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[The Gap between the Beginning and the End of Algebraic Thinking Transition Period ]]>
<![CDATA[Dian Permatasari]]>;
<![CDATA[Idris Harta]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (580.255 KB)
|
DOI: 10.12928/ijeme.v2i1.8655
<![CDATA[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.]]>
<![CDATA[Android-based Teaching Material for Statistics Integrated with Social Media WhatsApp ]]>
<![CDATA[Anggit Prabowo]]>;
<![CDATA[Uki Rahmawati]]>;
<![CDATA[Rostien Puput Anggoro]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1083.491 KB)
|
DOI: 10.12928/ijeme.v3i1.11961
<![CDATA[The purpose of this study was to develop teaching material in the form of Android-based application for junior high school mathematics subjects in statistical material that are integrated with WhatsApp social media platform. The procedure for developing teaching materials was carried out through the stages of defining, designing, developing, and disseminating. The platform used to develop teaching material was MIT App Inventor. The teaching materials developed have been validated by two media experts and material experts. The trial of teaching material was carried out to educators and prospective mathematics educators in the Special Region of Yogyakarta and students at Depok 3 State Junior High School. This study has succeeded in developing Android-based teaching materials for junior high school mathematics subjects in valid and effective statistical material. The menus contained in this application consist of material and competency test. On the competency test menu, students can do the test and after completion, the application will display the score of the test results. What interesting about this application, the test results can be sent to the teacher via WhatsApp.]]>
<![CDATA[Pre-Service Teachers’ Skills in Analyzing the Mathematics Competency Based on Bloom Taxonomy ]]>
<![CDATA[Vita Istihapsari]]>;
<![CDATA[Afit Istiandaru]]>;
<![CDATA[Siti Nur Rohmah]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (311.535 KB)
|
DOI: 10.12928/ijeme.v3i2.14549
<![CDATA[Professional teachers need to be skilled in planning their lesson. One of the activities to plan the lesson is analyzing the competence and teaching material demanded by the curriculum. This article aims to describe the Indonesian pre-service mathematics teachers’ skills in analyzing junior high school mathematics competence. The analysis is important to prepare the appropriate material for their students. This is qualitative research involving 26 pre-service teachers enrolled in the subject of Curriculum Analysis for Junior High School. First, they were assigned to analyze a given basic competence and were then challenged to select the appropriate materials and the indicators when the competence achieved according to Bloom taxonomy. Surprisingly, though there are many reference books available for sources of analysis, the teacher candidates found some difficulties in arranging the topics and composing the appropriate indicators. Some errors found such as the use of unmeasurable verbs, unclear activities, and illogical-irrelevant topics.]]>
<![CDATA[The Effectiveness of Geogebra’s Metacognitive Guidance to Develop Critical Thinking Skills ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Wahyu Setiawan]]>;
<![CDATA[Usman Aripin]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13806
<![CDATA[This research is a quasi-experimental study aiming at analyzing the role of the metacognitive guidance approach in order to improve high-school students' critical thinking skills by applying Non-Equivalent Control Group Design. This study involved high school students in one of the high schools in the city of Cimahi. In this study, the pretest for mathematical critical thinking skills is administered to two classes of students of control and experiment groups. The experimental group uses the metacognitive guidance approach assisted by GeoGebra software, whereas the control group uses the conventional method. Both classes receive the same hours of study, mathematics teacher as well as mathematics contents. The researcher conducted observations only in the experimental class. At the end of the treatment, a post-test for the two groups was carried out regarding students’ mathematical critical thinking skills included processing the results of the test, namely the data. After this research has been carried out, the next step is to analyze the data and draw conclusions of the research. In analyzing the data, it is categorized into three levels, namely high, medium and low abilities. The data is analyzed by means of t-test to test the difference of two means of students’ critical thinking ability. Data analysis was performed using the SPSS software. The analysis shows that there is a significant difference in mathematics critical thinking ability between the two groups of students.]]>
<![CDATA[Analysis of Difficulty of Student’s Geometry Problem Solving Based on Van Hiele’s Thinking Theory with Macromedia Flash ]]>
<![CDATA[Philips Pasca G Siagian]]>;
<![CDATA[Bornok Sinaga]]>;
<![CDATA[Mulyono Mulyono]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13658
<![CDATA[This study aims to describe the level of students' geometry thinking based on Van Hiele's thinking theory, the level of students' geometric problem solving abilities, and analyzing students' difficulties in solving geometric problems. This type of research is qualitative descriptive research. The researcher took six research subjects consisting of low, medium, and high level geometry problem solving abilities to be interviewed and analyzed the types of difficulties experienced. The results of this study indicate that there are 26 students reaching level 0 (visualization), 21 students reach level 1 (analysis), 13 students reach level 2 (informal deduction), 6 students reach level 3 (deduction) and no one can reach level 4 (rigor). Furthermore, there are 13 students who have a low level of problem solving ability, 7 students have a medium level of problem solving ability, and 6 students have a high level of problem solving ability. The difficulties experienced by the research subject are described in each problem.]]>
<![CDATA[Learning Direct and Inverse Proportion Using Musi Tour ]]>
<![CDATA[Nursa Fatri Nofriati]]>;
<![CDATA[Yusuf Hartono]]>;
<![CDATA[Somakim Somakim]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13578
<![CDATA[This study used design research to produce learning trajectory through Musi Tour context which can help students in understanding the concept of direct and inverse proportion. This study used PMRI approach. The object of this study was the seventh grade students of SMP Nurul Qomar Palembang. Data for retrospective analysis was collected from teaching experiment in the form of students’ work results, field notes, and students’ interview. The results obtained in this study were learning trajectory which consisted of 3 activities: 1) students were given contextual problems namely Musi Tour as the starting point in learning direct and inverse proportion. 2) through students' understanding of the ratio table in the Musi Tour context, students can understand the direct proportion. 3) students can model and understand the concept of inverse proportion and solve the problems by using Ratio table. The results showed that the use of Musi tour context can help students in understanding the concept of direct and inverse proportion.]]>
<![CDATA[Developing Mathematical Students Worksheet Based On Islamic Values Using Contextual Approach ]]>
<![CDATA[Choirudin Choirudin]]>;
<![CDATA[Eka Fitria Ningsih]]>;
<![CDATA[M. Saidun Anwar]]>;
<![CDATA[Ani Choirunnisa]]>;
<![CDATA[Andino Maseleno]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13286
<![CDATA[Development of worksheets looks like the beginning of the problems found in schools, students have difficulty to understanding mathematical material both calculation concepts and moral values that have not been well organized. Worksheet designed with using a contextual approach which contains collaboration between material and verses relating to the used material, so that moral values related to the material are obtained and equipped with the application of moral values in the form of problem examples. After being designed, product is developed to be LKPD. The study objectives include: To develop a Mathematics LKPD based on Islamic values on the subject of algebraic. As a result of the study, the development of Student Worksheet (LKPD) based on Islamic values using a contextual approach to the subject of algebraic in class VII of the Qur'an Science Junior High School Minhajuth Thullab Pekalongan. The research uses the 4D development model consists of 4 main stages: Define, Design, Develop and Disseminate. The response of teachers to LKPD based on Islamic values with using a contextual approach on the subject of the algebra score 82% with very interesting criteria. The responses of students to LKPD obtained a score of 80 % with very decent criteria.]]>
<![CDATA[COMPETENCY ACQUISITION, DIFFICULTY AND PERFORMANCE OF FIRST YEAR COLLEGE STUDENTS IN MATHEMATICS IN THE MODERN WORLD (MITMW) ]]>
<![CDATA[Roman, Adriel G.]]>;
<![CDATA[Villanueva, Rogacion U.]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.14163
<![CDATA[Mathematics in the Modern World (MITMW) is one of the general education subjects taught in the new college curriculum in the Philippines. In this study, the self-assessment of students on their acquisition of the competencies set in the MITMW are being described as well as the extent of difficulties and performance. Using descriptive correlational research design, this study hypothesized that the perceived extent of acquisition of the first year college students on the competencies intended for Mathematics in the Modern World and their extent of difficulties experienced provide significant relationship to their performance. Two hundred seventy-one (271) first year college students were surveyed using validated questionnaires. Results revealed that the first year college students have higher extent of acquisitions on the competencies set in the MITMW (knowledge, values, and skills). Students experienced slight difficulties on the different topics of MITMW with satisfactory performances in the subject. Finally, the study concluded that acquired competencies and difficulties are both significantly related to students? performance in MITMW.]]>
<![CDATA[Development of Sharing Task and Jumping Task in Direct Proportion using Lesson Study and PBL ]]>
<![CDATA[Elisa Mayang Sari]]>;
<![CDATA[Ratu Ilma Indra Putri]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v3i2.13865
<![CDATA[This Research’s purpose is producing questions/case study in direct proportion topic focused on Map and Model, and analyse students’ answer in solving these arranged questions through lesson study for learning community (LSLC) and PMRI approach using problem based learning (PBL) method. Research subject are students of grade VII of Junior High School 1 Palembang. From this research, it results a LKPD questions about direct proportion in Map and Model that consist of three cases, such as determine new scale from known scale in problem solving (C2), determine size of Limas House miniature from known scale and sizes in problem solving (C3), and check for errors from a given comparison in problem solving (C4). Based on the results of the analysis of Students answer small group, the average score obtained by students in problem 1 (sharing task) is 73.5, problem 2 (sharing task) average student score is 55, and average student score in problem 3 (jumping task) is 48.5. So these three problems are well-billed and can be used to the next stage of the field test.]]>
<![CDATA[Analysis of Student Errors in Learning Circle Based on the Watson Error Category ]]>
<![CDATA[Ni Nyoman Riantini W.]]>;
<![CDATA[I Nengah Suparta]]>;
<![CDATA[I Gusti Putu Sudiarta]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/ijeme.v4i1.15840
<![CDATA[Error analysis is a process of reviewing students' answers to identify patterns of understanding. Errors in mathematics are considered as deviations from the actual solution of a problem. The aim of the study is to analyze student errors based on the Watson error category learning circle. In this study students were given 5 essay mathematical problems, and then analyzed their errors based on 8 Watson error categories and continued by interviewing 1 student for each category of error. This study was conducted at SMP PGRI 3 Denpasar in a class on IX grade with 40 students. The results show that the percentage of student errors categories obtained from this study as follows: comprehension errors 54%, transformation errors 18%, process skills errors 15%, encoding errors 7%. Students are interviewed to find out carelessness and motivation that affect students' mistakes. While for question form category we found no errors. ]]>
