Koordinat Jurnal MIPA

Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory

2026-04-19T10:41:39+00:00

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.

The Effectiveness Of Augmented Reality Learning Media Integrating Toraja Carving Ethnomathematics On Students’ Mathematical Proficiency

2026-04-19T11:09:09+00:00

This study aims to investigate the effectiveness of Augmented Reality (AR) learning media integrating Toraja carving ethnomathematics on the mathematical proficiency of ninth-grade junior high school students in Palopo. The research employed a quasi-experimental design using a pre-test and post-test model to measure the impact of AR learning media on students’ mathematical skills. The participants consisted of 150 students selected from six schools through purposive and random sampling techniques. The research instruments comprised a mathematical proficiency test and a questionnaire developed based on five indicators: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Data were analyzed using the Wilcoxon Signed-Rank Test, as the dataset was not normally distributed. The results indicate a significant improvement in students’ mathematical proficiency after the implementation of AR learning media, as evidenced by the significance value of the Wilcoxon Signed-Rank Test, which is 0.000 and lower than 0.05. The integration of AR technology with local cultural elements of Toraja carvings successfully fostered a contextual, interactive, and meaningful learning environment. This study implies that can serve as an innovative pedagogical approach to enhance mathematical proficiency while promoting the preservation and appreciation of local culture in mathematics education

Comparative Numeracy in Statistical Reasoning of Pre-Service Early Childhood Teachers

2026-05-16T23:26:42+00:00

This study aims to analyze differences in statistical reasoning and numeracy skills between two groups of PG-PAUD Study Program students. Using a quantitative comparative approach, all 49 PG-PAUD students enrolled in statistics during the 2025/2026 even semester were included, divided into class A (25 students) and class B (24 students). The second group used IBM SPSS Statistics and the VClass platform for equivalent learning. Data were obtained through a digital-based final semester exam with 25 multiple-choice questions assessing statistical reasoning. Data analysis included normality and homogeneity tests, followed by an independent sample t-test and effect size analysis using Cohen’s d with IBM SPSS Statistics at a significance level of 0.05. Results show no significant difference in numeracy abilities in statistical reasoning between classes (t = 1.295; sig. = 0.201 > 0.05; Cohen's d = 0.37). Although class A had a higher average score (M = 81.28; SD = 13.99) compared to class B (M = 76.00; SD = 14.54), this difference was not statistically significant, and the effect size was small. Indicator analysis highlighted that students excelled most in selection analysis, but scored lower in understanding concepts, interpreting, and drawing conclusions. These findings underscore that while technology-based learning yields comparable statistical reasoning results, there is still room for deeper skill development

Characteristics Of Students’ Mathematical Problem-Solving Strategies In Problem-Based Learning Through Polya’s Stages

2026-06-06T22:47:17+00:00

This study aimed to explore the characteristics of students’ mathematical problem-solving strategies in Problem-Based Learning through Polya’s stages in solving compound interest problems. This study employed a qualitative descriptive case study. The participants consisted of 35 Grade XI students at SMA Negeri 2 Tolitoli, Central Sulawesi. Data were collected through problem-solving tests, interviews, observations, and documentation. Three representative students from high-, moderate-, and low-level problem-solving characteristic profiles were selected purposively for in-depth analysis. Data were analyzed using Miles and Huberman’s interactive model. The findings showed that students demonstrated different strategy characteristics across Polya’s stages. At the understanding stage, students demonstrated complete identification, partial understanding, and misunderstanding strategies. During the planning stage, conceptual, procedural, and trial-and-error strategies emerged. At the implementation stage, students demonstrated systematic solution, procedural error, and inconsistent-step strategies, while at the reflective stage, students showed solution evaluation, partial verification, and no verification strategies. Students with high-level profiles tended to demonstrate coherent and interconnected strategy patterns, whereas students with low-level profiles demonstrated fragmented and inconsistent processes. The findings further indicated that students’ strategies developed as interconnected processes in which difficulties emerging at earlier stages influenced subsequent stages. Reflective activities were identified as the weakest component of students’ mathematical problem-solving processes. The findings contribute theoretically to understanding how students’ mathematical problem-solving strategies emerge and develop across Polya’s stages within Problem-Based Learning environments. Practically, the findings highlight the importance of strengthening reflective activities and supporting interconnected strategic thinking in mathematics learning

Enhancing Students’ Self-Confidence In Mathematics Through Geogebra-Assisted TAPPS

2026-06-06T23:08:20+00:00

This study aimed to investigate the effectiveness of GeoGebra-assisted Thinking Aloud Pair Problem Solving (TAPPS) in improving students’ self-confidence in mathematics learning. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 70 eleventh-grade students from a public senior high school in Tangerang, Indonesia, selected through purposive sampling. The sample was divided into an experimental group and a control group, each consisting of 35 students. Data were collected using a self-confidence questionnaire comprising 30 statements based on four dimensions of self-confidence: belief in one’s own abilities, positive thinking and action, optimism and perseverance, and adaptability and social interaction. The data were analyzed using descriptive statistics, normality and homogeneity tests, an independent samples t-test, and N-gain analysis. The results revealed that the experimental group demonstrated greater improvement in self-confidence than the control group. Although the post-scale comparison did not indicate a statistically significant difference between groups (p = .060), the N-gain analysis showed a significant difference in improvement (p = .001). These findings suggest that GeoGebra-assisted TAPPS contributes positively to the development of students’ self-confidence and facilitates greater growth in confidence throughout the learning process. Therefore, the integration of collaborative problem-solving strategies and dynamic mathematical visualization can be considered a promising approach for promoting positive affective outcomes in mathematics learning