Analysis of Student Activeness in Learning Mathematics at Junior High Schools

Abstract

This study aims to analyse student activeness in learning mathematics at the junior high school level. Using a descriptive qualitative research design, the study focused on 15 ninth-grade students selected through purposive sampling. Data were collected through classroom observations and structured interviews to capture both observable behaviours and students' reflections on their engagement during mathematics lessons. The collected data were analysed using descriptive qualitative techniques based on observation records and interview results. The analysis revealed that overall student activeness in mathematics learning was categorized as "active," with an activity level of 60%. The most frequently demonstrated indicator of activeness was student participation in solving mathematical problems, either independently or collaboratively. Conversely, the least observed behaviour was students initiating questions to the teacher during lessons. These findings indicate that while students are actively involved in completing mathematical tasks, they tend to be more passive in interactive aspects of learning, such as asking questions or engaging in dialogue. This suggests a need for instructional strategies that foster more active classroom communication, critical thinking, and student-driven inquiry to enhance overall engagement in mathematics education at the junior high school level.