Rooselyna Ekawati
@unesa.ac.id
Department of Mathematics Education
universitas negeri surabaya
EDUCATION
Bachelor of Mathematics, Airlangga University
Master of Mathematics Education, Utrecht University, The Netherlands
Doctoral of Mathematics Education, National Taiwan Normal University, Taiwan
RESEARCH INTERESTS
Mathematics Education, Teacher Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Siti Suprihatiningsih, Masriyah Masriyah, and Rooselyna Ekawati
Institute of Advanced Engineering and Science
The knowledge of the materials to be taught to the students is the basic knowledge that preservice mathematics teachers should possess, as they need to prepare themselves for teaching. In order to research preservice teachers’ understanding of the subject matter and teaching skils, valid and reliable test instruments are required. Knowledge of content and teaching (KCT) is one of the tools that can be used. This research was conducted using the Plomp model. Based on the research results, it was found that the KCT task instruments are valid, reliable, and legible. The instruments were utilized in this study with several revisions to describe the content and teaching knowledge of the subjects. The results of this investigation strongly support the use of KCT instruments. This tool is crucial to implement in understanding the capability of preservice mathematics educators in planning and successfully executing math lessons. Additionally, future research should be conducted on content understanding and classroom instruction on mathematics education. Such research will be able to reveal information on the expertise and experience of prospective mathematics teachers.
Hodiyanto Hodiyanto, Mega Teguh Budiarto, Rooselyna Ekawati, Gemi Susanti, Jeonghyeon Kim, and Daisy Mae R. Bongtiwon
IKIP Siliwangi Bandung
Abstraction is fundamental in mathematics learning because students can discover the studied concepts through abstraction. Bibliometric analyses of abstraction research in mathematics education have yet to be published. A bibliometric analysis is conducted to explore trends in abstraction research. The mathematics education researchers will gain insights from studying the development of abstraction research over the last fifteen years. The primary objective of this study is to evaluate the primary journals published, the most productive authors, universities, and countries and to identify current trends in abstraction research. Data were collected from the Scopus database and analysed using VOSviewer and R software. A thorough review was conducted on 271 articles published between 2008 and 2022. The collected data was analysed and presented using R studio and VOSviewer software. The publication of abstraction research has increased every year. Abstraction studies related to geometry, computational thinking, and preschool are trend and abstraction studies related to gesture, preschool child, arithmetic, physiology, mathematical concepts, geometry, language, and cognition. Abstraction research is exciting because it will still trend until 2022. This study offers valuable insights to researchers interested in mathematics education for exploring alternative research directions to the primary research trends. Based on these results, recommendations for further research are given so that they can explore various options for research trends.
Ali Shodikin, Rooselyna Ekawati, Heri Purnomo, and Abdul Halim Abdullah
Association for Information Communication Technology Education and Science (UIKTEN)
Constructing the correct mathematical model is the main key to solving mathematical modeling problems, but students most often fail at this process. Understanding the failure characteristics of constructing a model can be used to correct student errors. This study aims to discuss the characteristics of failures in constructing mathematical models carried out by the students in algebra subject matter. This study used an exploratory descriptive design approach and involves 41 mathematics education students to solve mathematical modeling test questions. The results showed four types of failure characteristics in constructing the model. First, misunderstand type is characterized by disability in capturing important facts from the problem and compiling a model only procedurally. Second, misconnection type is marked by incompetence in making connections between important facts. Third, missspeculation type is noted by the incapacity in making speculations about important facts. Fourth, misslogic type is signed by the inability to use logical facts. Therefore, lecturers or teachers must be more careful to improve the teaching process to be more comprehensive and carry out appropriate scaffolding to overcome the students’ difficulties in solving mathematical modeling problems, especially in constructing mathematical models. The appearance of each error indicates the need for certain repairs. Error correction should be handled based on the characteristics that arise.
Rooselyna Ekawati, Wasis Wasis, Ali Shodikin, Shofan Fiangga, and Jian-Cheng Chen
Association for Information Communication Technology Education and Science (UIKTEN)
While discussions about the learning experiences of dyslexic students have been extensive, the exploration of interventions to address their learning obstacles using technology remains unresolved. This study aims to unpack the pattern use of games to enhance the learning of students with dyslexia using a systematic literature review of thirty-nine articles. The analysis findings reveal a notable increase in interest over the past decade in publications focusing on the utilization of games to enhance the learning experiences of students with dyslexia across various grade levels. The utilization is delineated in ways that exploring innovative approaches to enhance reading skills in dyslexic students through engaging and playful methods gives significant potential progress. The empirical results specifically indicate that employing playful strategies contributes to the enjoyment, motivation, and active participation of students with dyslexia. These can enhance reading skills by bolstering linguistic competence, improving working memory, and enhancing executive functions, thereby significantly supporting the learning process. The encouraging progress in utilizing games to enhance the learning of students with dyslexia underscores the need for research aimed at optimizing both cognitive and non-cognitive factors in their learning experiences.
, Siti Suprihatiningsih, Masriyah Masriyah, , Rooselyna Ekawati, and
Scientific and Educational Initiative
The problem and the aim of the study. Anxiety while teaching mathematics is one key component that may influence both teaching and learning. By investigating the relationship between anxiety levels and metacognitive awareness, the result of such investigation is expected to be able to assist pre-service teachers in overcoming obstacles and developing confidence in their abilities to teach mathematics. Based on that, this study attempts to find out how metacognitive awareness and anxiety in teaching mathematics influence the knowledge of content and teaching of pre-service mathematics teachers. Research methods. The metacognitive awareness and mathematics teaching anxiety questionnaires were used to assess pre-service mathematics teachers’ knowledge of content and teaching as well as their teaching abilities. The research employed a mixed-method approach, which combines quantitative and qualitative research. The quantitative research sample consisted of 135 pre-service mathematics teachers, with 75 being females and 60 being males. In the next step, two research participants were randomly selected to investigate the impact of metacognitive awareness and mathematics teaching anxiety on topic knowledge and instruction in the qualitative research. The two selected subjects were selected based on their knowledge of content and teaching. One had high levels of metacognitive awareness and the other one had low levels of metacognitive awareness, as well as teaching anxiety in mathematics. Results. This study found that the impact of metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching was confirmed by a multiple linear regression analysis. The results of the multiple linear regression analysis using SPSS 25 showed the influence of metacognitive awareness (X1) and anxiety (X2) on knowledge of teaching and teaching (Y). The regression model Y = – 27,077 – 0.621 X1 + 1,205 X2. According to the results of the multiple regression test, pre-service mathematics teachers with high metacognitive awareness were able to maximize their existing knowledge of content and teaching, whereas those with low metacognitive awareness were unable to do so. Additionally, pre-service mathematics teachers with low mathematics teaching anxiety were able to employ effective ways to maximize knowledge of content and teaching, but pre-service mathematics teachers with high mathematics teaching anxiety struggled to convey knowledge of content and teaching. In conclusion, the study showed that pre-service mathematics teacher students with a high level of metacognitive awareness were more able to explore their understanding of material and teaching to prepare for teaching and learning activities effectively. On the other hand, pre-service mathematics teachers with low metacognitive awareness might find it difficult, as they might struggle with content understanding and instruction. Mathematics teaching anxiety was found to have a considerable negative impact on knowledge of content and teaching. High mathematics teaching anxiety can have an impact on both material understanding and teaching.
Reni Dwi Susanti, Agung Lukito, and Rooselyna Ekawati
ACM
Rooselyna Ekawati, Ahmad Wachidul Kohar, Elly Matul Imah, Lintang Meyta Fitrani, and Khoirun Nisa’
AIP Publishing
Yohanis Ndapa Deda, Hermina Disnawati, Rooselyna Ekawati, and Nadi Suprapto
Institute of Advanced Engineering and Science
<span lang="EN-US">Dyscalculia is the inability to perform simple numerical calculations in everyday life. However, no one has researched this topic worldwide in about two years. This study aimed to investigate the research trends on dyscalculia through bibliometric studies and research issues related to dyscalculia in the Scopus database starting 2017 to October 2022. The sample consisted of 536 total documents. The results showed that scientific publications on dyscalculia fluctuated. In the next five years, its movements cannot be predicted. The highest number of document types is articles, which is 369. The number of cross-border documents from 2017 to 2022 is in the United States, as many as 75 papers, and in Italy, 74 copies. These two countries are more dominant on the topic of dyscalculia. Furthermore, 536 documents comprising 94.4% of articles were used in English. In general, in research on dyscalculia, researchers produce four out of five significant clusters: patient, approach, task, and grade. However, topics related to dyscalculia and mathematics often studied are deficit students, deficit addition and subtraction, mathematics difficulty, instruction, and primary school. The results can be used to shed light on developing tendencies in dyscalculia investigations and suggest directions for future studies.</span>
Reni Dwi Susanti, Agung Lukito, and Rooselyna Ekawati
North American Business Press
Computational thinking is significant in the 21st century, especially for problem-solving. For students, this process requires problem understanding that can apply semiotic perspective. According to Peirce, semiotic components include representament, object, and interpretant, the components that exist in computational thinking as it encourage students to think logically and appropriately. This research is a qualitative case study with one student as its object to receive tasks on problem-solving and interviews. The study results indicate that in semiotics, the object component of the study refers to the ability to understand the given problem, mathematical model, and information that is known from the task given. The representament refers to the student's ability to interpret any given object in computational thinking, such as writing down a function formula and drawing a graph. As for interpretant, students must prove the ability to interpret and give meaning to the problem. Therefore, a semiotic perspective in computational thinking can help identify students' problem-solving.
Rooselyna Ekawati, Ahmad Wachidul Kohar, Tatag Yuli Eko Siswono, Agung Lukito, Kai-Lin Yang, and Khoirun Nisa
IKIP Siliwangi Bandung
This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.
Enny Listiawati, Dwi Juniati, and Rooselyna Ekawati
AIP Publishing
Rooselyna Ekawati, Fou-Lai Lin, and Ahmad Wachidul Kohar
Universitas Negeri Yogyakarta
There is a widespread agreement that Mathematics Pedagogical Content Knowledge (MPCK) become one of the key resources for teaching mathematics effectively. This qualitative research investigates the existence of primary teachers’ MPCK in mathematics teaching practice on ratio and proportion. Data were collected from the recorded videos of teaching observations of three primary teachers with different levels of Mathematics Content Knowledge (MCK) and MPCK selected from a paper and pencil test. A video observation instrument considering the MPCK factors’ framework for teaching ratio and proportion was used to explore the existence of MPCK in the teachers’ teaching practices. Data were analyzed by employing a whole-to-part approach of video-based data on three components of the teachers’ teaching practices on ratio and proportion, i.e., task level feature, the teaching of problem-solving strategies, and knowledge of students’ conceptual understanding. Results indicate that all the components of teachers’ MPCK can be observed in teaching practice appropriately or inappropriately due to teachers’ different levels of MPCK (Good, Medium, and Low). All MPCK factors were activated by the good teacher in her teaching appropriately differs from Medium and Low teachers. The Medium teacher needs more opportunities to learn about ratio and proportion task level features. The evidence leads to the opportunity to design a learning trajectory for In-service primary teachers that consider the integration of MPCK and MCK in balance.
Istiqomah Istiqomah, Rika Yuliani, Rooselyna Ekawati, and Sri Adi Widodo
Institute of Advanced Engineering and Science
<span lang="EN-US">Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.</span>
Linda Devi Fitriana, Rooselyna Ekawati, and Zoltán Kovács
Indonesian Mathematical Society
There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of their proposed problem and the solution approach they utilized. The typical tasks proposed by Indonesian prospective teachers are exercise and mostly related to arithmetic operations, while those by Hungarian prospective teachers are challenging problems and generally connected to arithmetic sequences. Moreover, in solving their problems, Indonesians tend to show arithmetic reasoning while Hungarians often denote algebraic reasoning. These disparities might be attributed to the types of problems that each group typically encounters during their mathematics lessons.
Rooselyna Ekawati, Masriyah, Abdul Haris Rosyidi, Budi Priyo Prawoto, Rully Charitas Indra Prahmana, and Fou-Lai Lin
MDPI AG
Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.
Rooselyna Ekawati, Ahmad Wachidul Kohar, Masriyah Masriyah, Abdul Haris Rosyidi, Budi Priyo Prawoto, and Evangelista Lus Windyana Palupi
EDP Sciences
The data of conjecturing student errors were analyzed by focusing on possible errors of triangle area on a conservation task, while PSTs’ responses of student errors were scrutinized using four strands: mathematical focus, pedagogical action, form of address, and degree of student error use. Results revealed that while PSTs tend to identify as well as interpret the existence of mathematical errors from the conceptual aspect on triangles with the same sizes of height and base, few PSTs could evaluate student errors employing the formal structure of area conservation concept on triangles with the different sizes of height and base. Regarding PST’s responses, PSTs tend to agree with facilitating students to investigate the congruence of base and height of triangles in constructing the concept of triangle area measurement. However, they preferred to choose pedagogical action by reexplaining the main feature of the task solution instead of using student errors as a tool to probe student thinking or provide cognitive conflicts. Furthermore, most of the PST also don’t use student errors as a tool to reconstruct a whole lesson indicating learning trajectory on area conservation concepts, but as a steppingstone to correct subsequent errors.
S Fiangga, S Khabibah, S M Amin, and R Ekawati
IOP Publishing
Abstract A number of international assessments result in Indonesian students’ low achievement in mathematics. One substantial factor that affects to the inadequate achievement is the quality of the mathematics teachers. In 2007, teacher certification was launched by the government concerning the improvement program for teachers’ qualifications. Nevertheless, the program still struggling to foster the teachers’ quality. One fundamental aspect that constitutes to the teachers’ qualification is a Pedagogical Content Knowledge (PCK). This study aims to analyze the pre-service teacher PCK from the designed learning materials. This content analysis uses the learning materials which are the final product developed by the pre-service mathematics teachers. The framework from both Maher et.al. and Chick et.al. are used for analyzing the Clearly PCK categorization. Document analysis was used to obtain the data. The result suggests that pre-service teachers lack the ability to consider the students thinking and their misconception to develop effective teaching strategies.
Rooselyna Ekawati, Susanti Susanti, and Jian-Cheng Chen
IKIP Siliwangi Bandung
This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.
T W Yuliani, Y Fuad, and R Ekawati
IOP Publishing
Abstract Fraction is one of mathematics’ topics that difficult to be understood. Many representation form from fraction. Representation has an important role in mathematic. Representation helps student to create mathematic ideas more concrete. So, multi-representation is needed in fractional problem solving. This study is to describe students’ ability of multi-representation in solving fraction problem. The sample of this study is the VII-B grade students of a state junior high school in Munjungan city, East Java. There are eight classes from A to H, VII-B was chosen purposively. There were 10 boys and 12 girls in VII-B. Multi-representation test was given to each student. Three volunteer were chosen as our respondents. The semi-structured interview was utilized to investigate the process and students conceptual of fraction. This study shows that the students still have difficulties to represent fraction. The students were success to solve model representation, but they have difficulty to solve fraction in number line. The error in representation on addition and subtraction of fraction problem shows that student did not understand fraction concept well. Student ability on multi-representations should be conducted through exercise continually.