Malikussaleh Journal of Mathematics Learning (MJML)
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.
Articles
116 Documents
<![CDATA[The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia ]]>
<![CDATA[Mursalin, Mursalin]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 2, No 1 (2019): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v2i1.2292
<![CDATA[The learning Algebra courses are often taught using coventional textbooks. However, the reality of the learning outcomes has not been able to absorb the material to the maximum extent possible, and this is because the textbooks is limited in number so that students only record some of what is taught by the Lecturer. At the same time, electronic books are available free of charge in several world libraries. The purpose of this study is to determine the ability to think critically mathematically through the use of Elementary Algebra electronic books. The study of the method are used a Quasi Experiment with a nonrandomized Pre-test Post-test Control Group Design research design. The study population was all students who took Elementary Algebra in the Department of Mathematics Education, Malikussaleh University, in the Even Semester 2018/2019 academic year. Sample for the study was students of class A1 as an Experiment group using E-books for Teaching, and Class A2 as a Control group with lectures using conventional textbooks. The results showed that the mathematical critical thinking ability of students taught using Electronic books was better than the mathematical critical thinking ability of students who were taught using conventional textbooks. Thus the use of elementary algebra electronic books (E-books) can improve students' mathematical critical thinking skills in learning Algebra.]]>
<![CDATA[The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence ]]>
<![CDATA[Saputra, Eri]]>;
<![CDATA[Fahrizal, Effan]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 2, No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v2i2.1860
<![CDATA[Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student’s independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instrumentts. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University.]]>
<![CDATA[A Theoretical Inquiry into the Ethics of Mathematics Teaching ]]>
<![CDATA[Ernest, Paul]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 2, No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v2i2.2130
<![CDATA[This paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a duty of care for students, since teachers can be the most influential persons after their parents. The ethics of mathematics teaching is analysed as concerning the aims of school mathematics, the selection of pedagogy, and the selection of content. The equal treatment of all students is also a central principle, although there are ethical dilemmas posed by the spread of achievement levels in mathematics. The ethical content of school mathematics itself is also considered, although this is a controversial issue. The paper notes that the modern tendency is for teachers to be viewed almost as technicians delivering the centrally decided mathematics curriculum. This paper argues that teachers have ethical agency which can and should still be exercised while meeting professional and institutional obligations.]]>
<![CDATA[The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes ]]>
<![CDATA[Usmadi, Usmadi]]>;
<![CDATA[Hasanah, Hayatul]]>;
<![CDATA[Ergusni, Ergusni]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2447
<![CDATA[This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.]]>
<![CDATA[Modeling The Use of History of Mathematical Thought in Mathematics Instruction ]]>
<![CDATA[Obasi, Chinedu Victor]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2299
<![CDATA[Mathematics is a human creation, which has been developing for more than four thousand years. It emerged as a response to different social and economic needs of civilizations. Historical development of mathematics stresses that mathematics as a science has always been connected to economic and social context and development of society. There is little or no research that promotes using historical content in mathematics lessons in the Nigeria context. In this paper, we model the use of history of mathematical thought (HMT) in mathematics instruction and solved the formulated model equation using integrating factor. The rate at which HMT is used by teachers in mathematics instruction is assumed to be proportional to the number of teachers that do not use HMT. The analysis suggests that with time, only a fraction of teachers can use HMT in teaching mathematics due to the fact that they will not remember to use it, and additional recruitment of teachers will result in only marginal improvement in the usage of HMT.]]>
<![CDATA[Mathematical Reasoning in Mathematics Learning on Pyramid Volume Concepts ]]>
<![CDATA[Niswah, Ulvatun]]>;
<![CDATA[Qohar, Abd]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2400
<![CDATA[The purpose of this study was to describe the standard process of mathematical reasoning in learning on pyramid volume concepts. The study was a study with descriptive qualitative approach, carried out by peer teaching in the classroom. The subjects of this research were Class B Postgraduate 2018 (S2) students, State University of Malang. The standard process of this activity was to recognize reasoning and verification as a basic aspect in mathematics, to make and investigate mathematical conjecture, to find out how to develop and evaluate mathematical arguments and verification, to find out how to choose and use various types of reasoning and proof methods.]]>
<![CDATA[The Elpsa Framework for The Students’ Spatial Reasoning Ability in Aceh ]]>
<![CDATA[Wahidah, Nanda Rahmatul]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Zubainur, Cut Morina]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2404
<![CDATA[Geometry is one of the topics that students must comprehend in mathematics. However, in reality, the students' ability concerning geometry is relatively low due to their low spatial reasoning ability. The ELPSA framework is one of the solutions to develop students' spatial reasoning abilities. This study aimed to describe students' spatial reasoning ability and the impact on retention through the ELPSA framework. This research was part of the ELPSA framework research and development. The subjects were four students, chosen from 25 Grade 7 students from one of the junior high schools in Banda Aceh. They were selected based on the percentage of spatial reasoning aspects mastered. The instrument used was a semi-structured interview that was preceded by a written test. The results showed that the four subjects could manipulate objects in their mind to change the shape of D-3 to D-2. However, one of them could not determine its relation precisely. Three out of four subjects could imagine the appearance of an object from different perspectives. Besides, two out of four subjects could visualize objects to determine the number of unit cubes contained in the solid geometry and only one subject could imagine objects from various perspectives to determine the surface area but did not use the given measurement.]]>
<![CDATA[Improving Students' Spatial Ability by Using Macromedia Flash on Geometry Materials ]]>
<![CDATA[Yani, Muhammad]]>;
<![CDATA[Rosma, Fatemah]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2401
<![CDATA[Every student must have and develop spatial abilities to be successfull in learning geometry. The rapid development of technology also allows teachers to use macromedia flash as an alternative in developing and improving students' spatial abilities. This study aimed to determine and describe the improvement of the students' spatial ability after getting geometry material by using macromedia flash at MTsN Model Banda Aceh. This research used a quantitative approach with a quasi-experimental design and one group pretest posttest design. The population of this study was all students of class VIII MTsN Model Banda Aceh with random sampling as the sample selection techniques so that the selected sample was the students of class VIII-5. The data collection in this study was carried out using a spatial ability test consisted of pretest and posttest questions. The gained data were analyzed with SPSS version 17 with paired sample t-test and percentage. The results showed that there was an improvement in students' spatial ability after having geometry material learning by using macromedia flash at MTsN Model Banda Aceh. Besides, the improvement of students' spatial ability based on indicator of perception spatial was 61.1%, mental rotation indicator was 55.6%, and indicator of visualization spatial was 66.7%.]]>
<![CDATA[The Implementation of Problem-Based Learning (PBL) Model to Improve Creativity and Self-Efficacy of Field Dependent and Field Independent Students ]]>
<![CDATA[Maulidia, Farrah]]>;
<![CDATA[Saminan, Saminan]]>;
<![CDATA[Abidin, Zainal]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2402
<![CDATA[Students’ creativity and self-efficacy in solving mathematical problems remain low. Students with Field Dependent (FD) and Field Independent (FI) cognitive styleshave different creativity and self-efficacy. One learning model that is believed to increase students' creativity and self-efficacyis Problem Based Learning (PBL) model. This study aimed to increase the creativity and self-efficacyof FD and FI students through the application of PBLmodel. This research is an experimental study with pre-test and post-test control group design.The population of this research was grade VIII students in State Islamic School (MTsN) 1 Banda Aceh,while the sample consisted of two classes out of 11 classes. The sampling technique usedrandom samplingwith one experimental class and one control class. Data collection was carried out by using two instruments; a paper-test to measure students’ creativity and a questionnaire to measure students’self-efficacy. The grouping of FD and FI students was based on the results of the Group Embedded Figure Test (GEFT). Furthermore, a paired t-test was conducted to obtain an increase in students' creativity and self-efficacy. At the same time, a correlation test was performed to see the relationship between creativity and the self-efficacy ofstudents. The results of the study revealed that the increase of FD and FI students’ creativity who were taught by the PBL model was better than students taught by conventional methods. The results also reported that the increase of FD and FI students’ self-efficacy who were taught with the PBL model was better than the students who were taught with conventional methods. In addition, there was a significant relationship between FI and FD students' creativity and self-efficacy.]]>
<![CDATA[Improving Proof Ability of Prospective Teachers with a Contextual Model on Trigonometry ]]>
<![CDATA[Rahmad, Fajar Maulana]]>;
<![CDATA[Qohar, Abd]]>
<![CDATA[ Malikussaleh Journal of Mathematics Learning (MJML) Vol 3, No 1 (2020): May ]]>
Publisher : <![CDATA[Universitas Malikussaleh, Aceh Utara, Indonesia ]]>
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DOI: 10.29103/mjml.v3i1.2339
<![CDATA[Proof ability of prospective teachers on Trigonometry material is still lacking. It can be seen when they carry out trigonometry proof that does not meet the proof indicators to conduct the research. This study aimed at improving proof ability of prospective teachers with a contextual model on Trigonometry materials. The research method used was classroom action research with the subjects of 30 students of Mathematics Education Study Program, State University of Malang, 2019. The research was conducted in two cycles by providing scaffolding action regarding proof steps, trigonometry identity scaffolding, and conflict cognitive of proof results. The research results showed that an increase of material indicator was 4%, an increase of completeness indicator was 24%, an increase of reason indicator was 59%, an increase of clarity indicator was 31%, an increase of conclusion indicator was 2%, and an increase of application capability indicator was 4% with a total increase of student’s ability was 23%.]]>
