How to Count Speed? Utilizing Android Applications to Support a Concept Attainment Model to Help Mathematical Thinking Skills
Keywords:
Android application, Concept attainment model, Elementary school, Mathematical thinking skill, SpeedAbstract
Examining and explaining the mathematical thinking skills of primary school students who employed an Android app as a concept attainment technique was the aim of this study. The inquiry used a 3 x 2 factorial design and a quantitative methodology. The study included twenty-eight fifth-grade students from two different courses. The results showed that students' mathematical thinking skills differed between those taught using a conventional strategy and those taught using a concept attainment method using an Android app and digital comic. Different mathematical thinking abilities are shown by students with levels of self-efficacy, according to the other research. This is because, in comparison to students in other groups, students with high levels of self-efficacy have more prior knowledge. Ultimate result shows no relationship between developing mathematical thinking skills and self-efficacy. This study could help educate people about various educational programs and media that can be used to enhance their capacity for mathematical thinking.
Downloads
References
Abidin, Z., Herman, T., Wahyudin, W., and Farokhah, L. (2025). Bibliometric analysis using vosviewer with publish or perish of computational thinking and mathematical thinking in elementary school. ASEAN Journal for Science Education, 4(1), 7-16.
Abidin, Z., Herman, T., Wahyudin, W., and Penehafo, A.E. (2023). Computational thinking with an open-ended approach using interactive powerpoint media: An experiment in elementary schools. Journal of Engineering Science and Technology, 18(3), 1685-1695.
Ajenikoko, G. A., and Ogunwuyi, O. J. (2022). A mathematical model for estimating the end-of-life of power transformers: From literature review to development analysis. ASEAN Journal of Science and Engineering, 2(3), 285-294.
Akinoso, S. O. (2023). Motivation and ICT in secondary school mathematics using unified theory of acceptance and use of technology model. Indonesian Journal of Educational Research and Technology, 3(1), 79-90.
Al Husaeni, D. F., and Nandiyanto, A. B. D. (2022). Bibliometric using VOSviewer with publish or perish (using google scholar data): From step-by-step processing for users to the practical examples in the analysis of digital learning articles in pre and post covid-19 pandemic. ASEAN Journal of Science and Engineering, 2(1), 19-46.
Algarni, B., and Lortie‐Forgues, H. (2023). An evaluation of the impact of flipped‐classroom teaching on mathematics proficiency and self‐efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435.
Angraini, L. M., Susilawati, A., Noto, M. S., Wahyuni, R., and Andrian, D. (2024). Augmented reality for cultivating computational thinking skills in mathematics completed with literature review, bibliometrics, and experiments for students. Indonesian Journal of Science and Technology, 9(1), 225-260.
Arista, F. S.; and Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1-16.
Attah, J. O., Ogunlade, O. O., and Falade, A. A. (2024). Students’ attitude towards gamification-based teaching in mathematics in basic schools. Indonesian Journal of Teaching in Science, 4(2), 121-128
Awofala, A. O. A. (2023). Examining sources of mathematics self- efficacy beliefs of senior secondary school students. ASEAN Journal of Science and Engineering Education, 3(3), 229-244.
Awofala, A. O. A., Akinoso, S. O., Adeniyi, C. O., Jega, S. H., Fatade, A. O., and Arigbabu, A. A. (2024). Primary teachers’ mathematics anxiety and mathematics teaching anxiety as predictors of students’ performance in mathematics. ASEAN Journal of Science and Engineering Education, 4(1), 9-24.
Awofala, A. O. A., and Agbolade, F. O. O. (2024). Effect of peer-tutoring strategy on senior secondary school students’ achievement in mathematics. ASEAN Journal for Science Education, 3(1), 1-12.
Awofala, A. O. A., and Akinoso, S. O. (2024). Altering students’ mindsets and enhancing engagement in mathematics in a problem-based learning. ASEAN Journal of Science and Engineering Education, 4(2), 193-210.
Awofala, A. O. A., and Olaniyi, A.O. (2023). Assessing teachers’ formative evaluation strategy as related to senior secondary school students’ achievement in mathematics. ASEAN Journal for Science Education, 2(2), 77-86.
Awofala, A. O. A., Olabiyi, O. S., Ojo, O. T., Oladipo, A. J., Fatade, A. O., and Udeani, U. N. (2023). Personal and contextual factors as correlates of entrepreneurial intentions among pre-service science, technology, and mathematics teachers. ASEAN Journal of Science and Engineering Education, 3(3), 265-278.
Bellavia, L. (2021). The rematch of the tortoise and the hare: A story of speed and velocity. The Physics Teacher, 59(2), 128-129.
Bilan, Y., Mishchuk, H., and Samoliuk, N. (2023). Digital skills of civil servants: Assessing readiness for successful interaction in e-society. Acta Polytechnica Hungarica, 20(3), 155-174.
Block Sevilla, D., Ramos Banda, D., and Sosa, J. J. (2023). From the expression of the ratio with two natural numbers, to its expression with a fraction: Two didactic experiences at primary school and high school. Educación matemática, 35(3), 82-111.
Bouck, E. C., Park, J., Cwiakala, K., and Whorley, A. (2020). Learning fraction concepts through the virtual-abstract instructional sequence. Journal of Behavioral Education, 29(3), 519-542.
Damayanti, H. T., and Sumardi, S. (2018). Mathematical creative thinking ability of junior high school students in solving open-ended problem. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 36-45.
Darmawan, J., Saragih, A. H., and Sani, R. A. (2023). Development of Android-Based Offline Test Model in Physics Subjects. International Social Sciences and Humanities, 2(3), 1022-1029.
de Aldama, C., and Pozo, J. I. (2020). Do you want to learn physics? Please play angry birds (but with epistemic goals). Journal of Educational Computing Research, 58(1), 3-28.
Dermawan, R., Muktiarni, M., and Mupita, J. (2022). Efforts to increase the interest of junior high school students in mathematics lessons using the tik tok learning tool. ASEAN Journal for Science Education, 1(2), 81-88.
Elliott, L. A., Bolliou, A., Irving, H., and Jackson, D. (2019). Modeling potential energy of the gaussian gun. The Physics Teacher, 57(8), 520-522.
Farokhah, L., Herman, T., Wahyudin, W., and Abidin, Z. (2024). Global research trends of mathematics literacy in elementary school: A bibliometric analysis. Indonesian Journal of Educational Research and Technology, 4(3), 279-290.
Fisher, D. (2022). Mathematics mobile blended learning development: Student-oriented high order thinking skill learning. European Journal of Educational Research, 11(1), 69-81.
Fitrianti, A., Suwarma, I. R., and Kaniawati, I. (2024). Improvement of students' literacies skills in the knowledge aspect through science, technology, engineering, and mathematics (STEM)-integrated module. Indonesian Journal of Teaching in Science, 4(1), 41-46.
Furner, J. M. (2016). Every student can be an einstein: addressing math anxiety in today’s classrooms. Transformations, 2(2), 22-45.
Ha, C. S., Lakes, R. S., and Plesha, M. E. (2018). Design, fabrication, and analysis of lattice exhibiting energy absorption via snap-through behavior. Materials and Design, 141, 426-437.
Hajar, Y. S., and Nandyanto, A. B. D. (2022). Application for regulating the number of calories in eating per day. ASEAN Journal of Community Service and Education, 1(2), 83-88.
HajiMoradkhani, H., Mashayekh, S., and Khodabandelou, R. (2023). Digital game-based learning in an introductory accounting course: design and development of an instructional game. International Journal of Game-Based Learning (IJGBL), 13(1), 1-21.
Hand, S., Rice, L., and Greenlee, E. (2017). Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields. Social Psychology of Education, 20, 929-945.
Hardman, J., and Lilley, W. (2023). iLearn? Investigating dialogical interaction with tablets in mathematics lessons. Technology, Pedagogy and Education, 32(3), 321-335.
Hashim, S., Masek, A., Mahthir, B. N. S. M., Rashid, A. H. A., and Nincarean, D. (2021). Association of interest, attitude and learning habit in mathematics learning towards enhancing students’ achievement. Indonesian Journal of Science and Technology, 6(1), 113-122.
Hewitt, P. G. (2019a). Quickly Teaching Speed, Velocity, and Acceleration—Part 2 Breadcrumb. The Science Teacher, 86(7), 10-15.
Hewitt, P.G. (2019b). Quickly teaching speed, velocity, and acceleration-Part 1. The Science Teacher, 86(6), 10-11.
Hilda, A. M., and Siswanto, R. D. (2021). Android application development: Permutation of the same elements based on realistic mathematics education. Mathematics Teaching Research Journal, 13(4), 170-180.
Isrokatun, I., Hanifah, N., Abdul, Y. R., Rosmiati, R., and Khoerunnisah, R. (2023). The development of android-based learning mobile app to practice critical thinking skills for elementary school students. Pegem Journal of Education and Instruction, 13(2), 161-172.
Janney, B. A., Sobotka, A. J., and Kidd, A. E. (2022). Decontextualizing velocity and acceleration in a concrete (and sweet) eating activity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(5), 202-209.
Jose, M. T. N. S. (2022). Factors that affect the performance of selected high school students from the third district of Albay in International Mathematics Competitions. ASEAN Journal for Science Education, 1(1), 9-16.
Kapucu, S. (2019). Discovering quantities of circular motion of a light-emitting toy train using a smartphone light sensor. The Physics Teacher, 57(7), 480-482.
Kapucu, S. (2022). Using different smartphone sensors to find the speed of a toy car. The Physics Teacher, 60(6), 430-432.
Khawas, C., and Shah, P. (2018). Application of firebase in android app development-a study. International Journal of Computer Applications, 179(46), 49-53.
Koyuncu, B., and Dönmez, P. (2018). Predictive value of sense of self-efficacy and attitudes of high school students for their resistance to mathematics. Universal Journal of Educational Research, 6(8), 1629-1636.
Kunkel, M. W., Riedl, K. A., and Stickle, D. F. (2024). Acceleration in the City. The Physics Teacher, 62(2), 108-109.
Lagcao, Y. G. D., Dechavez, J. P. A. D., Goleng, D. J. G., Lagca, Y. G. D., Tangkli, K. Y. M., and Vicera, W. J. C. (2023). Math readiness and its Effect on the online academic performance of science, technology, engineering, and mathematics students. ASEAN Journal for Science Education, 2(1), 33-38.
Lasisi, A. K., Hassan, A. A., and Abdulkareem, H. B. (2024). Impact of single parenting on academic performance of junior secondary school students in mathematics. ASEAN Journal for Science Education, 3(2), 129-138.
Lee, J., Lee, H. J., and Bong, M. (2022). Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs. Theory into Practice, 61(1), 35-48.
Lee, M. Y. (2018). Further investigation into the quality of teachers’ noticing expertise: A proposed framework for evaluating teachers’ models of students’ mathematical thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1570-1584.
Leszczynski, E., Monahan, C., Munakata, M., and Vaidya, A. (2017). The windwalker project: An open-ended approach. Journal of College Science Teaching, 46(6), 27-33.
Long, C. S., Harrell, P., Subramaniam, K., Pope, E., and Thompson, R. (2023). Strengthening elementary preservice teachers’ physical science content knowledge: A 3-Year Study. Research in Science Education, 53(3), 613-632.
Lu, H., Chen, X., and Qi, C. (2023). Which is more predictive: Domain‐or task‐specific self‐efficacy in teaching and outcomes?. British Journal of Educational Psychology, 93(1), 283-298.
Mahuda, I., Nasrullah, A., Mubarika, M. P., Meilisa, R., and Fajari, L. E. W. (2022). Android-based mathematics learning media assisted by smart apps creator on self-regulated learning. Online Submission, 3(3), 160-165.
Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., and Dicke, T. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263-280.
Martin, K., and Hunt, J. H. (2022). Learning trajectory based fraction intervention: Building a mathematics education evidence base. Investigations in Mathematics Learning, 14(3), 235-249.
Maryanti, R. (2021). Assessment of mathematical abilities of students with intellectual disabilities during the covid-19 pandemic. Indonesian Journal of Community and Special Needs Education, 1(2), 47-52.
Maryati, W. E., Retnowati, E., and Thoe, N. K. (2022). Learning mathematics formulas by listening and reading worked examples. Indonesian Journal of Teaching in Science, 2(1), 61-74.
Mateus-Nieves, E., and Rojas-Jimenez, C. A. (2020). Mathematical generalization from the articulation of advanced mathematical thinking and knot theory. Acta Scientiae, 22(3), 65-81.
Mitrayana, M., and Nurlaelah, E. (2023). Computational thinking in mathematics learning: Systematic literature review. Indonesian Journal of Teaching in Science, 3(2), 133-142.
Mousley, K. (2021). Pedagogical suggestions to foster fraction learning. American Annals of the Deaf, 166(3), 342-351.
Novaliendry, D., Darmi, R., Hendriyani, Y., Nor, M., and Azman, A. (2020). Smart learning media based on android technology. International Journal of Innovation, Creativity and Change, 12(11), 715-735.
Obafemi, K. E. (2024). Enhancing pupils’ academic performance in mathematics using brainstorming instructional strategy. ASEAN Journal of Science and Engineering Education, 4(2), 99-106.
Obafemi, K. E., Fajonyomi, A., and Ola-Alani, E. K. (2023a). Effect of reversed jigsaw instructional strategy on pupils academic achievement in mathematics. ASEAN Journal of Science and Engineering Education, 3(3), 297-304.
Obafemi, K. E., Saadu, U. T., Adesokan, A., Yahaya, O., Sulaimon, J. T., Obafemi, T. O., and Yakubu, F. M. (2023b). Self-efficacy as a correlate of pupils’ academic achievement in mathematics. Indonesian Journal of Teaching in Science, 3(2), 113-120.
Obafemi, K. E., Saadu, U. T., Yahaya, O., Obafemi, T. O., and Yakubu, F. M. (2024). Exploration of the effect of scaffolding instructional strategy on pupils’ academic performance in mathematics. ASEAN Journal for Science Education, 2(2), 121-128.
Obafemi, K. E., Yahaya, O., Yakubu, F. M., and Obafemi, T. O. (2024). Effect of round robin instructional strategy on pupils’ academic achievement in mathematics. Indonesian Journal of Teaching in Science, 4(2), 129-134
Ogunjimi, M. O., and Gbadeyanka, T. A. (2023). Effect of guided inquiry and explicit-instructional strategies on lower basic students’ academic performance in mathematics. Indonesian Journal of Teaching in Science, 3(1), 23-32.
Padmore, E. A., and Ali, C. A. (2024). Exploring effective differentiated instruction in the teaching and learning of mathematics. ASEAN Journal for Science Education, 3(1), 41-54.
Pedersen, P. L., Aunio, P., Sunde, P. B., Bjerre, M., and Waagepetersen, R. (2023). Differences in high-and low-performing students’ fraction learning in the fourth grade. The Journal of experimental education, 91(4), 636-654.
Piscová, V., Lehotayová, J., and Hreško, J. (2023). Environmental education in the school system at elementary schools in Slovakia. European Journal of Science and Mathematics Education, 11(4), 650-671.
Pispinis, D. (2019). Calculation of minimum speed of projectiles under linear resistance using the geometry of the velocity space. European Journal of Physics Education, 10(3), 1-9.
Poikonen, S., Wang, X., and Golden, B. (2017). The vehicle routing problem with drones: Extended models and connections. Networks, 70(1), 34-43.
Radiamoda, A. A. (2024). Difficulties encountered by the students in learning mathematics. Indonesian Journal of Educational Research and Technology, 4(1), 63-70.
Rohimah, S. M. (2025). Bibliometric analysis using Vosviewer with Publish or Perish of mathematical proficiency. Indonesian Journal of Educational Research and Technology, 5(1), 9-18.
Roick, J., and Ringeisen, T. (2018). Students' math performance in higher education: Examining the role of self-regulated learning and self-efficacy. Learning and Individual Differences, 65, 148-158.
Romadiah, H., Dayurni, P., and Fajari, L. E. W. (2022). Meta-analysis study: the effect of android-based learning media on student learning outcomes. International Journal of Asian Education, 3(4), 253-263.
Sağkal, A. S., and Sönmez, M. T. (2022). The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment. European Journal of Psychology of Education, 37(2), 341-354.
Samuel, T. S., and Warner, J. (2021). “I can math!”: Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205-222.
Saputra, D., Gürbüz, B., and Haryani, H. (2021). Android-based animation for chemical elements and experiments as an interactive learning media. Journal of Science Learning, 4(2), 185-191.
Sari, I. P., Suryadi, D., Herman, T., Dahlan, J. A., and Supriyadi, E. (2024). Learning obstacles on fractions: A scoping review. Infinity Journal, 13(2), 377-392.
Satsangi, R., and Raines, A. R. (2023). Examining virtual manipulatives for teaching computations with fractions to children with mathematics difficulty. Journal of Learning Disabilities, 56(4), 295-309.
Schadl, C., and Ufer, S. (2023). Beyond linearity: Using irt‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes. Child Development, 94(6), 1642-1658.
Ogle, J. P., Hyllegard, K. H., Rambo-Hernandez, K., and Park, J. (2017). Building middle school girls' self-efficacy, knowledge, and interest in math and science through the integration of fashion and STEM. Journal of Family and Consumer Sciences, 109(4), 33-40.
Shogren, K. A., Burke, K. M., Antosh, A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A., and Raley, S. (2019). Impact of the self-determined learning model of instruction on self-determination and goal attainment in adolescents with intellectual disability. Journal of Disability Policy Studies, 30(1), 22-34.
Solihah, P. A., Kaniawati, I., Samsudin, A., and Riandi, R. (2024). Prototype of greenhouse effect for improving problem-solving skills in science, technology, engineering, and mathematics (STEM)-education for sustainable development (ESD): Literature review, bibliometric, and experiment. Indonesian Journal of Science and Technology, 9(1), 163-190.
Su, A., Wan, S., He, W., and Dong, L. (2021). Effect of intelligence mindsets on math achievement for chinese primary school students: Math self-efficacy and failure beliefs as mediators. Frontiers in Psychology, 12, 1-10.
Subramaniam, K., Harrell, P. E., Long, C. S., and Khan, N. (2022). Pre-service elementary teachers’ conceptual understanding of average speed: The systematicity and persistence of related and unrelated concepts. Research in Science and Technological Education, 40(2), 189-206.
Suprihatin, S., Yufitriani, Y., and Mulyeni, T. (2024). Developing the ability to add integer through live worksheets among grade II pupils with autism in mathematics learning. Indonesian Journal of Community and Special Needs Education, 4(2), 95-102
Tang, Q. (2023). Protocol-guided teaching in junior-secondary physics education: An analysis of the learning protocol for the velocity instruction based on real-world circumstances. Science Insights Education Frontiers, 16(2), 2565-2575.
Usmeldi, U., Amini, R., and Trisna, S. (2017). The development of research-based learning model with science, environment, technology, and society approaches to improve critical thinking of students. Jurnal Pendidikan IPA Indonesia, 6(2), 318-325.
Vecchio, G. M., Zava, F., Gerbino, M., Baumgartner, E., and Sette, S. (2023). Childcare providers and COVID-19: The role of regulatory emotional self-efficacy in sustaining subjective well-being. Early Education and Development, 34(8), 1749-1760.
Verdun, V. R., Chiasson, B. A., and Fienup, D. M. (2020). At the intersection of derived relations and observational learning: Teaching fraction–percentage relations. Journal of Behavioral Education, 29, 741-762.
Warner, S., and Kaur, A. (2017). The perceptions of teachers and students on a 21st century mathematics instructional model. International Electronic Journal of Mathematics Education, 12(2), 193-215.
Weakley, J., Mann, B., Banyard, H., McLaren, S., Scott, T., and Garcia-Ramos, A. (2021). Velocity-based training: From theory to application. Strength and Conditioning Journal, 43(2), 31-49.
Wijaya, H., Maryanti, R., Wulandary, V., and Irawan, A.R. (2022). Numerical minimum competence assessment for increasing students’ interest in mathematics. ASEAN Journal of Science and Engineering Education, 2(3), 183-192.
Wong, K.S.; and Wong, H. (2022). Understanding the law of conservation of momentum in one-dimensional collisions between two objects using the velocity space approach. The Physics Teacher, 60(2), 94-96.
Yorganci, S. (2022). The interactive e‐book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes. Journal of Computer Assisted Learning, 38(4), 1005-1017.
Zangori, L., Vo, T., Forbes, C. T., and Schwarz, C. V. (2017). Supporting 3rd-grade students model-based explanations about groundwater: A quasi-experimental study of a curricular intervention. International Journal of Science Education, 39(11), 1421-1442.
Zhang, L., Shang, J., Pelton, T., & Pelton, L. F. (2020). Supporting primary students' learning of fraction conceptual knowledge through digital games. Journal of Computer Assisted Learning, 36(4), 540-548.
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., and Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26(3), 579-601.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Universitas Pendidikan Indonesia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.