Problem based learning to improve proportional reasoning of students in mathematics learning

This research is motivated by the lack of students' ability in understanding concepts so that it has an impact on students in learning mathematics. Because the ability to understand concepts is the basis of understanding principles and theories with the aim of making it easier for students to understand concepts in subsequent material in studying mathematics. One of the factors of the lack of students' ability to understand concepts is math anxiety which has a large influence on student learning processes, both at school and on the student's environment. This study aims to find out how students' conceptual understanding abilities are viewed from mathematics anxiety in the implementation of learning in class VII SMP Negeri 1 Mazo. This type of research is descriptive research with a qualitative approach. This research was conducted at Mazo 1 Public Middle School with a total of 35 research informants. Data collection techniques through written tests, student math anxiety questionnaires, interviews and documentation. Based on the results of the study, it shows that there are students who have the ability to understand mathematical concepts with high anxiety, moderate and low anxiety. Students with high anxiety still cannot solve the test questions in a structured way due to a lack of focus and feeling a little anxious. students who are anxious are students who are good at completing test questions coherently, it's just that there are some that are not done. Students who are low on anxiety, students are able to solve test questions that are given in a structured way because students are calm and don't feel anxious when facing math problems, it's just that they can't finish up to the final result, so that this can have an impact on student learning. So in this case the ability to understand concepts with math anxiety is that the higher the level of students' math anxiety, the lower the students' ability to understand mathematical concepts. Conversely, the lower the students' math anxiety level, the higher the students' understanding of mathematical concepts.

The development of learning by involving technology is one of the impacts of the rapid development of technology. Currently educators are still determining the appropriate learning model for the teaching process, the lack of teaching time in schools is one of the problems that arise and understanding student concepts is also the reason student learning outcomes are not satisfactory. There are many challenges faced by teachers and students in learning mathematics today. Several alternative solutions to these challenges can be found in the literature, one of which is by implementing a flipped classroom. In the flipped classroom, learning activities that are usually carried out in the classroom are carried out outside the classroom. Thus, activities in the classroom can be focused on activities that can stimulate students to think at a higher level. Although it looks promising, this kind of learning does not always have a positive impact on student learning. Therefore, this flipped classroom needs to be designed in such a way that it has more value in terms of learning design. Providing flipped classroom learning design elements into this learning will have the potential to increase the quality of mathematics learning. Therefore, this article will review the literature related to the flipped classroom learning design in learning mathematics on vector material. Specifically, this article will examine the definition and design of the flipped classroom, along with the challenges of its implementation. Finally, this article will review studies that have designed and implemented flipped classrooms in mathematics learning, especially in vector material. From the results of the theoretical study, it can be concluded that the steps in the design of vector material flipped classrooms can support mathematics learning and have the opportunity to be developed in various units of education level.

The existence of a widespread and simultaneous virus outbreak in various parts of the world, has an impact on all human activities in various sectors of life. This epidemic demands many changes in all fields, including education. Like it or not, learning that was initially carried out in a real classroom must be carried out online (online). Facing this very drastic change encourages educators and students to continue to adapt and innovate in the use of various digital-based learning methods. The need to know the perceptions of students in learning mathematics is very important. Through this, educators can evaluate the learning process that has taken place and elaborate on students better. Moreover, mathematics is a science that will continue to develop following the times and technology. This research is a qualitative qualitative research that aims to obtain an overview of students' perceptions of online learning, especially subjects in the field of mathematics. The case study was conducted in the 2021/2022 academic year. The subjects of this study were 2nd year students majoring in informatics engineering at a private university in DKI Jakarta. The results of this study are 94% of students prefer mathematics course lectures that are conducted face-to-face compared to learning through WAG, telegram, LMS, or google classroom. 50% of students who were asked about the difficulty level of learning mathematics courses through video conferencing thought that the difficulties they faced were in accordance with what they imagined. Likewise with the level of difficulty in learning mathematics courses through WAG, google classroom, or telegram, 49% of these students did not feel that learning was more difficult than they imagined. In such conditions, if asked to provide recommendations regarding what online learning media is suitable for mathematics courses, 72% of them recommend video conferencing media which allows lecturers and students to gather and meet in the same online room. After the research was conducted on students' perspectives on online mathematics learning, it was found that the comparison of students with positive and negative perspectives was quite balanced. There are 33 respondents who have a positive perspective. There are 34 respondents who have a negative perspective. Some others, 11 respondents who are neutral towards the learning.The existence of a widespread and simultaneous virus outbreak in various parts of the world, has an impact on all human activities in various sectors of life. This epidemic demands many changes in all fields, including education. Like it or not, learning that was initially carried out in a real classroom must be carried out online (online). Facing this very drastic change encourages educators and students to continue to adapt and innovate in the use of various digital-based learning methods. The need to know the perceptions of students in learning mathematics is very important. Through this, educators can evaluate the learning process that has taken place and elaborate on students better. Moreover, mathematics is a science that will continue to develop following the times and technology. This research is a qualitative qualitative research that aims to obtain an overview of students' perceptions of online learning, especially subjects in the field of mathematics. The case study was conducted in the 2021/2022 academic year. The subjects of this study were 2nd year students majoring in informatics engineering at a private university in DKI Jakarta. The results of this study are 94% of students prefer mathematics course lectures that are conducted face-to-face compared to learning through WAG, telegram, LMS, or google classroom. 50% of students who were asked about the difficulty level of learning mathematics courses through video conferencing thought that the difficulties they faced were in accordance with what they imagined. Likewise with the level of difficulty in learning mathematics courses through WAG, google classroom, or telegram, 49% of these students did not feel that learning was more difficult than they imagined. In such conditions, if asked to provide recommendations regarding what online learning media is suitable for mathematics courses, 72% of them recommend video conferencing media which allows lecturers and students to gather and meet in the same online room. After the research was conducted on students' perspectives on online mathematics learning, it was found that the comparison of students with positive and negative perspectives was quite balanced. There are 33 respondents who have a positive perspective. There are 34 respondents who have a negative perspective. Some others, 11 respondents who are neutral towards the learning.

Nowadays, children learn a lot from games, in other word these games have a constructive and educative aspect. There has been a progress in science and technology and this progress changes the people’s way of living. This development and progress also change the teaching and learning method. According to these changes, a new generation of educational tools has been designed to help the student to learn in a modern method. In general, the games are used as effective educational tools for enhancing the learning and comprehension of complex issues. The purpose of this research is the efficiency of educational games on mathematics learning of second elementary students of Tehran. This study adapted descriptive-survey method and collect data by questionnaire. Statistical population of this study is the female second student of Tehran elementary schools. 30 students have been selected as sample. These 30 students were divided into two groups of 15, one group is experiment group and the other is the control group. SPSS software was used to analyze data. Results showed that the educational games influence the motivation and mathematics learning of female second elementary students and enhance their intelligence quotient (IQ).

Learning outcomes are the results achieved by students after carrying out learning activities and appropriate learning is truly needed in order to improving student learning outcomes. However, in reality the learning process carried out in class XI MAS KUI Thawalib Putra Padang Panjang is still not yet optimal in improving students' learning outcomes. Mathematics learning in class XI MAS KUI Thawalib Putra Padang Panjang is still on the teacher centered learning. In addition, student learning activities are still passive in learning. One of the best solutions to increase learning activities and learning outcomes are applying the Think Pair Share (TPS) learning model. TPS learning model is one of the cooperative learning models. This study purpose was describing student learning activities during the application of the TPS learning model, and describing whether mathematics learning outcomes of students in the posttest group were better than the pretest group in class XI MAS KUI Thawalib Putra Padang Panjang. This type of research is quantitative including a pre-experimental method of type one group pretest-posttest (single group initial test-end test). The instruments used are learning outcomes tests and observation sheets. Proof of research hypothesis by t test. From the data analysis, it was concluded that the activities of students who studied with the TPS model tended to increase at each meeting, and the results of learning mathematics for the sample class students in class XI MAS KUI Thawalib Putra Padang Panjang who were taught by applying the Think Pair Share learning model were different from the results. learning mathematics of students who are taught by conventional learning to the level of = 0.05.Keywords -- Cooperative Learning, Learning Activities, Learning Outcomes, Think Pair Share

This study aims to determine the process of learning mathematics in students with visual disabilities. Researchers use the experimental method, where the experimental method is part of the quantitative method. Data collection uses a questionnaire to find out the results of learning mathematics in students with visual disabilities. The subject of this study was one of the 3rd-grade students at special education school SDLB Purwosari Kudus who has special needs and is visually impaired. The results of the study show that in the process of teaching activities, the teacher only provides material and the teacher does not provide examples of learning media to students. Students with visual disabilities have difficulties in mathematics lessons, where the teacher only explains the material to students in the process of teaching and learning activities, but students have a high curiosity and enthusiasm for the material being taught. Meanwhile, the limitations of learning media and school facilities are inhibiting factors in teaching and learning mathematics for students with visual disabilities. Seeing these conditions, the researcher chose the Flat Puzzle learning media.

The problem solving abilities of students in learning mathematics are still not well trained, and there are varying degrees of difficulty experienced by students in learning mathematics. Factors that influence the ability to solve problems include interest in learning. This study aims to analyze the ability of problem solving based on students' interest in learning mathematics. This type of research is a descriptive qualitative study, which was conducted at Babussalam Pekanbaru High School with research subjects coming from Class X MIPA 1 selected based on the level of problem solving skills and student interest in learning. Problem solving abilities consist of categories: high, medium, low. Learning interest is categorized as positive and negative interests. Data collection techniques are written tests and non-tests in the form of questionnaire interest in learning and interviews. Based on the research results, the problem solving ability of high category students with positive learning interest is able to meet all indicators of problem solving ability. The problem solving ability of the medium category students with positive learning interest is able to meet the indicators of planning for solving, solving problems, and checking. The problem solving ability of low category students with positive learning interest is only able to meet the indicators of planning a solution, and solving a problem. The ability of problem solving students in the moderate category with negative learning interest is able to meet the indicators of planning for solving, solving problems, and checking.

There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relationship between CT and mathematics learning. Among the results, this review found that geometrized programming and student-centered instructional approaches were facilitators of productive learning in CT and mathematics. Moreover, CT-based mathematics learning entails an interactive and cyclical process of reasoning mathematically and reasoning computationally, which can occur when: (1) applying mathematics to construct CT artefacts; (2) applying mathematics to anticipate and interpret CT outputs; and (3) generating new mathematical knowledge in parallel with the development of CT. The findings contribute to an in-depth understanding of what, and how, CT-based mathematics instruction impacts student learning in K-12 contexts.

Papua students are still less motivated to take mathematics lessons. Students feel that mathematics is difficult and boring, so they are less interested during the mathematics learning process. The aim of this research is to increase the learning motivation of native Papuan students towards mathematics subjects using Geogebra software. The method in this research is classroom action research. This research will be carried out at SMA N 1 Warmare. The subjects used in this research were native Papuan students in class X at SMA N 1 Warmare. Data collection methods in this research include observation, questionnaire and documentation methods. The data analysis technique in this research uses descriptive analysis, namely qualitative data from observations and quantitative data from the results of the mathematics learning motivation questionnaire. In the pre-cycle, students' motivation towards mathematics was still weak on average, then in cycle 1 students' motivation to learn mathematics increased with an average of strong category, but there were still some students who had sufficient and weak motivation towards mathematics, this was shown with still the lowest score of students in the weak category. In cycle 2 there was a fairly high increase in student learning motivation, with the majority of students having a very high category, this was proven by the fact that there were no students who had weak motivation to learn mathematics. Students have also been active in participating in the learning process. Learning using Geogebra software can increase the motivation of native Papuan students in learning mathematics

This study aims to determine whether there is a significant relationship between students' mathematical self-efficacy and student learning outcomes in elementary grades. The research method used is descriptive method with the correlation approach. The instrument used for both variables is a scale of self-efficacy to see students' mathematical self-efficacy and student learning outcomes from the Final Examination (UAS). The self-efficacy scale contains 20 statements containing four alternative answers. The population of this study were all elementary school students, namely 156 students with a sample of 63 students. Data were analyzed with Pearson followed by t-test, previously obtained that the data of self-efficacy and mathematics learning outcomes were normally distributed and linear. Data on self-efficacy is 0.173> 0.05 and data on student mathematics learning outcomes is 0.2> 0.05. Linearity was fulfilled at 0.04 <0.05. Obtained tcount = 2,9255 while ttable = 1,9996, so tcount> ttable means that Ho is rejected. It can be stated that there is a significant relationship between self-efficacy and mathematics learning outcomes of elementary school low grade students.

This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.

Students’ difficulties in understanding Systems of Linear Equations in Three Variables (SPLTV) are often caused by limited visualization and a lack of contextual learning approaches. The purpose of this study is to develop a Geogebra-assisted learning media based on Problem-Based Learning that is valid and practical, thus, it can support students in learning mathematics. The method used was design research of the development studies type with Gravemeijer’s stages, which consist of three phases, but were limited to the second trial phase in the teaching experiment stage. The subjects in this study were students of Class XI-1 at SMAN 2 Cimahi and Class XI-I at SMAN 1 Batujajar. The instruments used were expert validation sheets and student and teacher response questionnaires, which were then analyzed using a Likert scale of 1 to 5. The validation results showed that the Geogebra-assisted learning media based on Problem-Based Learning met the criteria for validity in terms of both content and media aspects. The first and second trial phases indicated that the Geogebra-assisted learning media met the Very Good criteria in terms of practicality based on student and teacher responses. Therefore, this Geogebra-assisted learning media is recommended as an alternative supporting media in mathematics learning, particularly for SPLTV material, as it can help students understand mathematical concepts more clearly, interactively, and contextually.

Mathematical problem solving ability is one aspect that has an important role and becomes one of the goals that must be achieved by students in learning mathematics. However, in reality at SMAN 14 Padang showed that students' mathematical problem solving ability is still low. One of the learning models that can be applied to improve students' mathematical problem solving ability is Problem Based Learning (PBL). The purpose of this research is determine the mathematical problem solving ability of students who study with the Problem Based Learning model and compare it with direct learning in class XI MIPA SMAN 14 Padang. The type of research is a quasi-experimental with a static group comparison design. The population is students of class XI MIPA SMAN 14 Padang with a sample class XI MIPA 1 even absent as an experimental class and XI MIPA 6 even absent as a control class. The instrument of this research is in the form of a mathematical problem solving ability test. Based on the results of data analysis, using the t-test, obtained the P-value of 0.002. This shows the P-value , then is rejected. This means that the mathematical problem solving ability of students who study using the Problem Based Learning model is better than the mathematical problem solving abilities of students who learn using the direct learning model in class XI MIPA SMAN 14 Padang. Keywords – Learning Models, Problem Based Learning, Problem Solving

This research aims to explain a review of the relationship between Self-efficacy and the ability to understand mathematical concepts, and how to develop and measure student Self-efficacy. In this research, the Systematic Literature research method was used which aims to obtain data from relevant research. With research sources coming from Google Scholar, Researchgate, Scopus, Syntax, and DOAJ. In this research, 17 reference sources were collected to obtain data and information. Information collected regarding differences in mathematical concept abilities in students' Self-Efficacy criteria, Development of Self-Efficacy in students in mathematics learning, Impact of students' Self-Efficacy on their ability to understand mathematical concepts, Measurement techniques (Indicators) of Self-Efficacy Efficacy of students' understanding of mathematical concepts. From the data collected, it was found that the technique that is often used is the Bandura technique. To develop self-efficacy in mathematics learning, you can focus on learning objectives, adding learning models, as well as 4 triggers, including: Mastery of experience, represented experience, social persuasion, and physical and affective conditions. In activating or applying these abilities, self-efficacy can have a positive impact on learning for students through external and internal learning activities of individual students. And self-efficacy is also useful in maintaining students' resilience in answering difficult questions, as well as understanding the concepts more deeply.

Nowadays, Virtual Reality (VR) is one of the new technologies that have been used in learning session that have a positive impact on the students. This article is intended to study the students' acceptance and interest in the use of VR in learning Mathematics. This study involves 37 students, of whom are 15 male students and 22 female students with age range of 15 and 16 years from Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN) located in Bangi, Selangor. The module that contains 13 questions and 1 set of questionnaires is used to collect the research data. The findings reveal that majority of the students show good results in the use of VR as learning tools in the lesson, whereby 89% of them got grade A in the task whilst the rest of them got grade A-. These technologies have a positive impact on the students in understanding Mathematics. Furthermore, the findings show that the usage of VR in the group can not only help improve students' social skills in doing tutorial in the class but also increase their interests in learning Mathematics. The implementation of VR application has a positive impact on the students in learning Mathematics with the help of their teachers and parents. Nevertheless, parents need to control the usage of the gadgets.