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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 244 Documents
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Development of GeoGebra-Assisted Digital Learning Media for Geometry Transformation Materials based on Van Hiele's Theory muhammad hasan asnawi; turmudi turmudi; Sri Harini
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 2, September 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i2.22444

Abstract

AbstractThis research aims to develop valid, practical and effective digital learning media. This development research method is Research and Development (R&D) with the ADDIE development model. The development of this digital learning media produces products in the form of android applications (apk) and websites that can be used via mobile phones or computers. The research process begins by analyzing the problems that exist in the learning process in schools. Then proceed with determining and preparing the design of the learning media. The collected materials were then developed into learning media with the help of GeoGebra, Ispring, Android Studio, and Notepad++. Then validation was carried out by media experts, material experts, learning experts, and practitioners and field trials were given to high school students in class XI. In the preparation of this learning media, it follows van Hiele's theory to be adapted to the stages of students' thinking about geometry. Based on the results of the validation and field trials, the digital learning media that have been developed meet the valid, practical, and effective criteria for use in classroom learning
Congruency of Generation Z Student’s Mathematics Self-Efficacy and Anxiety and Teacher’s Teaching Strategy Cabonilas, Lister Matos
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i2.27291

Abstract

This study emphasized the association between generation Z students’ mathematics anxiety and self-efficacy levels and the teaching strategies of mathematics senior high school teachers. The descriptive-correlational method was utilized and researcher-modified questionnaires to gather data of the 50 students. This study employed and utilized mean, standard deviation, z-test and Pearson r. The results showed that (1) the mathematics anxiety level of the students is high and self-efficacy is moderate, (2) the students’ self-efficacy level towards mathematics subject did not significantly affect their anxiety level, (3) senior high school mathematics teachers made use of differentiated instruction and/or strategies but did not significantly affect the anxiety level of the generation Z students, and (4) lecture/discussion, demonstration and project teaching strategies significantly affect the mathematics self-efficacy level of the students. In conclusion, although the generation Z students demonstrate a high mathematics anxiety yet their ability redirect with confidence to exert behaviors basically to produce clear performance accomplishments in mathematics. Finally, the researchers concluded that mathematics anxiety level is not about teacher’s strategy in the class but due to other reasons experienced (past) and developed by the generation Z students and there were conventional teaching strategies (lecture/discussion, demonstration, and project) that can influence mathematics self-efficacy of the students.
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. 
Analysis Of Innovative Learning Media For Teaching Fractions: A Case Study On Pre-Service Mathematics Teachers’ Creativity Nursanti, Yuli Bangun; Nurhasanah, Farida
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.28455

Abstract

The ability to think creatively is not only an individual's ability to analyze based on existing information but also collectively be able to produce new and determine alternatives with various ideas. It needs to be developed among pre-service teachers so they can use it to design their lessons. This study aims to analyze the creativity of pre-service mathematics teachers in designing and developing innovative learning media for teaching fractions. The research used a qualitative approach with a descriptive method and was conducted in class with 42 students. The data was collected from their product of learning media and filling questionnaires through Google Classroom. From the result, we can conclude that the development of student's creative thinking abilities through the creation of innovative learning media is involved in the modification of the creative model, where they make the product more attractive and practical through content and how to present the media.
Experimentation of Learning Cycle 7E Assisted by Labyrinth Board Game and Putar Bawah Game on Mathematical Reasoning Ability in View of Students' Self-Regulated Learning Sutopo, Sutopo; Oktavia, Linda; Kuswardi, Yemi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.28458

Abstract

This research aims to find out: 1) The learning model that produces better mathematical reasoning ability of students, between the Learning Cycle 7E assisted by labyrinth board game and putar bawah game or direct instruction; 2) The level of students' Self-Regulated Learning that produces bettermathematical reasoning skills, between high, moderate, or low levels of Self-Regulated Learning, ; 3) The interaction learning models and students' Self-Regulated Learning. This research is a quasi experimental research with the subject were VIII grade students of JHS 5 Surakarta in the academicyear 2022/2023 school year. The samples use two classes taken by cluster random sampling. Data collection technique were used documentation, tests, and questionnaires. The data analysis technique used a two-way variance analysis 2×3 unequal cells. The results of the analysis showed that: 1) Learning Cycle 7E learning model assisted by labyrinth board game and putar bawah game resulted is better mathematical reasoning ability than direct instruction; 2) Students with high self-regulated learning had better mathematical reasoning ability than low self-regulated learning; 3) There is no interaction between the learning model and students self-regulated learning.
Development of Realistic Mathematics Education (RME)-Based Student Worksheet to Improve Students' Mathematical Communication Skills Samsinar, Samsinar; Mahmudah, Kunti Robiatul; Prasetyo, Puguh Wahyu
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 2, September 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i2.28729

Abstract

AbstrakSalah satu tujuan utama pembelajaran matematika adalah untuk meningkatkan kemampuan komunikasi matematis karena kemampuan ini sangat penting untuk menyelesaikan berbagai masalah matematika. Faktanya kemampuan komunikasi matematis peserta didik di SMP Muhammadiyah 9 Yogyakarta masih termasuk dalam kriteria rendah berdasarkan hasil tes tertulis. Penelitian ini bertujuan untuk mengembangkan LKPD berbasis Realistic Mathematics Education untuk meningkatkan kemampuan komunikasi matematis peserta didik. Penelitian ini merupakan penelitian R&D dengan menggunakan model ADDIE. Instrumen yang digunakan adalah instrumen validasi, angket respon peserta didik, dan soal pretest dan posttest. Berdasarkan uji validitas, LKPD berbasis RME termasuk dalam kategori baik dari segi materi dengan skor rata-rata 113 dan sangat baik dari segi media dengan skor rata-rata 83. Berdasarkan angket peserta didik, LKPD berbasis RME termasuk dalam kategori baik dengan skor rata-rata 54,38 yaitu praktis. Berdasarkan hasil analisis nilai posttest kelas eksperimen dan kelas kontrol, LKPD berbasis RME efektif digunakan untuk meningkatkan kemampuan komunikasi matematis peserta didik. AbstractOne of the main goals of learning mathematics is to improve mathematical communication skills because these skills are very important for solving various mathematical problems. The mathematical communication skills of students at SMP Muhammadiyah 9 Yogyakarta are still included in the low criteria based on written test results. This research aims to develop Realistic Mathematics Education-based LKPD to improve students' mathematical communication skills. This research is an R&D research using the ADDIE model. The instruments used are validation instruments, student response questionnaires, and pretest and posttest questions. Based on the validity test, the RME-based LKPD is included in the good material category with an average score of 113 and very good in terms of media with an average score of 83. Based on the students' questionnaire, RME-based LKPD is included in the good category with an average score of 54.38, which is practical. Based on the results of the analysis of posttest scores of experimental and control classes, RME-based LKPD is effectively used to improve students' mathematical communication skills. 
Development of a rubric for assessing Multiplicative Thinking in Primary Schools in Zambia Mungalu, Arthur
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 2, September 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i2.29298

Abstract

The study focuses on developing a rubric to assess Multiplicative Thinking (MT) in Zambia. Drawing from a quasi experiment with 3rd to 5th grade students from two schools, the study addressed the question: “What rubric can effectively capture the diverse range of students’ responses to multiplication and division problems in Zambia?”. Inductive content analysis was applied to examine, code and categorise students’ responses to tasks involving reading and drawing patterns, commutative property, daily context, and the inverse relation between multiplication and division. The analysis focused on the Multiplicative Structure of responses using the lens of mutual translation between representation modes. The following categories emerged: no answer, incorrect, partially correct, and correct. The rubric aims to bridge the gap between mathematics education research and practical implementation. Additionally, it aligns with Zambian assessment policy, which promotes rubric use for quality assessment.
Development of Problem-Based Learning E-Module in Junior High Schools 15 Yogyakarta Derunansyah, Sheldy; Prasetyo, Puguh Wahyu; Khasanah, Uswatun
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.29586

Abstract

Algebra is a concept that is abundant in everyday life, connecting symbols with contextual problems. The challenge of learning algebraic forms is apparent among seventh-grade students at SMP N 15 Yogyakarta, who have a low mathematical literacy. The initial research findings show variability in the components of mathematical literacy among students, including Communication (23%), Mathematicalization (20%), formulation of Problem-Solving Strategies (11%), Reasoning and Argumentation (12%), Symbolic, Formal, and Technical Language Usage, and Operations (2%), Representation (18%), and use of Mathematical Tools (18%). One of the reasons for the low literacy is the learning model and the material is less suitable. This research aims to develop a PBL-based e-Module to improve students' mathematical literacy in algebraic forms. The research method used is R&D with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research instruments include expert validation of materials and media, student responses, and pretests. The developed e-Module received good validation from media experts (average 4.33) and material experts (average 4.63). Student responses were also positive, averaging 82% falling into the practical category. The conclusion is that this e-Module is suitable for use as a tool for improving students' mathematical literacy.
Integrating flipped PDF professional to develop a PBL e-worksheet for students’ critical thinking Widiyaningsih, Budi; Suyitno, Hardi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.29589

Abstract

Increasingly advanced and developing technology resulted in the rapid development of science. Students have used smartphones a lot with the help of the internet to learn and obtain information. The impact of the covid pandemic has affected the use of technology. Digital-based teaching materials are needed to support student learning activities. One of the schools that will be used as a research location is SMP Nurul Muttaqin. This study aims to develop a valid, practical and effective Problem Based Learning (PBL) based e-worksheet to improve students' critical thinking skills towards quadrilateral math material. In this study using qualitative methods with the development of 4-D (Four-D Models), namely define, design, develop and disseminate. The instruments used in the study were media expert and material expert validation sheets, student response questionnaires and questions to measure students' problem-solving abilities. PBLbased E-worksheet is said to be valid in terms of media 111.5 with good criteria, and material expert validation obtains an average score of 51 with good criteria. From these results the developed e-worksheet can be declared to meet the validity criteria for a teaching material. Based on the results of the questionnaire the responses of e-worksheet students were said to be practical by small groups and large groups. Based on the student response questionnaire, the small group obtained an average score of 49,2 with good criteria, and the large group obtained an average score of 51.3 with good criteria. In this study, the effectiveness of the e-worksheet was obtained through post-test questions from the treatment group and control group using the independent sample t test and obtained tcount > ttable, so h0 was rejected, which means that learning with treatment groups using the pbl model assisted by eworksheet is effective. to increase the critical thinking of class vii students of smp nurul muttaqin compared to the control group that does not use e-worksheet.
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%).

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