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[Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Vici Suciawati]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16671
<![CDATA[The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.]]>
<![CDATA[Mathematics Curriculum Review In Junior Secondary School Level: Implementation Of Web-Based CRMS ]]>
<![CDATA[Iin Habibah Muttaqin]]>;
<![CDATA[Fatimah Rahmawati]]>;
<![CDATA[Maman Fathurrohman]]>;
<![CDATA[Cecep Anwar Hadi Firdos Santosa]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16711
<![CDATA[This study aims to analyze the Indonesia National Curriculum (Kurikulum 2013) of mathematics at junior secondary school level. The tool used is the Web-based Curriculum Review Mapping System (CRMS). The CRMS was developed to analyze the curriculum, as expected outcome, through teachers lesson plan. The method used in this research was descriptive with a qualitative approach. In this research, the research was the main instrument assisted with interview guide sheets and documentations. The object of this research is the national curriculum for mathematics at a junior high school with three mathematics teachers as respondents to be interviewed. Analysis of the data used in the study is a qualitative analysis with three stages: data reduction, exposure, and drawing conclusions and verification. Qualitative data analysis is carried out simultaneously with data collection process. The results of the study state that the CRMS is at easy to implement by the teachers of mathematics. They can review their mathematics lesson plan using this system. Furthermore, by this system teachers could create various lesson plans.]]>
<![CDATA[The Student's Disposition Mathematical Profile By Using Probability Theory Module ]]>
<![CDATA[Rahmatya Nurmeidina]]>;
<![CDATA[Ahmad Lazwardi]]>;
<![CDATA[Iin Ariyanti]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.15625
<![CDATA[The purpose of this study is to describe the profile of the Mathematical Disposition of mathematics education study programs on the use of probability theory modules. This research is a qualitative descriptive study. The subjects of this study were mathematics education students who were taking probability theory lectures. Data collection techniques are mathematical disposition questionnaires, interviews and documentation. Data analysis techniques using document analysis techniques. The results showed that the mathematical disposition of Mathematics Education study program students on the use of the Theory of probability module were in the high and very high categories. The mathematical disposition of students is reviewed from every aspect of the indicator in the high category. This study shows a description of the Mathematical Disposition profile of Mathematics Education study program students on the use of probability theory modules covering aspects of self-confidence, persistence, and perseverance, open or flexible thinking, interest, and curiosity, as well as monitoring and evaluating.]]>
<![CDATA[Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation ]]>
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Eka Zuliana]]>;
<![CDATA[Ruzlan Md Ali]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.17767
<![CDATA[Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation. On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.]]>
<![CDATA[Development of Calculus Teaching Material: Context of Universitas Timor, Indonesia ]]>
<![CDATA[Yohanis Ndapa Deda]]>;
<![CDATA[Hermina Disnawati]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.15976
<![CDATA[This research development aims to producing a valid, practical, and useful deferential calculus teaching material. The teaching material referred to this study is a student worksheet with a constructivism approach. Itapplied development research method with formative research type. It was conducted in two stages, namely preliminary analysis and formative evaluation stage.The results of the experts'validation stated that the teaching material developed has reached thecorrect category. The results of one-on-one trials class indicate that the developed the material can be accepted and be used. Furthermore, field trial results, which was conducted to see the effectiveness aspect, have met the criteria. In the other world, the current research has produceda valid, practical, and usefulderivative calculus teaching material that focuses on teaching material and its supporting components, including syllabus, and lesson plans.]]>
<![CDATA[Calculus Flipped Classroom: Pre-class & In-class Learning Outcomes and Students’ Perception ]]>
<![CDATA[Kinzie Feliciano Pinontoan]]>;
<![CDATA[Mario Walean]]>;
<![CDATA[Chervando Chrisye Pinontoan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16413
<![CDATA[Flipped classroom is a blended learning implements e-learning and does not eliminate face-to-face sessions in the classroom. This study applied flipped classroom to calculus lectures to determine students’ perceptions and learning outcomes. Learning outcomes were investigated in pre-class sessions, in-class sessions, and compared to the traditional class. All materials in the flipped classroom used screencast via Google Classroom. The sample was calculus class students at Prisma University. Data were collected using a questionnaire, written tests, and Kahoot online test. Data analysis was performed descriptively and statistically using the 2-sample t-test and paired t-test. The results showed no significant difference in the average score of learning outcomes between the pre-class of calculus flipped classroom and traditional class. However, the average score after in-class sessions was higher than the average score in the traditional class. Furthermore, positive responses were shown by students who lectured with the flipped classroom.]]>
<![CDATA[The Student's Disposition Mathematical Profile By Using Probability Theory Module ]]>
<![CDATA[Nurmeidina, Rahmatya]]>;
<![CDATA[Lazwardi, Ahmad]]>;
<![CDATA[Ariyanti, Iin]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
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.v4i2.15625
<![CDATA[The purpose of this study is to describe the profile of the Mathematical Disposition of mathematics education study programs on the use of probability theory modules. This research is a qualitative descriptive study. The subjects of this study were mathematics education students who were taking probability theory lectures. Data collection techniques are mathematical disposition questionnaires, interviews and documentation. Data analysis techniques using document analysis techniques. The results showed that the mathematical disposition of Mathematics Education study program students on the use of the Theory of probability module were in the high and very high categories. The mathematical disposition of students is reviewed from every aspect of the indicator in the high category. This study shows a description of the Mathematical Disposition profile of Mathematics Education study program students on the use of probability theory modules covering aspects of self-confidence, persistence, and perseverance, open or flexible thinking, interest, and curiosity, as well as monitoring and evaluating.]]>
<![CDATA[Development of Calculus Teaching Material: Context of Universitas Timor, Indonesia ]]>
<![CDATA[Deda, Yohanis Ndapa]]>;
<![CDATA[Disnawati, Hermina]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v4i2.15976
<![CDATA[This research development aims to producing a valid, practical, and useful deferential calculus teaching material. The teaching material referred to this study is a student worksheet with a constructivism approach. Itapplied development research method with formative research type. It was conducted in two stages, namely preliminary analysis and formative evaluation stage.The results of the experts'validation stated that the teaching material developed has reached thecorrect category. The results of one-on-one trials class indicate that the developed the material can be accepted and be used. Furthermore, field trial results, which was conducted to see the effectiveness aspect, have met the criteria. In the other world, the current research has produceda valid, practical, and usefulderivative calculus teaching material that focuses on teaching material and its supporting components, including syllabus, and lesson plans.]]>
<![CDATA[Calculus Flipped Classroom: Pre-class & In-class Learning Outcomes and Students’ Perception ]]>
<![CDATA[Pinontoan, Kinzie Feliciano]]>;
<![CDATA[Walean, Mario]]>;
<![CDATA[Pinontoan, Chervando Chrisye]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v4i2.16413
<![CDATA[Flipped classroom is a blended learning implements e-learning and does not eliminate face-to-face sessions in the classroom. This study applied flipped classroom to calculus lectures to determine students’ perceptions and learning outcomes. Learning outcomes were investigated in pre-class sessions, in-class sessions, and compared to the traditional class. All materials in the flipped classroom used screencast via Google Classroom. The sample was calculus class students at Prisma University. Data were collected using a questionnaire, written tests, and Kahoot online test. Data analysis was performed descriptively and statistically using the 2-sample t-test and paired t-test. The results showed no significant difference in the average score of learning outcomes between the pre-class of calculus flipped classroom and traditional class. However, the average score after in-class sessions was higher than the average score in the traditional class. Furthermore, positive responses were shown by students who lectured with the flipped classroom.]]>
<![CDATA[Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher ]]>
<![CDATA[Jatisunda, Mohamad Gilar]]>;
<![CDATA[Salim Nahdi, Dede]]>;
<![CDATA[Suciawati, Vici]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v4i2.16671
<![CDATA[The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.]]>
