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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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The Gap between the Beginning and the End of Algebraic Thinking Transition Period Permatasari, Dian; Harta, Idris
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Algebraic thinking is an important element in mathematics thinking and reasoning. All students experience a transition to algebraic thinking. It happens from elementary school grade V until junior high school grade VII. This study aims to describe the differences in algebraic thinking ability from the beginning of transition period, elementary school grade V, until the end of the transition period, junior high school grade VII. This research was a cross-sectional research using mixed method approach. The results showed that students algebraic thinking ability at the beginning of the transition period and at the end of the transition period was in moderate criteria. The average score in algebraic thinking test at the end of the transition period, junior high school grade VII, was higher than the students in junior high school grade V, but the algebraic thinking ability of students in elementary school grade V did not have much different with the students of junior high school grade VII, that was in the moderate criteria.

The Gap between Theory and Action through a Model for Classroom Inquiry Rafiepour, Abolfazl
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

This paper reports an investigation about lower secondary teacher professional development program in Iran that seventy teachers of mathematics participate on that. In this program, lesson study and action research are used to create a model for classroom inquiry. The first and important purpose of this model was to filling the gap between theory and action. Results of this study show that it is possible to combine lesson study and action research. Finding of this study also show that using the model for classroom inquiry can be helpful in decreasing the gap between theory and action. Finally, paper will be finish by introducing some obstacle that occurred within the accomplishment of the teacher professional development program.

Teachers' Real and Perceived of ICTs Supported-Situation for Mathematics Teaching and Learning Maman Fathurrohman; Anne L Porter; Annette L Worthy
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Purpose of this research was to gain information related to the real and perceived ICT Infrastructures, Facilities, and Resources in Bojonegara Sub District, Indonesia. This article emphasize the publication of this information because it is needed for implementation of technology-based mathematics teaching and learning. The method used was survey. Instruments of survey were questionnaires, unstructured interview guideline, and handycam. During the survey, total of 220 questionnaire packages were distributed to teachers, however only 119 (response rate 54.1%) of them were filled and returned. A total of 12 teachers were interviewed, with five of these interviews were video recorded. Several head masters welcomed and allowed researcher to visit their schools and make documentation of ICT Infrastructures, facilities, and resources, while the others did not allow the researcher to do that. Based on survey, many important findings have been discovered. It is suggested that the Teachers-Centered Learning with Technology is the most appropriate method of technology-based learning to be implemented.

Strategies for Promoting Social Justice in the Math Classroom Ram Krishna Panthi; Bal Chandra Luitel; Shashidhar Belbase
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.

Mathematics Curriculum Review by Advancing the Use of Learning Design Map and Subjects Classification Maman Fathurrohman; Anne Porter; Annette Worthy; Rosni Abdullah; Supriyanto Supriyanto; Aan Subhan Pamungkas
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

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.

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

Itâ€™s difficult for junior high schoolâ€™s teacher to get position and foster their students whoâ€™re 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 schoolâ€™s 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.

Blown Away in the Wind of Change: Can Extinct School Folktales be awakened through Mathematics Storytelling in Nigerian Basic Education? Joshua Abah Abah; Clement Onwu Iji; Benjamin Ogbole Abakpa
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Storytelling has been severally regarded as the oldest method of instruction delivery, particularly for children. This study adopts a simple survey research design to explore the extent of storytelling usage by teachers in the mathematics classroom at the primary education level in Nigeria. The investigation was conducted on the premise that traditional folktales are heading down the path to extinction and are steadily being blown away in the wind of change being fanned by increasing technology penetration in the country. The participants of the study are 38 mathematics teachers drawn randomly from primary schools within Makurdi metropolis of Benue State, Nigeria. Analysis of data obtained through the Basic mathematics Storytelling Investigation (BMSI) revealed that despite the high level of awareness of storytelling as a teaching approach among mathematics teachers, only a meager 37% make use of stories in their mathematics classroom. Additional thematic analysis of stories described by the teachers showed that stories were used to illustrate learning points and motivate learners to action within the instructional context. An unintended outcome from the qualitative methods unveiled specific patterns of stories used by the mathematics teachers that are far from local folktales and oral traditions. There was also an indication that with an appropriate awareness campaign, primary mathematics teachers intend to use storytelling in their future teaching practice.

Motivation Cards to Support Students' Understanding on Fraction Division Kamirsyah Wahyu; Siti Maghfirotun Amin; Agung Lukito
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. Data for the retrospective analysis is collected through two teaching experiments in the form of students' 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 that 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.

Exploring Derivatives by Means of GeoGebra Puspita Sari; Aris Hadiyan; Dwi Antari
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The paper aims to explain how GeoGebra can be used in a differential calculus course to explore the Derivative concepts by providing dynamic-visualizations of the concept. Design research methodology was used in this research by designing an instructional design (hypothetical learning trajectories) in the first phase and conducting the teaching experiment in the second phase. The data collected during the experiment consist of video recordings of the classroom activities, observations, interviews, and students written work. In the third phase of the design research, the data were analyzed retrospectively by comparing the actual learning process and the hypothetical learning trajectory. The results show that the dynamic feature of GeoGebra offers the possibility of zooming in on a graph corresponds to taking infinitesimal when a secant line transforms into a tangent line. This builds a foundation for the understanding of the definition of derivative intuitively.

Designing Jumping Task on Percent using PMRI and Collaborative Learning Ratu Ilma Indra Putri; Zulkardi Zulkardi
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

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.

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Contact Name Aan Hendroanto

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Contact Name
Aan Hendroanto

Contact Email
aan.hendroanto@pmat.uad.ac.id

Phone
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Journal Mail Official
ijeme@uad.ac.id

Editorial Address
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Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA