Articles
<![CDATA[A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA ]]>
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Shin, Bomi]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 3 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.3.7572.315-340
<![CDATA[This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.]]>
<![CDATA[The production of the English stop voicing contrast by Arab L2 speakers of English ]]>
<![CDATA[Hamzah, Mohd Hilmi]]>;
<![CDATA[Madbouly, Ahmed Elsayed Samir]]>;
<![CDATA[Halim, Hasliza Abdul]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v10i2.28615
<![CDATA[The English voiceless stop /p/ and voiced stop /ɡ/ are absent in the consonant inventory of Arabic. This difference provides a fertile ground for empirical research in L2 speech learning among Arab L2 speakers of English. The current study, therefore, aims to explore the English stop voicing contrast as produced by Arab native speakers. Focusing on Voice Onset Time (VOT) as an acoustic parameter, the study seeks to examine the extent to which (1) Arab L2 speakers of English maintain the English stop voicing contrast for /p-b/ and /k-ɡ/, and (2) the L2 VOT continuum by Arab L2 speakers follows or deviates from the L1 VOT continuum in English. The acoustic phonetic experiment involved elicited materials of /p-b/ and /k-ɡ/ from four male native speakers of Arabic. The tokens were recorded in isolation (utterance-initial position) and in a carrier sentence (utterance-medial position). The data were then acoustically analysed following standard segmentation, annotation and measurement criteria. Results reveal that the Arab L2 speakers can, to a large extent, maintain the English stop voicing contrast across all places of articulation, with voiced stops usually being produced with “normal†negative VOT (prevoicing) and voiceless stops usually being produced with “normal†positive VOT and also accompanied with aspiration in the long-lag region. There are also exceptional cases of “abnormal†negative VOT (prevoicing) for voiceless stops and “abnormal†positive VOT (devoicing) for voiced stops, with an extremely larger number of devoiced tokens for voiced stops in comparison to prevoiced tokens for voiceless stops. The results accord well with the Speech Learning Model’s prediction that phonetically “new†sounds are relatively easier to learn than phonetically “similar†sounds. The conclusion is drawn that languages sharing the same sound contrast may exhibit different phonetic implementations in marking a phonological contrast.]]>
<![CDATA[Local Chlorhexidine Delivery for Periodontal Infection Therapy: A Short Review ]]>
<![CDATA[Najmudin, Muhammad Guruh]]>;
<![CDATA[Pangesty, Azizah Intan]]>;
<![CDATA[Riastuti, Rini]]>;
<![CDATA[Sunarso, Sunarso]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ Journal of Materials Exploration and Findings Vol. 2, No. 2 ]]>
Publisher : <![CDATA[UI Scholars Hub ]]>
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<![CDATA[Oral diseases affected more than half of the world’s population. Periodontitis is the second biggest threat to oral health after dental caries. Periodontitis is an inflammation inside periodontal pockets caused by pathogenic microbial colonies which lead to destruction of bone tissue and soft tissue. Chlorhexidine gluconate is an antimicrobial agent that effective to destroy pathogenic microbial and cure periodontitis. Chlorhexidine gluconate is given locally using a carrier material to the infected area. There are several materials that can be used to deliver Chlorhexidine gluconate to the infected periodontal tissue such as gel, liquid (mouthwash), and chip. This short review aims to describe the current methods to deliver Chlorhexidine gluconate to the infected periodontal tissue, including the advantages, disadvantages, and the future trend of the carrier materials used for periodontitis treatment. Future research about materials that can help to optimize tissue restorative after cure periodontitis would be beneficial.]]>
<![CDATA[Siapkah Siswa SMP Menghadapi Digital Learning pada Pembelajaran Matematika? ]]>
<![CDATA[Setyaningrum, Wahyu]]>;
<![CDATA[Handayawati, Ponco]]>;
<![CDATA[Retnawati, Heri]]>;
<![CDATA[Hidayati, Kana]]>;
<![CDATA[Azizah, Nur Lailatul]]>;
<![CDATA[Ulfah, Maria]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ PYTHAGORAS Jurnal Pendidikan Matematika Vol 18, No 2: December 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY ]]>
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DOI: 10.21831/pythagoras.v18i2.67292
<![CDATA[Di era digital ini, dunia pendidikan dituntut untuk mengikuti perkembangan zaman. Salah satunya adalah penerapan digital learning. Digital learning juga kerap diaplikasikan dalam pembelajaran matematika. Tujuan dari penelitian ini untuk mengetahui kesiapan siswa SMP di Kabupaten Purworejo dalam menghadapi digital learning pada pembelajaran matematika. Jenis penelitian ini adalah penelitian survei dengan pendekatan kuantitatif. Penelitian ini dilakukan pada enam sekolah SMP dengan strata tinggi, sedang, dan rendah berdasarkan nilai Ujian Nasional matematika. Adapun sampel yang diambil sebanyak 171 siswa kelas VIII SMP. Teknik pengambilan sampel yang digunakan adalah stratified proportional random sampling. Pengumpulan data dilakukan melalui tes literasi digital yang terdiri dari 20 soal dengan bentuk pilihan ganda kompleks. Analisis data menggunakan statistik deskriptif dan estimasi parameter. Hasil penelitian menunjukkan bahwa kompetensi literasi digital siswa dalam pembelajaran matematika secara umum berada dalam kategori rendah. Rendahnya kemampuan literasi digital siswa menunjukkan bahwa kesiapan siswa menghadapi digital learning pada pembelajaran matematika juga rendah. Penelitian ini juga membahas bagaimana aspek-aspek literasi digital mempengaruhi kesiapan siswa dalam menghadapi digital learning pada pembelajaran matematika. In this digital era, the world of education is required to keep up with the times. One of them is the application of digital learning. Digital learning is also often applied in mathematics learning. This research aims to map digital literacy competencies in mathematics learning for junior high school students in Purworejo Regency. This type of research is survey with a quantitative approach. This research was conducted at six junior high schools in Purworejo Regency with high, medium, and low strata based on National Mathematics Examination scores. The sample of this study was 171 students of eighth grade junior high school. The sampling technique is stratified proportional random sampling. Data collection was carried out through a digital literacy test consisting of 20 questions in complex multiple-choice. Data analysis uses descriptive statistics and parameter estimation. The research results show that students' digital literacy competence in mathematics learning in general is in the low category. The low level of students' digital literacy skills shows that their readiness to face digital learning in mathematics is also low. This research also discusses how aspects of digital literacy influence students' readiness to face digital learning in mathematics.]]>
<![CDATA[Pengaruh peer tutoring pada kecemasan matematika siswa sekolah menengah pertama ]]>
<![CDATA[Fitriyah, Afif Lailatil]]>;
<![CDATA[Putri, Ayu Fitri S.]]>;
<![CDATA[Putra, Miftakhul Ilmi Suwignya]]>;
<![CDATA[Rofiki, Imam]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ Jurnal Kajian Pembelajaran Matematika Vol 6, No 2 (2022): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA ]]>
Publisher : <![CDATA[UNIVERSITAS NEGERI MALANG ]]>
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DOI: 10.17977/um076v6i22022p125-134
<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh tutor sebaya (peer tutoring) pada tingkat kecemasan matematika siswa. Sebuah posttest pretest dengan desain kelompok kontrol digunakan di Sekolah Menengah Pertama Negeri 5 Kota Mojokerto. Sebanyak 120 siswa di kelas 7 dan 8 berpartisipasi dalam penelitian ini, yang 60 perempuan dan 60 laki-laki. Siswa secara acak ditugaskan dan didistribusikan secara merata oleh kelompok kontrol (30 siswa) dan kelompok eksperimen (90 siswa). Data kuantitatif diperoleh dengan Skala Kecemasan Matematika yang telah dikembangkan. Informasi kualitatif dikumpulkan selama sepuluh sesi pembelajaran yang diadakan guru matematika dengan siswa. Dua faktor utama dianalisis dengan menggunakan informasi kuantitatif dan kualitatif: kecemasan belajar matematika serta kecemasan evaluasi matematika. Hasil dianalisis berdasarkan jenis kelamin dan jenis kelas. Peningkatan yang signifikan secara statistik dilaporkan untuk peserta didik laki-laki dan perempuan dalam kelompok eksperimen. Tidak ada perbedaan yang signifikan secara statistik dilaporkan untuk peserta didik dalam kelompok kontrol dalam hal apapun. Kesimpulan utama adalah bahwa peer tutor sangat bermanfaat untuk mengurangi kecemasan matematika siswa sekolah menengah, terlepas dari jenis kelamin atau jenis kelas peserta didik.]]>
<![CDATA[Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving ]]>
<![CDATA[Zakaria, Mohamad Ikram]]>;
<![CDATA[Noor Nasran, Nik Abdul Hadi]]>;
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Alhassora, Najua Syuhada Ahmad]]>;
<![CDATA[Hanid, Mohd Fadzil Abdul]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i5.29442
<![CDATA[In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods.]]>
<![CDATA[Empowering STEM education through the role of principals: a systematic literature review ]]>
<![CDATA[Talib, Sariati]]>;
<![CDATA[Alias, Bity Salwana]]>;
<![CDATA[Matore, Mohd Effendi Ewan Mohd]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i1.21889
<![CDATA[Science, technology, engineering, and mathematics (STEM) education is increasingly recognized as a critical topic in today's educational landscape. This is because contemporary education outcomes need to equip students for the demands of 21st-century jobs. In this context, the role and strategic actions of school principals emerge as critical factors in the success of implementing and empowering STEM education initiatives. The roles and strategies of principals from various aspects need to be explored. Therefore, this study aims to delve deep into the roles and strategies of principals from various contexts through research conducted from 2021 to 2024. This study analyzes past research findings through the systematic literature review (SLR) method. The research findings indicate that a total of 20 articles reveal various roles and strategies of principals. These include leadership management, professional development, fostering a STEM-focused culture, and refining assessment methods. These findings underscore the importance of active involvement in optimizing the roles and strategies of principals across various aspects. Thus, effective STEM education relies on the commitment of principals in managing various aspects, shaping a conducive culture, and facilitating teacher development. Recognizing and embracing the multifaceted roles are paramount in navigating challenges and ensuring the effectiveness of STEM programs.]]>
<![CDATA[Unlocking mathematics’ power: interpreting content and context within word problems ]]>
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Mohamad, Nurain Nadhirah]]>;
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Mutmainnah, Mutmainnah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28658
<![CDATA[Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities.]]>
<![CDATA[Understanding the challenges faced by Orang Asli students in solving mathematics problems ]]>
<![CDATA[Abd Jalil, Abdul Hakim]]>;
<![CDATA[Abdullah, Abdul Halim]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i2.29206
<![CDATA[The educational attainment of Orang Asli students, a minority group in Malaysia, particularly in mathematics, has been a persistent concern. Despite this, research on Orang Asli mathematics education, especially in the southern region of Peninsular Malaysia, remains scarce. This study scrutinized the academic performance of Orang Asli students in whole numbers and operations at level 2 of primary school, focusing on their challenges in solving word problems in mathematics. A total of 22 Orang Asli students from year 4 and 5 in two Orang Asli primary schools participated, undertaking a mathematics test comprising five-word problems. The study identified five prevalent errors among Orang Asli students: i) failure to comprehend the question; ii) misconceptions; iii) inability to grasp specific terms in the question; iv) carelessness; and v) poor reading skills. The findings are thoroughly discussed, and strategies to enhance Orang Asli students’ mathematical problem-solving abilities are proposed.]]>
<![CDATA[Validation of Mathematics Test to Assess Polytechnic Students' Problem Solving ]]>
<![CDATA[Shida, Nurul]]>;
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Osman, Sharifah]]>;
<![CDATA[Ismail, Norulhuda]]>
<![CDATA[ Mathematics Education Journal Vol. 17 No. 2 (2023): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[Mathematics education and problem-solving are inseparable due to the significance of solving problems with educational implications. This study aims to describe the process of developing and validating a test that measures problem-solving skills in Integral Calculus. This study is done to identify traces of the intended strategy in the answers, style, and quality of the student's responses. Data collection techniques were carried out through mathematical tests using problem-solving questions. The difficulty index, discrimination index, and reliability were calculated to analyze the data for each problem-solving instrument. Based on expert reviews, evaluations, and data analysis tests, five valid problem-solving instrument items with a discrimination index greater than 0.30 and Cronbach's alpha reliability greater than 0.60 have been developed. Therefore, it can be concluded that the developed maths test questions can enhance the problem-solving skills of Ibrahim Sultan Polytechnic students. DOI: https://doi.org/10.22342/jpm.17.2.20171.265-278]]>
