International Journal on Emerging Mathematics 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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<![CDATA[Muatan Lokal in Mathematics Learning Process at Schools in Aceh Province ]]>
<![CDATA[Mulia Putra]]>;
<![CDATA[Takuya Baba]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.7407
<![CDATA[This research aims to describe muatan lokal, a subject discussing local culture content in Indonesia, and to analyze mathematics learning process at schools in Aceh Province based on Bishop's universal mathematical activities. The collection and analysis of the data used a qualitative approach. Besides the qualitative approach, we also used an ethnomathematical approach to make a rigorous description of muatan lokal and its existence in the mathematics learning process at the schools. This research found that the current implementation of muatan lokal in Aceh was still in progress of development. In fact, however, many schools have already implemented the subject muatan lokal based on the Indonesian Ministry of Education and Culture’s regulation. Furthermore, we could identify the existence of mathematics in the teaching material of muatan lokal subject. However, the connection between both muatan lokal and mathematics as subjects at school is too weak for the VII grade of junior high schools in Aceh.]]>
<![CDATA[Impact of Professional Development Training Curriculum on Practicing Algebra Teachers ]]>
<![CDATA[Mariyam Shahuneeza Naseer]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10055
<![CDATA[Algebra is a foundation for mathematics reasoning and complex problem-solving which then requires mathematics teachers to have adequate proficiency to make their students understand about it. The mathematics teachers in the Maldives, however, lacked both the algebraic content and pedagogical knowledge. This study aims to present a mathematics professional development training curriculum designed to address the issue of the teachers’ performance in algebra. There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimone’s conceptual model for professional development was used to guide the mathematics professional development for algebra teachers discussed in this paper. This mathematics professional development was found to improve the algebraic content and pedagogical knowledge of the participants, which in turn improved student performance.]]>
<![CDATA[How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy ]]>
<![CDATA[Aan Hendroanto]]>;
<![CDATA[Afit Istiandaru]]>;
<![CDATA[Nisa Syakrina]]>;
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Agus Sofian Eka Hidayat]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10713
<![CDATA[This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.]]>
<![CDATA[Students’ Mathematical Communication Ability and Self-Efficacy using Team Quiz Learning Model ]]>
<![CDATA[Rahmah Johar]]>;
<![CDATA[Eka Junita]]>;
<![CDATA[Saminan Saminan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.8702
<![CDATA[This research aims to examine the improvement of mathematical communication skills of the students who learn using the team quiz learning model. This is an experimental research with pretest-posttest-control group design. The population of this study is all of the seventh-grade students in one of the junior high schools in Banda Aceh. We use a simple random sampling technique to obtain two classes as the research samples. The data were collected using tests of mathematical communication skills and self-efficacy questionnaires. The statistical tests used in this study were the paired t-test and two-way ANOVA. The results show that: (1) The improvement of the students’ mathematical communication ability in the team quiz class is higher than the conventional class; (2) The improvement of the students’ self-efficacy in team quiz class is higher than the conventional class; (3) There is no interaction between the learning model and the student level towards the students' mathematical communication ability; and (4) There is no interaction between the learning model and the student level towards the students’ self-efficacy.]]>
<![CDATA[Effect of Computer-Based Software Package on Students’ Achievement in Graphical Concepts in Mathematics ]]>
<![CDATA[Udobia Elijah Etukudo]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.8680
<![CDATA[This study determined the effects of the Computer Based Software Program Package (CBSPP) for Regular Users of Computer (RUC) and Irregular Users of Computer (IUC) on students’ achievement in graphical concepts in mathematics. It also examined the moderating effects of computer self-efficacy and gender. Skinner’s behaviorist theory provided the framework, while the pretest-posttest control group quasi-experimental design with  factorial matrix was adopted. Two hundred and ninety-six senior secondary II (SS II) students were purposively selected from six schools in Ogba (3), Egbema (2) and Ndoni (1) Local Government Area of Rivers State, Nigeria based on the availability of the computer. Two whole classes each of SS II totaling 97students were randomly assigned to the RUC and given laptop computers to use for the period of the experiment, IUC (99 students) and control group (100 students). Instruments used were: achievement test on the graphical concept () and computer self-efficacy () scales. Instructional guides were also used. Data were analyzed using analysis of covariance and Scheffe post-hoc test at = 0.05. There were significant main effects of treatment on achievement. There were significant main effects of computer self-efficacy on students’ achievement and gender on achievement. There were significant two-way interaction effects of treatment and computer self-efficacy, treatment and gender, computer self-efficacy and gender on students’ achievement. There were significant three-way interaction effects of treatment, gender and computer self-efficacy on students’ achievement in favor of the RUC.]]>
<![CDATA[Game-Based Learning in Problem Solving Method: The Effects on Students’ Achievement ]]>
<![CDATA[Wahyu Setyaningrum]]>;
<![CDATA[Loviga Denny Pratama]]>;
<![CDATA[Mohamad Bilal Ali]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10564
<![CDATA[This study compared the effects of game-based learning and textbook on students achievement. A problem solving method was employed in learning processes in the classroom. One hundred and thirteen students of grade eight from three junior high schools in the Province of Yogyakarta, who were selected using convenience sampling, participated in this study. The study employed a quasi experiment with a pretest-posttest control-group design. The data were collected through a pre-test, post-test, and questionnaire. The data were analysed using ANOVA, indicating that the students who were exposed to the game-based learning within problem solving approach significantly outperformed their counterparts who were exposed on the basis of textbook within problem solving. The data from questionnaire revealed that the students preferred game-based learning because they could understand the materials with enjoyable and easily.]]>
<![CDATA[Muatan Lokal in Mathematics Learning Process at Schools in Aceh Province ]]>
<![CDATA[Putra, Mulia]]>;
<![CDATA[Baba, Takuya]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.12928/ijeme.v2i2.7407
<![CDATA[This research aims to describe muatan lokal, a subject discussing local culture content in Indonesia, and to analyze mathematics learning process at schools in Aceh Province based on Bishop's universal mathematical activities. The collection and analysis of the data used a qualitative approach. Besides the qualitative approach, we also used an ethnomathematical approach to make a rigorous description of muatan lokal and its existence in the mathematics learning process at the schools. This research found that the current implementation of muatan lokal in Aceh was still in progress of development. In fact, however, many schools have already implemented the subject muatan lokal based on the Indonesian Ministry of Education and Culture’s regulation. Furthermore, we could identify the existence of mathematics in the teaching material of muatan lokal subject. However, the connection between both muatan lokal and mathematics as subjects at school is too weak for the VII grade of junior high schools in Aceh.]]>
<![CDATA[Effect of Computer-Based Software Package on Students’ Achievement in Graphical Concepts in Mathematics ]]>
<![CDATA[Etukudo, Udobia Elijah]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v2i2.8680
<![CDATA[This study determined the effects of the Computer Based Software Program Package (CBSPP) for Regular Users of Computer (RUC) and Irregular Users of Computer (IUC) on students’ achievement in graphical concepts in mathematics. It also examined the moderating effects of computer self-efficacy and gender. Skinner’s behaviorist theory provided the framework, while the pretest-posttest control group quasi-experimental design with  factorial matrix was adopted. Two hundred and ninety-six senior secondary II (SS II) students were purposively selected from six schools in Ogba (3), Egbema (2) and Ndoni (1) Local Government Area of Rivers State, Nigeria based on the availability of the computer. Two whole classes each of SS II totaling 97students were randomly assigned to the RUC and given laptop computers to use for the period of the experiment, IUC (99 students) and control group (100 students). Instruments used were: achievement test on the graphical concept () and computer self-efficacy () scales. Instructional guides were also used. Data were analyzed using analysis of covariance and Scheffe post-hoc test at = 0.05. There were significant main effects of treatment on achievement. There were significant main effects of computer self-efficacy on students’ achievement and gender on achievement. There were significant two-way interaction effects of treatment and computer self-efficacy, treatment and gender, computer self-efficacy and gender on students’ achievement. There were significant three-way interaction effects of treatment, gender and computer self-efficacy on students’ achievement in favor of the RUC.]]>
<![CDATA[Students’ Mathematical Communication Ability and Self-Efficacy using Team Quiz Learning Model ]]>
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Junita, Eka]]>;
<![CDATA[Saminan, Saminan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v2i2.8702
<![CDATA[This research aims to examine the improvement of mathematical communication skills of the students who learn using the team quiz learning model. This is an experimental research with pretest-posttest-control group design. The population of this study is all of the seventh-grade students in one of the junior high schools in Banda Aceh. We use a simple random sampling technique to obtain two classes as the research samples. The data were collected using tests of mathematical communication skills and self-efficacy questionnaires. The statistical tests used in this study were the paired t-test and two-way ANOVA. The results show that: (1) The improvement of the students’ mathematical communication ability in the team quiz class is higher than the conventional class; (2) The improvement of the students’ self-efficacy in team quiz class is higher than the conventional class; (3) There is no interaction between the learning model and the student level towards the students' mathematical communication ability; and (4) There is no interaction between the learning model and the student level towards the students’ self-efficacy.]]>
<![CDATA[Impact of Professional Development Training Curriculum on Practicing Algebra Teachers ]]>
<![CDATA[Naseer, Mariyam Shahuneeza]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
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Download Original
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Original Source
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DOI: 10.12928/ijeme.v2i2.10055
<![CDATA[Algebra is a foundation for mathematics reasoning and complex problem-solving which then requires mathematics teachers to have adequate proficiency to make their students understand about it. The mathematics teachers in the Maldives, however, lacked both the algebraic content and pedagogical knowledge. This study aims to present a mathematics professional development training curriculum designed to address the issue of the teachers’ performance in algebra. There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimone’s conceptual model for professional development was used to guide the mathematics professional development for algebra teachers discussed in this paper. This mathematics professional development was found to improve the algebraic content and pedagogical knowledge of the participants, which in turn improved student performance.]]>
