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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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Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving Kusdinar, Uus; Sukestiyarno, Sukestiyarno; Isnarto, Isnarto; Istiandaru, Afit
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5708

Abstract

Heuristic strategy is one of the mathematics problem solving strategies to gain effective results. This research aimed to analyze the use of the heuristic strategies based on the modification of the Krulik and Rudnik model. This research discovered and classified the students' heuristic strategies which can be used as a basis to provide assistance in the learning. This research was a qualitative research involving 32 students of SMP Muhammadiyah 4 Yogyakarta as its subjects. The research variables are the indicators of the Krulik and Rudnik heuristic models which the students performed including: read and think, explore and plan, select a strategy, find and answer, as well as reflect and extend. The data was taken through questionnaire and interview methods. The result suggested that: 2 students (6.25%) were in the good category as they did all of the heuristic strategies more often; 21 students (65.62%) were in the fair category since they implemented some indicators of the heuristic strategies; and 9 students (28.13%) were in the poor category since they were lack in implementing the heuristic strategies. In all categories, indicator of find and answer was more oftenly done by the students while the indicator of explore and plan was less done.
Technology Integration in Mathematics Education: Examining the Quality of Meta-Analytic Research Young, Jamaal Rashad
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5713

Abstract

The aim of this study was to evaluate the methodological quality of meta-analyses in mathematics education research. Computerized searches were conducted in ERIC, PsycINFO, ProQuest, and JSTOR through January 2016 for meta-analyses pertinent to technology integration in the mathematics classroom. To identify studies, mathematics subject matter terms such as systematic review, literature review and meta-analysis were used. Retrieved studies were screened, extracted, and the methodological quality was evaluated using the 11-item Revised Assessment of Multiple Systematic Reviews (R-AMSTAR). The characteristics of meta-analyses associated with the methodological reporting quality were identified. Results suggest that on average the quality of methodological reporting is good, but there are several areas of concern. Implications are provided to improve research and classroom practice in this area.
How Do College Students Solve Logarithm Questions? Aziz, Tian Abdul; Pramudiani, Puri; Purnomo, Yoppy Wahyu
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5736

Abstract

The purpose of the study was to investigate college students' work with logarithm questions. Qualitative descriptive research is chosen to reach the research goal. The participants of the study were fourteen Indonesian students who were enrolled at different universities in Ankara, Turkey. They worked to solve ten logarithm questions which were classified according to the contents. After analysing their written responses, interviews were conducted to obtain further explanation about their strategies and common mistakes. The study found that participants' works in dealing with logarithm questions comprised of (a) processing base, (b) holding the rule, (c) separating, (d) jumping, and (e) conditioning. Therewith, several participants made common mistake because of misconception about logarithm, arithmetical problems, and misuse of algebra concept. Implication of the finding of the study for teaching and learning logarithm were presented.
Motivation Cards to Support Students' Understanding on Fraction Division Wahyu, Kamirsyah; Amin, Siti Maghfirotun; Lukito, Agung
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5760

Abstract

This design research aims to develop a learning activity which supports the fifth-grade students to understand measurement fraction division problems (A whole number divided by a fraction that result in a whole number answer) conceptually. Furthermore, how students solve the fraction division problem using models is also analyzed. Data for the retrospective analysis is collected through two teaching experiments in the form of students' work, field notes, and some part of classroom discussions. The important findings in this research are: 1) the developed learning activity namely Motivation Cards support students understand that 3 divided by one-half means how many one-half are in 3 through models. However, when the divisor is not a unit fraction they could not directly relate the unshaded part in area model for example. 2) area model is proper model to be firstly introduced when the students work on fraction division. 3) understanding this kind of fraction division help students understand other measurement fraction division where both divisor and dividend are fractions. 4) the learning activity supports the development of character values for students.
Adversity Quotient in Mathematics Learning (Quantitative Study on Students Boarding School in Pekanbaru) MZ, Zubaidah Amir; Risnawati, Risnawati; Kurniati, Annisah; Prahmana, Rully Charitas Indra
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5780

Abstract

The aim of this study is to analyze students' Adversity Quotient (AQ) in mathematics learning viewed from gender aspect. This study is quantitative survey study on students in MTs Al-Munawarah Boarding School, Pekanbaru. The subjects of study are 8th grade students consisting of  75 girls and 63 boys. Data are collected by AQ scale and analyzed with statistic descriptive and inferential (test-t). The indicator of AQ consist of control, origin, ownership, reach and endurance. The result of descriptive analysis shows that there is difference in mean of each indicator for two groups, but analysis of test-t  shows that there is no difference in students' mathematical AQ for two group of gender. Through variance test, students' mathematical AQ in two groups is homogeneous. The indicator of AQ in boys which is categorized as high are endurance and reach. While, the indicator in girls is aspect of control. This study contributes to literature study in identifying students' AQ and the effort done to enhance students' AQ in mathematics learning.
Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts Nurhasanah, Farida; Kusumah, Yaya S.; Sabandar, Jozua
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5782

Abstract

Geometry has abstract notions to be learnt so that all those notions cannot be just transferred into students' mind like a bunch of information that should be memorized. Students need to construct those concepts during their learning process. This process of knowledge construction can be considered as an abstraction process. This study aimed to qualitatively compare abstraction process of students who learned the topic of triangle in conventional method and in van Hiele model of teaching aided by Geometers' sketchpad. Subjects of this study were junior high school students in grade 7. This is a qualitative study with grounded theory design. Data were collected through classroom observation, test, and task-based interview. Results of the study show that theoretical abstraction processes tend to dominate classrom with conventional method of teaching while classroom with van Hiele model of teaching aided by Geometers' sketchpad accommodated empirical abstraction process of the students.
Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem Maharani, Hevy Risqi; Sukestiyarno, Sukestiyarno; Waluya, Budi
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5783

Abstract

It’s difficult for junior high school’s teacher to get position and foster their students who’re still in transition in creative thinking. This study evaluated creative thinking process based on a model of Wallas (2014). Subjects were categorized into upper, middle, and low category after doing creative thinking ability test. The variable is an existence of junior high school’s students in solving a mathematics problem. Data were analyzed through classification, data representation, and conclusions. The results showed 1) 23,33% of students only reached preparation stage, called low category, 2) 60% of students reached illumination stage though students take a long time, called middle category, and 3) 16,67% of students have completed up to verification stage, called upper category. By deepening triangulation interview, right students in that category. Students in low and middle category still need assistance when experiencing obstacle in the creative thinking process, while upper category needs of enrichment materials.
Images of Mathematics Held by Undergraduate Students Lamichhane, Basanta Raj; Belbase, Shashidhar
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.6647

Abstract

The purpose of this study was to explore images of mathematics held by undergraduate students and possible influencing factors. The image of mathematics in this study was conceptualized as the mental representations or views of mathematics as undergraduate students experienced during their academic journey through the interaction largely at school. Pierre Bourdieu's construct of symbolic violence served as the theoretical lens to evaluate the students' images of mathematics. The design of this study was explorative qualitative and interpretive. Semi-structured interview was used to generate data texts from three participants who were senior undergraduate students studying mathematics at an affiliated college of Tribhuvan University in Kathmandu. From the thematic analysis and interpretation of the textual data, four common themes emerged as images of mathematics held by the participants. These themes were mathematics as difficult and abstract, as decontextualized, as mysterious subject, and as applicable in different fields. The influencing factors on the formation of these images were largely related to the curricular and pedagogical approaches from schools to university classes. These are conventional and disempowering methods of teaching, decontextualized curriculum and textbooks and other teaching learning resources, medium of instruction and nature of mathematics itself. 
Team Accelerated Instruction, Initials and Problem-Solves Ability In Junior High School Widodo, Sri Adi; Purnami, Agustina Sri; Prahmana, Rully Charitas Indra
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.6683

Abstract

This research aims to test the effectiveness of the Team Accelerated Instruction (TAI) towards the ability of the students to solve mathematics problems based on their initial ability. This study is an experiment with 367 students involved as the research sample taken using the cluster technique. The research variable is the problem-solving ability, the initial ability, and the learning model. Analysis of variance was used to analyze the data which leads to the conclusions that (1) the TAI is more effective than the Direct Instruction (DI); (2) the students having moderate initial ability performed better compared to the lower and the higher initial ability; (3) among the students with moderate initial ability, TAI was more effective to be used than DI; and (4) in the implementation of TAI and DI, the problem solving ability of the students is relatively similar.
The Gap between Theory and Action through a Model for Classroom Inquiry Rafiepour, Abolfazl
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.6698

Abstract

This paper reports an investigation about lower secondary teacher professional development program in Iran that seventy teachers of mathematics participate on that. In this program, lesson study and action research are used to create a model for classroom inquiry. The first and important purpose of this model was to filling the gap between theory and action. Results of this study show that it is possible to combine lesson study and action research. Finding of this study also show that using the model for classroom inquiry can be helpful in decreasing the gap between theory and action. Finally, paper will be finish by introducing some obstacle that occurred within the accomplishment of the teacher professional development program.

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