International Journal on Emerging Mathematics 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.
Articles
244 Documents
<![CDATA[Team Accelerated Instruction, Initials and Problem-Solves Ability In Junior High School ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[Agustina Sri Purnami]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v1i2.6683
<![CDATA[This research aims to test the effectiveness of the Team Accelerated Instruction (TAI) towards the ability of the students to solve mathematics problems based on their initial ability. This study is an experiment with 367 students involved as the research sample taken using the cluster technique. The research variable is the problem-solving ability, the initial ability, and the learning model. Analysis of variance was used to analyze the data which leads to the conclusions that (1) the TAI is more effective than the Direct Instruction (DI); (2) the students having moderate initial ability performed better compared to the lower and the higher initial ability; (3) among the students with moderate initial ability, TAI was more effective to be used than DI; and (4) in the implementation of TAI and DI, the problem solving ability of the students is relatively similar.]]>
<![CDATA[Impact of Professional Development Training Curriculum on Practicing Algebra Teachers ]]>
<![CDATA[Mariyam Shahuneeza Naseer]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10055
<![CDATA[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 teachers’ performance in algebra. There were five participants involved in this study who teach mathematics in the sixth grade of elementary school. Desimone’s 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.]]>
<![CDATA[Using APOS Theory Framework: Why Did Students Unable To Construct a Formal Proof? ]]>
<![CDATA[Syamsuri Syamsuri]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Subanji Subanji]]>;
<![CDATA[Santi Irawati]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v1i2.5659
<![CDATA[Mathematical thinking is necessary in mathematics learning especially in college level. One of activities in undergraduate mathematics learning is proving. This article describes students' thinking process who unable to construct mathematical formal proof. The description uses APOS Theory to explore students' mental mechanism and students' mental structure while they do proving. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using think-aloud and then following by interview based task. Results show that the students could not construct a formal proof because they unable to appear encapsulation process. They merely enable to think interiorization and coordination. Based on the results, some suitable learning activities should designed to support the construction of these mental mechanism.]]>
<![CDATA[How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy ]]>
<![CDATA[Aan Hendroanto]]>;
<![CDATA[Afit Istiandaru]]>;
<![CDATA[Nisa Syakrina]]>;
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Agus Sofian Eka Hidayat]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10713
<![CDATA[This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.]]>
<![CDATA[Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts ]]>
<![CDATA[Farida Nurhasanah]]>;
<![CDATA[Yaya S. Kusumah]]>;
<![CDATA[Jozua Sabandar]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v1i1.5782
<![CDATA[Geometry has abstract notions to be learnt so that all those notions cannot be just transferred into students' mind like a bunch of information that should be memorized. Students need to construct those concepts during their learning process. This process of knowledge construction can be considered as an abstraction process. This study aimed to qualitatively compare abstraction process of students who learned the topic of triangle in conventional method and in van Hiele model of teaching aided by Geometers' sketchpad. Subjects of this study were junior high school students in grade 7. This is a qualitative study with grounded theory design. Data were collected through classroom observation, test, and task-based interview. Results of the study show that theoretical abstraction processes tend to dominate classrom with conventional method of teaching while classroom with van Hiele model of teaching aided by Geometers' sketchpad accommodated empirical abstraction process of the students.]]>
<![CDATA[Characteristics of Students’ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems ]]>
<![CDATA[Ahmad Rofii]]>;
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[Muhtadi Irvan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i1.7684
<![CDATA[This study aims to determine the characteristics of students’ metacognition process at the level of informal deduction thinking in solving geometry problems. This research is a qualitative descriptive research. 66 elementary students were tested about their thinking ability of Van Hiele geometry by dividing them into some groups according to their geometry thinking level. The informal deductive thinking level group was tested for problem-solving geometry. Furthermore, interviews were conducted to explore the characteristics of their metacognition process. Based on the data analysis, the characteristics sequence of the metacognition process is complete through the process of planning, monitoring, and evaluation. The metacognition process indicator appears in each problem-solving component, from understanding the problem, preparing a problem-solving plan, implementing a problem-solving plan to check the solutions obtained.]]>
<![CDATA[Bar Model as Intervention in Solving Word Problem Involving Percentage ]]>
<![CDATA[Maimunah Abdul Gani]]>;
<![CDATA[Khairul Amilin Tengah]]>;
<![CDATA[Hardimah Said]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v3i1.11093
<![CDATA[This experimental case-study examined the performance of convenient sampling of fourty-five Year 9 students in solving word problems involving percentage from two classes in one government secondary school in Brunei Darussalam, using Bar Model as a solving strategy. Data was gathered quantitatively through written tests in the form of six word problem items as pre-test and post-test. The mean score of the pre-test was 0.93 indicating that the performance of the participating Year 9 students in solving word problems involving percentage was low prior to intervention. Intervention lessons produced a gain in the post-test mean to 2.87. Although the mean of post-test marks is still lower than the passing mark of the test, paired-sample t-test provided evidence of significance, thus proving that Bar Model Method had positive effect to the performance of word problem involving percentage. Evidence also indicated an increase in the students’ overall marks from pre-test to post-test, with almost all except two students failed the pre-test to twenty-six students achieving marks above passing mark of 3 in post-test. Item-by-item analysis showed increase in correct responses in every item in post-test, even those with no attempts in pre-test. These provided further evidence that there is overall improvement in students’ performance in word problems related to percentage after the use of Bar Model as intervention.]]>
<![CDATA[Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving ]]>
<![CDATA[Uus Kusdinar]]>;
<![CDATA[Sukestiyarno Sukestiyarno]]>;
<![CDATA[Isnarto Isnarto]]>;
<![CDATA[Afit Istiandaru]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v1i2.5708
<![CDATA[Heuristic strategy is one of the mathematics problem solving strategies to gain effective results. This research aimed to analyze the use of the heuristic strategies based on the modification of the Krulik and Rudnik model. This research discovered and classified the students' heuristic strategies which can be used as a basis to provide assistance in the learning. This research was a qualitative research involving 32 students of SMP Muhammadiyah 4 Yogyakarta as its subjects. The research variables are the indicators of the Krulik and Rudnik heuristic models which the students performed including: read and think, explore and plan, select a strategy, find and answer, as well as reflect and extend. The data was taken through questionnaire and interview methods. The result suggested that: 2 students (6.25%) were in the good category as they did all of the heuristic strategies more often; 21 students (65.62%) were in the fair category since they implemented some indicators of the heuristic strategies; and 9 students (28.13%) were in the poor category since they were lack in implementing the heuristic strategies. In all categories, indicator of find and answer was more oftenly done by the students while the indicator of explore and plan was less done.]]>
<![CDATA[Students’ Mathematical Communication Ability and Self-Efficacy using Team Quiz Learning Model ]]>
<![CDATA[Rahmah Johar]]>;
<![CDATA[Eka Junita]]>;
<![CDATA[Saminan Saminan]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.8702
<![CDATA[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 students’ mathematical communication ability in the team quiz class is higher than the conventional class; (2) The improvement of the students’ 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 students’ self-efficacy.]]>
<![CDATA[Adversity Quotient in Mathematics Learning (Quantitative Study on Students Boarding School in Pekanbaru) ]]>
<![CDATA[Zubaidah Amir MZ]]>;
<![CDATA[Risnawati Risnawati]]>;
<![CDATA[Annisah Kurniati]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v1i2.5780
<![CDATA[The aim of this study is to analyze students' Adversity Quotient (AQ) in mathematics learning viewed from gender aspect. This study is quantitative survey study on students in MTs Al-Munawarah Boarding School, Pekanbaru. The subjects of study are 8th grade students consisting of 75 girls and 63 boys. Data are collected by AQ scale and analyzed with statistic descriptive and inferential (test-t). The indicator of AQ consist of control, origin, ownership, reach and endurance. The result of descriptive analysis shows that there is difference in mean of each indicator for two groups, but analysis of test-t shows that there is no difference in students' mathematical AQ for two group of gender. Through variance test, students' mathematical AQ in two groups is homogeneous. The indicator of AQ in boys which is categorized as high are endurance and reach. While, the indicator in girls is aspect of control. This study contributes to literature study in identifying students' AQ and the effort done to enhance students' AQ in mathematics learning.]]>
