Construction of the Area of Rectangle Concept from the Perspective of APOS Theory Markus Palobo, Raden Sulaiman, Endah Budi Rahaju TEM Journal, 2025 This study examines seventh grade students' understanding of the concept of Rectangular Area through APOS (Action, Process, Object, and Schema) theory, previously used in various studies to improve conceptual understanding of mathematics. The literature shows that students often rely on memorising the area formula without understanding its conceptual basis, which can hinder long-term understanding of geometry. Previous research by Dubinsky and Arnon showed that APOS theory can facilitate the construction of mathematical understanding through structured cognitive stages. Based on this theory, the study hypothesised that APOS can help students develop an understanding of rectangular area through a gradual process involving internalisation and depiction of the unit square. Using a qualitative descriptive approach, this study selected participants based on their understanding of rectangular area and mathematical ability, using task-based interviews to explore their cognitive development. The sample consisted of one seventh grade student at SMP PGRI Buntudatu, Toraja. The results showed that students were able to internalise the rectangular area formula by gradually adding square units and understanding multiplication as a method of determining area. These results support the need for modification in the genetic decomposition of APOS theory, by adding specific cognitive steps to understand the unit square, in order to improve pedagogical strategies in learning geometry. The implications of this study highlight the importance of using cognitive frameworks in teaching mathematical concepts, by offering an approach that does not rely solely on procedural memorisation. This approach could potentially be applied to other mathematical concepts to improve students' understanding and long-term retention of geometry principles.
Gender differences and learning styles: impact on students' geometric thinking and quadrilateral area comprehension Universitas Negeri Surabaya, Markus Palobo, Raden Sulaiman, Universitas Negeri Surabaya, Endah Budi Rahaju, et al. Perspektivy Nauki I Obrazovania, 2024 Introduction. Teachers need to adapt teaching methods that consider various learning styles to improve students' understanding of geometry concepts. In addition, gender-sensitive educational interventions are needed to promote equity in mathematics achievement. The aim is to assess how gender and learning styles (read/write and kinesthetic) affect students' ability to understand and apply geometric concepts. Study participants and methods. Data were collected from 49 students (24 females and 25 males) in a rural middle school. Instruments used included the Van Hiele Geometry Test (VHGT) for geometric thinking levels, essay tests for quadrilateral area comprehension, and the VARK questionnaire to determine learning styles. Statistical analyses, including t-tests, ANOVA, and linear regression, were performed to identify significant differences and interactions among the variables. Results. First, the independent t-test showed no significant differences in geometric thinking levels between male and female students (t(47) = 1.12, p > 0.05). However, a significant difference was found in quadrilateral area comprehension scores between genders, with male students scoring higher than female students (t(47) = 2.24, p < 0.05). Second, ANOVA results indicated a significant difference in quadrilateral area comprehension based on learning styles (F(3,45) = 4.56, p < 0.01). Students with a visual learning style showed better comprehension compared to those with auditory and kinesthetic learning styles (p < 0.05). Third, linear regression analysis demonstrated that learning style was a significant predictor for quadrilateral area comprehension (R² = 0.35, F(3,45) = 8.10, p < 0.001), with visual learners performing the best. However, learning style was not a significant predictor for geometric thinking levels (R² = 0.10, F(3,45) = 1.67, p > 0.05). Altogether, the results that students with a visual learning style exhibited higher levels of geometric thinking compared to their kinesthetic counterparts. However, no significant differences were observed in quadrilateral area comprehension based on gender or learning style. Conclusion. These results highlight the importance of adapting teaching methods to accommodate various learning styles to enhance students' understanding of geometric concepts. Additionally, the study underscores the need for gender-sensitive educational interventions to promote equity in mathematics achievement. This research contributes valuable insights into the interplay between gender, learning styles, and geometry comprehension, offering recommendations for more personalized and adaptive teaching strategies in mathematics education.
Preservice teacher belief on nature of mathematics and mathematics teaching and tearning: A quantitative study S L Pagiling, M Palobo, D Mayasari Journal of Physics Conference Series, 2021 Abstract A quantitative study aims to investigate preservice teacher’s beliefs in mathematics and mathematics teaching and learning. The participants were 103 preservice mathematics teachers who were studying at the Musamus University of Merauke. The TBTP questionnaire was used to measure the beliefs of preservice teachers. The results showed that there were differences in the beliefs of preservice teachers when teaching in classes dominated by high ability students and low ability students. Preservice teachers tend to have platonist beliefs when teaching in high ability classes and when teaching in low ability classes preservice teachers have instrumentalist beliefs. Most preservice teachers have instrumentalist beliefs in mathematics. The implications of the study provide recommendations for teacher educators to change the beliefs of preservice mathematics teachers into problem-solving views.
Identification of math teacher's capabilities in classroom action research M Palobo, Y Tembang, S L Pagiling, K D Nur’aini Journal of Physics Conference Series, 2021 Abstract Classroom action research (CAR) is very important to be carried out by a teacher. However, it was found that very few teachers conducted classroom action research. This research is quantitative descriptive. The research aims to identify the teacher’s initial ability to carry out the practice of classroom action research. The research subjects were math teachers of the Merauke consisting of 60 teachers. Data collection techniques using interview, questionnaire and observation methods. Analysis of research data with data reduction methods, data presentation and conclusion drawing. The results showed that 73% of teachers had never carried out CAR, 27% had implemented CAR. Most teachers, 85% said that CAR is very important and must be carried out by every teacher. There are still very high teachers who find it difficult to implement CAR, which is 81.7% with average difficulties for the CAR title component (30%) and Library (23.3%). The main need that is urgently needed immediately is mentoring CAR theory understanding (41.7%), proposal preparation assistance (36.7%) and CAR practice assistance (20%). The training model desired by the teacher is a workshop (40.1%) and practicum (31.8%).
Analysis of pre-service primary teachers' difficulties in solving word problem S. Pagiling, Y. Tembang, M. Palobo, Anis Munfarikhatin ACM International Conference Proceeding Series, 2020 The solution of word problems requires cognitive and affective knowledge of problem solvers. However, many college' students faced difficulties in solving word problems. The descriptive study using a qualitative approach aims to explore difficulties faced by pre-service primary teachers when solving word problems. The participants of this study were 40 pre-service elementary teachers who were taking realistic mathematics learning courses in the academic year 2019/2020. Data were collected through word problem tasks and interviews. Data were analyzed using the Newman procedure. The results showed that most pre-service elementary teacher had difficulty in solving word problems. Difficulties faced by the pre-service elementary teacher who does not get the right solution are caused by (1) lack of understanding of the problems given; (2) lack of knowledge of strategy's inability to translate problems into mathematical forms; (3) inability to use mathematics correctly; and (4) inability to use correct mathematics. The implication of this study is teacher educators should provide scaffolding and feedback during learning in class.
Development of interactive based powerpoint learning media in the class Iv students of merauke basic school Y. Tembang, R. Purwanty, M. Palobo, Rudolf Irwanto Kabrahanubun ACM International Conference Proceeding Series, 2020 This study aims to produce interactive-based PowerPoint learning media on the science content of fourth-grade elementary school students and to determine the potential effects and development of instructional media using interactive-based PowerPoints on the science content of fourth-grade elementary school students. This type of research is a design research type of development study, the subject of this research is the fourth-grade students of SD YPPK Santa Theresia Buti Merauke in the academic year 2019/2020. Data collection techniques in this study were walkthroughs, questionnaires, interviews, and test learning outcomes after using interactive PowerPoint-based learning media. The results of this study are: (1) the research has produced interactive based PowerPoint learning media on science content; (2) the developed learning media has a very potent effect on student learning outcomes and the respondent's attitude to participate in learning is very good; and (3) it is very easy for teachers and students to convey and receive learning about science content.
The effect of problem solving ability based blended learning towards the pupils' math learning outcomes D. Mayasari, M. Palobo, I. Natsir, Anis Munfarikhatin ACM International Conference Proceeding Series, 2020 This study aimed to describe the effect of problem solving ability based blended learning on mathematics learning outcomes of second year pupils' at Matheamatics Department in Musamus University. Type of this study is quantitative study using quasi-experimental methods and one-group pre-test and post-test design. The population in this study are all pupils' in Matematics Department in Musamus University. The sampling using saturated sampling technique (total sampling), thus the sample in this research amounted to 25 pupils. The data collection is done through tests, namely pre-test and post-test. The data analysis technique used in this study is descriptive analysis. Based on the result and discussion in this study, it can be concluded that there is an effect of problem solving to the mathematics learning outcomes of second year pupils' at mathematics Department in Musamus University. This is evidenced by the mean value of mathematics learning outcomes is 76.28 (good category). From these results it can be concluded that there was an effect of problem solving ability based blended learning to pupils' mathematics learning outcomes.
Calculus learning with problem-solving learning based on blended learning approach M. Palobo, Anis Munfarikhatin, S. Pagiling, D. Mayasari, M. F. V. Ruslau ACM International Conference Proceeding Series, 2020 This study aims to develop calculus learning tools for problem-solving models based on blended learning approaches that meet valid, practical and effective criteria. Learning tools in the form of semester learning plans, learning program units, modules, and student worksheets that aim to improve students' creative thinking skills and learning independence. The development method uses the Borg & Gall development model which consists of Research and information collecting; Planning; Develop a preliminary form of product; Preliminary field testing; Main product revision; Main field testing; Operational product revision. The product of development was tested on students of the Mathematics Education Study Program at the Musamus University 2019/2020 academic year. The results were obtained that the-learning tools with the blended learning-based problem-Solving model met the highly valid criteria for RPS and SAP, valid criteria for student modules, and worksheets based on validator ratings. While the assessment instruments in the form of questions about the ability to think creatively and independence questionnaires meet very valid criteria. The device was tested on 8 Mathematics Education study program students. The results of the the practicality assessment by students and based on observations of the implementation of learning obtained the conclusion that the-learning device meets practical criteria. Based on the test results obtained that the mathematics learning device with the Problem-solving model based on blended learning in effective calculus lectures increases the creative thinking ability that is 75% Students have the ability to think creatively in the minimal category sufficiently, while in the aspect of learning independence it is obtained that the-learning device is not effective in increasing learning independence only 69.4% of students in the high minimum category.
Implementation of software geogebra on triangles Nurhayati, Markus Palobo, Khumaeroh Dwi Nur’aini, Irmawaty Natsir, Etriana Meirista, Anis Munfarikhatin Journal of Physics Conference Series, 2020 Abstract Mathematics teaching is a learning process gives an understanding of mathematical concepts for students. The basic concepts of mathematics must be embedded well in each student so that understanding concepts at an advanced level can be easily mastered. Mathematics teachers play an important role regarding the problems faced by students when learning mathematics in class. A math teacher in addition to having the ability to master mathematical concepts well, is also required the ability to manage the class so that students can understand the concept well and learning achievement is in the high category. Mathematics is a subject consisting of great ideas that are connected to each other so that understanding cannot be separated because each concept will contribute to the other concepts. Most students still say that mathematics is a difficult and uninteresting lesson, therefore, a teacher needs to apply specific strategies used in the mathematics learning process so that it can change students’ perceptions of mathematics into an interesting and easy lesson. The use of technology can help teachers and students learn mathematics, for example the use of GeoGebra software. GeoGebra software has the benefit of being able to make geometric paintings that are fast and precise compared to using paper and pencil and the existence of animation facilities provides a clear visual experience for students and teachers. One of the geometry concepts is to construct a flat triangle, in this study the discussion is to determine the special lines on the triangle using GeoGebra software and then determine the intersection of the special lines of the triangle.
Enhancing Students' Problem-Solving Skills through Ethnomathematics-Based Geometry Learning with an Android Mobile Application E Setyaningsih, B Hasan, M Palobo, BN Koirala Riemann: Research of Mathematics and Mathematics Education 8 (1), 398-411 , 2026 2026
From Recognition to Logical Deduction: Assessing the van Hiele Levels of Geometric Thinking Among Students of Diverse Disciplines M Palobo, Y Tembang, O Dadi Riemann: Research of Mathematics and Mathematics Education 8 (1), 210-230 , 2026 2026
PEMBELAJARAN BERMAKNA DAN PERAN MOTIVASI SFH Tondowala, RM Noveny, S Th, C NNLP, S Purwaningsih, ... CV Rey Media Grafika , 2026 2026
Perancangan Model Fuzzy Neural Network Guna Pengembangan Sistem Deteksi Dini Risiko Penyakit Stroke R Rosytha, N Miftachurohmah, MN Sutoyo, N Nasruddin, M Palobo Seminar Nasional Teknologi & Sains 5 (1), 598-603 , 2026 2026
The Impact of ICT-Integrated Learning on High School Students’ Achievement in Mathematics: A Data-Driven Analysis N Miftachurohmah, N Nasruddin, M Palobo RIGGS: Journal of Artificial Intelligence and Digital Business 4 (4), 4197-4205 , 2026 2026 Citations: 1
Analysis of Epistemological Barriers in Students' Problem-Solving of Basic Algebra in Junior High School through the Didactical Design Research (DDR) Approach K Putranto, M Palobo, K Kamariah Riemann: Research of Mathematics and Mathematics Education 7 (3), 296-306 , 2025 2025
Analysis of Attitudes and Mathematical Abilities Based on Gender in Muhammadiyah Merauke Junior High School Students DP Lestari, M Palobo, K Kamariah Riemann: Research of Mathematics and Mathematics Education 7 (3), 307-319 , 2025 2025
Analysis of The Seventh Grade Students' Ability at SMP YPK Merauke in Solving Fraction Problems YA Bhoy, K Kamariah, M Palobo Riemann: Research of Mathematics and Mathematics Education 7 (3), 287-295 , 2025 2025 Citations: 1
Exploring geometric thinking in aural learners: A case study of rectangles area formulas using APOS framework M Palobo, R Sulaiman, EB Rahaju AIP Conference Proceedings 3333 (1), 020025 , 2025 2025 Citations: 1
Construction of the Area of Rectangle Concept from the Perspective of APOS Theory. M Palobo, R Sulaiman, EB Rahaju TEM Journal 14 (1) , 2025 2025 Citations: 1
Gender differences and learning styles: impact on students' geometric thinking and quadrilateral area comprehension M Palobo, R Sulaiman, EB Rahaju Перспективы науки и образования, 261-276 , 2024 2024 Citations: 2
The geometric thinking process of students in constructing the concept of area M Palobo, D Juniati International Journal of Research-GRANTHAALAYAH 10 (5), 75-87 , 2022 2022 Citations: 3
Prospective mathematics teachers’ beliefs and representations SL Pagiling, I Natsir, M Palobo, D Mayasari Formatif: Jurnal Ilmiah Pendidikan MIPA 12 (1), 35-46 , 2022 2022 Citations: 2
Mathematics education research in Indonesia: A scoping review AS Nur, I Marlissa, K Kamariah, M Palobo, WP Ramadhani Beta: Jurnal Tadris Matematika 14 (2), 154-174 , 2021 2021 Citations: 13
Student’s Obstacle in Solving PISA Like Task: An Error Analysis A Munfarikhatin, I Natsir, M Palobo International Joined Conference on Social Science (ICSS 2021), 431-437 , 2021 2021 Citations: 6
Pengaruh Motivasi Belajar dan Kecemasan Matematika terhadap Kesadaran Metakognisi dengan Hasil Belajar Matematika Siswa KD Nur’aini, H Patarru, M Palobo Musamus Journal Of Mathematics Education 3 (2), 89-97 , 2021 2021 Citations: 2
Preservice teacher belief on nature of mathematics and mathematics teaching and tearning: A quantitative study SL Pagiling, M Palobo, D Mayasari Journal of Physics: Conference Series 1806 (1), 012111 , 2021 2021 Citations: 11
Identification of math teacher’s capabilities in classroom action research M Palobo, Y Tembang, SL Pagiling, KD Nur’Aini Journal of Physics: Conference Series 1806 (1), 012077 , 2021 2021 Citations: 6
Penerapan model discovery learning untuk meningkatkan kemampuan problem solving siswa M Palobo Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya … , 2021 2021 Citations: 7
Analysis of effect of learning style on mathematics learning outcomes M Palobo, SL Pagiling, KD Nur’aini 3rd International Conference on Social Sciences (ICSS 2020), 484-488 , 2020 2020 Citations: 5
MOST CITED SCHOLAR PUBLICATIONS
Profil Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Perbedaan Gaya Kognitif dan Gender AS Nur, M Palobo Jurnal Matematika Kreatif-Inovatif 9 (2), 139-148 , 2018 2018 Citations: 218
Analisis kesulitan guru dalam implementasi kurikulum 2013 di Kota Merauke M Palobo, Y Tembang Sebatik 23 (2), 307-316 , 2019 2019 Citations: 79
Analysis of teachers’ difficulties on developing curriculum 2013 lesson plans M Palobo, M Sianturi, I Marlissa, R Purwanty, O Dadi, A Saparuddin 1st International Conference on Social Sciences (ICSS 2018), 1319-1324 , 2018 2018 Citations: 43
Analisis kesulitan guru dalam implementasi Kurikulum 2013 di Kota Merauke. Sebatik, 23 (2), 307–316 M Palobo, Y Tembang 2019 Citations: 29
Pelatihan Analisis Butir Soal Berbasis Komputerisasi Pada Guru SD AS Nur, M Palobo MATAPPA: Jurnal Pengabdian Kepada Masyarakat 1 (1), 5-11 , 2018 2018 Citations: 22
Pengaruh penerapan pendekatan kontekstual berbasis budaya lokal terhadap kemampuan pemecahan masalah matematika AS Nur, M Palobo Aksioma 6 (1), 1-14 , 2017 2017 Citations: 21
Development of interactive based powerpoint learning media in the class Iv students of merauke basic school Y Tembang, R Purwanty, M Palobo, RI Kabrahanubun Proceedings of the 4th International Conference on Learning Innovation and … , 2020 2020 Citations: 15
Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning Berorientasi Pada Peningkatan Kemampuan Penalaran dan Sikap Siswa Terhadap Matematika M Palobo, KD Nur'aini Magistra 5 (2), 015-029 , 2018 2018 Citations: 14
Mathematics education research in Indonesia: A scoping review AS Nur, I Marlissa, K Kamariah, M Palobo, WP Ramadhani Beta: Jurnal Tadris Matematika 14 (2), 154-174 , 2021 2021 Citations: 13
Improving science learning outcomes in material changes in natural appearance Y Tembang, M Palobo, AK Hermansyah, LA Prihandoko IOP Conference Series: Earth and Environmental Science 343 (1), 012240 , 2019 2019 Citations: 12
Preservice teacher belief on nature of mathematics and mathematics teaching and tearning: A quantitative study SL Pagiling, M Palobo, D Mayasari Journal of Physics: Conference Series 1806 (1), 012111 , 2021 2021 Citations: 11
Mathematics teacher performance based on student’s perception and learning achievement by applying structural equation modeling approach KD Nur’Aini, MFV Ruslau, M Palobo IOP Conference Series: Earth and Environmental Science 343 (1), 012237 , 2019 2019 Citations: 11
Keefektifan pendekatan Problem posing dan problem solving dalam pembelajaran kalkulus II M Palobo Jurnal Riset Pendidikan Matematika 3 (2), 234-244 , 2016 2016 Citations: 11
Analisis kualitas rancangan penelitian tindakan kelas guru M Palobo, Y Tembang MAGISTRA: Jurnal Keguruan Dan Ilmu Pendidikan 6 (2), 119-128 , 2019 2019 Citations: 10
Analisis faktor-faktor yang mempengaruhi siswa dalam mengerjakan pekerjaan rumah matematika siswa Madrasah Aliyah Al-Munawwaroh Merauke tahun akademik 2017/2018 GBA Saragih, M Palobo, M Sianturi Musamus Journal of Mathematics Education 1 (2), 62-73 , 2019 2019 Citations: 9
IMPLEMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA MP Batseba Sipahelut Magistra 6 (1), 023-033 , 2019 2019 Citations: 9
Pengembangan perangkat pembelajaran berbasis problem solving berorientasi pada peningkatan kemampuan berpikir kreatif dan minat belajar matematika M Palobo, E Meirista Musamus Journal of Mathematics Education 1 (1), 1-16 , 2018 2018 Citations: 9
Penerapan pendekatan scientific dengan model problem based learning untuk meningkatkan sikap dan prestasi belajar matematika siswa SMP Negeri 9 Merauke ES Rahayu, M Palobo, N Nurhayati, M Riyana, D Johanis Magistra: Jurnal Keguruan dan Ilmu Pendidikan 5 (1), 015-025 , 2018 2018 Citations: 9
The implementation of think pair share model with interactive CD assistance to improve the learning outcomes of natural science subject of elementary school students Y Tembang, R Purwanty, M Palobo, R Tahapary, AK Hermansyah, O Dadi 1st International Conference on Social Sciences (ICSS 2018), 1371-1376 , 2018 2018 Citations: 8
Penerapan model discovery learning untuk meningkatkan kemampuan problem solving siswa M Palobo Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya … , 2021 2021 Citations: 7
