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Malikussaleh Journal of Mathematics Learning (MJML)
Published by Universitas Malikussaleh
ISSN : 26206315     EISSN : 26206323     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Malikussaleh Journal of Mathematics Learning (MJML) is a peer-reviewed open-access journal who aims to provide an international forum for researchers, professionals, lecturer, and educational practitioners on all topics related to mathematics education for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education.
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Articles 3 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2022): May" : 3 Documents clear
Examining primary school students performance in solving problems requiring realistic considerations Kılıç, Çiğdem; Åžahinkaya, Nihan
Malikussaleh Journal of Mathematics Learning (MJML) Vol. 5 No. 1 (2022): May
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v5i1.7191

Abstract

Problem-solving is a very important topic in mathematics education. There are various types of problems in the literature. One of them is non-standard word problems. The main purpose of this study is to examine the problems faced by primary school fourth-grade students in solving non-standard word problems. For this purpose, a problem-solving questionnaire consisting of a total of four questions was applied to 250 primary school fourth-grade students and the students' answers were examined in detail. It was determined that the percentage of correct answers given by the students to the problems varied depending on the nature of the problems. In general, it was concluded that although the students chose the correct mathematical operations for the solutions, they did not use real-life knowledge in solving the problems and therefore their results were not realistic and correct. Therefore, it was observed that non-standard problem-solving activities that require the use of real-life knowledge should be included more in classrooms.
The Effect of Student-Centred Methods and Techniques on Primary School Students' Mathematics Achievement: A Meta-Analysis Study Ulum, Hakan; Tümkaya, Songül
Malikussaleh Journal of Mathematics Learning (MJML) Vol. 5 No. 1 (2022): May
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v5i1.7306

Abstract

The purpose of this study was to synthesize experimental studies that explain the effect of student-centred methods and techniques used in primary school mathematics courses on academic achievement. Some certain criteria were selected and applied regarding the inclusion of primary study in the synthesis. As a result of qualitative systematic review, data of the study were obtained from 63 studies that meet the inclusion criteria. The reliability of the coding protocol in the study was procured in two stages by assessing the "inter-coder reliability". The reliability (AR) was assessed as 0.88 and was considered sufficient (AR> .80).  The validation of the study was provided by publication bias and quality assessment in primary studies, language bias, time delay bias, and database bias. There was no evidence of bias. Meta-analysis results showed that student-centred strategy, methods or techniques were more effective than traditional teaching methods. The effect size was evaluated using 66 effect sizes from 63 studies and was found to be 0.787 under the random-effect model. The overall impact value attained indicates a wide and medium level of impact according to various classifications. In the moderator variables analysis, except for the moderator of the application approach, there was no significant difference found for the moderators of application time, type of publication, database, and grade level, the scale used, and school starting age, country, and sample size.
The Impact of Problem Posing Strategies on Mathematical Performance, Ability, and Anxiety in Grade 7 Students: A Quasi-Experimental Study Sangco, Annaliza Requirme; Elpidang, Elan M.; Sangco, Resa Mae R.
Malikussaleh Journal of Mathematics Learning (MJML) Vol. 5 No. 1 (2022): May
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v5i1.7423

Abstract

This study aims to investigate the impact of the problem-posing strategy on the mathematical performance, skills, and anxiety levels of Grade 7 students. Two groups with an equal number of participants were subjected to different instructional strategies: the control group received traditional guided practice, while the experimental group experienced an integrated problem-posing approach. Employing a quasi-experimental design, the study utilized a teacher-made test as both a pre-test and post-test to assess students' academic achievement in mathematics. Additionally, the Modified Abbreviated Math Anxiety Survey (mAMAS) was employed to gauge students' anxiety levels. The experimental group received instruction through the problem-posing method, whereas the control group was taught using traditional guided practice. The findings indicate a significant difference between the two teaching methods, demonstrating that students' mathematics performance is influenced by the instructional strategy used.

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