyono; Arie Purwa Kusuma; Fiki Alghadari; Teguh Wibowo; Nafida Hetty Marhaeni; Mazlini Adnan
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.
Impact of "Donkey", "Snap" dan "King" (DSK) non-digital gamification cards on fourth-grade students' math performance in fractions Mohd Afifi Bahurudin Setambah; Mazlini Adnan; Syaza Hazwani Zaini; Mujiasih Mujiasih; Riyan Hidayat; Muhammad Alhaji Ibrahim; Hayato Hanazono
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p175-196

Abstract

This research investigates the impact of Non-digital Gamification (NDG) techniques on students' math achievement, focusing on Fractions. Utilizing a quasi-experimental design, the study involved 100 primary school students in Perak. Two groups were formed: the control group, which followed traditional teaching methods, and the experimental group, which experienced NDG learning approaches. The findings indicate that students using NDG perform better in math (fractions) assessments compared to those using conventional methods. This study provides empirical evidence supporting the efficacy of NDG in teaching Fractions. The results underscore the potential for educators to innovate and enhance gamification tools, particularly in mathematics, contributing to educational advancements aligned with the goals of the Malaysian Ministry of Education.
Introduction English for Mathematics Course: What are the Student Difficulties and Causing Factors? Anna Cesaria; Edwar Kemal; Mazlini Adnan
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24924

Abstract

English for Mathematics is a required university course designed to bridge the gap between general English proficiency and the specific linguistic demands of mathematics. This study aims to explore the challenges students face in adapting to this specialized curriculum, aiming to deepen our understanding of the educational hurdles posed by evolving academic requirements for graduates. Employing a descriptive qualitative research design, the research examines the experiences of 35 students enrolled in the English for Mathematics course at the Mathematics Study Program of Universitas PGRI Sumatera Barat. Data were collected through semi-structured questionnaires, revealing five principal areas of difficulty: listening, reading, writing, and speaking skills, along with comprehension of mathematical content. The study identifies several factors contributing to these challenges, including limited vocabulary, inadequate prior knowledge, misinterpretations of course material, a lack of effective learning aids, and frequent writing errors. The findings suggest that these obstacles hinder student performance and impact their engagement and satisfaction with the course. The study calls for targeted interventions by educators and curriculum designers to enhance instructional methods and learning materials, thereby improving student outcomes and making learning more engaging and effective. These insights have broader implications for curriculum development and instructional strategies in specialized English education settings.
Co-Authors Ageng Triyono Anna Cesaria Arie Purwa Kusuma Djalal Fuadi Edwar Kemal Fiki Alghadari Harun Joko Prayitno Hayato Hanazono Meggy Novitasari Mohd Afifi Bahurudin Setambah Mohd Faizl Nizam Lee Abdullah Muhammad Alhaji Ibrahim Mujiasih Mujiasih Nafida Hetty Marhaeni Riyan Hidayat Riyan Hidayat Sabar Narimo Safrudiannur Safrudiannur Siti Hadiyati Nur Hafida Sofyan Anif Sunanih Sunanih Sutama Syaza Hazwani Zaini Teguh Wibowo