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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 254 Documents
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Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School Hazima, Atika Azzahro; Prasetyo, Eko; Annisa, Aulia Hanif; Maryanti, Ranti
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 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.v8i2.34029

Abstract

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics.  The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.
Mathematics Self-Efficacy and Study Habit as Predictors of Achievement of Senior Secondary School Students Asanre, Akorede A.; Sondlo, Aviwe; Chinaka, Taurayi; Oluwadoyo, Taiwo Abiodun
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 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.v8i2.34183

Abstract

This study therefore looked at Mathematics Self-Efficacy and Study Habit as Predictors of Academic Achievement of Senior Secondary School Students in Ijebu Ode Local Government Area, Ogun State, Nigeria. Three hypotheses that were examined at the 0.05 significance level served as the study's compass. Descriptive survey was used, 500 students sampled from 10 senior secondary schools in Ijebu ode using simple random sampling techniques. mathematical achievement test, study habit scale, and self-efficacy scale constitute the instruments, validated and demonstrates reliability coefficients of 0.78, 0.81 and 0.86. The results shows that self-efficacy and study habit will accurately forecast students' academic success in mathematics (F =38.328, p < 0.05 & F =35.011, p < 0.05) and jointly predict students' proficiency in mathematics (F = 49.136, p < 0.05). The conclusion derived is that both Study habits and self-efficacy are significant predictors of academic achievement of senior secondary school students in mathematics.
Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics Abah, Joshua; Chinaka, Taurayi Willard; Ogbiji, Emmanuel Ogar
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 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.v8i2.34218

Abstract

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.
Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics ghunaimat, mohammad Ali
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 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.v8i2.34823

Abstract

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.
Development of Interactive Learning Video Media to Improve Mathematical Representation Ability on Data Presentation Material A. Sriyanti; Syarifah Ainur Natia; Mutahharah Yunus; Nurwahyuni; Dini Aprilia; Masniati
Mathematics Education Journal Vol. 8 No. 2 (2024): MEJ Vol 8 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.v8i2.34849

Abstract

One of the main challenges in learning mathematics is overcoming students' difficulties in understanding abstract mathematical material and the lack of engaging and interactive teaching methods. The aim of this research is to develop interactive learning videos that are valid, effective, and practical. This Research and Development (R&D) study uses the ADDIE model. The research subjects were 15 students of class VII A MTsS Ash-Shalihin.. The results of the study show that the interactive learning video is highly valid with a score of 3.7 from expert evaluations. Teacher responses received a score of 3.67, which is categorized as very practical, while student responses received a score of 3.34, indicating that the video is very effective. The t-test and N-Gain test showed a value of 0.67, indicating an improvement in students' mathematical representation abilities in the moderate category. Thus, the learning video has proven to be effective.
Exponential Concept Modeling for Rainfall Duration Forecasting at SMAN1 Sukapura Agustin, Safrina Ayunindar Dwi; Jenis; Sugiono, Moch.
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 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.v9i2.43528

Abstract

This study aims to predict rainfall duration using an exponential approach based on applied mathematics. Data were obtained from three rainfall events with different characteristics that were observed directly at SMAN 1 Sukapura. The research method used an applied observational quantitative study of a cross-sectional nature. The modeling results show that the decay constant value varies between rainfall events, reflecting differences in the rate of intensity decline after reaching its peak. The predicted time of rainfall cessation differed by 4–6 minutes from the field observations. Evaluation of the model's accuracy using Mean Absolute Percentage Error (MAPE) yielded values of 1.32%, 2.10%, and 3.64%, all of which were below the 10% threshold. These findings indicate that the exponential model is capable of quantitatively representing the decay pattern of rainfall intensity with excellent accuracy but has limitations in representing fluctuations in rainfall intensity.
Factors Affecting Grade 12 Learners Performances: Analysis using Propensity Score Methods Sibanda, Emmanuel; Mathye, Peter; Masebe, Tshidiso Punch; Rankhumise, Mmushetji Petrus
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 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.v9i1.36678

Abstract

This research examines the impact of pre-existing disparities on Grade 12 examination performance in Gauteng and the Western Cape Provinces of South Africa, utilising propensity score matching to balance influencing factors. The analysis focuses on learners from both provinces who participated in Grade 12 examinations from 2017 to 2019. Based on the 2017 datasets, it was found that learners in the Western Cape had significantly lower odds of passing compared to those in Gauteng when using unmatched datasets. However, after matching, the likelihood of passing for Western Cape learners improved to 69%, though they remained less likely to pass than their Gauteng counterparts. This trend was observed for the years 2018 and 2019. These findings emphasise the importance of using matched data to avoid misleading conclusions in comparative assessments of educational performance.
Mathematics Education Undergraduates’ Conceptualisation of Non-Homogeneous Differential Equations Using the Method of Undetermined Coefficients Makamure, Chipo; Jojo, Zingiswa M.; Mkwelie, Nhlanhla
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 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.v9i1.36757

Abstract

The topic of ordinary differential equations (ODEs) is widely covered in higher education institutions, however, understanding non-homogeneous differential equations (NHDEs) poses challenges for students due to its complexity. Limited research in second order NHDEs points to the need for more studies on students’ conceptions and understanding of this topic and its basic concepts. This study delved into the conceptualisation of second order NHDEs and their solutions using the method of undetermined coefficients among Bachelor of Science in Education Mathematics student teachers. Employing the APOS Theory, an in-depth test on NHDE was administered to 60 participants from a university in Zimbabwe to identify their underlying challenges. The study revealed that student teachers encountered difficulties in determining general solutions for NHDEs using the method of undetermined coefficients, largely due to insufficient knowledge of basic ODEs concepts such as differentiation of exponentials, trigonometric ratios, solving quadratic equations, and algebraic skills. The findings indicated that the participants primarily utilised reasoning associated with APOS ‘action’ and less of ‘process’, hindering their engagement with higher-level concepts of solving NHDEs. Consequently, enhancing student teachers’ performance and retention in NHDEs classes therefore requires inventive approaches to instruction.
Secondary School Students' Entrepreneurial Education and Mathematical Problem-Solving Abilities: A Preventive Measure Against Unemployment Salami, Olajumoke Olayemi; Spangenberg, Erica Dorethea
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 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.v9i1.36803

Abstract

This study investigated problem solving skills and entrepreneurship education among secondary school students: an antidote for unemployment in Kwara State, Nigeria. The study was conducted in Ilorin Educational Zone of Kwara State. It was guided by three research question and one hypothesis. The survey research design was adopted. The population of the study covers mathematics students of both public and private secondary schools in the zone. 80 students (35 male and 45 female) were selected using the simple random sampling as sample for the study. One instrument tagged Opinion on Problem Solving Skills and Entrepreneurship Education Questionnaire (OPSEEQ) was used to collect data. OPSEEQ was validated and had a reliability of 0.86 when subjected to the split-half method. The research questions were answered using the mean and standard deviation score while the hypothesis was analyzed using the Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. The result revealed that there was a significant relationship between problem solving skills and entrepreneurship education among students. It was concluded that problem solving skill enhances entrepreneurship education skill. Based on the findings, it was recommended that teachers should encourage students in problem solving skills and teachers of entrepreneurship education should be trained in problem solving to enhance their teaching.
Manipulatives on Ghanaian Basic 8 Students' 3d Geometry Achievement Fuseini, Alhassan Baako; Joseph , Frank Gordon
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 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.v9i1.36915

Abstract

This study examines the impact of manipulatives on Basic 8 students’ achievement in three-dimensional (3D) geometry using an experimental research design. A total of 154 students were sampled from a population of 665 using a G*Power software-based estimation, with participants randomly assigned to control (77 students) and experimental (77 students) groups. Data collection involved a pretest-posttest achievement test, questionnaires, and structured interviews. Statistical analysis was conducted using t-tests to compare mean achievement scores between groups, and thematic analysis was applied to qualitative responses. The results indicated that while traditional teaching methods improved students’ 3D geometry achievement, the use of manipulatives led to significantly higher gains. Additionally, there was no significant gender-based difference in achievement when manipulatives were used. Questionnaire responses revealed that students developed positive attitudes and perceptions towards 3D geometry when taught with manipulatives, and interview findings suggested an improvement in conceptual understanding. The study concludes that manipulatives are effective tools for enhancing students' comprehension of spatial relationships and recommends their systematic integration into the mathematics curriculum.

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