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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 5 Documents
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Search results for , issue "IJEME, Vol. 9 No. 1, March 2025" : 5 Documents clear
Perceptions of Non-Math Students in Learning Mathematics: Understanding the Challenges and Opportunities Manlimos, Mercy Minguita; Patac, Louida; Patac Jr., Adriano
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.28160

Abstract

This study research on mathematics education, specifically focusing on college students who have a strong dislike for the subject. Employing a qualitative research design and an exploratory strategy, this paper analyzed narratives from 50 college students enrolled in non-mathematics courses using theme analysis. The study, conducted in a private higher education institution offering a Bachelor of Science program in Customs Administration, delved into the practical significance of mathematics in students' daily lives. The discussion section explored the paradox wherein students acknowledged mathematics' value but opted to avoid related courses. It advocated for a curriculum prioritizing practical applications of mathematical principles, emphasizing real-life scenarios to enhance student interest. The findings supported a practical approach to mathematics education to change attitudes and emphasized the significance of matching instructional tactics with students' perceived worth. The journal contributed valuable insights to mathematics education, serving as a resource for educators, researchers, and policymakers to enhance teaching methods and foster a positive learning environment for students of varying mathematical abilities.
Geometry Worksheet Based on Augmented Reality to Improve Slow Learner Student's Visual-Spatial Ability Qhorisa, Agnes; Andriyani, Andriyani; Bonaya, Halkano Qalla
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.30184

Abstract

The purpose of this study to develop geometry worksheet to improve the visual-spatial abilities of slow-learner students. This study uses the method is Research and Development (R&D) research which in the development process uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects in this study were students in the inclusion class of one of the Muhammadiyah high schools in the city of Yogyakarta. Data collection methods are observation, interviews, pretest-posttest tests, and questionnaires. The instruments used in this study were questionnaire instrument validated by media experts and material experts, an instrument for student responses, and pretest-posttest questions. Based on the validity test, the worksheet is included in the good category in terms of material with an average score of 79.67, and very good in terms of media with an average score of 77 so it is valid. Then, based on student responses, the worksheet is included in the good category with an average score of 78 so it is practical. Meanwhile, based on the results of the pretest-posttest achievements there was an increase, so it is included in the effective category to improve students' visual-spatial abilities.
Developing Data Centralization Interactive Media for 7th Grade Students’ Statistical Literacy Using SAC Application Sari, Laela; Prasetyo, Puguh Wahyu
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.30721

Abstract

The aim of this research is to develop interactive media that utilizes the Smart Apps Creator (SAC) application with a focus on statistical literacy, especially on data centralization material for grade 7 students. The development of this media follows the steps in the ADDIE model, namely analysis, design, development, implementation, and evaluation. This research involved 25 7th-grade students from SMP Muhammadiyah 3 Depok Sleman as research subjects. The instruments used in this research include interviews, validation questionnaires from material and media experts, and student response questionnaires. Based on research findings, interactive media developed with the Smart Apps Creator (SAC) application is proven to be valid and practical. The results of the material expert assessment were 80% which met the valid category. While the media expert assessment was 81.48% met the very valid category. The practicality criteria were obtained from the results of student responses with a percentage of 79.44% which also fell into the practical category indicating that the media is suitable for use in teaching. Thus, interactive media based on SAC can be an effective alternative to improve student understanding and motivation when studying data centralization material.
Implementation of Math Games to Develop Students’ Motivation in Solving Numeracy Problems Djamilah, Soraya; Ulfah, Fithria
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.30882

Abstract

The numeracy skills of students in Indonesia are still low. Therefore, researchers implemented mathematics games in mathematics learning to foster students' motivation in solving numeracy problems. The math games implemented include the 3-6-9 game, mission X, mathematical snakes and ladders, and role play. The aim of this research is to find out how to implement mathematical games by referring to the implementation of David C. Korten's model in its application by increasing students' motivation in solving numeracy problems. This research used descriptive qualitative. The subjects were students at SDN Pemurus Dalam 6. Data was collected through interviews, observation, and documentation. The results show that based on the implementation model, this math games program is appropriate, both in terms of the program, program users, and program implementing organization. The implementation of this math games has been successfully implemented and can increase students' motivation in solving numeracy problems.
Exploring a Teacher’s Knowledge in Constructing Mathematical Lateral Thinking Problems to Teach Creativity Shodiq, Lukman Jakfar; Juniati, Dwi; Susanah, Susanah; Rohmania, Ainnur
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.30886

Abstract

This study examined the process of constructing mathematical problems to teach creativity using the concept of lateral thinking. It employed a case study design and involved a senior junior high school mathematics teacher who has won mathematics learning innovation competitions. The teacher has understood what is meant by mathematical creativity and lateral thinking, and has proven his mathematical ability and lateral thinking ability. He was asked to create his own math problems, teach creativity, and assess students' math learning outcomes using the problems. The findings of this study highlight three key relationships: (1) the connection between mathematical content knowledge and problem-structuring ability, (2) the influence of training experience on methods for teaching creativity, and (3) the interrelationship among content knowledge, training experience, and assessment practices. These highlight the importance of integrating content knowledge and pedagogical approaches in mathematics learning to enhance creative problem-solving skills.

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