Design and Implementation of Hypothetical Learning Trajectory on the Geometry of Cubes and Cuboids Using Project-Based Learning
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| Title: | Design and Implementation of Hypothetical Learning Trajectory on the Geometry of Cubes and Cuboids Using Project-Based Learning |
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| Language: | English |
| Authors: | Iik Nurhikmayati, Sufyani Prabawanto, Darhim, Jarnawi Afgani Dahlan |
| Source: | Mathematics Teaching Research Journal. 2025 17(6):124-150. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools |
| Descriptors: | Active Learning, Student Projects, Geometric Concepts, Learning Trajectories, Cooperative Learning, Grade 8, Foreign Countries, Secondary School Mathematics, Mathematics Instruction, Junior High School Students |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | The geometry of cubes and cuboids serves as a crucial foundation for learning other spatial shapes in mathematics education. Students often experience difficulties achieving objectives due to various learning obstacles. Mathematics teachers also struggle to design learning activities that address students' needs and effectively overcome learning obstacles. This research aimed to investigate the impact of Hypothetical Learning Trajectory (HLT) using project-based learning to overcome students learning obstacles on the topics of cubes and cuboids. Students collaborate in groups to create miniature building projects that are used to analyze the concepts of elements, nets, surface area, and volume. This study uses a design research method consisting of 2 cycles, each with 3 stages: preliminary design, teaching experiments, and retrospective analysis. 64 eighth-grade students from a secondary school in Indonesia were involved in the implementation of 8 HLT across 9 teaching experiments. Data were collected through classroom observations, interviews, tests, and problem-solving exercises. There are 21 types of characteristic learning obstacles that have been identified on the topic of cubes and cuboids. HLT combined with project-based learning successfully addressed 87% of students' learning obstacles related to this the topic, including epistemological, ontogenetic, and didactic learning obstacles. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507685 |
| Database: | ERIC |
| Abstract: | The geometry of cubes and cuboids serves as a crucial foundation for learning other spatial shapes in mathematics education. Students often experience difficulties achieving objectives due to various learning obstacles. Mathematics teachers also struggle to design learning activities that address students' needs and effectively overcome learning obstacles. This research aimed to investigate the impact of Hypothetical Learning Trajectory (HLT) using project-based learning to overcome students learning obstacles on the topics of cubes and cuboids. Students collaborate in groups to create miniature building projects that are used to analyze the concepts of elements, nets, surface area, and volume. This study uses a design research method consisting of 2 cycles, each with 3 stages: preliminary design, teaching experiments, and retrospective analysis. 64 eighth-grade students from a secondary school in Indonesia were involved in the implementation of 8 HLT across 9 teaching experiments. Data were collected through classroom observations, interviews, tests, and problem-solving exercises. There are 21 types of characteristic learning obstacles that have been identified on the topic of cubes and cuboids. HLT combined with project-based learning successfully addressed 87% of students' learning obstacles related to this the topic, including epistemological, ontogenetic, and didactic learning obstacles. |
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| ISSN: | 2573-4377 |
