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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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Mathematics Curriculum Review In Junior Secondary School Level: Implementation Of Web-Based CRMS Muttaqin, Iin Habibah; Rahmawati, Fatimah; Fathurrohman, Maman; Santosa, Cecep Anwar Hadi Firdos
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.16711

Abstract

This study aims to analyze the Indonesia National Curriculum (Kurikulum 2013) of mathematics at junior secondary school level. The tool used is the Web-based Curriculum Review Mapping System (CRMS). The CRMS was developed to analyze the curriculum, as expected outcome, through teachers lesson plan. The method used in this research was descriptive with a qualitative approach. In this research, the research was the main instrument assisted with interview guide sheets and documentations. The object of this research is the national curriculum for mathematics at a junior high school with three mathematics teachers as respondents to be interviewed. Analysis of the data used in the study is a qualitative analysis with three stages: data reduction, exposure, and drawing conclusions and verification. Qualitative data analysis is carried out simultaneously with data collection process. The results of the study state that the CRMS is at easy to implement by the teachers of mathematics. They can review their mathematics lesson plan using this system. Furthermore, by this system teachers could create various lesson plans.
Ethnomathematics Perspective and Challenge as a Tool of Mathematical Contextual Learning for Indigenous People Nur, Andi Saparuddin; Waluya, Stevanus Budi; Kartono, Kartono; Rochmad, Rochmad
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.17072

Abstract

Indigenous people have a very strong connection with culture. The national curriculum needs to provide a place for student learning in indigenous people. Mathematics as knowledge applied in daily life activities becomes relevant to the culture of indigenous people. The purpose of this study is to obtain an overview related to the perspective and challenge of ethnomathematics as a contextual learning mathematics framework for indigenous people. This research is a qualitative study with an ethnographic approach and is carried out on Ammatoa indigenous people, Tana Toa Village, Kajang District, Bulukumba Regency, South Sulawesi Province. The data sources in this study were the head of the Tana Toa village, the tribal chief of Ammatoa, and the teacher in the indigenous territories. Data collection is done through observation, in-depth interviews, literature studies, and document analysis. The results of this study indicate the association of Ammatoa culture with mathematical content which includes knowledge systems, traditional activities, and cultural artifacts. Domains of school mathematics content related to Ammatoa culture include; the concept of number, geometry, comparison, sequence and series, as well as probability and combinatorics. Mathematics learning in Ammatoa indigenous people needs to consider aspects of culture that involve collaborative involvement.
Characteristics of Different Strategies in Problems Solving of Linear Pattern Setiawan, Yayan Eryk
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.17336

Abstract

Generalization is the core of mathematical activities that are important to be taught to students. One of the material generalizations that are emphasized at the level of junior high school in Indonesia is the generalization of linear patterns. One strategy that is often used by students in generalizing linear patterns is a different strategy. However, many students do not know the usefulness of the difference in making general formulas, so that they are trapped in a recursive relationship. This problem can be overcome by analyzing the results of student work that has succeeded in generalizing linear patterns using different strategies. For this reason, this study aims to get a description of the characteristics of the different strategies of students who have succeeded in generalizing linear patterns. The approach that fits this research is a case study approach to 6 grade VIII junior high school students who successfully solved the problem of generalizing linear patterns using a different strategy. The results showed that there were six characteristics of different strategies used to generalize linear patterns, namely: (1) using the difference to be substituted into the nth term formula of an arithmetic sequence, (2) using the difference to substitute into linear pattern formula, (3) using difference as a multiple, (4) using the difference as a jump number, (5) using the difference to be placed in a different column, and (6) using the difference to determine the formula for generalizing linear patterns directly.
Analyzing Students' Errors in Solving Sequence and Series Application Problems Using Newman Procedure Agustiani, Nur
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.17377

Abstract

This study aims to analyze the errors of students in solving the problem of applying sequence and series based on Newman's rules. This research uses descriptive analysis method. The subjects of this study were first semester students majoring in business administration at Muhammadiyah University of Sukabumi. The data collection used test and interview methods. Based on the results of data analysis using the Newman error analysis procedure, it is concluded that students made 8.9% reading errors, 18.9% comprehension errors, 32.2% transformation errors, 42.2% process skills errors, and 43.3% encoding errors. The percentage of reading errors up to encoding errors has increased because students cannot solve the problem correctly after encountering obstacles at the beginning. Error analysis can be used as reference material for lecturers in designing learning that can overcome student errors in working on the applied of sequence and series.
Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation Setyawan, Fariz; Zuliana, Eka; Ali, Ruzlan Md
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.17767

Abstract

Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation.  On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.
Zollman's Four Corners and a Diamond Graphic Organizer as a Solving Strategy in Secondary Mathematics Word Problems Wong, Cheau Mei; Tengah, Khairul Amilin
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.18072

Abstract

This action research examined the effectiveness of the Zollman's Four Corners and a Diamond graphic organizer as a strategy to improve Year 10 students' performance in mathematics word problems. Quantitative data from twenty-four students from a secondary school in Brunei Darussalam was collected through the use of a pre-test and post-test. Results from the pre-test and post-test were analyzed and it was found that there was a significant difference in students performance before and after introducing the Zollman's Four Corners and a Diamond graphic organizer. A paired sample t-test on the pre-test and post-test showed a significant improvement in students' mean marks, t(23) = -3.415, p = .002. Additionally, it was found that the Zollman's Four Corners and a Diamond graphic organizer is capable of helping students of all abilities and particularly the lower ability students. Hence for this study, the Zollman's Four Corners and a Diamond graphic organizer successfully enhanced the Year 10 students' performance in solving mathematics word problems.
The Learning Trajectory of Sphere Using Megono Gunungan Tradition Context Nursyahidah, Farida; Saputro, Bagus Ardi; Albab, Irkham Ulil
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 2, September 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i2.18313

Abstract

This study aims to develop a learning trajectory by utilizing the local wisdom of the Megono Gunungan tradition to help students grasp the sphere's notion. This research applied the approach of the Indonesian Realistic Mathematical Approach (PMRI). Ninth-grade students at SMP 38 Semarang, Central Java, Indonesia, were the subjects of this study. The methodology used is based on Graveimeijer and Cobb's three steps of design research: preliminary design, design experiment, and retrospective analysis. Numerous data collection methods were used, involving video, photography, the outcome of students' worksheets, and student interviews. The learning trajectory comprises four activities: identifying sphere components using the Megono Gunungan tradition interactive video context, discovering the sphere surfaces area using orange fruit, finding the sphere's volume through rice media, and solving problems of the sphere. This study's findings signify that the utilization of the Megono Gunungan tradition context could encourage learners to recognize the concept of the sphere through a sequence of designed activities.
Mathematics Curriculum Review in Senior High School Using Curriculum Review Mapping System (CRMS) Rahmawati, Fatimah; Muttaqin, Iin Habibah; Fathurrohman, Maman; Ihsanudin, Ihsanudin
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 2, September 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i2.18968

Abstract

Curriculum 2013 that is currently being implemented in Indonesia, still holds many obstacles in its implementation. One of them is the constraints in making a lesson plan. Some tools can help teachers create better lesson plans, one of which is a tool called Curriculum Review Mapping System (CRMS). This research aims to find out the results of national curriculum analysis in mathematics in high school using CRMS and also teacher response to these results. This study used descriptive methods with a qualitative approach. The instruments used are documentation, interviews, and researchers themselves. CRMS uses a technology called a mapping system to analyze the curriculum. The description of the national curriculum analysis results is contained in the result and discussion section. CRMS can be used as a teacher lesson plan analysis tool as teacher preparation before the teacher presents his/her learning in the classroom.
Using Context to Learn Matrices Concepts Meaningfully Purnomo, Yoppy Wahyu; Rahmawati, Nurlaela; Kadir, Kadir
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 2, September 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i2.19456

Abstract

Mathematical concepts will be embedded if they can be imagined and appear in everyday life. Therefore, this study aims to develop Local Instructional Theory in context-based matrix learning. Design research is adopted to achieve these objectives. The design research has three stages, namely, preliminary experiment, teaching experiment, and retrospective analysis. The study was conducted at a high school on the outskirts of the capital, involving 39 students of class XI. The data was collected employing tests, observation, interviews, worksheets, and documentation in the form of video recordings, photos, and student journals. The results indicated that students were able to construct their concept of matrices through the context of a favorite or a hobby as a starting point in compiling and defining a matrix, and continued with the matrix multiplication concept (matrix scalar multiplication as repeated addition; terms and products of two matrices).
Developing Number Theory Textbook for Pre-Service Mathematics Teacher of International Program Prahmana, Rully Charitas Indra; Prasetyo, Puguh Wahyu; Istiandaru, Afit; Isnaini, Uha; Nurnugroho, Burhanudin Arif
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 2, September 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i2.19779

Abstract

The long-term objective of this research is to produce valid, practical, and effective textbooks for courses in international program of mathematics education of Universitas Ahmad Dahlan. For the short-term, this research aims to produce valid and practical textbook for number theory course. The validity was based on the relevancy towards the students’ expected competence, while the practicality was measured from the implementation of learning using the textbook. This research used design research with the type of development studies. It followed four steps, i.e. (1) preliminary research, (2) prototyping stage, (3) summative evaluation, and (4) systemic reflection and documentation. In the preliminary research, we analyzed the need of the textbook in the international program and found that the textbook of number theory course is very needed. In the prototyping stage, we wrote the textbook based on the need analysis. The prototype was then discussed with expert and revised in the stage of summative evaluation and applied to the lecture meetings. The result was the final product of the textbook used for the stage of systemic reflection and documentation when we wrote all the results according to the preset research framework. Finally, the developed number theory textbook is valid and practical.

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