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All Journal Eduma : Mathematics Education Learning and Teaching Al-Jabar : Jurnal Pendidikan Matematika Journal of Learning and Technology Journal of Mathematical Pedagogy (JOMP) Journal on Mathematics Education
El Milla, Yulia Izza
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examples and Non-examples as a Road to Understanding the Concept of Function Wulan, Eka Resti; El Milla, Yulia Izza
EduMa: Mathematics education learning and teaching Vol 9, No 2 (2020)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v9i2.7368

Abstract

This qualitative study aims to describe the conceptual understanding of prospective mathematics teachers at STKIP PGRI Lumajang by determining examples and non-examples of functions. This research was conducted by giving tests and interviews with 12 subjects. Data were analyzed using Miles & Huberman model.  This study showed that the subjects investigated whether paired to determine a given statement is a function or not. Subjects focus on specific expressions, e.g., or others that they have previously recognized as a function. However, some subjects used the vertical line test to determine a given graph represents a function or not, although they were unable to explain why the vertical line test was the appropriate method. Their understanding is limited to procedural knowledge such as mental representations and incomplete concept images, then failing to be comprehensively linked to the definition of the concept of function 
DEVELOPING PSYCHOLOGY MATHEMATICS LEARNING MODULE WITH VIDEO FOR PRESERVICE TEACHERS IN PEDAGOGICAL COMPETENCE Kurniasari, Ika; Milla, Yulia Izza El; Yudha, Adinda Salshabilla; Auni, Anggita; Ismail, Ismail; Ekawati, Rooselyna
Journal of Learning and Technology Vol. 2 No. 2 (2023): December 2023
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jlt.v2i2.6785

Abstract

Tujuan penelitian ini adalah mengembangkan materi ajar untuk mata kuliah Psikologi Pembelajaran Matematika (PPM) dengan menggunakan model Plomp. Fokusnya adalah penggunaan modul ajar yang melibatkan video pembelajaran untuk mengevaluasi kemampuan pedagogik mahasiswa calon guru matematika setelah menjalani materi PPM. Hasil penelitian menunjukkan bahwa modul ajar yang dikembangkan sangat valid, menandakan bahwa pendekatan ini, yang melibatkan video pembelajaran, dapat efektif digunakan dalam konteks pengajaran Psikologi Pembelajaran Matematika. Temuan ini menyoroti keberhasilan integrasi teknologi dalam meningkatkan kualitas pembelajaran mata kuliah yang bersifat pedagogis. Penerapan modul ini diharapkan dapat memperkaya pengalaman belajar mahasiswa calon guru matematika, meningkatkan pemahaman mereka terhadap konsep psikologi pembelajaran matematika, dan akhirnya meningkatkan kualitas pengajaran matematika. Kesimpulannya, hasil penelitian ini memberikan landasan yang kokoh untuk implementasi bahan ajar Psikologi Pembelajaran Matematika yang efektif, sambil menunjukkan pentingnya pengembangan lebih lanjut untuk memastikan kesesuaian dan keberlanjutan dalam konteks pembelajaran yang dinamis.
Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students Dewi, Tiara Rahma Putri Kusuma; Hidayat, Dayat; Milla, Yulia Izza El
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 1: December 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n1.p15-31

Abstract

In the 21st century, advances in science and technology require students to adapt. Classroom dynamics are still often dominated by passive learning methods, such as lectures, which result in a lack of student participation. PISA evaluation shows the low problems-solving abilities of Indonesian students. Therefore, the STEM approach emerged as a solution with a focus on essential 21st century skills, such as collaborative problem solving. The aim of the research is to investigate and analyze the collaborative problem solving process of junior high school students in solving STEM problems. The research method used is a case study with a qualitative approach. The research population included all students of SMP PGRI 13 Surabaya. Data collection techniques include observation, interviews, and questionnaires. Research instruments include questionnaires, observation sheets, and structured interviews. The research results show that collaborative learning in STEM context problem solving can help students develop problem solving skills. Students demonstrate good collaborative skills and their response to this learning is very positive. Evaluation of student learning outcomes also shows an increase, indicating the success of STEM-based learning methods in increasing student motivation. This research contributes to the understanding of the importance of learning approaches that integrate STEM with collaborative problem solving.
Exploring students’ proportional reasoning in solving guided-unguided area conservation problem: A case of Indonesian students Sari, Yurizka Melia; Fiangga, Shofan; Milla, Yulia Izza El; Puspaningtyas, Nicky Dwi
Journal on Mathematics Education Vol. 14 No. 2 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i2.pp375-394

Abstract

Proportional reasoning has been greatly influencing the development of students’ mathematical abilities. Along with the area conservation ability, it helps elementary students comprehend area measurement. This exploratory study aimed to produce qualitative-descriptive data on elementary students’ proportional reasoning in solving the conservation of plane figures. The study used guided-unguided area conservation problems using a proportional reasoning level as the analysis framework. Data were collected from 4 primary school students in Sidoarjo, Indonesia, who were in fifth-grade class. The students' strategies used were identified to analyze the students' proportional reasoning in solving area conservation. Results show that the level of proportional reasoning varies from zero to two. Regarding the students' proportional reasoning levels, most of the students' strategies use visual clues and cute paste strategies. Only one student can reach the level of quantitative reasoning by using a formula to compare both area measurements. Interestingly, the problem of the conservation of plane figures failed to reveal students' formal proportional reasoning due to their insufficient knowledge of fractions, division, multiplication, and decimals. Some implications regarding students' proportional reasoning and interventions in the area conservation problem are discussed.
Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers' problem posing Sari, Yurizka Melia; Kohar, Ahmad Wachidul; El Milla, Yulia Izza; Fiangga, Shofan; Rahayu, Dwi Shinta
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp191-206

Abstract

Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.
The portrait of prospective mathematics teachers in critical thinking through problems with contradictory information: A view from prior knowledge Wulan, Eka Resti; Rahayu, Dwi Shinta; El Milla, Yulia Izza; Araiku, Jeri
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.19317

Abstract

Background: The development of critical thinking skills in prospective mathematics teachers is essential for their future effectiveness in the classroom. Understanding how these individuals process and resolve problems that contain contradictory information provides insight into their critical thinking abilities. Previous research has highlighted the significant role of prior knowledge in problem-solving and critical thinking.Aim: This study aims to explore the critical thinking processes of prospective mathematics teachers when faced with problems that contain contradictory information. Specifically, it seeks to determine the influence of prior knowledge on their ability to navigate and resolve these complex problems.Methods:  The study employed a sequential explanatory design. Initially, quantitative data from prerequisite skill and critical thinking tests (specifically, problems with contradictory information) were collected from 68 participants. Simple regression analysis informed the selection of six participants (two each with high, medium, and low prerequisite abilities) for the subsequent qualitative phase. In-depth interviews and problem-solving tasks were conducted, prompting participants to articulate their thought processes. Data analysis focuses on identifying patterns and themes in their use of prior knowledge and critical thinking strategies.Results: The findings reveal that prior knowledge plays a pivotal role in how prospective mathematics teachers approach and resolve problems with contradictory information. Those with a strong foundation in mathematical concepts and problem-solving strategies are better equipped to identify inconsistencies and develop logical solutions. Conversely, participants with limited prior knowledge struggle to reconcile conflicting information and often resort to less effective problem-solving methods.Conclusion: This study underscores the importance of prior knowledge in the development of critical thinking skills among prospective mathematics teachers. Educator preparation programs should emphasize the cultivation of a robust knowledge base and provide opportunities for students to engage in complex problem-solving tasks. By doing so, future teachers will be better prepared to navigate the challenges of the classroom and foster critical thinking in their own students.
Prospective teachers’ iceberg designs in realistic mathematics education approach: Connecting mathematics and the SDGs Sari, Yurizka Melia; Fiangga, Shofan; El Milla, Yulia Izza; Shahrill, Masitah; Yanti, Liza Puspita
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp981-1000

Abstract

The Iceberg Design framework has been utilized to represent the progression of students’ mathematical understanding, moving from informal, contextually grounded reasoning toward formal mathematical abstraction. This study investigates how prospective mathematics teachers develop Iceberg Designs within the Realistic Mathematics Education (RME) framework, a model that enhances contextual learning and supports mathematical literacy. Thirty prospective mathematics teachers from Universitas Negeri Surabaya participated in this qualitative study, collaboratively designing Iceberg models as part of their coursework. Data from document analysis, interviews, and observations were evaluated using content analysis, the research evaluated the depth and coherence of their designs across four key components: situational contexts which evaluates the relevance and variety of real-world situations, model-of representations which examines the assistance of mathematical representation to connect the context into mathematical concept, model-for abstractions which assess the use of mathematical models toward formalization, and formal mathematical concepts which assess the mathematical ideas being explicitly involved. The findings reveal significant variation in the quality and completeness of the Iceberg Designs. Models for equivalent ratios and quadratic equations exhibited strong integration, using multiple, varied contexts to bridge situational and formal mathematical understanding effectively. Conversely, designs for fraction multiplication and quadrilateral area conservation were often surface level, relying on a single, underdeveloped context that hindered abstraction. Importantly, the study underscores the potential of Iceberg Designs to support the Sustainable Development Goals (SDGs), particularly in fostering critical thinking, practical problem-solving, and meaningful contextual learning for high quality of education (SDG 4) and decent work for sustainable economic growth (SDG 8). These insights indicate the need for deeper integration of RME principles in teacher education and curriculum development through sustained investment in this area.
Co-Authors Ahmad Wachidul Kohar Araiku, Jeri Auni, Anggita Dayat Hidayat Dewi, Tiara Rahma Putri Kusuma Eka Resti Wulan Fiangga, Shofan Ika Kurniasari Ismail Ismail Masitah Shahrill, Masitah Puspaningtyas, Nicky Dwi Rahayu, Dwi Shinta Rooselyna Ekawati Yanti, Liza Puspita Yudha, Adinda Salshabilla Yurizka Melia Sari