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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
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
FullText Text:
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  Data: Design and Implementation of Hypothetical Learning Trajectory on the Geometry of Cubes and Cuboids Using Project-Based Learning
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2025 17(6):124-150.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: 27
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 124
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        Type: general
      – SubjectFull: Student Projects
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      – SubjectFull: Geometric Concepts
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Junior High School Students
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      – SubjectFull: Indonesia
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      – TitleFull: Design and Implementation of Hypothetical Learning Trajectory on the Geometry of Cubes and Cuboids Using Project-Based Learning
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