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Abstract
Students must be able to develop an accurate understanding of mathematical concepts since it is essential for them to understand the concepts related to their studies. The purpose of this study is to analyze the ability of students' conceptual understanding assisted by QR codes in solving mathematical problems based on gender. This study is a qualitative research project with a descriptive approach. The data collection techniques used in this study include tests, interviews, and documentation The subjects of this research were one male and one female students in one of the public high schools in Jakarta. The research findings indicate that both male and female students perform equally well in the indicators of restating concepts and providing examples and non-examples of the material taught. Subsequently, the male student is great in presenting concepts related to the learned material through mathematical representations. On the other hand, the female student is great in applying concepts logically. However, both male and female students still exhibit deficiencies in their ability to classify objects based on the concepts that have been taught.
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References
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- Gallagher, A. M., De Lisi, R., Holst, P. C., McGillicuddy-De Lisi, A. V., Morely, M., & Cahalan, C. (2000). Gender differences in advanced mathematical problem solving. Journal of Experimental Child Psychology, 75(3), 165–190. https://doi.org/10.1006/jecp.1999.2532
- Gebeyehu, M., Atnafu, M., & Ejigu, T. (2021). Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limits in Ethiopian Universities. Heliyon, 7(5), 1-11. https://doi.org/10.1016/j.heliyon.2021.e07012
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- Ismail, Y. (2020). Semiotic procedural knowledge model on solution of problems and problem-solving analysis. International Journal of Educational Administration and Policy Studies, 12(2), 101–111. https://doi.org/10.5897/ijeaps2020.0660
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- Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03050
- Rohaeti, E. E., Evans, B. R., Wiyatno, T., Prahmana, R. C. I., & Hidayat, W. (2023). Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability. Journal on Mathematics Education, 14(2), 275–292. https://doi.org/10.22342/jme.v14i2.pp275-292
- Sakakibara, B. M., Miller, W. C., Rushton, P. W., & Polgar, J. M. (2018). Rasch Analyses of the Wheelchair Use Confidence Scale for Power Wheelchair Users. Archives of Physical Medicine and Rehabilitation, 99(1), 17–25. https://doi.org/10.1016/j.apmr.2017.09.004
- Tsany, U. N., Septian, A., & Komala, E. (2020). The ability of understanding mathematical concepts and self-regulated learning using macromedia flash professional 8. Journal of Physics: Conference Series, 1657(1). https://doi.org/10.1088/1742-6596/1657/1/012074
- Wang, L. (2020). Mediation relationships among gender, spatial ability, math anxiety, and math achievement. Educational Psychology Review, 32(1), 1-15. https://doi.org/10.1007/s10648-019-09487-z
- Wen, R., & Dubé, A. K. (2022). A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement. Journal of Numerical Cognition, 8(2), 295–325. https://doi.org/10.5964/jnc.7937
- Widyasari, W., Sutopo, H., & Agustian, M. (2019). QR code-based learning development: Accessing math games for children learning enhancement. International Journal of Interactive Mobile Technologies, 13(11), 111–124. https://doi.org/10.3991/ijim.v13i11.10976
- Yang, Z., Yang, X., Wang, K., Zhang, Y., Pei, G., & Xu, B. (2021). The emergence of mathematical understanding: Connecting to the closest superordinate and convertible concepts. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.525493
References
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7
Faradillah, A., & Febriani, L. (2021). Mathematical trauma students’ junior high school based on grade and gender. Infinity Journal, 10(1), 53–68. https://doi.org/10.22460/infinity.v10i1.p53-68
Faradillah, A., Hadi, W., & Tsurayya, A. (2018). Pre-service mathematics teachers’ reasoning ability in solving mathematical non-routine problem according to cognitive style. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012006
Gallagher, A. M., De Lisi, R., Holst, P. C., McGillicuddy-De Lisi, A. V., Morely, M., & Cahalan, C. (2000). Gender differences in advanced mathematical problem solving. Journal of Experimental Child Psychology, 75(3), 165–190. https://doi.org/10.1006/jecp.1999.2532
Gebeyehu, M., Atnafu, M., & Ejigu, T. (2021). Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limits in Ethiopian Universities. Heliyon, 7(5), 1-11. https://doi.org/10.1016/j.heliyon.2021.e07012
Goos, M., Stillman, G., Herbert, S., & Geiger, V. (2016). Teaching Secondary School Mathematics (2nd Edition). London: Routledge. https://doi.org/https://doi.org/10.4324/9781003117810
Gross, J. J. (2014). Handbook of Regulation Emotion Second Edition, Conceptual and Empirical Foundations. London: The Guilford Press.
Hartati, S., Abdullah, I., & Haji, S. (2017). The influence of concept understanding ability, communication and connection ability on problem solving ability [in Bahasa]. Journal of Mathematics Education, Science & Technology, 2(1), 43–72. https://doi.org/10.30651/must.v2i1.403
Hernández, A., Perdomo-Díaz, J., & Camacho-Machín, M. (2020). Mathematical understanding in problem solving with GeoGebra: A case study in initial teacher education. International Journal of Mathematical Education in Science and Technology, 51(2), 208–223. https://doi.org/10.1080/0020739X.2019.1587022
Iqbal, S., & Bhatti, Z. A. (2020). A qualitative exploration of teachers’ perspective on smartphones usage in higher education in developing countries. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00203-4
Ismail, Y. (2020). Semiotic procedural knowledge model on solution of problems and problem-solving analysis. International Journal of Educational Administration and Policy Studies, 12(2), 101–111. https://doi.org/10.5897/ijeaps2020.0660
Kamid, Rusdi, M., Fitaloka, O., Basuki, F. R., & Anwar, K. (2020). Mathematical communication skills based on cognitive styles and gender. International Journal of Evaluation and Research in Education, 9(4), 847–856. https://doi.org/10.11591/ijere.v9i4.20497
Leder, G., & Forgasz, H. (2018). Measuring who counts: Gender and mathematics assessment. ZDM: The International Journal on Mathematics Education, 50. https://doi.org/10.1007/s11858-018-0939-z
Legesse, M., Luneta, K., & Ejigu, T. (2020). Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics. Studies in Educational Evaluation, 67, 100918. https://doi.org/10.1016/j.stueduc.2020.100918
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Education Studies in Mathematics, 82(1), 145-164. https://doi.org/10.1007/s10649-12-9414-x
Mejía-Rodríguez, A. M., Luyten, H., & Meelissen, M. R. M. (2021). Gender differences in mathematics self-concept across the world: An exploration of student and parent data of TIMSS 2015. International Journal of Science and Mathematics Education, 19(6), 1229–1250. https://doi.org/10.1007/s10763-020-10100-x
Nurhayati, D. M., & Hartono. (2017). Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru. AIP Conference Proceedings, 1848(1), 040002. https://doi.org/10.1063/1.4983940
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA. Paris: OECD Publishing. https://doi.org/10.1787/53f23881-en
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. International Journal of Mobile Learning and Organization, 11(2), 256-277. https://doi.org/10.1504/ijmlo.2017.10003925
Park, E. W., Lee, H., & Yun, E. K. (2019). Development and evaluation of a quick response code-based nursing education program for operating and recovery room nurses. CIN - Computers Informatics Nursing, 37(11), 599–605. https://doi.org/10.1097/CIN.0000000000000550
Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM - Mathematics Education, 52(1), 33–44. https://doi.org/10.1007/s11858-019-01118-9
Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03050
Rohaeti, E. E., Evans, B. R., Wiyatno, T., Prahmana, R. C. I., & Hidayat, W. (2023). Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability. Journal on Mathematics Education, 14(2), 275–292. https://doi.org/10.22342/jme.v14i2.pp275-292
Sakakibara, B. M., Miller, W. C., Rushton, P. W., & Polgar, J. M. (2018). Rasch Analyses of the Wheelchair Use Confidence Scale for Power Wheelchair Users. Archives of Physical Medicine and Rehabilitation, 99(1), 17–25. https://doi.org/10.1016/j.apmr.2017.09.004
Tsany, U. N., Septian, A., & Komala, E. (2020). The ability of understanding mathematical concepts and self-regulated learning using macromedia flash professional 8. Journal of Physics: Conference Series, 1657(1). https://doi.org/10.1088/1742-6596/1657/1/012074
Wang, L. (2020). Mediation relationships among gender, spatial ability, math anxiety, and math achievement. Educational Psychology Review, 32(1), 1-15. https://doi.org/10.1007/s10648-019-09487-z
Wen, R., & Dubé, A. K. (2022). A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement. Journal of Numerical Cognition, 8(2), 295–325. https://doi.org/10.5964/jnc.7937
Widyasari, W., Sutopo, H., & Agustian, M. (2019). QR code-based learning development: Accessing math games for children learning enhancement. International Journal of Interactive Mobile Technologies, 13(11), 111–124. https://doi.org/10.3991/ijim.v13i11.10976
Yang, Z., Yang, X., Wang, K., Zhang, Y., Pei, G., & Xu, B. (2021). The emergence of mathematical understanding: Connecting to the closest superordinate and convertible concepts. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.525493