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International Journal on Emerging Mathematics Education

IJEME
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Published by Universitas Ahmad Dahlan

ISSN : 25494996 EISSN : 25485806 DOI : 10.12928

Core Subject : Education,

Education

International Journal on Emerging Mathematics Education (IJEME) is a peer-reviewed open access journal published twice in a year (March and September). The IJEME aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online (e-ISSN 2548-5806) and a printed (p-ISSN 2549-4996) version. The IJEME welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.

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Articles 8 Documents

Search results for , issue " IJEME, Vol. 2 No. 1, March 2018" : 8 Documents clear

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia Sulisworo, Dwi; Permprayoon, Kasem
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest studentâs response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to be used in the leaning using flexible learning strategy.

Exploring Derivatives by Means of GeoGebra Sari, Puspita; Hadiyan, Aris; Antari, Dwi
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The paper aims to explain how GeoGebra can be used in a differential calculus course to explore the Derivative concepts by providing dynamic-visualizations of the concept. Design research methodology was used in this research by designing an instructional design (hypothetical learning trajectories) in the first phase and conducting the teaching experiment in the second phase. The data collected during the experiment consist of video recordings of the classroom activities, observations, interviews, and students written work. In the third phase of the design research, the data were analyzed retrospectively by comparing the actual learning process and the hypothetical learning trajectory. The results show that the dynamic feature of GeoGebra offers the possibility of zooming in on a graph corresponds to taking infinitesimal when a secant line transforms into a tangent line. This builds a foundation for the understanding of the definition of derivative intuitively.

Utilising the Think-Pair-Share Technique in the Learning of Probability Lee, Cheryl; Li, Hui-Chuan; Shahrill, Masitah
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The main objective of this study is to investigate the effects of collaborative learning on studentsâ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, studentsâ interviews and lesson observations. The findings revealed improvements in the studentsâ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed.

Characteristics of Studentsâ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems Rofii, Ahmad; Sunardi, Sunardi; Irvan, Muhtadi
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

This study aims to determine the characteristics of studentsâ metacognition process at the level of informal deduction thinking in solving geometry problems. This research is a qualitative descriptive research. 66 elementary students were tested about their thinking ability of Van Hiele geometry by dividing them into some groups according to their geometry thinking level. The informal deductive thinking level group was tested for problem-solving geometry. Furthermore, interviews were conducted to explore the characteristics of their metacognition process. Based on the data analysis, the characteristics sequence of the metacognition process is complete through the process of planning, monitoring, and evaluation. The metacognition process indicator appears in each problem-solving component, from understanding the problem, preparing a problem-solving plan, implementing a problem-solving plan to check the solutions obtained.

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum Revina, Shintia; Leung, Frederick Koon Shing
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachersâ enactment of RME at classroom level.

Learning Combinations Through âHandshakeâ Ryandi, Rarri Bian; Somakim, Somakim; Susanti, Ely
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

This research used design research. It was constructing a learning trajectory through handshake context to help studentsâ understanding of the Combination concept. This research used PMRI approach. The participants of the research were the students of 10th class SMA Negeri 15 Palembang. For retrospective analysis, the data were collected from a teaching experiment in form of studentâs work, field notes, and interviews. The obtained data is a learning trajectory which is consists of 1) students do a role-play scene of the handshake activity; this activity supports studentsâ understanding that A do handshake with B is the same with B do handshake with A, which it indicates order does not matter in Combination. 2) students utilize their knowledge about factorial forms to analyze the general pattern of the Combination. 3) students solve problems related to the Combination concept to help them think about how to solve the similar problems in the daily life. The results of the study showed that the use of the handshake context can help students to understand of the Combination concept.

Strategies for Promoting Social Justice in the Math Classroom Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The purpose of this paper is to discuss the strategies used by the teachers for promoting social justice in the math classroom. An interpretive qualitative research method was applied for data construction, analysis and interpretation through an iterative process. Three math teachers and their three students (one for each teacher) were selected as the research participants purposively from three public secondary schools in Kathmandu. Qualitative narratives were generated through in-depth interviews and classroom observations with each participant. The data analysis went through multiple layers of thematic analyses and interpretations of the narratives from the interview data. Altogether six themes emerged from the analysis of the data. These themes include--counseling and encouragement, group work and cooperative learning, linking mathematics to daily life, personalized way of instruction, promotion of joyful environment, and class work and projects.

The Gap between the Beginning and the End of Algebraic Thinking Transition Period Permatasari, Dian; Harta, Idris
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Algebraic thinking is an important element in mathematics thinking and reasoning. All students experience a transition to algebraic thinking. It happens from elementary school grade V until junior high school grade VII. This study aims to describe the differences in algebraic thinking ability from the beginning of transition period, elementary school grade V, until the end of the transition period, junior high school grade VII. This research was a cross-sectional research using mixed method approach. The results showed that students algebraic thinking ability at the beginning of the transition period and at the end of the transition period was in moderate criteria. The average score in algebraic thinking test at the end of the transition period, junior high school grade VII, was higher than the students in junior high school grade V, but the algebraic thinking ability of students in elementary school grade V did not have much different with the students of junior high school grade VII, that was in the moderate criteria.

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Aan Hendroanto

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Contact Name Aan Hendroanto

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Location Kota yogyakarta, Daerah istimewa yogyakarta INDONESIA

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Contact Name
Aan Hendroanto

Contact Email
aan.hendroanto@pmat.uad.ac.id

Phone
-

Journal Mail Official
ijeme@uad.ac.id

Editorial Address
-

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA