International Journal on Emerging Mathematics 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.
Articles
244 Documents
<![CDATA[The Valuing of Mathematics Learning in Schools: A Gendered Perspective ]]>
<![CDATA[Barkatsas, Tasos]]>;
<![CDATA[Law, Huk Yuen]]>;
<![CDATA[Seah, Wee Tiong]]>;
<![CDATA[Wong, Ngai Ying]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i1.11648
<![CDATA[In this article, gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boys’ and girls’ valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).]]>
<![CDATA[Mathematics Curriculum Review by Advancing the Use of Learning Design Map and Subjects Classification ]]>
<![CDATA[Fathurrohman, Maman]]>;
<![CDATA[Porter, Anne]]>;
<![CDATA[Worthy, Annette]]>;
<![CDATA[Abdullah, Rosni]]>;
<![CDATA[Supriyanto, Supriyanto]]>;
<![CDATA[Pamungkas, Aan Subhan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i1.11929
<![CDATA[Curriculum review is a long process. Typically, the people responsible for these activities are one or two people (coordinators) who are responsible for this and it can be burdensome. Authors propose a new computer-based method for mathematics curriculum review by advancing the use of Learning Designs Maps (LDMaps). The LDMaps have already been developed by authors to document expected mathematics teaching and learning experiences as expected by curriculum. The proposed method can disperse the process allowing the responsible coordinators to conduct the simple task of collating available LDMaps for the review. In this paper, an example of mathematics curriculum review in counting mathematics subjects classification entries is presented.]]>
<![CDATA[Android-based Teaching Material for Statistics Integrated with Social Media WhatsApp ]]>
<![CDATA[Prabowo, Anggit]]>;
<![CDATA[Rahmawati, Uki]]>;
<![CDATA[Anggoro, Rostien Puput]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i1.11961
<![CDATA[The purpose of this study was to develop teaching material in the form of Android-based application for junior high school mathematics subjects in statistical material that are integrated with WhatsApp social media platform. The procedure for developing teaching materials was carried out through the stages of defining, designing, developing, and disseminating. The platform used to develop teaching material was MIT App Inventor. The teaching materials developed have been validated by two media experts and material experts. The trial of teaching material was carried out to educators and prospective mathematics educators in the Special Region of Yogyakarta and students at Depok 3 State Junior High School. This study has succeeded in developing Android-based teaching materials for junior high school mathematics subjects in valid and effective statistical material. The menus contained in this application consist of material and competency test. On the competency test menu, students can do the test and after completion, the application will display the score of the test results. What interesting about this application, the test results can be sent to the teacher via WhatsApp.]]>
<![CDATA[Designing Jumping Task on Percent using PMRI and Collaborative Learning ]]>
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Zulkardi, Zulkardi]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i1.12208
<![CDATA[Contrast to the shared task at the beginning of mathematics lesson, jumping task is the central part of the teaching that uses higher order thinking skills (HOTs) in Japan. In Indonesia, the curriculum 2013 revised stress on how to use HOTs in the mathematics lesson, the daily life context, and collaborative learning. The goal of this research to know the characteristics of the jumping task which valid, practical and useful supporting primary school students learning percents. This research uses design research as a method. In designing the content materials and their contexts, this research uses PMRI (Indonesian version of Realistic Mathematics Education instructional theory. Moreover, in the designing and implementing learning process, this research use lesson study for learning community (LSLC). Results of this research are valid and practical jumping tasks on mathematics topic percents. Students with low performance have difficulties in solving jumping tasks. However, with collaborative learning, students can answer the percent jumping tasks.]]>
<![CDATA[Developing Mathematical Students Worksheet Based On Islamic Values Using Contextual Approach ]]>
<![CDATA[Choirudin, Choirudin]]>;
<![CDATA[Ningsih, Eka Fitria]]>;
<![CDATA[Anwar, M. Saidun]]>;
<![CDATA[Choirunnisa, Ani]]>;
<![CDATA[Maseleno, Andino]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13286
<![CDATA[Development of worksheets looks like the beginning of the problems found in schools, students have difficulty to understanding mathematical material both calculation concepts and moral values that have not been well organized. Worksheet designed with using a contextual approach which contains collaboration between material and verses relating to the used material, so that moral values related to the material are obtained and equipped with the application of moral values in the form of problem examples. After being designed, product is developed to be LKPD. The study objectives include: To develop a Mathematics LKPD based on Islamic values on the subject of algebraic. As a result of the study, the development of Student Worksheet (LKPD) based on Islamic values using a contextual approach to the subject of algebraic in class VII of the Qur'an Science Junior High School Minhajuth Thullab Pekalongan. The research uses the 4D development model consists of 4 main stages: Define, Design, Develop and Disseminate. The response of teachers to LKPD based on Islamic values with using a contextual approach on the subject of the algebra score 82% with very interesting criteria. The responses of students to LKPD obtained a score of 80 % with very decent criteria.]]>
<![CDATA[Learning Direct and Inverse Proportion Using Musi Tour ]]>
<![CDATA[Nofriati, Nursa Fatri]]>;
<![CDATA[Hartono, Yusuf]]>;
<![CDATA[Somakim, Somakim]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13578
<![CDATA[This study used design research to produce learning trajectory through Musi Tour context which can help students in understanding the concept of direct and inverse proportion. This study used PMRI approach. The object of this study was the seventh grade students of SMP Nurul Qomar Palembang. Data for retrospective analysis was collected from teaching experiment in the form of students’ work results, field notes, and students’ interview. The results obtained in this study were learning trajectory which consisted of 3 activities: 1) students were given contextual problems namely Musi Tour as the starting point in learning direct and inverse proportion. 2) through students' understanding of the ratio table in the Musi Tour context, students can understand the direct proportion. 3) students can model and understand the concept of inverse proportion and solve the problems by using Ratio table. The results showed that the use of Musi tour context can help students in understanding the concept of direct and inverse proportion.]]>
<![CDATA[Analysis of Difficulty of Student’s Geometry Problem Solving Based on Van Hiele’s Thinking Theory with Macromedia Flash ]]>
<![CDATA[Siagian, Philips Pasca G]]>;
<![CDATA[Sinaga, Bornok]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13658
<![CDATA[This study aims to describe the level of students' geometry thinking based on Van Hiele's thinking theory, the level of students' geometric problem solving abilities, and analyzing students' difficulties in solving geometric problems. This type of research is qualitative descriptive research. The researcher took six research subjects consisting of low, medium, and high level geometry problem solving abilities to be interviewed and analyzed the types of difficulties experienced. The results of this study indicate that there are 26 students reaching level 0 (visualization), 21 students reach level 1 (analysis), 13 students reach level 2 (informal deduction), 6 students reach level 3 (deduction) and no one can reach level 4 (rigor). Furthermore, there are 13 students who have a low level of problem solving ability, 7 students have a medium level of problem solving ability, and 6 students have a high level of problem solving ability. The difficulties experienced by the research subject are described in each problem.]]>
<![CDATA[The Effectiveness of Geogebra’s Metacognitive Guidance to Develop Critical Thinking Skills ]]>
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Setiawan, Wahyu]]>;
<![CDATA[Aripin, Usman]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13806
<![CDATA[This research is a quasi-experimental study aiming at analyzing the role of the metacognitive guidance approach in order to improve high-school students' critical thinking skills by applying Non-Equivalent Control Group Design. This study involved high school students in one of the high schools in the city of Cimahi. In this study, the pretest for mathematical critical thinking skills is administered to two classes of students of control and experiment groups. The experimental group uses the metacognitive guidance approach assisted by GeoGebra software, whereas the control group uses the conventional method. Both classes receive the same hours of study, mathematics teacher as well as mathematics contents. The researcher conducted observations only in the experimental class. At the end of the treatment, a post-test for the two groups was carried out regarding students’ mathematical critical thinking skills included processing the results of the test, namely the data. After this research has been carried out, the next step is to analyze the data and draw conclusions of the research. In analyzing the data, it is categorized into three levels, namely high, medium and low abilities. The data is analyzed by means of t-test to test the difference of two means of students’ critical thinking ability. Data analysis was performed using the SPSS software. The analysis shows that there is a significant difference in mathematics critical thinking ability between the two groups of students.]]>
<![CDATA[Development of Sharing Task and Jumping Task in Direct Proportion using Lesson Study and PBL ]]>
<![CDATA[Sari, Elisa Mayang]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13865
<![CDATA[This Research’s purpose is producing questions/case study in direct proportion topic focused on Map and Model, and analyse students’ answer in solving these arranged questions through lesson study for learning community (LSLC) and PMRI approach using problem based learning (PBL) method. Research subject are students of grade VII of Junior High School 1 Palembang. From this research, it results a LKPD questions about direct proportion in Map and Model that consist of three cases, such as determine new scale from known scale in problem solving (C2), determine size of Limas House miniature from known scale and sizes in problem solving (C3), and check for errors from a given comparison in problem solving (C4). Based on the results of the analysis of Students answer small group, the average score obtained by students in problem 1 (sharing task) is 73.5, problem 2 (sharing task) average student score is 55, and average student score in problem 3 (jumping task) is 48.5. So these three problems are well-billed and can be used to the next stage of the field test.]]>
<![CDATA[Pre-Service Teachers’ Skills in Analyzing the Mathematics Competency Based on Bloom Taxonomy ]]>
<![CDATA[Istihapsari, Vita]]>;
<![CDATA[Istiandaru, Afit]]>;
<![CDATA[Rohmah, Siti Nur]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.14549
<![CDATA[Professional teachers need to be skilled in planning their lesson. One of the activities to plan the lesson is analyzing the competence and teaching material demanded by the curriculum. This article aims to describe the Indonesian pre-service mathematics teachers’ skills in analyzing junior high school mathematics competence. The analysis is important to prepare the appropriate material for their students. This is qualitative research involving 26 pre-service teachers enrolled in the subject of Curriculum Analysis for Junior High School. First, they were assigned to analyze a given basic competence and were then challenged to select the appropriate materials and the indicators when the competence achieved according to Bloom taxonomy. Surprisingly, though there are many reference books available for sources of analysis, the teacher candidates found some difficulties in arranging the topics and composing the appropriate indicators. Some errors found such as the use of unmeasurable verbs, unclear activities, and illogical-irrelevant topics.]]>
