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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.
Arjuna Subject : -
Articles 244 Documents
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Students’ Mathematical Communication Ability and Self-Efficacy using Team Quiz Learning Model Johar, Rahmah; Junita, Eka; Saminan, Saminan
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.8702

Abstract

This research aims to examine the improvement of mathematical communication skills of the students who learn using the team quiz learning model. This is an experimental research with pretest-posttest-control group design. The population of this study is all of the seventh-grade students in one of the junior high schools in Banda Aceh. We use a simple random sampling technique to obtain two classes as the research samples. The data were collected using tests of mathematical communication skills and self-efficacy questionnaires. The statistical tests used in this study were the paired t-test and two-way ANOVA. The results show that: (1) The improvement of the students’ mathematical communication ability in the team quiz class is higher than the conventional class; (2) The improvement of the students’ self-efficacy in team quiz class is higher than the conventional class; (3) There is no interaction between the learning model and the student level towards the students' mathematical communication ability; and (4) There is no interaction between the learning model and the student level towards the students’ self-efficacy.
Impact of Professional Development Training Curriculum on Practicing Algebra Teachers Naseer, Mariyam Shahuneeza
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10055

Abstract

Algebra is a foundation for mathematics reasoning and complex problem-solving which then requires mathematics teachers to have adequate proficiency to make their students understand about it. The mathematics teachers in the Maldives, however, lacked both the algebraic content and pedagogical knowledge. This study aims to present a mathematics professional development training curriculum designed to address the issue of the teachers’ performance in algebra. There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimone’s conceptual model for professional development was used to guide the mathematics professional development for algebra teachers discussed in this paper. This mathematics professional development was found to improve the algebraic content and pedagogical knowledge of the participants, which in turn improved student performance.
Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes? Putranto, Sumbaji; Marsigit, Marsigit
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10487

Abstract

This study was aimed to describe the effectiveness of peer tutoring method with Realistic Mathematics Education approach applied in inclusive classes to improve slow learners' mathematics attitudes. Type of this research was quasi experiment with one-group pretest-posttest design. The sample was chosen by using convenience sampling from slow learners of VII Grade Junior High School which consisted of 31 students scattered into 3 inclusive classes. The instrument used in this study was a non-test instrument in form of questionnaires. The effectiveness criteria in this study was based on 1) the average score of final questionnaire was higher than the initial questionnaire score, 2) the final questionnaire score shows that more than 75% of the whole students gained the minimum “good” criteria. The result shows that applying peer tutoring learning method with Realistic Mathematics Education approach in inclusive classes was effective to improve slow learners' mathematics attitudes.
Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education? Abah, Joshua Abah; Iji, Clement Onwu; Abakpa, Benjamin Ogbole
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10561

Abstract

Storytelling has been severally regarded as the oldest method of instruction delivery, particularly for children. This study adopts a simple survey research design to explore the extent of storytelling usage by teachers in the mathematics classroom at the primary education level in Nigeria. The investigation was conducted on the premise that traditional folktales are heading down the path to extinction and are steadily being blown away in the wind of change being fanned by increasing technology penetration in the country. The participants of the study are 38 mathematics teachers drawn randomly from primary schools within Makurdi metropolis of Benue State, Nigeria. Analysis of data obtained through the Basic mathematics Storytelling Investigation (BMSI) revealed that despite the high level of awareness of storytelling as a teaching approach among mathematics teachers, only a meager 37% make use of stories in their mathematics classroom. Additional thematic analysis of stories described by the teachers showed that stories were used to illustrate learning points and motivate learners to action within the instructional context. An unintended outcome from the qualitative methods unveiled specific patterns of stories used by the mathematics teachers that are far from local folktales and oral traditions. There was also an indication that with an appropriate awareness campaign, primary mathematics teachers intend to use storytelling in their future teaching practice.
Game-Based Learning in Problem Solving Method: The Effects on Students’ Achievement Setyaningrum, Wahyu; Pratama, Loviga Denny; Ali, Mohamad Bilal
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10564

Abstract

This study compared the effects of game-based learning and textbook on students achievement. A problem solving method was employed in learning processes in the classroom. One hundred and thirteen students of grade eight from three junior high schools in the Province of Yogyakarta, who were selected using convenience sampling, participated in this study. The study employed a quasi experiment with a pretest-posttest control-group design. The data were collected through a pre-test, post-test, and questionnaire. The data were analysed using ANOVA, indicating that the students who were exposed to the game-based learning within problem solving approach significantly outperformed their counterparts who were exposed on the basis of textbook within problem solving. The data from questionnaire revealed that the students preferred game-based learning because they could understand the materials with enjoyable and easily.
How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy Hendroanto, Aan; Istiandaru, Afit; Syakrina, Nisa; Setyawan, Fariz; Prahmana, Rully Charitas Indra; Hidayat, Agus Sofian Eka
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10713

Abstract

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.
Bar Model as Intervention in Solving Word Problem Involving Percentage Abdul Gani, Maimunah; Tengah, Khairul Amilin; Said, Hardimah
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i1.11093

Abstract

This experimental case-study examined the performance of convenient sampling of fourty-five Year 9 students in solving word problems involving percentage from two classes in one government secondary school in Brunei Darussalam, using Bar Model as a solving strategy. Data was gathered quantitatively through written tests in the form of six word problem items as pre-test and post-test.  The mean score of the pre-test was 0.93 indicating that the performance of the participating Year 9 students in solving word problems involving percentage was low prior to intervention. Intervention lessons produced a gain in the post-test mean to 2.87.  Although the mean of post-test marks is still lower than the passing mark of the test, paired-sample t-test provided evidence of significance, thus proving that Bar Model Method had positive effect to the performance of word problem involving percentage. Evidence also indicated an increase in the students’ overall marks  from pre-test to post-test, with almost all except two students failed the pre-test to twenty-six students achieving marks above passing mark of 3 in post-test.  Item-by-item analysis showed increase in correct responses in every item in post-test, even those with no attempts in pre-test.  These provided further evidence that there is overall improvement in students’ performance in word problems related to percentage after the use of Bar Model as intervention.
Prospective Elementary Teachers’ Knowledge of Comparing Decimals Putra, Zetra Hainul; Winsløw, Carl
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i1.11314

Abstract

The aim of this study is to investigate prospective elementary teachers’ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques.
Generalization Strategies in the Problem Solving of Derivative and Integral Hashemi, Nourooz; Kashefi, Hamidreza; Abu, Mohd Salleh
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i1.11425

Abstract

This study proposes a learning strategy of derivatives and integrals (LSDI) based on specialized forms of generalization strategies to improve undergraduate students’ problem solving ofderivative and integral. The main goal of this study is to evaluate the effects of LSDI on students’ problem solvingofderivative and integral. The samples of this study were 63 undergraduate students who took Calculus at Islamic Azad University of Gachsaran, Iran. The students were divided into two classes based on their marks in the pre- test of derivative and integral. The results indicated that there was a significant difference between the achievements of students in experimental and control groupsafter treatment. Thus, the findings reveal that using generalization strategies improves students’ achievements in solving problems of derivative and integral.
Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature Belbase, Shashidhar
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v3i1.11494

Abstract

This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs – affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs – relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes’ included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.

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