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All Journal Cakrawala Pendidikan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Dedication : Jurnal Pengabdian Masyarakat Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Pengabdian Masyarakat IPTEKS Southeast Asian Mathematics Education Journal Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan ABSYARA: Jurnal Pengabdian Pada Masyarakat IJORER : International Journal of Recent Educational Research Inovasi Matematika (Inomatika) Euclid MATHEdunesa Dedication : Jurnal Pengabdian Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Galois : Jurnal Penelitian Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education
Ahmad Wachidul Kohar
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Journal on Mathematics Education

 1 
Prospective teachers’ design of numeracy tasks using a physical distancing context Kohar, Ahmad Wachidul; Rahaju, Endah Budi; Rohim, Abdur
Journal on Mathematics Education Vol. 13 No. 2 (2022): 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.v13i2.pp191-210

Abstract

Physical distancing, which is widely practiced limiting the spread of COVID-19, is recognized to contain mathematical thoughts that can be harnessed as a context for prospective teachers’ practices of mathematical problem posing. The goal of this study is to investigate the profile of mathematical tasks posed by prospective mathematics teachers using the context of physical distancing that meets the criteria of numeracy tasks. Data were collected from 66 mathematical tasks posed by thirty-three prospective teachers at a public university in Surabaya, Indonesia, attending an assessment course of numeracy based on a problem-posing task. To analyze, the posed tasks were first identified as solvable or unsolvable tasks and then further categorized into the domains of the level of context use and the level of cognitive processes. Results show that the level of context use embedded in the posed tasks varies from zero to first order, with only a few of the posed tasks being coded as having second-order context. Regarding the levels of cognitive processes, most of the posed tasks reach the level of understanding, with only a small number of reasoning tasks identified. Interestingly, all the tasks coded to contain second-order context are classified as reasoning tasks. Some implications regarding designing numeracy tasks using physical distancing and interventions in teacher education related to numeracy task design 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.
Deductive or inductive? Prospective teachers’ preference of proof method on an intermediate proof task Siswono, Tatag Yuli Eko; Hartono, Sugi; Kohar, Ahmad Wachidul
Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to proof construction in mathematics courses. Therefore, this descriptive-explorative study explores prospective teachers' mathematical proof in the second semester of their studies. There were 240 pre-service mathematics teachers at a state university in Surabaya, Indonesia, determined using the conventional method. Their responses were analyzed using a combination of Miyazaki and Moore methods. This method classified reasoning types (i.e., deductive and inductive) and types of difficulties experienced during the proving. The results conveyed that 62.5% of prospective teachers tended to prefer deductive reasoning, while the rest used inductive reasoning. Only 15.83% of the responses were identified as correct answers, while the other answers included errors on a proof construction. Another result portrayed that most prospective teachers (27.5%) experienced difficulties in using definitions for constructing proofs. This study suggested that the analytical framework of the Miyazaki-Moore method can be employed as a tool to help teachers identify students' proof reasoning types and difficulties in constructing the mathematical proof.
Students’ cognitive processes in solving problem related to the concept of area conservation Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Imah, Elly Matul; Amin, Siti Maghfirotun; Fiangga, Shofan
Journal on Mathematics Education Vol. 10 No. 1 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.
Co-Authors Abdul Haris Rosyidi Abdur Rohim, Abdur Abebayehu Yohannes Agung Lukito Anjasari, Tika ANNISA SALSABILA Antika, Helen Novi Aulia Rahmah Auni, Anggita Binar Kurnia Prahani Dayat Hidayat Dewi, Silvia Kumala El Milla, Yulia Izza Elly Matul Imah Endah Budi Rahaju Erina Ellen Rusmana Evangelista Lus Windyana Palupi Fadlilah, Chusnul Faturrohmah, Lirriza Diana Fiangga, Shofan Fou-Lai Lin Hasan Basri Hasanah, Ika Nur Helen Novi Antika Husni Mubarok Ika Kurniasari Ika Kurniasari Indri Rohmatul F. Febriani Kai-Lin Yang Kartikawati, Wahyu Khoirun Nisa Mahfudhoh, Mahfudhoh Masita, Nurul Mayang Purbaningrum Meilina, Dika Dwi Mubarkah, Resti Elmi Nina Prihartiwi Purbaningrum, Mayang Putri, Hani Rizkia Rahaju, Endah Budi Rahayu, Dwi Shinta Rooselyna Ekawati Rusmana, Erina Ellen Saniya, Saasa Septiadi, Dimas Danar Setianingsih, Rini Sholehein, Akmalus Siti Khabibah Siti Maghfirotun Amin SLAMET SETIAWAN Sugandi, Oktavia Wahyu Sugi Hartono Sugi Hartono Sugi Hartono, Sugi Susanah Tatag Yuli Eko Siswono Thoiffatul Khusnun Nisa' Thoiffatul Khusnun Nisa' Tsuroyya Tsuroyya Wahyu Wijaya, Muhammad Avicenna Wijaya, Muhammad Avicenna Wahyu Yanto, Arfan Dwi Yudha, Adinda Salshabilla Yurizka Melia Sari Zayyadi, Moh