Indonesian Journal of Teaching and Learning

An in-Depth Analysis of Students’ Mathematical Connections in the Context of the Pythagorean Theorem

2025-05-30T06:52:03+00:00

Purpose – Mathematical connection ability is a high-order thinking skill necessary for linking mathematical concepts across topics, disciplines, and real-life contexts. Preliminary observations suggest that many students struggle to establish these connections, particularly when learning the Pythagorean Theorem.

Methodology – This study employed a qualitative descriptive research design using a case study method. The sample consisted of 22 students, with four participants purposively selected to represent varying levels of mathematical connection ability. Data were collected through a six-item written test developed based on NCTM indicators and supported by semi-structured interviews for triangulation. Data were analyzed qualitatively to identify patterns in students' mathematical connection performance.

Findings – The study found that students generally demonstrated high levels of mathematical connection ability, with a mean score of 70.26%. Most students were able to connect mathematical concepts across different topics and disciplines. However, they encountered difficulties in applying mathematical ideas to real-life situations. These findings highlight the gap between theoretical understanding and practical application.

Novelty – This study contributes to the literature by providing in-depth insights into students’ levels of mathematical connection ability, particularly in contextual problem-solving involving the Pythagorean Theorem.

Significance – The findings are beneficial for mathematics educators, curriculum designers, and educational policymakers to enhance instructional strategies and support applied mathematical thinking in students.

Penerapan Metode Peer Questioning untuk Meningkatkan Hasil Belajar IPS di Kelas 7

2025-06-20T07:15:19+00:00

Tujuan – Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) kelas 7 di SMPIT As Syifa Boarding School Jalancagak melalui penerapan metode peer questioning atau tanya jawab antar teman. Penelitian ini dilatarbelakangi oleh rendahnya nilai rata-rata siswa pada penilaian awal, yaitu sebesar 70—di bawah kriteria ketuntasan minimal (KKM) 75—dan menjadi yang terendah di antara empat kelas paralel.

Metodologi – Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Sampel terdiri dari 30 siswa yang diambil secara keseluruhan dari satu kelas. Intervensi dilakukan melalui kegiatan peer questioning dalam pembelajaran topik Kerajaan Hindu-Buddha dan Islam, di mana siswa secara aktif saling mengajukan dan menjawab pertanyaan. Data dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif dan komparatif antar siklus.

Temuan – Penerapan peer questioning secara signifikan meningkatkan hasil belajar siswa. Nilai rata-rata meningkat dari 70 pada penilaian tengah semester menjadi 83 pada penilaian sumatif akhir tahun. Siswa juga menunjukkan peningkatan partisipasi, keterlibatan, dan pemahaman konsep. Metode ini efektif dalam mengubah dinamika kelas dari pasif menjadi interaktif.

Kebaruan – Penelitian ini berkontribusi dengan mengintegrasikan metode peer questioning dalam pembelajaran sejarah pada kurikulum IPS, yang berlandaskan pada teori konstruktivisme Vygotsky dan Piaget.

Signifikansi – Penelitian ini bermanfaat bagi guru, pengembang kurikulum, dan praktisi pendidikan yang mencari strategi pembelajaran interaktif untuk mendorong kolaborasi dan berpikir kritis di kelas.

Implementation of Digital Product-Based Deep Learning with a Deep Learning Approach

2025-07-19T01:41:42+00:00

Purpose – This study aims to describe the concepts, implementation strategies, and impacts of digital product-based deep learning on student learning outcomes in the era of the Industrial Revolution 4.0 and Society 5.0. The background of this research lies in the demand for mastering 21st-century skills—critical, creative, collaborative, and communicative thinking—which requires a paradigm shift from mere knowledge transfer to meaningful and applicable learning.

Methodology – This study employed a qualitative descriptive approach. Data were collected through literature review, observation of implementation, and interviews with teachers and students. The analysis was conducted descriptively to present the relationship between deep learning concepts, digital product-based implementation strategies, and their impacts on students’ competency achievement.

Findings – The results indicate that the application of deep learning in modern education is implemented through contextual learning, project- or problem-based models, and the strengthening of 21st-century skills. Digital product-based implementation strategies include creative planning, the use of collaborative applications, strengthening the role of teachers as facilitators, and the adoption of authentic assessment. The impacts include improved conceptual understanding, higher-order thinking skills, creativity, and student learning motivation.

Novelty – This study contributes by integrating digital product-based deep learning that incorporates interactive technologies such as videos, e-books, and educational applications, thereby expanding opportunities for meaningful learning in the 21st-century context.

Significance – This research provides insights for teachers, curriculum developers, and education practitioners on innovative strategies to optimise the competencies of the digital generation while addressing learning challenges in the era of the Industrial Revolution 4.0 and Society 5.0.

Navigating Research Formatting Dilemmas among College Students: Extent of Formal Instruction and Access to Resources Toward Ramified Research Guidelines

2025-08-02T00:04:27+00:00

Purpose – This study aims to determine the extent of formal instruction or guidance on research formatting among college students, as well as the availability of resources to assist them in addressing research formatting issues in a state university in the Philippines. The research intends to inform the development of standardized and effective research guidelines for higher education institutions.

Methodology – The study employed a descriptive qualitative design using semi-structured interviews. Fifteen (15) purposively selected student research leaders participated in the interview process. Stringent research protocols and ethical considerations were strictly followed. Data from the interview transcripts were analyzed using Clarke and Braun’s thematic analysis approach to identify recurring patterns and insights.

Findings – The results reveal that the degree of formal instruction on research formatting significantly influences students’ ability to manage and complete their research projects, impacting both efficiency and quality. Identified challenges include limited guidance, inconsistent formatting standards, and resource constraints. Key strategies to overcome these challenges include faculty mentoring, accessible support systems, and standardized institutional policies.

Novelty – This study provides an in-depth exploration of research formatting challenges from the perspective of student research leaders—an often underrepresented group in academic discourse—highlighting the interplay between formal instruction, resource access, and research productivity.

Significance – The findings serve as a valuable reference for higher education administrators, faculty, and policymakers in crafting research guidelines that enhance students’ efficiency, reduce anxiety, and foster innovation in research practices.

Reframing EFL Classrooms Students’ Perspectives on Translanguaging as a Pedagogical Strategy in Indonesian Senior High School

2025-08-02T13:13:41+00:00

Translanguaging has emerged as a powerful pedagogical approach in multilingual EFL classrooms, especially in culturally and linguistically diverse contexts. This study aimed to explore the perspectives of tenth-grade students at SMA Gajah Mada Bandar Lampung towards the use of translanguaging strategies in their English classes. The research employed a qualitative case study design, involving 30 participants selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and a structured questionnaire. The analysis revealed that students frequently resorted to their first language (L1) to alleviate anxiety and enhance comprehension, especially when encountering difficulties with English (L2). The majority expressed positive attitudes towards translanguaging, believing that the integration of L1 alongside L2 helped them engage more actively, understand instructions better, and participate with greater confidence. However, a small number of students were hesitant, citing concerns over overdependence on L1. Teachers’ reactions also played a significant role in shaping students’ comfort, as those who positively acknowledged L1 use were more likely to foster inclusive participation. The findings suggest that translanguaging supports learners’ emotional, cognitive, and linguistic development when strategically integrated by teachers. This study offers new insight into how translanguaging not only aids language acquisition but also reduces classroom anxiety. It contributes to the growing body of research advocating for flexible language practices in EFL settings. The results are significant for EFL educators, curriculum developers, and policy-makers seeking to create inclusive and supportive language learning environments in multilingual classrooms.