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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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Students’ Procedural Errors in Solving Differential Equation Problems Based on Newman Error Analysis Elsa, Hanne Ayuningtias; Gumilar, Agung Cahya; Ridha, Moch. Rasyid
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.v9i2.43151

Abstract

Students' ability to solve problems in Differential Equations (DE) keep miscalculate, especially in homogeneous DE, exact DE, and integration factors, thus requiring an in-depth analysis of these errors. This study aims to identify the types of errors made by students in solving problems in DE based on Newman Error Analysis (NEA) theory. This research used qualitative approach with a case study design as a method. The subjects of this research was nine students who took the DE course. The research instrument was taking from students’ midterm exam answer sheet for two selected descriptive questions. The result shared three types of errors made by students: transformation errors, process skill errors, and encoding errors. Those indicates students were lacking in process skills, which include algebraic operations, algebraic manipulation, and integration techniques in solving PD problems. Based on the result, this study implies the importance of strengthening prerequisite calculus learning and using NEA-based diagnostic strategies as the next improvement effort. Furthermore, the research suggested specific DE diagnostic instruments development and integrated warning examples into learning to address procedural errors while training students to think critically.
Hypothetical Learning Trajectory Using Straws to Teach Subtraction to Elementary School Students Pinasthi, Titah; Amir, Mohammad Faizal
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.v9i2.43364

Abstract

This study developed a context-based Hypothetical Learning Trajectory (HLT) using straws as concrete manipulatives to support elementary students’ understanding of two-digit addition and subtraction. Employing a Design Research approach, the study consisted of an initial design, two cycles of teaching experiments, and a retrospective analysis. The HLT was constructed through sequential activities that guided students from concrete representations to symbolic reasoning related to place value, addition with and without carrying, and subtraction with and without borrowing. The findings indicate that straw-based manipulatives effectively supported students in developing the concept of regrouping, enhancing calculation accuracy, and strengthening conceptual understanding, particularly during carrying and borrowing processes. Across Activities A–D, the actual learning trajectory aligned with the hypothetical pathway, with notable benefits for students with lower initial abilities. Overall, the results confirm that bundling-based concrete media such as straws offer a meaningful and feasible instructional alternative for early-grade mathematics learning.
Enhancing Students’ Understanding of Spatial Nets through Problem-Based Learning Integrated with Two Stay Two Stray Akyun, Qurrotun; In’am, Akhsanul; Rosyadi, Alfiani Athma Putri
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.v9i2.43452

Abstract

This study aims to implement spatial net learning based on Problem-Based Learning (PBL) integrated with the Two Stay Two Stray (TSTS) strategy for ninth-grade junior high school students. The learning was conducted through an open class approach in three Plan–Do–See cycles, focusing sequentially on flat-sided nets, curved-sided nets, and their combinations. Learning implementation was observed using the Basic Teaching Skills (KDM) instrument, while student outcomes were evaluated in terms of attitude, skills, and knowledge. The results show that learning implementation consistently reached an excellent category, with scores ranging from 96.43% to 97.72%. Students’ attitudes improved from 94.4% in the first cycle to 100% in the second and third cycles. Skill performance increased significantly in the second cycle (98.3%) and slightly decreased in the third cycle (96.6%) as task complexity increased. Knowledge scores also rose from 90 to 95.5 before slightly declining to 93.3 in the final cycle. These findings indicate that improvement occurred because contextual problem-solving in PBL, combined with structured cross-group idea exchange through TSTS, supported students’ visual spatial reasoning and conceptual understanding of spatial nets. Overall, this study demonstrates that integrating PBL and TSTS provides a pedagogically meaningful approach for geometry learning that emphasizes exploration, visualization, and collaborative reasoning.
The Application of Deep Learning Approaches in Mathematics Learning: A Literature Review Study Salma, Emilia; Wijayanti, Dyana
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.v9i2.43853

Abstract

Mathematics learning often faces challenges such as monotonous and teacher-centered methods, which can reduce student interest and motivation. The Deep Learning approach offers an innovative alternative by positioning students as active subjects in the learning process. This approach emphasizes in-depth understanding through three main pillars: Mindful Learning, Meaningful Learning, and Joyful Learning. The study employed a Systematic Literature Review (SLR) method by analyzing eight empirical articles published between 2021–2025 related to the implementation of the Deep Learning approach in mathematics learning. The finding indicate that the Deep Learning approach can foster in-depth conceptual understanding. In addition, this approach can also improve the quality of learning by making students the main subjects and actively involved during the learning process. This study is expected to provide a comprehensive overview for educators and researchers in designing adaptive and effective mathematics learning in the 21st-century education era.

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