A number of national and international scale surveys showed that the mathematics achievements of Indonesian secondary school students were in the lower level. One of the indicators of this low achievement was the insufficient level of understanding of mathematical concepts of the students. Understanding of mathematical concepts could be integrated through Realistic Mathematics Education (RME). Therefore, the quasi-experimental study was conducted to examine the effectiveness of Realistic Mathematical Education towards the conceptual understanding of linear programming. The study also investigated the relationship between conceptual understanding and mathematics achievement and investigated the misconceptions on linear programming. This study involved 65 students of Madrasah Aliyah Negeri 1 Pekanbaru, Indonesia. Test conceptual understanding programming topics had Cronbach's alpha reliability of 0.80. The data were collected by using a test question conceptual understanding of linear programming. Quantitative data analysis involved a descriptive and inferential analysis using SPSS 21.0. The descriptive analysis included the percentage, mean and standard deviation while inferential analysis involving independent t-test and Pearson correlation analysis. The results revealed that there were significant differences between the treatment and control groups toward conceptual understanding. There was a significant relationship between conceptual understanding and mathematics achievement of linear programming. Misconception toward linear programming for the treatment group was lower than the control group. The implications of this study were useful for educators to help their students to understand concept of mathematics through open and contextual questions so that the students though through the mathematics, not worked in the mathematics.

This study examined the validity and reliability of achievement goal instruments to determine the nature of achievement goals for Indonesian students in mathematics education programmes. A total of 538 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the achievement goals. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of achievement goal was satisfactory for Indonesian students' context. It also confirmed Indonesian students in mathematics education programmes adopt other-avoidance and self-approach goals. This work concludes the achievement goals of Indonesian university students have a six-factor structure. These findings imply the greater importance of validating and confirming the structure of pupils' achievement goals relative to translating a construct into a different language.

The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.

No abstract

This study examined the validity and reliability of PERMA instruments to determine the nature of PERMA for Indonesian students in mathematics education programmes. A total of 274 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the PERMA. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of PERMA was satisfactory for Indonesian students' context. This work concludes the PERMA of Indonesian university students have a five-factor structure. These findings imply the greater importance of validating and confirming the structure of students' PERMA relative to translating a construct into a different language.

This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students’ mathematical modeling competency.

The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. ( 2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.

<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>