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MEJ (Mathematics Education Journal)
Published by Universitas Muhammadiyah Malang
ISSN : 25795260     EISSN : 25795724     DOI : -
Core Subject : Education,
Mathematics
MEJ (Mathematics Education Journal) is a journal that has a mission to publish the results of research, studies and / or innovation of quality in the field of education and learning from all aspects of mathematics education. To accelerate the transfromasi and implementation of science and technology education and learning to the community.
Arjuna Subject : -
Articles 235 Documents
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Analysis of Students' Analytical Thinking Ability and Mathematical Communication Using Online Group Investigation Learning Model Jihan Azizah Al-Hanifah; Yus Mochamad Cholily; Siti Khoiruli Ummah
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.23342

Abstract

Analytical thinking and mathematical communication are abilities included in the learning process objectives. This study aims to describe students' analytical thinking skills and mathematical communication using the online group investigation cooperative learning model. The subjects of this research were 30 students of class VIII-C. The type of research used is descriptive qualitative. The data to determine the implementation of learning and the ability to think analytically and communicate mathematically are observations, documentation, and tests. The study results show that the online group investigation type cooperative learning model implementation takes place following the steps of group investigation learning. The results of the ability to think analytically and communicate mathematically meet all indicators. The distinguishing indicator of analytical thinking ability is the most widely achieved, and the one that has yet to be completed much is the attributing indicator. So that students' analytical thinking skills have an analytical category. The most widely conducted indicator of mathematical communication ability is the indicator of expressing mathematical ideas in writing. What has yet to be widely achieved is the indicator of analyzing and evaluating mathematical concepts. So that students' mathematical communication skills have a mathematical category.
The Role of Continuous Assessment Learning Activities (CALA) in Enhancing Mathematics Competency and Proficiency in Secondary School Learners Chipo Makamure; Zingiswa M Jojo
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.24017

Abstract

This paper examines the significance and contribution of CALA to the mathematics knowledge of students. It focuses on the instruments and methods used in CALA to teach mathematics effectively in Zimbabwe. Learners’ failure to implement what they learn in mathematics has been worrisome to the Ministry of Education whose focus is to promote industrialisation through effective teaching and learning of STEM subjects. It is believed that most learners memorise mathematics with little understanding in order to pass an examination. Inappropriate and ill-suited assessment methods of mathematics are regarded as the principal causes of this rote learning approach by learners. The educational policy makers came up with the concept of CALA, which was effected in 2021, to all levels of education in Zimbabwe. According to the curriculum framework, learners are expected to demonstrate their knowledge of mathematics through CALA. However, whilst the intended goal of CALA is prudent, the concern is whether teachers are knowledgeable about how this model of assessment can be implemented effectively. Ten secondary school mathematics teachers were interviewed to examine their views and practices in the classroom implementation of the CALA component. In this study, the findings established that the incorporation of the component in the teaching and learning of mathematics has come with limited benefits that were marred by teachers’ knowledge deficiency to operationalise CALA. This study recommends thorough support and developmental programmes which can equip teachers with the appropriate skills to implement CALA.
Students’ Mathematical Literacy with Realistic Mathematics Education (RME) Approach: Systematic Literature Review Farah Ayyun Taqiya; Dadang Juandi
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.24103

Abstract

This study intends to examine how the Realistic Mathematic Education (RME) learning approach affects students' mathematical literacy skills at the primary, junior, and senior high school education levels. The Systematic Literature Review (SLR) method is employed in this investigation. 11 RME learning study findings on mathematical literacy from indexed journals published between 2016 and 2022 make up the dialysis sample. What factors, such as education level, research year, number of student samples used, or location study, affect students' mathematical literacy skills is the topic of the study. The analysis findings indicate that learning using the RME approach to mathematical literacy is increasing annually. This research is typically conducted on the island of Java with a small sample size of students, specifically less than 30 students, and junior high school students are the target population. Based on the review's findings, it can be concluded that using the RME approach to instruction can enhance or have an impact on students' mathematical literacy abilities.
Effectiveness Implementation of Gagne's Learning Theory with Combination Problem-Solving Approach to Ability Think Critical Student Tria Amalia; Wahyuni Suryaningtyas
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.24117

Abstract

21st century education requires students to have various abilities and skills including critical thinking. For this reason, it is necessary to apply learning theory in shaping students' thinking ability activities. This study aims to determine the effectiveness of learning mathematics through Gagne's Learning Theory with a combination of Problem Solvers at SMP Negeri 55 Surabaya. The subjects of this study were 36 students of class IX-E at SMP Negeri 55 Surabaya. The type of research used is quantitative descriptive research. Learning instruments and tools in learning used are lesson plans, worksheets, learning completeness results questions (test questions), student activity observation sheets, teacher ability observation sheets to manage learning, and student response questionnaires. The results of the study show that: (1) student activity during learning is in the active category; (2) the teacher's ability to manage abstract learning is very good; (3) Many students achieve 91% completeness with an average score of 3 for the indicator of critical thinking skills; and (4) student response to the learning process is very positive. The results of the study can be concluded that the application of Gagne's Learning theory with a combination of Problem Solving is effectively used in learning mathematics because it meets all the criteria for learning effectiveness.
Early Childhood Mathematics: an Insight into Strategies for Developing Young Children Mathematical Skills Odiri Onoshakpokaiye
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.24534

Abstract

The purpose of this work is to examine early childhood math and some strategies on how early childhood math can be enhanced. Math is an important subject in the school curriculum that cannot be overlooked. The young child's math abilities or skills need to be developed for future life. Some methods on how to improve young children's abilities were reviewed. It was a qualitative study. From the review, it was revealed that developing young child math abilities is vital for them to progress in future math. Also, the reviews indicated that math assists young children in building up their math ability to solve problems and think critically. The findings demonstrate the importance of early childhood mathematics programs as a foundation for subsequent math teaching. Young children require a mathematical foundation from an early age in order to develop the concepts and abilities needed to succeed in school, multiple professions, and even daily life.
Student Thinking Process in Solving Mathematical Representation Problems Alfiah Nurfadhilah AM. Hindi; Iwan Setiawan HR
Mathematics Education Journal Vol. 7 No. 1 (2023): MEJ Vol 7 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i1.24830

Abstract

This research was qualitative research with descriptive approach, which aimed determined the level of success of students in solving representation problems based on the type of representation, namely numbers, algebra, geometry, and statistics and to know their thinking processes. The subjects of this study were first semester students at Patompo University who were selected using a purposive sampling technique. The subjects of this study were 2 students in each representational domain. Data were analyzed to determine the results of problem solving and students' thinking processes in solving representation problems in mathematics. Based on the results of the research on solving visual representation problems based on TRM-01 and TRM-02, most of the students failed especially in algebraic material which was caused by difficulties in solving representation problems. This is shown based on the percentage of students' success in solving representation questions.
Development of Creative Problem Solving (CPS)-Based Articulate Storyline Media to Develop Students' Creative Thinking Ability SPLDV Class VIII Material Victorio Isya Erlangga; Baiduri Baiduri; Mayang Dintarini
Mathematics Education Journal Vol. 7 No. 2 (2023): MEJ Vol 7 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i2.24921

Abstract

This study aims to develop Articulate Storyline learning media based on Creative Problem Solving (CPS) to develop students' creative thinking skills in grade VIII SPLDV materials in a valid, practical and effective manner. The development model used in this research is the ADDIE development model (Analysis, Design, Develop, Implement, and Evaluate). This research was conducted on class VIII students of Middle School. The data analysis technique used in this study is the validity, practicality and effectiveness analysis of the media. The results showed that for the acquisition of scores from media experts it was 94% with very valid criteria, then for the acquisition of an average score from material experts it was 100% with very valid criteria, and for the practicality of the media it was obtained from the acquisition of scores from student response questionnaires that were equal to 85.5% with very practical criteria. The use of this media also affects the improvement of students' creative thinking abilities, this can be shown from the results of the N-Gain test that has been carried out, where the score obtained is 0.7541, which is > 0.7 which is included in the high criteria. These results indicate that the developed Articulate Storyline based Creative Problem Solving (CPS) media includes valid, practical and effective criteria for developing students' creative thinking abilities.
Analysis of Students' Computational Thinking Ability in Solving Contextual Problems Muh Hanif Abidi; Hendarto Cahyono; Reni Dwi Susanti
Mathematics Education Journal Vol. 7 No. 2 (2023): MEJ Vol 7 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i2.25041

Abstract

This study aims to examine students' computational thinking skills in solving contextual problems in the matter of a system of two-variable linear equations. This type of research uses descriptive qualitative approach. The subjects used in this study were 25 class VIII students of State Middle School in the 2022/2023 academic year on SPLDV material (System of Two-Variable Linear Equations). Data collection techniques and instruments in this study were written tests and interviews. Data analysis was carried out by first classifying the data, then presenting the data and ending by concluding the results of computational thinking indicators. The results showed that the percentage of students' computational thinking aspects, namely the decomposition aspect, was 70.30% in the good category, pattern recognition 58.63% sufficient category, abstraction 58.30% sufficient category, and thinking algorithm 50.47% sufficient category. So that students' computational thinking skills are included in the sufficient category. Meanwhile, based on the categorization of high-level students they have done well. However, there were several steps that were missed and not written down in the answer sheets, such as the decomposition and pattern recognition aspects which were not carried out properly. For the medium category, all stages of computational thinking have been carried out very well starting from decomposition, pattern recognition, abstraction, and thinking algorithms. For the low category, this category has not been able to carry out the stages of computational thinking properly.
Advanced-Level Students’ Understanding of Exponential Equations: A Zimbabwean Case Study Lillias, Hamufari, Natsai Mutambara; Maria Tsakeni
Mathematics Education Journal Vol. 7 No. 2 (2023): MEJ Vol 7 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i2.25731

Abstract

This paper reports on a study which explored high school students’ conceptual understanding of the techniques of exponential functions. Thirty-one advanced-level students participated in the study. The study used APOS (Action-Process-Object-Schema) theory, a constructivist theory framework, to investigate participants’ conceptual understanding of exponential functions. Activity sheets constructed with tasks based on exponential equations were administered to the participants. The written responses were used to identify participants’ mental constructions of these concepts. Furthermore, interviews were carried out to clarify participants’ written responses. The written responses and interview discussions pointed out that participants exhibited procedural tendencies in exponential functions. Most of the participants could not solve exponential equations, especially the radioactive‑decay functions. In addition, many participants did not have appropriate mental constructions at the process, object and schema levels, since most of them could not coordinate processes and encapsulate them into an object. This paper raises some important implications for mathematics education and further provides applications of genetic decomposition design and modification.
Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style Anastasya Bella Putri Tambunan; Dwi Priyo Utomo; Rizal Dian Azmi
Mathematics Education Journal Vol. 7 No. 2 (2023): MEJ Vol 7 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v7i2.25860

Abstract

Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by students' cognitive styles, it is necessary to analyze students' understanding of mathematical concepts. This qualitative research aims to determine students' conceptual understanding of the prerequisite material and its relationship with students' cognitive styles, and the ways students use in solving existing problems. The results in this study showed there was a significant relationship between the cognitive style of each student and the understanding of mathematical concepts towards the prerequisite material. This is because the field independent cognitive style has a good level of conceptual understanding while the field dependent cognitive style has a low level of conceptual understanding, because they have different levels of conceptual understanding so each student has their own way to solve existing problems.

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