Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer\u27s Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer\u27s Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer\u27s Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer\u27s Sketchpad in GSP-based instruction contributed to the enhancement of students\u27 algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer\u27s Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool

Difficulties and Correlation between Phenomenon and Reasoning Tier of Multiple-Choice Questions: A Survey Study

Two-tier multiple-choice (2TMC) has been introduced as an instrument to analyze a conceptual understanding at tier 1 and reasoning to the answer at tier 2. Even there are many studies on using the instrument; there is still relatively little attention on scoring method. Therefore, this study aimed to compare difficulties and to see if there is a correlation between responses at the phenomenon and reasoning tier. The instrument namely representational systems and chemical reaction diagnostic instrument (RSCRDI) containing 15 items were translated into Indonesian language and validity and reliability of the instrument were established. RSCRDI was tested with 185 pre-service chemistry teachers (19 males and 166 females). Their raw data were converted into logit, and it was found that the phenomenon tier was slightly more difficult. Based on Pearson correlation test, it is found that the phenomenon tier and reasoning tier were significantly correlated, r=.362, p-value <0.001

Effect of reciprocal teaching strategy on physics student’s academic self-concept

This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment

Mediating Role of Metacognitive Awareness Between Self-Efficacy and Mathematics Reasoning Among Education Undergraduate Students During Pandemic

This research aimed to examine the contribution of metacognitive awareness as a moderator in the relationship between self-efficacy and mathematical reasoning among education undergraduates during the Covid-19 Pandemic. The analysis included 184 undergraduate students in one public university around Klang Valley, Malaysia. The researcher distributes mathematics reasoning assessment, metacognitive awareness, and self-efficacy questionnaires to collect research data. Statistical Package for the Social Sciences version 25 analyzes the mediating influence of metacognitive awareness in the correlation between self-efficacy and mathematics reasoning. The findings revealed that undergraduate mathematics and science education students had better mathematical reasoning abilities than undergraduates of nonmathematics and science education. However, the result indicated that mathematics and science education undergraduate students have high metacognitive awareness and utilize more strategies in mathematics reasoning assessment. This research suggested that further analysis can measure other populations, such as secondary school students’ metacognitive awareness and self-efficacy in mathematics reasoning

The Readiness of TVET Lecturers in Facing the Intelligence Age IR4.0

Understanding of the industrial revolution 4.0 (IR4.0) and professional ethics are required for lecturers to cope with the intelligence era. However, some lecturers still have poor professional ethics or do not even understand such principles. These two factors have become barriers to the country’s efforts to embrace IR4.0. Thus, this study aims to determine the influence of professional identity and ethics on the readiness of TVET lecturers in facing IR4.0. Data were collected using a combination of two instruments to measure professional ethics, IR4.0 understanding and IR4.0 readiness. A total of 203 technical and vocational education and trainings (TVET) lecturers in Malaysia were chosen for this study by using the simple random sampling method. The findings reveal the significant influence of lecturers’ understanding of the intelligence age and their readiness to face IR4.0. However, professional ethics is not found to be a mediator of the relationship between IR4.0 understanding and readiness. Thus, the Ministry should improve the lecturers’ IR4.0 readiness by providing IR4.0 courses and trainings for lecturers, as well as providing state-of-the-art facilities for teaching and learning technology

Ethnomathematics study of Pandanwangi village: Schools mathematics instruction in rice farmer activities Pandanwangi

This study aims to explore the hidden mathematical concepts behind the rice farming activities of Pandanwangi Cianjur. The research method is qualitative research with an ethnographic approach. The research location is in Pandanwangi Cultural Village, Bunikasih Village, Warungkondang District, Cianjur Regency, West Java. Pandanwangi Cultural Village was deliberately built by the Cianjur Regency Government to further introduce pandanwangi rice, which is the superior local variety of Cianjur Regency. Pandawangi rice farmers' cultural activities contain mathematical concepts that arise when determining seed class, number of seeds, nursery preparation, final seed selection with salt solution, seeding in nurseries, nursery maintenance, preparation of planting land, planting, fertilization in planting areas, planting maintenance, harvest, and post-harvest. The findings of this study show that there are mathematical concepts in agricultural activities on geometric content, including determining points, lines, angles, the area of flat shapes, the similarity of flat shapes, and algebra, including comparisons, percentages, and social arithmetic. The results of the research can be used as a teaching module to facilitate learning for students in the school curriculum

Problem-based learning innovation through realism and culture: Impact on mathematical problem solving and self-efficacy in primary school students

Background: Elementary school students in Aceh Tamiang often struggle with problem-solving which negatively impacts their confidence. To address this issue, a new teaching approach called PBL-Reathnomath was developed, combining problem-based learning with real-world math examples and cultural references.Aim: This study aimed to determine the effectiveness of the PBL-Reathnomath model at improving students' problem-solving skills and self-confidence.Method: A study was conducted involving randomly selecting participants and dividing them into two groups. One group learned using the new PBL-Reathnomath model while the other group learned using traditional methods. Data were collected through tests and surveys and the results were analyzed using statistical methods.Results: The findings showed that the PBL-Reathnomath model significantly improved both the problem-solving abilities and self-efficacy of the students. The group that used this new model performed better on average than the group that used traditional methods. Further analysis confirmed that the PBL-Reathnomath model simultaneously affected problem-solving and self-efficacy, explaining a substantial portion of the variation in these outcomes.Conclusion: While the effect size was smaller compared to conventional learning, the study concluded that PBL-Reathnomath is a valuable and specialized approach for improving problem-solving skills and boosting self-confidence among elementary school students

Effects of integrating a brain-based teaching approach with GeoGebra on problem-solving abilities

B-Geo Module is a module that has been developed using the brain-based teaching approach (BBTA) integrated with GeoGebra Software (B-Geo Module) is expected to help students’ problem-solving abilities of the topic of Differentiation. The BBTA is a strategy that uses brain-based learning techniques. It was created to be consistent with the individual brain's tendencies and ideal functions in order to ensure that pupils can learn efficiently. Therefore, the proposed of this study is to explore the possible effects of the B-Geo Module on problem-solving abilities for the Topic of Differentiation. A quasi-design of pre-test and post-test experiments was utilized in this study, which included 118 form 4 pupils from rural secondary schools. For school selection, the researchers employed cluster sampling approaches, and for sample selection, they used an intact group. The schools were separated into two groups: experimental and control. The experimental group used the B-Geo Module, while the control group used traditional ICT modules. The instrument used was the Problem-Solving Test of Differentiation. The results of the data analysis showed the effectiveness of the B-Geo Module in the problem-solving abilities in the topic of Differentiation among rural secondary school pupils. The multimedia such as GeoGebra can be the tools for BBTA to facilitate Additional Mathematics teachers in secondary schools to help students solve problem and improved their learning in the topic of Differentiation

Adolescent learning support: relationship with burnout and achievement

This study primarily aimed to determine the effects of burnout as an intermediary link between student achievement and learning support on boys and girls and to ascertain the direct and indirect effects of learning support on student achievement. Study participants were adolescents aged 12 to 17 years (male N = 1170 and female N = 1189). Results indicated that both models produced between boys and girls were equal. Burnout emerged as an intermediary link between student achievement and learning support. Exhaustion and inadequacy of male students exhibited a significant relationship between the intermediary support of teachers, peers, and parents. The inadequacy of female students was also a significant intermediary. In terms of the direct effect, peer support significantly contributed to the student achievement of boys and girls. Moreover, burnout influenced student achievement. Based on the findings, this study recommended that the students must be taught to adapt themselves to teaching, learning, and academic achievement, thereby improve engagement and reduce burnout