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International Journal on Emerging Mathematics Education
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 6 Documents
 1 
Search results for , issue "IJEME, Vol. 8 No. 2, September 2024" : 6 Documents clear
Reciprocal Peer Tutoring Strategy on Students’ Anxiety, Self-Efficacy, and Mathematics Performance Celedonio, Alvin Albea; Elicay, Ronaldo S.P.
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.28393

Abstract

The study aimed to investigate the effectiveness of Reciprocal Peer Tutoring (RPT) in reducing mathematics anxiety and improving self-efficacy to advance the mathematics performance of senior high school students in a General Mathematics course. The researcher employed the quasi-experimental design, specifically the Pretest 1, Pretest 2 – Posttest design. Two groups were randomly assigned: the conventional teaching strategy (CTS) group (control) and the reciprocal peer tutoring (RPT) group (experimental). The mathematics anxiety and self-efficacy were measured using an adapted instrument. Mathematics performance was measured using the General Mathematics Achievement Test (GMAT), a researcher-made test. The significant findings of the study reveal that the mathematics anxiety of the experimental group is significantly lower than that of the control group. Further, the prediction model indicated that mathematics anxiety significantly predicts mathematics performance. Unfortunately, it is found that RPT is not effective in improving self-efficacy. Several probable reasons were identified. 
Android-Based Quizizz: Media for Students' Learning Motivation and Mastery of Mathematical Concepts Effendi, Moh. Mahfud; In’am, Akhsanul
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.29749

Abstract

The use of media that suits students' conditions influences their learning motivation and mastery of mathematical concepts. Therefore, teachers must know the learning media that will be used. Quizizz, which is in the form of a quiz and based on 4.0, can be used as a learning medium because it is game and technology based. Therefore, the aim of this research is to describe the effect of using Quizizz on students' learning motivation and mastery of mathematical concepts. The approach used is quantitative through experiments at SMPN 14 Raja Ampat, West Papua. To obtain data on student learning motivation and mastery of mathematical concepts, questionnaires and tests are used. Based on the results of the analysis, it was found that the use of Quizzizz had a significant effect on student learning motivation (the difference is 16.4%) and mastery of mathematical concepts (the difference is 19.04%).
Improving Students’ Visual Representation and Conceptual Understanding to Overcome Learning Difficulties in Geometry Using GeoGebra Sieng, Veasna; Thai, Heng
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.29834

Abstract

This study investigates the impact of using GeoGebra, a dynamic geometry software, to enhance students’ visual representation and conceptual understanding of Geometry, mainly focusing on vector concepts. The study involved 168 tenth-grade students in Phnom Penh, Cambodia. The research used a quasi-experimental design with control and experimental groups. The experimental group received instruction with GeoGebra, while the control group followed traditional methods. Data from pre-test and post-tests were analysed using descriptive statistics, Mann-Whitney U tests, and N-Gain scores. The results showed that the GeoGebra group had significantly higher N-Gain scores, indicating improved comprehension and problem-solving skills. The study suggests integrating dynamic geometry software into the curriculum to provide a more interactive learning experience and improve learning in Geometry.
Developing PBL-based Student Worksheet to Foster Mathematical Literacy in Probability Topic Rofidah, Faizatur; Istihapsari, Vita
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.30702

Abstract

The mathematical literacy ability of students in Indonesia is still relatively low, especially at the Vocational High School (SMK) level. One solution that can be implemented is the development of learning media in the form of Student Worksheets (LKPD) based on mathematical literacy using the Problem-Based Learning (PBL) model. This study aims to develop and test the validity and practicality of mathematical literacy-based LKPD on the topic of compound probability events. Using the Research and Development (R&D) method and the ADDIE development model, which consists of five stages—Analysis, Design, Development, Implementation, and Evaluation—this research was conducted on 11th-grade students of the Automotive Engineering 4 class at SMK Negeri 3 Yogyakarta. The results show that the developed LKPD was rated as highly valid by subject matter experts (88.13%) and media experts (92.97%). Additionally, students' responses to the practicality of the LKPD reached 93.65%, which falls into the highly practical category. Thus, this LKPD can be used as an effective learning medium to improve the mathematical literacy of vocational high school students.
Students' Mathematical Problem Solving Ability of Class-VIII Through the Geogebra-Assisted POGIL Learning Model Putri, Nabila Alifa Shandhita; Faradiba, Surya Sari; Khairunnisa, Gusti Firda
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.26585

Abstract

This study aims to determine differences in mathematical problem-solving abilities between the experimental class through the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model and the control class through conventional learning and to determine mathematical problem-solving abilities after being treated with the POGIL (Process Oriented Guided Inquiry) by Geogebra-assisted. This study used a mixed method with a sequential-explanatory type. The study recruited class VIII of  SMPN 2 Prigen. The research sample was class VIII-A (the control class) and class VIII-C (the experimental class). The results showed that (1) there were differences in the mathematical problem-solving abilities of the experimental class through the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model and the control class through conventional learning. (2) the mathematical problem-solving abilities of class VIII students of SMPN 2 Prigen using the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model are better than using conventional learning models
Learning Difficulties of Slow Learner Students Sabir, Andi Rifqah; Bahar, Baharullah; Husniati, Andi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.30905

Abstract

This study aims to describe learning difficulties in children with special needs of slow learner type, especially in mathematics, through a systematic review of previous research, not based on classroom observations. The type of research used is library research with the Systematic Literature Review method. The data collection technique used is document study, while data analysis is carried out using qualitative content analysis approach. The results of this study reveal that students, including those with special needs of slow learner type, face various difficulties in the learning process at school. This progress is influenced by internal and external factors. Each student faces challenges in understanding concepts, applying principles, and solving verbal problems. This study also shows that students with special needs of slow learner type have difficulty in understanding mathematics lessons, one of which is seen from the level of student intelligence. Further research is needed to identify the factors that cause learning difficulties in students with special needs of slow learner type, so that solutions can be found to overcome obstacles in learning and improve their learning outcomes, especially in mathematics learning.

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