Learning Trajectory for Pre-Service Mathematics Teachers in Geometry through the Context of Bengkulu Conic-Section Batik Patterns

Resumo

The understanding of analytic geometry is often hindered by its abstract presentation and its disconnection from local contexts familiar to students. Therefore, this study designed a learning trajectory using conic section batik patterns rooted in Bengkulu’s cultural context. This served as a consolidation phase in learning conic sections and geometric transformations. The study used a design research methodology with three phases: preliminary design, teaching experiment, and retrospective analysis. The participants were mathematics education students enrolled in an Analytic Geometry course. The findings showed that the resulting learning trajectory has three interconnected learning pathways: conceptual exploration, validation through practice, and applicative project work. These pathways illustrate a progression of understanding, moving from procedural toward relational, representational, and applicative thinking. The conic section batik–based learning approach helped students connect elements and general equations of conic sections with visual representations using GeoGebra. It allowed them to apply these concepts in contextual batik designs.

Dados da obra

Tipo

Artigo

Periódico

Inovasi Matematika, v. 8, n. 1

Editora

UNMUHBABEL PRESS

Ano

2026

Idioma

id

Palavras-chave

Analytic Geometry; Bengkulu Batik; Conic Sections; Learning Trajectory

Temas

Álgebra, Geometria, Tecnologias Digitais

DOI

10.35438/inomatika.v8i1.556

ISSN

2656-7245, 2656-7431

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026