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[Spatial Reasoning: A Survey on the 8th Grader Students' Gain in Online Learning ]]>
<![CDATA[Harina Fitriyani]]>;
<![CDATA[Yaya Sukjaya Kusumah]]>;
<![CDATA[Turmudi Turmudi]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v5i1.20140
<![CDATA[Coronaviruses disease (Covid-19) pandemic forces schools to implement schools from home through online learning. This study aims to describe online mathematics learning, examine differences in aspects of spatial reasoning, and spatial reasoning based on gender. We conducted a survey method on 140 participants in one private junior high school in Yogyakarta. Data collection using an spatial reasoning test via Google Form consist of nine questions and direct interview with a teacher through video conference. Data analysis uses descriptive and inferential statistics. The results showed that online mathematics learning using the Google Form platform can assist students with limited facilities in learning process. The research finding showed no difference in spatial reasoning ability between male and female students, including in each aspect of spatial reasoning. In addition, other findings indicate that the aspect of spatial reasoning that students master the most is spatial visualization, while the aspect of spatial reasoning that is the least mastered by students is spatial relations.]]>
<![CDATA[Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Vici Suciawati]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16671
<![CDATA[The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.]]>
<![CDATA[Zollman's Four Corners and a Diamond Graphic Organizer as a Solving Strategy in Secondary Mathematics Word Problems ]]>
<![CDATA[Cheau Mei Wong]]>;
<![CDATA[Khairul Amilin Tengah]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v5i1.18072
<![CDATA[This action research examined the effectiveness of the Zollman's Four Corners and a Diamond graphic organizer as a strategy to improve Year 10 students' performance in mathematics word problems. Quantitative data from twenty-four students from a secondary school in Brunei Darussalam was collected through the use of a pre-test and post-test. Results from the pre-test and post-test were analyzed and it was found that there was a significant difference in students performance before and after introducing the Zollman's Four Corners and a Diamond graphic organizer. A paired sample t-test on the pre-test and post-test showed a significant improvement in students' mean marks, t(23) = -3.415, p = .002. Additionally, it was found that the Zollman's Four Corners and a Diamond graphic organizer is capable of helping students of all abilities and particularly the lower ability students. Hence for this study, the Zollman's Four Corners and a Diamond graphic organizer successfully enhanced the Year 10 students' performance in solving mathematics word problems.]]>
<![CDATA[MURDER Cooperative Learning Model through Edmodo Toward Mathematics Problem Solving and Motivation of Students ]]>
<![CDATA[Putu Resya Adi Saputra]]>;
<![CDATA[Sariyasa Sariyasa]]>;
<![CDATA[I Nengah Suparta]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i1.15845
<![CDATA[MURDER cooperative learning model is based on cognitive theory that focuses on how humans acquire, embed, and process what they learn, as well as how the thinking and learning process occurs. This study aims to (1) determine whether the Edmodo-assisted MURDER cooperative learning model has a positive effect on students' problem solving ability and students’ motivation in learning mathematics (2) determine whether the Edmodo-assisted MURDER cooperative learning model has a positive effect on students' mathematical problem solving abilities (3) to determine whether the The MURDER cooperative learning model assisted by edmodo has a positive effect on students' motivation to learn mathematics. The research method used is a quasi experiment (quasi experiment) with the research hypothesis testing technique used is MANOVA. The experimental results show that (1) the problem solving ability and motivation to learn mathematics of students who take the Edmodo-assisted MURDER cooperative learning model is significantly better than problem solving ability and motivation to learn mathematics of students who take conventional learning, (2) the mathematics problem solving ability of students who following the Edmodo-assisted MURDER cooperative learning model is significantly better than the mathematics problem solving ability of students who take conventional learning, (3) the motivation to learn mathematics of students who take the Edmodo-assisted MURDER cooperative learning model is significantly better than the motivation to learn mathematics of students who take conventional learning .]]>
<![CDATA[Mathematics Curriculum Review In Junior Secondary School Level: Implementation Of Web-Based CRMS ]]>
<![CDATA[Iin Habibah Muttaqin]]>;
<![CDATA[Fatimah Rahmawati]]>;
<![CDATA[Maman Fathurrohman]]>;
<![CDATA[Cecep Anwar Hadi Firdos Santosa]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.16711
<![CDATA[This study aims to analyze the Indonesia National Curriculum (Kurikulum 2013) of mathematics at junior secondary school level. The tool used is the Web-based Curriculum Review Mapping System (CRMS). The CRMS was developed to analyze the curriculum, as expected outcome, through teachers lesson plan. The method used in this research was descriptive with a qualitative approach. In this research, the research was the main instrument assisted with interview guide sheets and documentations. The object of this research is the national curriculum for mathematics at a junior high school with three mathematics teachers as respondents to be interviewed. Analysis of the data used in the study is a qualitative analysis with three stages: data reduction, exposure, and drawing conclusions and verification. Qualitative data analysis is carried out simultaneously with data collection process. The results of the study state that the CRMS is at easy to implement by the teachers of mathematics. They can review their mathematics lesson plan using this system. Furthermore, by this system teachers could create various lesson plans.]]>
<![CDATA[Improvement Of Students' Mathematical Problem Solving Skills With The REACT Model ]]>
<![CDATA[Fitri Alyani]]>;
<![CDATA[Ishaq Nuriadin]]>;
<![CDATA[Nidia Afilah]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i1.15211
<![CDATA[The ability to solve mathematical problems is a way of thinking that can be used when trying to solve a problem, it is hoped that students can use it to solve problems in daily life. However, the reality is that students' mathematical problem solving abilities are still low. One effort that can improve students' mathematical problem solving skills is to use the mathematics learning model Relating, Experiencing, Applying, Cooperating, Transferring (REACT). REACT learning model where the REACT model is a contextual learning approach. Contextual learning itself is learning that can motivate and relate problems in everyday life. The purpose of this study is to improve the ability to solve mathematical problems with the REACT model. The research method used in this research is Quasi-Experimental type Pretest-Posttest Control Group Design. The results of this study indicate that students 'mathematical problem-solving abilities with the REACT model are better than students' mathematical problem-solving abilities with conventional models.]]>
<![CDATA[Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability ]]>
<![CDATA[Suprapti Rejeki]]>;
<![CDATA[Riyadi Riyadi]]>;
<![CDATA[Siswanto Siswanto]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v5i1.19939
<![CDATA[This research aims to determine the distinction in students' critical thinking abilities who were taught by using the problem-based learning, guided inquiry learning, and conventional learning models. The population is all grade VIII students of public junior high schools in Bantul district in the 2019/2020 academic year. This study used stratified cluster random sampling to select 3 classes in each school. The pre-requisite test used was the balance test, normality test, and homogeneity test. The data collection technique used was a critical thinking ability test. The analysis technique of this research was two-way ANOVA with different cells. The results showed that the problem-based learning model had a significant positive effect on the critical thinking abilities compared to conventional learning. Meanwhile, there is no significant difference between students taught by problem-based learning and by guided inquiry learning, and between the guided inquiry learning and conventional learning, either.]]>
<![CDATA[The Student's Disposition Mathematical Profile By Using Probability Theory Module ]]>
<![CDATA[Rahmatya Nurmeidina]]>;
<![CDATA[Ahmad Lazwardi]]>;
<![CDATA[Iin Ariyanti]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.15625
<![CDATA[The purpose of this study is to describe the profile of the Mathematical Disposition of mathematics education study programs on the use of probability theory modules. This research is a qualitative descriptive study. The subjects of this study were mathematics education students who were taking probability theory lectures. Data collection techniques are mathematical disposition questionnaires, interviews and documentation. Data analysis techniques using document analysis techniques. The results showed that the mathematical disposition of Mathematics Education study program students on the use of the Theory of probability module were in the high and very high categories. The mathematical disposition of students is reviewed from every aspect of the indicator in the high category. This study shows a description of the Mathematical Disposition profile of Mathematics Education study program students on the use of probability theory modules covering aspects of self-confidence, persistence, and perseverance, open or flexible thinking, interest, and curiosity, as well as monitoring and evaluating.]]>
<![CDATA[Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation ]]>
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Eka Zuliana]]>;
<![CDATA[Ruzlan Md Ali]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i2.17767
<![CDATA[Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation. On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.]]>
<![CDATA[Development of Multiplication and Division Concept Learning Media to Increase Student’s Problem Solving Skill and Learning Interest ]]>
<![CDATA[Danuri Danuri]]>;
<![CDATA[Taufik Muhtarom]]>;
<![CDATA[Wahyu Wulandari]]>;
<![CDATA[Padrul Jana]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v4i1.15764
<![CDATA[This study aims to (1) find out the quality of the learning media of dakon in mathematics subjects in class II-A of SD Muhammadiyah Ambarbinangun (2) determine the effectiveness of students learning using dakon media. The research method is research and development. The results of this study indicate that 1) The quality of learning media in terms of the review are a) the results of the assessment of media experts scored 65 with excellent criteria. Material experts score 36 with good criteria. b) the results of the student response questionnaire obtained a percentage of 93% with excellent criteria. 2) the learning process has been effectively reviewed from: a) the average results of student interest in learning by obtaining a percentage of 89% with outstanding criteria. b) the ability to solve problems, there are differences, as evidenced by the Paired Sample T-Test on the value obtained Sig. (2-tailed) 0,000 <0.05. The media of the dakon is effective in improving problem-solving skills and interest in learning, seen from the average score of 67.95 pretests and 83.28 post-test so that it can be concluded that the effective learning media.]]>
