This study aims to acquaint high school students with the process of modelling in mathematics teaching. The research lasted 5 weeks with a group of (N=36) high school students of Zenica-Doboj Canton (Bosnia and Herzegovina). Students had an opportunity to learn about functions and their properties, and subsequently about mathematical modelling with linear, quadratic, and logarithmic functions. Examples in the research were related to real-world phenomena and processes. The problems were composed of the following subtasks: creating or testing a model, explaining the results, finding the domain and range, and critical thinking about the model. The research identifies the importance of mathematical modelling in teaching. The results display a positive impact of such an approach on students, their thinking, attitude towards teaching, understanding of the materials, motivation and examination scores. The experiences that both students and teachers may have in a mathematical modelling framework could be extremely important for the academic success. A control group of 36 students took the final exam as well. The students of the experimental group got much better results than the students of the control group. Indeed, learning through mathematical modelling has been shown to contribute to all the aspects of students' expected development.

The ability to think critically is a basic competency that must be possessed by students. This study aims to determine the level of critical thinking skills of junior high school students in Bima Regency, West Nusa Tenggara, Indonesia. Various studies have been carried out that explain how important students' critical thinking skills are, but there have not been too many studies on efforts to develop and empower students' critical thinking skills in a practical way. In this thesis, we introduce the technique of empowering students' critical thinking skills by developing a virtual laboratory media based on problem based learning on the material of the human excretory system. In this development, use software construct2 to develop a device which is then integrated with a problem based learning model. It is proven that a virtual laboratory based on problem based learning can improve the critical thinking skills of junior high school students in Belo Kaputen Bima District. We hope that the development of PBL-based virtual laboratory media can improve dramatically, such as the use of 3-dimensional and 4-dimensional software to improve students' understanding of critical and constructive thinking without losing quality.

The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.

The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.

In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.

This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.

3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.

Teachers and teaching styles are two important factors influencing students’ academic performance. In this action research study, we investigated the differential effectiveness of two teaching methods, conventional learning (CL) and peer-cooperative learning (PCL), on students’ academic performance in fractions. A sample of 120 tenth grade mathematics students from Ibadan North Local Government Area of Oyo State in Nigeria was used for the study. The students were selected from three different secondary schools and grouped into two groups: the experimental (PCL) group and the control (CL) group, each having 60 students. A sample of 5 multiple-choice objective and 5 theory test questions titled Fraction Performance Test (FPT) was used to measure their academic performance after the treatment, and the assessment test scores were recorded. Descriptive statistics of the mean were used to answer the research question, while the two-way ANOVA technique was adopted for testing the research hypothesis at an alpha of 0.05. Summarily, the F (3, 116) statistic (= 8.55, p < .001) indicates significant differences in the effectiveness of the teaching methods. The mean scores also reveal that peer-cooperative learning was more effective than the conventional teaching approach. While the former proved to be a more efficacious treatment for female students, the latter was more suitable for male students. We recommend that different approaches be attempted by teachers, and the most effective in overcoming students’ resistance to learning and improving their academic performance be adopted.

Each student has a different amount of time to fully understand information, students with high academic ability (UA) need less time than students with low academic ability (LA). Teachers should apply learning models that can facilitate their study time according to their individual needs. The aim of this research is to assess which learning model is most optimal in reducing the gap in understanding mathematical concepts between UA and LA students. Apart from that, this research also evaluates the effectiveness of implementing the flipped class (FC) model in increasing students' understanding of mathematical concepts, compared to the problem-based learning (PBL) model and conventional learning models. The research method used was the N-Gain Test and ANCOVA. The research results show that the FC model is the most optimal in reducing the gap in understanding mathematical concepts between LA and UA students. In addition, both FC and PBL models have proven effective in increasing students' understanding of mathematical concepts when compared to conventional models. Future research could consider combining the FC model with PBL or other learning models to see whether combining these models can improve students' understanding of mathematical concepts more significantly.

Learning to teach mathematics has become crucial since its application in real life cannot go unmentioned. The desire of mathematics education researchers to make mathematics concepts easier for pre-service teachers to easily understand has attracted attention. This has become indispensable since after college, pre-service teachers are deployed from K-12 to assist learners in understanding mathematics concepts. The study aimed to ascertain how improvement in the learning of mathematics concepts using the Problem-based learning (PBL) approach could be understood and/or explained among pre-service teachers. This was viewed in two folds: how improvement in learning outcomes using the PBL approach could be explained; and how pre-service teachers’ disposition about the PBL could be explained/understood. Exploratory case study design involving qualitative and quantitative data was concurrently gathered and used. This involved the use of data collection instruments such as focus group discussion, pre-post-test scores, PBL observation protocol, and PBL disposition questionnaire. The study showed that the PBL method improved the learning of mathematics concepts among pre-service teachers. Pre-service teachers also showed a positive disposition (interest, belief, and attitude) toward the PBL intervention. The authors advocated for the conduct of a longitudinal study to understand the direction of change over time.

In the domain of engineering education, the crucial role of mathematics, especially Calculus, cannot be overstated, as it lays the foundational groundwork for numerous sciences, technology, engineering and mathematics (STEM) courses. The integration of mathematics into STEM disciplines is achieved through the practical application of mathematical concepts in real-world scenarios or in conjunction with other STEM subjects, thereby enhancing the coherence of engineering studies and acting as a significant motivational catalyst for students. This paper presents an analytical narrative of a practical mathematics assignment, woven into the Calculus curriculum and other STEM courses from 2013 to 2018. It delves into the potential impacts of these practical assignments on student performance and attitudes by evaluating data sourced from final exam scores and anonymous course surveys, both before and after the intervention period. Through the analysis of an extensive dataset comprising 1526 final exam scores, this study endeavors to make a substantive contribution to Future Technology Studies (FTS), focusing on the strategic harmonization of mathematics and STEM courses to enrich the educational experience and foster a more cohesive and applied learning framework in these disciplines.

Recent studies in mathematics education have focused on students' geometric problem-solving abilities, self-regulation, and the problem-based learning (PBL) model. The goal of this study is to examine how well junior high school students' self-regulation and geometric problem-solving skills are enhanced by the PBL model. In this study, quantitative methods using a quasi-experimental design were used. The sample consisted of 45 students from Amanatul Ummah junior high school in Mojokerto, Indonesia. Five types of instruments were utilized to collect data for this research, namely Syllabus, lesson plans, student worksheets, Self-Regulation Questionnaire (SRQ), and Geometry Problem-solving Test (GPST). The outcomes of the N-Gain test demonstrated how well the PBL model works to help students develop their capacity for self-regulation and geometric problem-solving. Apart from that, there are some notable differences between the traditional technique and the experimental class that is taught using the PBL paradigm. It is advised that similar trials be conducted in the future with a larger population and sample size. In both public and private junior high schools, it is strongly advised that more research be done with a larger population and sample size. Future researchers can also expand the study materials of geometry, not only to flat-sided geometric shapes but even further to curved-sided geometric shapes and also other subject matters.

Scaffolding dialogue is a concept in learning that refers to the support or assistance given to individuals during the dialogue process. The main objective of this research is to create a basic structure of dialogue to help and support students during the learning process in improving their algebraic reasoning skills. Algebraic reasoning is a process in which students generalize mathematical ideas from a certain set of examples, establish these generalizations through argumentative discourse, and express them in a formal and age-appropriate way. The study was designed using the grounded theory qualitative model method, which used three sequential steps: open coding, selective coding, and theoretical coding. The research was conducted on students of the mathematics education department at Universitas Islam Sultan Agung. Data collection methods include algebraic reasoning ability tests, questionnaires, and interviews. Data analysis in grounded theory is an iterative and non-linear process that requires researchers to constantly move back and forth between data collection and analysis. This process aims to produce a theory that is valid and can explain phenomena well based on empirical data obtained during research. The dialogue scaffolding strategy framework in improving students' algebraic reasoning abilities includes instructing, locating, identifying, modeling, advocating, exploring, reformulating, challenging, and evaluating.