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International Journal on Emerging Mathematics Education

IJEME
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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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Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum Revina, Shintia; Leung, Frederick Koon Shing
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachersâ enactment of RME at classroom level.

Motivation Cards to Support Studentsâ Understanding on Fraction Division Wahyu, Kamirsyah; Amin, Siti Maghfirotun; Lukito, Agung
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

This design research aims to develop a learning activity which supports the fifth-grade students to understand measurement fraction division problems (A whole number divided by a fraction that result in a whole number answer) conceptually. Furthermore, how students solve the fraction division problem using models is also analyzed. Â Data for the retrospective analysis is collected through two teaching experiments in the form of studentsâ work, field notes, and some part of classroom discussions. The important findings in this research are: 1) the developed learning activity namely Motivation Cards support students understand thatÂ 3 divided by one-half means how many one-half are in 3 through models. However, when the divisor is not a unit fraction they could not directly relate the unshaded part in area model for example. 2) area model is proper model to be firstly introduced when the students work on fraction division. 3) understanding this kind of fraction division help students understand other measurement fraction division where both divisor and dividend are fractions. 4) the learning activity supports the development of character values for students. Â Â Â

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

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 teachersâ performance in algebra. There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimoneâs 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.

Learning Combinations Through âHandshakeâ Ryandi, Rarri Bian; Somakim, Somakim; Susanti, Ely
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

This research used design research. It was constructing a learning trajectory through handshake context to help studentsâ understanding of the Combination concept. This research used PMRI approach. The participants of the research were the students of 10th class SMA Negeri 15 Palembang. For retrospective analysis, the data were collected from a teaching experiment in form of studentâs work, field notes, and interviews. The obtained data is a learning trajectory which is consists of 1) students do a role-play scene of the handshake activity; this activity supports studentsâ understanding that A do handshake with B is the same with B do handshake with A, which it indicates order does not matter in Combination. 2) students utilize their knowledge about factorial forms to analyze the general pattern of the Combination. 3) students solve problems related to the Combination concept to help them think about how to solve the similar problems in the daily life. The results of the study showed that the use of the handshake context can help students to understand of the Combination concept.

Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem Maharani, Hevy Risqi; Sukestiyarno, Sukestiyarno; Waluya, Budi
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Itâs difficult for junior high schoolâs teacher to get position and foster their students whoâre still in transition in creative thinking. This study evaluated creative thinking process based on a model of Wallas (2014). Subjects were categorized into upper, middle, and low category after doing creative thinking ability test. The variable is an existence of junior high schoolâs students in solving a mathematics problem. Data were analyzed through classification, data representation, and conclusions. The results showed 1) 23,33% of students only reached preparation stage, called low category, 2) 60% of students reached illumination stage though students take a long time, called middle category, and 3) 16,67% of students have completed up to verification stage, called upper category. By deepening triangulation interview, right students in that category. Students in low and middle category still need assistance when experiencing obstacle in the creative thinking process, while upper category needs of enrichment materials.

Exploring the Use of Journal Writing in Mathematics Classroom Suhaimi, Zuhairina; Shahrill, Masitah; Abbas, Nor Ã¢Â€Â˜Arifahwati Haji; Tengah, Khairul Amilin; Roslan, Roslinawati; Yusof, Norashikin
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

This paper focuses on secondary mathematics lessons that integrated journal writing with the use of the writing-to-learn pedagogical strategy. Investigations were conducted on the influence of journal writing on Year 10 secondary studentsâ mathematical performance. It is an action research study that comprised of two cycles and involved 35 students from two classes in a secondary school in Brunei Darussalam. The analyses of the data were extracted from the studentsâ pre- and post-test scores and their journal entries. The findings revealed that even though the studentsâ journal entry score was high, this does not necessarily imply improvements in their mathematical performance. Furthermore, other factors such as classwork and homework given during and after the lessons may have also contributed to the studentsâ mathematical achievements.

Effect of Computer-Based Software Package on Studentsâ Achievement in Graphical Concepts in Mathematics Etukudo, Udobia Elijah
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

This study determined the effects of the Computer Based Software Program Package (CBSPP) for Regular Users of Computer (RUC) and Irregular Users of Computer (IUC) on studentsâ achievement in graphical concepts in mathematics. It also examined the moderating effects of computer self-efficacy and gender. Skinnerâs behaviorist theory provided the framework, while the pretest-posttest control group quasi-experimental design with Â factorial matrix was adopted. Two hundred and ninety-six senior secondary II (SS II) students were purposively selected from six schools in Ogba (3), Egbema (2) and Ndoni (1) Local Government Area of Rivers State, Nigeria based on the availability of the computer. Two whole classes each of SS II totaling 97students were randomly assigned to the RUC and given laptop computers to use for the period of the experiment, IUC (99 students) and control group (100 students). Instruments used were: achievement test on the graphical concept () and computer self-efficacy () scales. Instructional guides were also used. Data were analyzed using analysis of covariance and Scheffe post-hoc test at = 0.05. There were significant main effects of treatment on achievement. There were significant main effects of computer self-efficacy on studentsâ achievement and gender on achievement. There were significant two-way interaction effects of treatment and computer self-efficacy, treatment and gender, computer self-efficacy and gender on studentsâ achievement. There were significant three-way interaction effects of treatment, gender and computer self-efficacy on studentsâ achievement in favor of the RUC.

Strategies for Promoting Social Justice in the Math Classroom Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The purpose of this paper is to discuss the strategies used by the teachers for promoting social justice in the math classroom. An interpretive qualitative research method was applied for data construction, analysis and interpretation through an iterative process. Three math teachers and their three students (one for each teacher) were selected as the research participants purposively from three public secondary schools in Kathmandu. Qualitative narratives were generated through in-depth interviews and classroom observations with each participant. The data analysis went through multiple layers of thematic analyses and interpretations of the narratives from the interview data. Altogether six themes emerged from the analysis of the data. These themes include--counseling and encouragement, group work and cooperative learning, linking mathematics to daily life, personalized way of instruction, promotion of joyful environment, and class work and projects.

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better? Ismail, Zaleha; Rahman, Syairatul Nadiah Abd
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

The purpose of this study is to examine the geometric thinking of young children who worked with GeoGebra to learn two-dimensional (2-D) and three-dimensional (3-D) geometry. GeoGebra is an open sourced dynamic mathematics software which is applicable for learning mathematics from primary school to secondary school and to higher education. Thirty pupils studying in second grade (Year 2) at a school located in Pontian, a district in one of the Malaysian state participated in the study. They attended GeoGebra sessions to construct and analyze dynamics of two-dimensional and three-dimensional geometry after learning these topics in the conventional setting. Pretest and posttest on two-dimensional and three-dimensional spatial ability based on Van Hiele level of geometric thinking were administered to the pupils. The comparison between pretest and posttest results demonstrate significant enhancement in visualization and informal deduction for both 2-D and 3-D geometry. Moreover from the intervention, the students benefit most in analyzing 3-D and visualizing 2-D geometry. Interestingly, skills and knowledge acquired through activities using GeoGebra in student-centered learning environment could be successfully transferred to paper and pencil test.

Studentsâ 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

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 studentsâ mathematical communication ability in the team quiz class is higher than the conventional class; (2) The improvement of the studentsâ 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 studentsâ self-efficacy.

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Aan Hendroanto

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ijeme@uad.ac.id

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Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA