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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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How Do College Students Solve Logarithm Questions? Tian Abdul Aziz; Puri Pramudiani; Yoppy Wahyu Purnomo
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

The purpose of the study was to investigate college students' work with logarithm questions. Qualitative descriptive research is chosen to reach the research goal. The participants of the study were fourteen Indonesian students who were enrolled at different universities in Ankara, Turkey. They worked to solve ten logarithm questions which were classified according to the contents. After analysing their written responses, interviews were conducted to obtain further explanation about their strategies and common mistakes. The study found that participants' works in dealing with logarithm questions comprised of (a) processing base, (b) holding the rule, (c) separating, (d) jumping, and (e) conditioning. Therewith, several participants made common mistake because of misconception about logarithm, arithmetical problems, and misuse of algebra concept. Implication of the finding of the study for teaching and learning logarithm were presented.

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia Dwi Sulisworo; Kasem Permprayoon
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students' response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest studentâ€™s response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to be used in the leaning using flexible learning strategy.

The Valuing of Mathematics Learning in Schools: A Gendered Perspective Tasos Barkatsas; Huk Yuen Law; Wee Tiong Seah; Ngai Ying Wong
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

In this article, gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boysâ€™ and girlsâ€™ valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).

The Gap between Theory and Action through a Model for Classroom Inquiry Abolfazl Rafiepour
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.

Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learnersâ€™ Mathematics Attitudes? Sumbaji Putranto; Marsigit Marsigit
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

This study was aimed to describe the effectiveness of peer tutoring method with Realistic Mathematics Education approach applied in inclusive classes to improve slow learners' mathematics attitudes. Type of this research was quasi experiment with one-group pretest-posttest design. The sample was chosen by using convenience sampling from slow learners of VII Grade Junior High School which consisted of 31 students scattered into 3 inclusive classes. The instrument used in this study was a non-test instrument in form of questionnaires. The effectiveness criteria in this study was based on 1) the average score of final questionnaire was higher than the initial questionnaire score, 2) the final questionnaire score shows that more than 75% of the whole students gained the minimum â€œgoodâ€ criteria. The result shows that applying peer tutoring learning method with Realistic Mathematics Education approach in inclusive classes was effective to improve slow learners' mathematics attitudes.

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better? Zaleha Ismail; Syairatul Nadiah Abd Rahman
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.

Muatan Lokal in Mathematics Learning Process at Schools in Aceh Province Mulia Putra; Takuya Baba
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

This research aims to describe muatan lokal, a subject discussing local culture content in Indonesia, and to analyze mathematics learning process at schools in Aceh Province based on Bishop's universal mathematical activities. The collection and analysis of the data used a qualitative approach. Besides the qualitative approach, we also used an ethnomathematical approach to make a rigorous description of muatan lokal and its existence in the mathematics learning process at the schools. This research found that the current implementation of muatan lokal in Aceh was still in progress of development. In fact, however, many schools have already implemented the subject muatan lokal based on the Indonesian Ministry of Education and Cultureâ€™s regulation. Furthermore, we could identify the existence of mathematics in the teaching material of muatan lokal subject. However, the connection between both muatan lokal and mathematics as subjects at school is too weak for the VII grade of junior high schools in Aceh.

Exploring the Use of Journal Writing in Mathematics Classroom Zuhairina Suhaimi; Masitah Shahrill; Nor 'Arifahwati Haji Abbas; Khairul Amilin Tengah; Roslinawati Roslan; Norashikin Yusof
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 students' 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 students' pre- and post-test scores and their journal entries. The findings revealed that even though the students' 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 students' mathematical achievements.

Utilising the Think-Pair-Share Technique in the Learning of Probability Cheryl Lee; Hui-Chuan Li; Masitah Shahrill
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

The main objective of this study is to investigate the effects of collaborative learning on studentsâ€™ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, studentsâ€™ interviews and lesson observations. The findings revealed improvements in the studentsâ€™ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed.

Prospective Elementary Teachersâ€™ Knowledge of Comparing Decimals Zetra Hainul Putra; Carl WinslÃ¸w
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

The aim of this study is to investigate prospective elementary teachersâ€™ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques.

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Aan Hendroanto

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Kota yogyakarta,

Daerah istimewa yogyakarta

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Home Page

OAI Link

Editorial Team

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Google Scholar

Contact Name Aan Hendroanto

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

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Journal Mail Official ijeme@uad.ac.id

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Location Kota yogyakarta, Daerah istimewa yogyakarta INDONESIA

Abstract

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Contact Name
Aan Hendroanto

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

Phone
-

Journal Mail Official
ijeme@uad.ac.id

Editorial Address
-

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA