Systematic literature review: relational thinking ability in mathematics

Research on relational thinking has been widely conducted; however, no analysis of these studies has been carried out so far. This research aims to analyze the distribution of research related to relational thinking in mathematics at elementary and high school levels, which was conducted from 2016 to April 2024. This study employs the Systematic Literature Review (SLR) method, focusing on articles indexed in Scopus, ERIC, ScienceDirect, and Google Scholar. The results of the Systematic Literature Review (SLR) show that: (1) there were 30 studies on relational thinking ability in mathematics conducted; (2) eight studies were conducted abroad, while 22 were conducted in Indonesia; (3) arithmetic was the most common topic in research on relational thinking; (4) the majority of studies on relational thinking ability have been carried out at the junior high school level; (5) of the 30 articles, 14 are indexed in Sinta, 7 in Scopus, and 9 are indexed only in Google Scholar; (6) there are two definitions of relational thinking used by researchers. These findings serve as a basis for determining future research topics related to relational thinking ability.

Developing LKPD using the STEAM approach to facilitate the creative mathematical thinking ability of grade X students

This study is based on the observation that students struggle to think mathematically creatively when studying statistical material, and that there is currently no effective learning tool to help students develop this skill. The purpose of this research is to inform the creation of a STEAM-based statistics worksheet for use with students in class X SMA/MA, to foster their capacity for mathematical creativity. This research uses the 4D model, including Define, Design, Develop, and Disseminate. Data collection techniques included observations and interviews. This study involved students from Class X at SMAN 2 Siak Hulu. The results indicate that LKPD is valid, based on expert review, and practical, as demonstrated by the field test. At the field trial stage, the LKPD developed meets the assessment aspects: ease of use, presentation, readability, and time. So, the STEAM-based LKPD can be used during learning to facilitate creative mathematical thinking abilities

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The "realistic" concept in Realistic Mathematics Education (RME) is often confined to everyday contexts. In contrast, for aerospace engineering students, realistic mathematics should reflect the mathematical applications in their academic and future professional environments. This study aimed to design and evaluate instructional activities grounded in RME principles, integrating mathematics mobile applications to support conceptual understanding and reasoning. Using a design research approach, the study involved a questionnaire distributed to alums and third-year students, followed by two implementation cycles with first-year aerospace engineering students. The focus was on integral strategies in calculus, utilizing Photomath to bridge informal and formal mathematical reasoning. Results indicate that students engaged actively with the applications and demonstrated improved reasoning skills, particularly in inductive and imitative reasoning. This study highlights the potential of contextualized digital tools in supporting realistic mathematics learning in higher education. It suggests directions for aligning university-level mathematics with its practical applications in other disciplines, such as aerospace engineering

Exploration of digital book learning media design for improving students\u27 mathematical literacy abilities with the design thinking method

This study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online.This study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online

Analisis Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal pada Materi Teorema Pythagoras

Mathematical communication skills are essential for learning mathematics. Nevertheless, many students still demonstrate low proficiency, particularly among junior high school students. This study aimed to describe and analyze students\u27 mathematical communication abilities regarding the Pythagorean theorem. The research employed a descriptive qualitative approach with a sample of 20 eighth-grade students at SMPN 2 Pekanbaru. Data were collected using a mathematical communication ability test in problem-solving. The test consisted of three essay questions based on indicators of mathematical communication skills. Data analysis techniques included data reduction, data presentation, and concluding. The results indicate that the mathematical communication ability of eighth-grade students at SMPN 2 Pekanbaru on the Pythagorean theorem topic falls into the low category, with an average score of 32.91. Based on the test indicators, the ability to represent everyday problems using mathematical language was categorized as low (26%). Interpreting images into mathematical symbols and language was moderate (43%), while presenting statements into mathematical models was also low (28%). These findings indicate that students are not yet able to communicate their mathematical thinking processes in a coherent manner. The implication is that instructional practices should provide opportunities for students to explain their problem solving steps and consistently engage in mathematical communication during classroom activities.Kemampuan komunikasi matematis sangat penting dan diperlukan dalam pembelajaran matematika, namun dalam praktiknya masih banyak siswa yang memiliki kemampuan komunikasi matematis yang rendah. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan komunikasi matematis siswa pada materi teorema pythagoras. Penelitian yang dilakukan adalah penelitian kualitatif deskriptif dengan subjek siswa kelas VIII di SMPN 2 Pekanbaru sebanyak 20 siswa. Teknik pengumpulan data menggunakan tes kemampuan komunikasi matematis dalam menyelesaikan soal. Tes yang digunakan berbentuk 3 soal uraian berdasarkan indikator kemampuan komunikasi matematis. Teknik analisis yang digunakan meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil analisis diperoleh kemampuan komunikasi matematis siswa kelas VIII SMPN 2 Pekanbaru pada materi teorema Pythagoras berada pada kategori rendah, dengan rata-rata 32,91. Ditinjau dari indikator soal tes kemampuan komunikasi matematis, menuliskan permasalahan sehari-hari dalam model atau bahasa matematika berada pada kategori rendah dengan persentase 26%, indikator menafsirkan gambar ke dalam simbol atau bahasa matematika berada pada kategori sedang dengan persentase 43%, indikator menyajikan pernyataan ke dalam model atau bahasa matematika berada pada kategori rendah dengan persentase 28%. Berdasarkan temuan ini kemampuan komunikasi matematis perlu ditumbuh kembangkan secara optimal dan merata, perlu pembiasaan atau pemberian soal-soal yang dapat mengukur kemampuan komunikasi matematis secara rutin

Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA dalam Menyelesaikan Soal Berkonteks Budaya Melayu Kepulauan Riau

Existing studies show that problem-solving is still a problematic learning outcome faced by grade XI students at SMA Negeri 1 Bintan Timur. This study aims to describe the mathematical problem-solving ability of high school students in the context of the Malay culture of the Riau Islands. The type of research applied is descriptive qualitative. The source of information for this study came from students of class XI E at SMA Negeri 1 Bintan Timur. The data collection methods applied consisted of tests, interviews, and documentation. The data analysis process in this study included data reduction, data presentation, and conclusion. The results of this study indicate that there are 2 students with a percentage of 7% in the high category, 9 students with a rate of 33% in the medium category, and 16 students with a percentage of 60% in the low category. Integrating Malay culture in mathematics research can help students understand mathematics in everyday life and enrich their understanding. In addition, students learn theory and see the real application of mathematics in their daily lives.Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika siswa SMA dalam konteks budaya Melayu Kepulauan Riau. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Sumber data penelitian ini adalah siswa kelas XI E SMA Negeri 1 Bintan Timur. Teknik pengumpulan data menggunakan tes, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa terdapat 2 siswa dengan presentase 7% berada pada kategori tinggi, 9 siswa dengan presentase 33% berada pada kategori sedang, dan 16 siswa dengan presentase 60% berada pada kategori rendah. Berdasarkan hasil analisis data, siswa dengan kemampuan pemecahan masalah matematika tinggi dapat memenuhi tahapan memahami masalah, merencanakan strategi, melaksanakan strategi, dan menarik kesimpulan. Siswa dengan kemampuan pemecahan masalah matematika sedang juga menunjukkan kemampuan memenuhi tahapan memahami masalah, merencanakan strategi, dan melaksanakan strategi pada soal nomor 1 dan 2. Namun, pada soal nomor 3, siswa hanya dapat memenuhi tahapan memahami masalah. Siswa dengan kemampuan pemecahan masalah matematika rendah cenderung hanya mampu memenuhi satu indikator yaitu pemecahan masalah matematika, yaitu memahami masalah

Effectiveness of the problem-based learning model to improve mathematical literacy of junior high school students

Existing studies show that learning using problem-based learning teaching modules can significantly improve mathematical literacy in class VII students at SMPN 1 Kampar. A quasi-experimental design was used, with the research population consisting of VII-grade students of SMPN 01 Kampar. The research sample consisted of two classes: VII-B, the control class, and VII-A, the experimental class. The data analysis technique employed was a posttest analysis of the results from the mathematical literacy test, using the t-test to determine whether there was an increase in performance, as indicated by N-Gain data. The results of data analysis showed that the Independent Sample t-test obtained a significance value of 0.001, which means that there is a significant difference between the control class and the experimental class. The average value of N-Gain was 0.6722 for the experimental class, categorized as medium, and 0.2970 for the control class, also categorized as medium. Indicates that learning using the PBL model increases mathematical literacy higher than classes that do not use the PBL model. These findings reveal that there is an increase in mathematical literacy, thus indicating that the use of the PBL model helps improve mathematical literacy

Exploring mathematics history: Desargues’ contributions and perspectives of teacher candidates

This research explores the contributions of Girard Desargues, a pivotal but often overlooked mathematician in geometry. The study aims to provide insights, inspire interest, and evaluate the understanding of prospective mathematics teachers regarding Desargues\u27 contributions, particularly his work on projective geometry. Employing a qualitative approach, the research integrates a literature review and a case study. Literature data were sourced from academic journals and books, while the case study involved interviews with students from five mathematics education classes. Open-ended interviews assessed students\u27 familiarity with Desargues and their ability to comprehend and apply his theorem. Data were analyzed through meta-analysis and thematic analysis. The findings categorize student responses into three levels: Medium of Desargues and Desargues Theorem, Intermediate Knowledge of Desargues and Desargues Theorem, and Low of Desargues and Desargues Theorem. The results underscore varying levels of awareness among future mathematics educators and suggest that integrating historical mathematical insights into education may support a deeper understanding of concepts

Developing PBL-based worksheets on sequences and series to enhance mathematical connection skills of senior high school students

This study was driven by students’ low mathematical connection ability in learning Sequences and Series, a skill essential for understanding relationships among mathematical concepts. The purpose of this research was to develop a Problem-Based Learning (PBL)-based student worksheet designed to improve students’ mathematical connection ability and to examine its validity and practicality. A development research approach was applied using the 4-D model—Define, Design, Develop, and Disseminate. The participants were tenth-grade students selected through purposive sampling. Data were collected using validation instruments, practicality questionnaires, interviews, and classroom observations. The validation process evaluated face, content, and construct validity. The developed worksheet demonstrated strong validity, with average scores of 89.29% for face validity, 89.29% for content validity, and 86.79% for construct validity. The overall validity score of 88.45% fell into the “very valid” category, indicating the product’s suitability for field implementation. The practicality assessment, focusing on design, clarity of material presentation, and ease of use, produced an average score of 83.27%, classified as “practical.” These findings suggest that the PBL-based worksheet is both valid and practical, offering potential as an effective instructional tool to support students in developing mathematical connection ability, particularly in topics related to Sequences and Series

The relationship between independent learning and mathematical creative thinking ability in vocational high school students

This study contributes to mathematics education by clarifying how independent learning supports students’ creative thinking processes, particularly in vocational contexts where autonomy and problem-solving skills are crucial. This study focuses on students\u27 learning independence and creative thinking skills with the aim of determining whether there is a relationship between learning independence and creative thinking skills among vocational high school students. This study uses a quantitative descriptive approach with a correlational method conducted at one of the vocational high schools in Tangerang City, Banten Province. The sample in this study consisted of 30 students from the 10th-grade Multimedia class. Data collection techniques included observation, a 24-item questionnaire, and a written test with 5 questions. The instruments were validated by experts and declared suitable for use, ensuring content validity and reliability. Based on the results of the study conducted in the Multimedia class, it can be concluded that the level of learning independence and creative thinking ability of students is above average, with 13 students (43.33%) scoring below average and 17 students (56.66%) scoring above average, and further analysis shows a strong positive correlation (r = 0.970, p < 0.01) between the two variables. Based on the hypothesis test, there is a significant relationship between learning independence and students\u27 creative thinking ability