Article Sidebar

Download
PDF
Statistic
Read Counter : 1814 Download : 1108

Downloads

Download data is not yet available.

Main Article Content

Abstract

The mathematical reasoning ability is one of the essential hard skills of a student, especially in solving everyday problems. In supporting the achievement of this mathematical reasoning ability, meaningful teaching materials are an essential part of keeping exciting and not dull a learning process. This study aimed to design and develop an e-module in the ePub format with the problem-based learning approach to improve students' mathematical reasoning ability on arithmetic sequences and series concepts. This study used the design research method of development research in two stages—preliminary design and formal evaluation design—with tryouts performed on 32 grade XI students as research subjects. The data collection techniques used were documentation, observation, interviews, and tryouts. Data analysis was carried out quantitatively and qualitatively. The results showed that the e-module developed was valid and practical to improve students' mathematical reasoning ability, especially in solving problems related to sequences and series. The indicators of mathematical reasoning ability better improved using this ePub module were proposing problem-solving assumptions and concluding solutions logically. The development of the e-module in the e-Pub format offers alternative solutions to improve students' mathematical reasoning ability.

Keywords

Design Research e-Module ePub Mathematical Reasoning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Hidayat, W., Rohaeti, E. E., Ginanjar, A., & Putri, R. I. I. (2022). An ePub learning module and students’ mathematical reasoning ability: A development study. Journal on Mathematics Education, 13(1), 103–118. https://doi.org/10.22342/jme.v13i1.pp103-118
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoe, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953-103953. https://doi.org/10.1016/j.compedu.2020.103953
  2. Bergqvist, T., & Lithner, J. (2012). Mathematical reasoning in teachers' presentations. Journal of Mathematical Behavior, 31(2), 252-269. https://doi.org/10.1016/j.jmathb.2011.12.002
  3. Bergqvist, T., Lithner, J., & Sumpter, L. (2008). Upper secondary students' task reasoning. International Journal of Mathematical Education in Science and Technology, 39(1), 1-12. https://doi.org/10.1080/00207390701464675
  4. Dasaprawira, M. N., Zulkardi, Z., & Susanti, E. (2019). Developing mathematics questions of PISA type using Bangka context. Journal on Mathematics Education, 10(2), 303-314. https://doi.org/10.22342/jme.10.2.5366.303-314
  5. de Castro, B. (2004). Pre-service teachers’ mathematical reasoning as an imperative for codified conceptual pedagogy in algebra: A case study in teacher education. Asia Pacific Education Review, 5(2), 157-166. https://doi.org/10.1007/BF03024953
  6. Efriani, A., Putri, R. I. I., & Hapizah, H. (2019). Sailing context in PISA-like mathematics problems. Journal on Mathematics Education, 10(2), 265-276. https://doi.org/10.22342/jme.10.2.5245.265-276
  7. Eriksson, H., & Sumpter, L. (2021). Algebraic and fractional thinking in collective mathematical reasoning. Educational Studies in Mathematics, 1-19. https://doi.org/10.1007/s10649-021-10044-1
  8. Firdaus, F. M., Wahyudin, W., & Herman, T. (2017). Improving primary students' mathematical literacy through problem based learning and direct instruction. Educational Research and Reviews, 12(4), 212-219. https://doi.org/10.5897/ERR2016.3072
  9. Fitriani, N., Suryadi, D., & Darhim. (2018). The students’ mathematical abstraction ability through realistic mathematics education with VBA-Microsoft Excel. Infinity, 7(2), 123-132. https://doi.org/10.22460/infinity.v7i2.p123-132
  10. Gorev, P. M., Telegina, N. V., Karavanova, L. Z., & Feshina, S. S. (2018). Puzzles as a didactic tool for development of mathematical abilities of junior schoolchildren in basic and additional mathematical education. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1602-em1602. https://doi.org/10.29333/ejmste/93675
  11. Granberg, C., & Olsson, J. (2015). ICT-supported problem solving and collaborative creative reasoning: Exploring linear functions using dynamic mathematics software. The Journal of Mathematical Behavior, 37, 48-62. https://doi.org/10.1016/J.JMATHB.2014.11.001
  12. Hendriana, H., Eti Rohaeti, E., & Hidayat, W. (2017). Metaphorical thinking learning and junior high school teachers' mathematical questioning ability. Journal on Mathematics Education, 8(1), 55-64. https://doi.org/10.22342/jme.8.1.3614.55-64
  13. Hendriana, H., & Fadhillah, F. M. (2019). The students’ mathematical creative thinking ability of junior high school through problem-solving approach. Infinity Journal, 8(1), 11-20. https://doi.org/https://doi.org/10.22460/infinity.v8i1.p11-20
  14. Hendriana, H., Prahmana, R. C. I., & Hidayat, W. (2018). Students’ performance skills in creative mathematical reasoning. Infinity Journal, 7(2), 83-96. https://doi.org/10.22460/infinity.v7i2.p83-96
  15. Hendriana, H., Prahmana, R. C. I., & Hidayat, W. (2019). The innovation of learning trajectory on multiplication operations for rural area students in Indonesia. Journal on Mathematics Education, 10(3), 397-408. https://doi.org/10.22342/jme.10.3.9257.397-408
  16. Hidayat, W., Wahyudin, W., & Prabawanto, S. (2018). The mathematical argumentation ability and adversity quotient (AQ) of pre-service mathematics teacher. Journal on Mathematics Education, 9(2), 239-248. https://doi.org/10.22342/jme.9.2.5385.239-248
  17. Hwang, J., & Ham, Y. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199-222. https://doi.org/10.22342/jme.12.2.13625.199-222
  18. Jonsson, B., Norqvist, M., Liljekvist, Y., & Lithner, J. (2014). Learning mathematics through algorithmic and creative reasoning. Journal of Mathematical Behavior, 36, 20-32. https://doi.org/10.1016/j.jmathb.2014.08.003
  19. Kadarisma, G., Fitriani, N., & Amelia, R. (2020). Relationship between misconception and mathematical abstraction of geometry at junior high school. Infinity Journal, 9(2), 213-222. https://doi.org/10.22460/infinity.v9i2.p213-222
  20. Kim, N. J., Belland, B. R., & Walker, A. E. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis. Educational Psychology Review, 30(2), 397-429. https://doi.org/10.1007/s10648-017-9419-1
  21. Klingenberg, O. G., Holkesvik, A. H., & Augestad, L. B. (2020). Digital learning in mathematics for students with severe visual impairment: a systematic review. British Journal of Visual Impairment, 38(1), 38-57. https://doi.org/10.1177/0264619619876975
  22. Kurniawan, H., Putri, R. I. I., & Hartono, Y. (2018). Developing open-ended questions for surface area and volume of beam. Journal on Mathematics Education, 9(1), 157-168. https://doi.org/10.22342/jme.9.1.4640.157-168
  23. Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2018). Analysis of abstract reasoning from grade 8 students in mathematical problem solving with SOLO taxonomy guide. Infinity Journal, 7(2), 69-82. https://doi.org/10.22460/infinity.v7i2.p69-82
  24. Kusmaryono, I., Ubaidah, N., & Basir, M. A. (2020). The role of scaffolding in the deconstructing of thinking structure: A case study of pseudo-thinking process. Infinity Journal, 9(2), 247-262. https://doi.org/https://doi.org/10.22460/infinity.v9i2.p247-262
  25. Leong, Y. H., Cheng, L. P., Toh, W. Y. K., Kaur, B., & Toh, T. L. (2021). Teaching students to apply formula using instructional materials: a case of a Singapore teacher’s practice. Mathematics Education Research Journal, 33(1), 89-111. https://doi.org/10.1007/s13394-019-00290-1
  26. Li, F.-Y., Hwang, G.-J., Chen, P.-Y., & Lin, Y.-J. (2021). Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education, 173, 104293-104293. https://doi.org/10.1016/j.compedu.2021.104293
  27. Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67(3), 255-276. https://doi.org/10.1007/s10649-007-9104-2
  28. Lithner, J. (2014). Mathematical reasoning in task solving. Educational Studies in Mathematics, 41(2). https://doi.org/10.1007/s13398-014-0173-7.2
  29. Lithner, J. (2017). Principles for designing mathematical tasks that enhance imitative and creative reasoning. Zdm, 49, 937-949. https://doi.org/10.1007/s11858-017-0867-3
  30. Mac an Bhaird, C., Nolan, B. C., O’Shea, A., & Pfeiffer, K. (2017). A study of creative reasoning opportunities in assessments in undergraduate calculus courses. Research in Mathematics Education, 19(2), 147-162. https://doi.org/10.1080/14794802.2017.1318084
  31. Machromah, I. U., Utami, N. S., Setyaningsih, R., Mardhiyana, D., & Fatmawati, L. W. S. (2021). Minimum competency assessment: Designing tasks to support students’ numeracy. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 3268-3277.
  32. Maharani, A., Wahyuni, I., & Oktavianingsih, C. (2020). Watson’s categories analysis of sequences and series question. Infinity Journal, 9(1), 10. https://doi.org/10.22460/infinity.v9i1.p31-40
  33. Mann, L., Chang, R., Chandrasekaran, S., Coddington, A., Daniel, S., Cook, E., Crossin, E., Cosson, B., Turner, J., & Mazzurco, A. (2021). From problem-based learning to practice-based education: A framework for shaping future engineers. European Journal of Engineering Education, 46(1), 27-47. https://doi.org/10.1080/03043797.2019.1708867
  34. Masfingatin, T., Murtafiah, W., & Maharani, S. (2020). Exploration of creative mathematical reasoning in solving geometric problems. Jurnal Pendidikan Matematika, 14(2), 155-168. https://doi.org/10.22342/jpm.14.2.7654.155-168
  35. Megawati, L. A., & Sutarto, H. (2021). Analysis numeracy literacy skills in terms of standardized math problem on a minimum competency assessment. Unnes Journal of Mathematics Education, 10(2), 155-165.
  36. Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K–8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1674
  37. Morsanyi, K., McCormack, T., & O'Mahony, E. (2018). The link between deductive reasoning and mathematics. Thinking & Reasoning, 24(2), 234-257. https://doi.org/10.1080/13546783.2017.1384760
  38. Mulyanto, H., Gunarhadi, G., & Indriayu, M. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review, 3(2), 37-45. https://doi.org/10.24331/ijere.408454
  39. Norqvist, M. (2018). The effect of explanations on mathematical reasoning tasks. International Journal of Mathematical Education in Science and Technology, 49(1), 15-30. https://doi.org/10.1080/0020739X.2017.1340679
  40. Nusantara, D. S., Zulkardi, Z., & Putri, R. I. I. (2021). Designing pisa-like mathematics task using a COVID-19 context (Pisacomat). Journal on Mathematics Education, 12(2), 349-364. https://doi.org/10.22342/jme.12.2.13181.349-364
  41. Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250
  42. Pratiwi, I., Putri, R. I. I., & Zulkardi, Z. (2019). Long jump in Asian games: Context of PISA-like mathematics problems. Journal on Mathematics Education, 10(1), 81-92. https://doi.org/10.22342/jme.10.1.5250.81-92
  43. Purwitaningrum, R., & Prahmana, R. C. I. (2021). Developing instructional materials on mathematics logical thinking through the Indonesian realistic mathematics education approach. International Journal of Education and Learning, 3(1), 13-19. https://doi.org/10.31763/ijele.v3i1.178
  44. Rachma, A. A., & Rosjanuardi, R. (2021). Students’ obstacles in learning sequence and series using onto-semiotic approach. Jurnal Pendidikan Matematika, 15(2), 18. https://doi.org/10.22342/jpm.15.2.13519.115-132
  45. Ramadhani, R., Rofiqul, U., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158. https://doi.org/10.17478/jegys.548350
  46. Rawani, D., Putri, R. I. I., & Hapizah, H. (2019). PISA-like mathematics problems: Using taekwondo context of Asian games. Journal on Mathematics Education, 10(2), 277-288. https://doi.org/10.22342/jme.10.2.5243.277-288
  47. Risnawati, R., Andrian, D., Azmi, M. P., Amir, Z., & Nurdin, E. (2019). Development of a definition maps-based plane geometry module to improve the student teachers' mathematical reasoning ability. International Journal of Instruction, 12(3). https://doi.org/10.29333/iji.2019.12333a
  48. Rohaeti, E. E., Fitriani, N., & Akbar, P. (2020). Developing an interactive learning model using visual basic applications with ethnomathematical contents to improve primary school students’ mathematical reasoning. Infinity Journal, 9(2), 275-286. https://doi.org/10.22460/infinity.v9i2.p275-286
  49. Saleh, M., Prahmana, R. C. I., Isa, M., & Murni, M. (2017). Improving the reasoning ability of elementary school student through the Indonesian realistic mathematics education. Journal on Mathematics Education, 9(1), 41-54. https://doi.org/10.22342/jme.9.1.5049.41-54
  50. Schleicher, A. (2019). PISA 2018: Insights and interpretations. OECD Publishing.
  51. Setiawan, A. (2020). The effect of cognitive styles on reasoning and problem solving ability. Journal for the Mathematics Education and Teaching Practices, 1(2), 87-93.
  52. Suprapto, E., Fahrizal, F., Priyono, P., & Basri, K. (2017). The application of problem-based learning strategy to increase high order thinking skills of senior vocational school students. International Education Studies, 10(6), 123-129. https://doi.org/10.5539/ies.v10n6p123
  53. Thompson, P. W., Hatfield, N. J., Yoon, H., Joshua, S., & Byerley, C. (2017). Covariational reasoning among US and South Korean secondary mathematics teachers. The Journal of Mathematical Behavior, 48, 95-111. https://doi.org/10.1016/j.jmathb.2017.08.001
  54. Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153-160. https://doi.org/10.1016/j.tsc.2018.07.003
  55. Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444. https://doi.org/10.1007/s10648-008-9080-9
  56. Yansen, D., Putri, R. I. I., Zulkardi, Z., & Fatimah, S. (2019). Developing PISA-like mathematics problems on uncertainty and data using Asian games football context. Journal on Mathematics Education, 10(1), 37-46. https://doi.org/10.22342/jme.10.1.5249.37-46
  57. Zulkardi, Z., & Putri, R. I. I. (2020). Supporting mathematics teachers to develop jumping task using PISA framework (JUMPISA). Jurnal Pendidikan Matematika, 14(2), 199-210. https://doi.org/10.22342/jpm.14.2.12115.199-210

Most read articles by the same author(s)

1 2 > >>