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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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Students’ Mathematical Problem-Solving Ability in Mobile Learning with Microsoft Kaizala Application Setiani, Ana; Sari, Nenden Mutiara; Lukman, Hamidah Suryani; Rahmawati, Ida
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.v6i2.23385

Abstract

This research was motivated by the fact that the mathematical problem-solving ability of junior high school students during the Covid-19 pandemic in Indonesia was low. The strategy and approach used in learning mathematics are success factors in the mathematics learning process. One of the objectives of this research is to analyze the mathematical problem-solving ability of junior high school students using mobile learning with the Microsoft Kaizala application. The method used in this research is an experiment with a Pre-Experimental Design Research and One-Group Pretest-Posttest Design Research Design. The research was conducted at SMPN 50 Satap Oku, Ogan Komering Ulu Regency, South Sumatra Province. The results showed that the final mathematical problem-solving ability of students who received learning using mobile learning with the Microsoft Kaizala application was better than the students’ initial mathematical problem-solving ability and the average percentage of students’ mathematical problem-solving ability achievement after using the Microsoft Kaizala application was 85.16% (excellent). It means that the students’ problem-solving ability is getting better after using mobile learning with Microsoft Kaizala application.
Developing Electronic Student Worksheet of a Plane Solid Figure Based on Guided Inquiry for Junior High School Students Wulandari, Hesti; Andriyani, Andriyani
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.v6i2.23465

Abstract

In complete, this research aims to produce electronic student worksheets that are valid, practical, and effective in learning material of a plane solid figure at SMP Negeri 2 Bengkulu. This research is part of the comprehensive research that only focuses on producing valid and practical electronic student worksheets based on guided inquiry learning in plane shapes. Validity is based on the assessment of material experts and media experts on the feasibility of the material content and the media side. At the same time, practicality is measured by the utilization of electronic student worksheets during learning. This research includes development research using the ADDIE model, which contains five cyclic stages, namely (1) analysis, (2) design phase, (3) development, (4) implementation, and (5) evaluation. The analysis results show a need for students for guided inquiry-based electronic worksheets by adjusting the characteristics of students whose critical thinking skills are still low. In the design, the researcher designs the product according to the analysis results, which continues with the development stage to realize the product design at the previous stage becomes the prototype. At this stage, experts also carried out validity testing and product practicality testing at the implementation stage to obtain valid and practical electronic student worksheets based on guided inquiry learning, with evaluation stages carried out at each stage.
Beliefs, Attitudes, and Practices of High School Teachers in Handling Students’ Errors: Implications for Error-Tolerant Mathematics Classrooms Abay, Jemil R.; Clores, Michael 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.v6i2.23995

Abstract

Proper handling of students’ errors in mathematics provides teaching and learning opportunities. Anchored in the Professional Error Competence Model developed by Wuttke and Siefried, this study investigated junior high school teachers’ beliefs, attitudes, and practices in handling students’ errors in their Mathematics class. The study employed a descriptive-correlational design and surveyed one hundred three Mathematics teachers from public secondary schools in Camarines Sur. A researcher-made survey questionnaire was used to gather the necessary data. All statistical analyses on the data collected, such as weighted mean, Pearson’s r, and Canonical Correlation Analysis were done using SPSS (version 21). The findings show that respondents frequently employed error detection, correction, and prevention strategies. It also demonstrates that both beliefs and attitudes correlated significantly with respondents’ error-handling practices. The study further reveals that the respondents’ attributes (age, sex, educational attainment, field of specialization, number of years in teaching mathematics, and seminars attended) contribute to their practices, beliefs, and attitudes in error handling. However, it is noted that as respondents grow older and gain more teaching experiences in Mathematics, certain error-handling practices, beliefs, and attitudes appear to diminish. It is therefore recommended that the frequency of error handling activities that facilitate learning should be increased further in a Mathematics class. School administrators should organize training programs that highlight the critical role of error handling in the learning process. They should also embark on benchmarking activities, mentoring, and coaching to expose teachers to error-handling strategies that promote an error-tolerant mathematics classroom where students have numerous opportunities to learn. Moreover, schools should provide students with opportunities to evaluate their teachers’ practices in handling errors. Finally, future researchers should perform actual observations on error handling practices to learn more about them in the classroom setting. They may also look into how teachers deal with errors in online education.
Mathematical Modelling Ability in Outdoor Learning with Mobile Math Trails Nugraha, Adam Arya; Rizal, Nur; Cahyono, Adi Nur
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.24771

Abstract

The aim of this study is to describe how outdoor learning with mobile math trails can support students' mathematical modelling ability. The method used is design research with three phases, namely preparation and design, teaching experiment, and retrospective analysis. This study was conducted at junior high school involving 32 students. The Hypothetical Learning Trajectory (HLT) was designed and learning activities that include several math trails tasks were created, then students run the activity. Data were collected by observation, interviews, tests, and worksheets. The findings indicate that the learning activity that has been implemented can support students’ mathematical modelling ability. The learning activity can provide opportunities for students to engage in meaningful mathematical modelling activities in accordance with mathematical modelling indicators. The study identified a link between HLT as learning design and mathematical modelling activities in learning process. In addition, it was found that students' mathematical modelling ability had improved.
Contextualizing Probability Tasks: The Case of Egyptian School Curriculum Elbehary, Samah Gamal Ahmed
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.25575

Abstract

This paper clarifies contexts of probability in Egyptian primary and lower-secondary school textbooks and how the students prioritize them. Through a preliminary general inductive analysis, it was apparent that the Egyptian curriculum emphasized the conventional activities that require calculations and are suitable to employ theoretical probability. On the other hand, students highlighted the environmental circumstances, such as predicting the weather, to be the most practical context for the probability. Accordingly, refinement of the curriculum is needed to be consistent with students’ viewpoints. 
Using Context of Local Environment Maps to Develop Lesson Plan which Foster Mathematical Literacy Istihapsari, Vita; Istiandaru, Afit; Wahyudi, Rachmat Satrio; Sukestiyarno, Sukestiyarno; Suyitno, Hardi; Rochmad, Rochmad
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.25764

Abstract

Mathematical litreracy is defined as individual capacity to reason mathematically, to formulate, to employ, and to interpret mathematics, and to solve problems in the various real-life contexts. These skills are important for students but PISA – an OECD program to assess these skills – reported that the Indonesian students’ performance in mathematical literacy remains low for decades mostly due to instructional factor. It also happened in SMP N 2 Cimerak – a junior high school in Pangandaran, Indonesia, that the students still need a lot of improvement in mathematical literacy skills and their teachers also needs to develop capacity to teach the skills. This research aims to develop a valid and practical lesson plans which could be used to foster mathematical literacy. The lesson plans also include powerpoint presentation slides, students’ worksheet, teaching materials, and assessment instrument. It was a modified version of R&D introduced by Plomp which consist of stages: initial investigation, design, construction, evaluation, and final product. In the evaluation stage, we involved four experts to validate the lesson plans and 26 junior high school students to test the lesson plans, and revised them accordingly. The results suggest that the lesson plans are valid with the score of 4.46 (lesson plan), 3.96 (PPT slides), 4.38 (worksheet), 4.00 (teaching materials), dan 4.39 (assessment). The validity could be explained from the accommodation of mathematical literacy domains such as contexts (job and society, local environment maps), content (change and relationship, Cartesian coordinate), process (manifested in the problem-based learning), and the skills (communication, mathematization, representation, reasoning, devising strategies, using symbols, and using mathematics tools). The testing also resulted in 84.19 score of students’ positive responses and 3.92 (good) score of practicality. Moreover, the lessons also have potential effects in fostering students’ mathematical literacy viewed from the observation of mathematical literacy process, which suggest that 3.8% students in low performance, 53.8% students in intermediate performance, and 42.3% students in high performance. Therefore, the lesson plans were valid, practical, and having potential effect in fostering students’ mathematical literacy.
Students' Mathematical Problem Solving Ability of Class-VIII Through the Geogebra-Assisted POGIL Learning Model Putri, Nabila Alifa Shandhita; Faradiba, Surya Sari; Khairunnisa, Gusti Firda
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.26585

Abstract

This study aims to determine differences in mathematical problem-solving abilities between the experimental class through the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model and the control class through conventional learning and to determine mathematical problem-solving abilities after being treated with the POGIL (Process Oriented Guided Inquiry) by Geogebra-assisted. This study used a mixed method with a sequential-explanatory type. The study recruited class VIII of  SMPN 2 Prigen. The research sample was class VIII-A (the control class) and class VIII-C (the experimental class). The results showed that (1) there were differences in the mathematical problem-solving abilities of the experimental class through the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model and the control class through conventional learning. (2) the mathematical problem-solving abilities of class VIII students of SMPN 2 Prigen using the Geogebra-assisted POGIL (Process Oriented Guided Inquiry Learning) learning model are better than using conventional learning models
Character Education in Mathematics Learning in Contemporary Era: A Case Study in Indonesia Suyitno, Hardi; Setyawan, Fariz
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.28149

Abstract

This research aimed to discover character education in the Contemporary Era. This research is qualitative phenomenological research. As the main instrument, researchers have long studied several library studies in the form of journal articles related to character education in mathematics learning in Indonesia. In addition, some descriptive data are obtained from the writer's experience studying character education over the last five years. Character development through mathematical teaching requires teachers to associate the character values they want to develop with the importance of mathematics and their learning. Then, teachers must be capable of planning and implementing their knowledge. The axiom is determined by agreement; thus, the deal is significant in mathematics. It will embed the agreement's value in the soul of every child who succeeds well when learning mathematics. Eventually, obedience will be inherited in the child's soul. A theorem is a broad range of factual statements and truths obtained from axioms using deductive reasoning. If, in mathematical learning the teacher succeeds in inserting the values contained in the relationship between theorem and axiom, the teacher can also integrate Pancasila values so that Pancasila is positioned like axioms. In short, contextual and contemporary mathematical learning plays a significant role in developing skills essential to modern society and the formation of national character.
Perceptions of Non-Math Students in Learning Mathematics: Understanding the Challenges and Opportunities Manlimos, Mercy Minguita; Patac, Louida; Patac Jr., Adriano
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 1, March 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i1.28160

Abstract

This study research on mathematics education, specifically focusing on college students who have a strong dislike for the subject. Employing a qualitative research design and an exploratory strategy, this paper analyzed narratives from 50 college students enrolled in non-mathematics courses using theme analysis. The study, conducted in a private higher education institution offering a Bachelor of Science program in Customs Administration, delved into the practical significance of mathematics in students' daily lives. The discussion section explored the paradox wherein students acknowledged mathematics' value but opted to avoid related courses. It advocated for a curriculum prioritizing practical applications of mathematical principles, emphasizing real-life scenarios to enhance student interest. The findings supported a practical approach to mathematics education to change attitudes and emphasized the significance of matching instructional tactics with students' perceived worth. The journal contributed valuable insights to mathematics education, serving as a resource for educators, researchers, and policymakers to enhance teaching methods and foster a positive learning environment for students of varying mathematical abilities.
Developing Edpuzzle-assisted e-Worksheet to Enhance Students' Critical Thinking Skills in Problem-based Learning Firmansyah, Furqon; Andriyani, Andriyani
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 2, September 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i2.29569

Abstract

This study aims to produce an Edpuzzle-assisted mathematics e-worksheet that is feasible to improve the grade VII junior high school students’ critical thinking skills in problem-based learning. This study also aims to test the effectiveness of the e-worksheet in improving the critical thinking skills. It was a development research using 4D model (define, design, develop and disseminate). The results of this research show that the Edpuzzle-assisted mathematics e-worksheet is feasible to be used to improve the critical thinking skills of junior high school students in grade VII based on the validation of material experts, media experts, and students' responses. Furthermore, the e-worksheet is effective to improve the critical thinking skills of junior high school students in grade VII based on the results of gain score test with the category of increasing pre-test and post-test by 84.04%.

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