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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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STEM Highlights: Principles, Frameworks and Implementation Strategies in Improving Scientific Literacy Yuliardi, Ricki; Dahlan, Jarnawi A.
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.v6i2.19812

Abstract

The 21st-century era, marked by the rapid development of information technology, requires students to be adaptive and have several skills that must be mastered to be able to compete in today's era. The important skills in the 21st century or so-called The 4C-skills consist of communication, collaboration, critical thinking, in general containing specific skills that need to be empowered in learning activities, such as problem-solving skills, critical thinking, communication skills, collaborating, innovation and creation, literacy, information metacognition, and various other skills. However, the reality in the field is based on the results of TIMSS and PISA, where this test measures the mathematics, science, and literacy skills of developed and developing countries, Indonesia's ranking is still in the lowest rank. The method used in this research is the literature study method, which examines the STEM principles, implementation strategies, and their prospects for improving scientific literacy skills. Based on the results, the success key while implementing STEM in the classroom is to prepare STEM educators with a conceptual understanding of the principles, frameworks, and strategies of integrated STEM implementation and learning theories from the four STEM fields. It should be integrated to increase the pedagogical skills and to mastery the technology as a learning support. Also, the development of professional experience for teachers in implementing STEM in various cross-materials is needed to provide a strong conceptual framework of an integrated STEM approach and build their confidence in teaching an integrated STEM approach. Hopefully, this article can provide a comprehensive overview of improving scientific literacy as one of the keys to improving the quality of quality education in Indonesia.
The Influence of Teacher-Student Relationships on Mathematics Problem-solving Patac, Louida Penera; Patac Jr., Adriano Villarosa; Gales, Shiela
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.v5i2.19856

Abstract

Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we identified the lived experiences of forty-five (45) students in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the students experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbachs α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.
Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability Rejeki, Suprapti; Riyadi, Riyadi; Siswanto, Siswanto
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.v5i1.19939

Abstract

This research aims to determine the distinction in students' critical thinking abilities who were taught by using the problem-based learning, guided inquiry learning, and conventional learning models. The population is all grade VIII students of public junior high schools in Bantul district in the 2019/2020 academic year. This study used stratified cluster random sampling to select 3 classes in each school. The pre-requisite test used was the balance test, normality test, and homogeneity test. The data collection technique used was a critical thinking ability test. The analysis technique of this research was two-way ANOVA with different cells. The results showed that the problem-based learning model had a significant positive effect on the critical thinking abilities compared to conventional learning. Meanwhile, there is no significant difference between students taught by problem-based learning and by guided inquiry learning, and between the guided inquiry learning and conventional learning, either.
Pedagogical Content Knowledge (PCK) Mathematics Pre-service Teachers in Developing Content Representations (CoRes) Suripah, Suripah; Suyata, Suyata; Retnawati, Heri
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.v5i1.19954

Abstract

This study aimed to determine the pedagogical content knowledge (PCK) of pre-service teachers in developing CoRes as a support for designing mathematics learning. Data were collected by reviewing documents of CoRes development results by 32 pre-service teachers after analyzing school mathematics learning documents in the form of syllabi and lesson plans prepared by experienced teachers. The analysis of the results of the pre-service CoRes document made by the pre-service teachers is done using descriptive statistics that are by calculating the mean. The results of the data analysis show that 18.8% of the pre-service teachers achieved very good qualification, 56.3% with good qualification, 15.6% with sufficient qualification, and 9.4% with poor qualification. Although there were still pre-service teachers belonged to the poor qualification, there were no pre-service teachers who failed in developing CoRes. Some individual students still seem to have difficulty developing CoRes. However, the CoRes document that has been prepared is very useful for carrying out further activities. Thus, it can be concluded that the development of CoRes can be used by pre-service teachers as a support to design learning.
Mathematical Probabilistic Thinking Process Stages in Problems Solving Probability Taram, Abd; Sukestiyarno, Y. L.; Rochmad, Rochmad; Junaedi, Iwan
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.v5i1.20005

Abstract

Probabilistic thinking is one type of thinking skills which belongs to the Higher Order Thinking Skills (HOTS). Students need to have the probabilistic thinking ability to face the life which is full of uncertainty. The purpose of this research is to formulate the stages of mathematical probabilistic thinking processes in solving probability problems. It was a descriptive qualitative research involving eight students of the 9th grade of SMP Muhammadiyah 3 Mlati Sleman Yogyakarta as the subjects. We administered a probabilistic thinking test and then observed and interviewed them to get the data. The data were then analyzed using triangulation method. This study resulted the five stages of mathematical probabilistic thinking process. They are: (1) understanding the problem of uncertainty that needs to be solved; (2) identifying all possibilities that will occur from a problem; (3) grouping the results of the identified event; (4) determining the probability of the occurred events; and (5) verifying the results.
Software-Based Circle Technology in Dinagat Geometry Class: A Single Subject Research Cuevas, Jonas Villegas; Paymalan, Irmalyn Borja
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.v5i2.20055

Abstract

Present study investigated the effectiveness of the use of technology software-based instruction in learning Circle Geometry, the extent of the students' interest on the use of this strategy, and designs a classification model through Discriminant Analysis forcasting students' performance as to having mastered or not the lessons based on their interest on the use of the strategy. The study utilized single subject research design to the thirty-one Grade 10 students in Llamera National High School, Dinagat Islands Division. Trend analysis and repeated ANOVA results revealed that most students' performance in circle geometry improved throughout the intervention of technology software-based instruction and the gap between the high achieving and low achieving students was reduced. Students also perceived high interest in learning geometry through the intervention. Indeed, technology software-based instruction recuperates knowledge in Circle Geometry. Accordingly, the capability to visualize the lesson through the software-based instruction is the best predictor of the students' mastery in circle geometry.
Spatial Reasoning: A Survey on the 8th Grader Students' Gain in Online Learning Fitriyani, Harina; Kusumah, Yaya Sukjaya; Turmudi, Turmudi
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.v5i1.20140

Abstract

Coronaviruses disease (Covid-19) pandemic forces schools to implement schools from home through online learning. This study aims to describe online mathematics learning, examine differences in aspects of spatial reasoning, and spatial reasoning based on gender. We conducted a survey method on 140 participants in one private junior high school in Yogyakarta. Data collection using an spatial reasoning test via Google Form consist of nine questions and direct interview with a teacher through video conference. Data analysis uses descriptive and inferential statistics. The results showed that online mathematics learning using the Google Form platform can assist students with limited facilities in learning process. The research finding showed no difference in spatial reasoning ability between male and female students, including in each aspect of spatial reasoning. In addition, other findings indicate that the aspect of spatial reasoning that students master the most is spatial visualization, while the aspect of spatial reasoning that is the least mastered by students is spatial relations.
Influence of Teacher-Student Relationships on Mathematics Problem-Solving Patac, Louida Penera; Patac, Adriano, Jr. Villarosa; Gales, Shiela
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.v6i1.20186

Abstract

Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we explored the lived experiences of forty-five (45) student’s in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the student’s experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbach’s α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.
Improving Third Grade Students’ Critical Thinking Skills Using Time Bar Media Purwaningsih, Wahyu; Mustadi, Ali; Danuri, Danuri
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.v5i2.20360

Abstract

This study aims to improve the students’ critical thinking skills using time bar media in mathematics learning of Grade IIIA of SD Negeri 1 Kotagede – an elementary school in Yogyakarta, Indonesia. It used classroom action research design by Kemmis and McTaggart. The data were collected through observation, written tests, and interviews. The obtained data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the use of time bar media in mathematics learning could improve students' critical thinking skills. The critical thinking skills covered: (1) providing simple explanations, (2) building basic skills, (3) concluding, (4) providing further explanations, and (5) arranging strategies and tactics. The increase in students' critical thinking skills was seen based on the test results in the pre-action (43%) which increased to 80% in the first cycle and increased to 90% in the second cycle.
Exploring Mathematical Concepts in Batik Sidoluhur Solo Ishartono, Naufal; Ningtyas, Dewi Ayu
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.v5i2.20660

Abstract

Many ethnomathematical studies examine the existence of mathematics concepts in Indonesian cultural products where batik is one of them. However, there is a lacunae from previous studies that examine the existence of mathematical concepts in Batik Sidoluhur. Therefore, the current study aims to explore mathematical concepts in Batik Sidoluhur, such as geometry, algebra, arithmetic, and statistics. The study used ethnography as an approach by answering four principal questions, namely "where do I start looking?", "how do I find it?", "how do I recognize that it has found something significant?" and "how to understand what it is?". By answering the questions, researchers managed to examine the mathematical concept contained in Batik Sidoluhur. From the four mathematical concepts explored, namely geometry, algebra, statistics, and arithmetic, only the concept of geometry is contained in Batik Sidoluhur and has been confirmed by a geometry expert. Sub-concepts of geometry found are (1) sub-concepts of geometry transformations such as translation and reflection, (2) plane geometry such as rhombuses, rectangles, triangles, and circles, and (3) congruence. It is hoped that the results of this study can be used as materials to promote Batik Sidoluhur to the younger generation through contextual and meaningful mathematics learning. In this article also explained how to use the context of Batik Sidoluhur in mathematics learning.

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