Indonesian Journal of Mathematics Education
Indonesian Journal of Mathematics Educations is a scientific journal published by Mathematics Education Study Program, Faculty of Education and Teacher Training, Universitas Tidar. IJOME publishes the research issues on mathematics and mathematics education, could be experiments, research and development, or class action research. This journal is published twice a year in April and October.
Articles
39 Documents
<![CDATA[The Effect of Index Card Match Method to The Math Critically Thinking Skill Oriented to Higher Order Thinking Skills (HOTS) ]]>
<![CDATA[Firda Halawati Bayasut]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 2, No 2 (2019): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v2i2.1746
<![CDATA[This study aims to: (1) find out the use of the Index Card Match method in mathematics; (2) determine the students’ ability of mathematics critical thinking with Higher Order Thinking Skills (HOTS); (3) determine whether there is an influence of the use of Index Card Match method to the students’ ability of mathematics critical thinking with HOTS. This study uses the pre-experimental method with one group for the pretest-posttest design. The population in this study was all students of Senior High School in Kadugede, Kuningan, West Java, totaling 1008 students. The sampling technique used was purposive sampling. The sample of this study was taken from two classes from class VII D as a control class with 37 students and class VII E as an experimental class with 38 students. The test instruments used were multiple-choice questions. Tests were given at the initial test (pretest) and final test (posttest). The testing data were analyzed using the independent samples t-test which has previously been tested for normality and homogeneity. The results of this study indicate: (1) the use of the Index Card Match method in mathematics learning in the experimental class was positively well and students looked serious and enthusiastic in following the teaching and learning process; (2) The students’ ability of mathematics critical thinking by using the Index Card Match method increased both in the experimental and control classes; (3) There was an influence of the use of the Index Card Match method in students' ability of mathematics critical thinking oriented to HOTS.]]>
<![CDATA[Cognitive Growth Model to Improve Problem Solving Ability and Activities of the Second Semester Students in Integral Calculus Course ]]>
<![CDATA[Aprilia Nurul Chasanah]]>;
<![CDATA[Arief Budi Wicaksono]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2329
<![CDATA[The problem solving ability is needed for the students to be able to face the challenges of education on cognitive aspects. Meanwhile, in the affective aspect, the students’ activities also play an important role in the process of learning mathematics in higher education. Armed with activities and mathematical problem solving ability, they are expected to be more adaptive in their efforts to find solutions for each problem. The purpose of this research is to improve the activities and ability to solve mathematics problems in the second semester students in the Integral Calculus course using the Cognitive Growth model. This is a Classroom Action Research (CAR in the even semester 2018/2019). The subjects of this research are the second semester students of the Mathematics Education Study Program at a higher education institution in Magelang, Central Java, Indonesia. The data collection techniques in this research are the test, observation, and interview. The percentage for the aspect of the students’ activities in the first cycle = 51.51%, the second cycle = 58.56%, and the third cycle = 65.48%. The percentage of improvement in the students' mathematical problem solving ability in cycle I = 45.08%, cycle II = 40.08%, and cycle III = 56.59%. Therefore, it can be concluded that the application of the Cognitive Growth model can improve the activities and problem solving ability in the second semester students in the Integral Calculus course.]]>
<![CDATA[A Classroom Action Research (CAR): Students’ Creativity Enhancement Through Problem Solving Learning ]]>
<![CDATA[Wanda Nugroho Yanuarto]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2324
<![CDATA[The purpose of this study is to improve students’ creativity through problem solving learning. Students’ creativity is an important issue in Mathematics Economics class. Some of the problems that occur are (1) the lack of students in asking questions; (2) low idea of students; (3) lack of courage in expressing opinions; (4) lack of ability to solve difficult mathematical problems in class, and (5) ) lack of courage in defending his opinion when discussing. This research is a classroom action research on mathematics economics course in Mathematics Education Department, University of Muhammadiyah Purwokerto in 2018/2019 academic year. The research phase includes (1) planning, (2) implementing actions, (3) observation, and (4) reflection. The results of this study show good results, because of the 55 students, only 3 students who scored less in the category and the second cycle only 1 student who scored less. Therefore, it can be concluded that problem solving learning can enhance students’ creativity.]]>
<![CDATA[An Analysis of Mathematical Self-Efficacy of the 10th Grade MIPA Students of MAN Salatiga ]]>
<![CDATA[Ahmad Mukhibin]]>;
<![CDATA[Wulan Izzatul Himmah]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2242
<![CDATA[The skills required in the 21st century are highly varied. One of them is a skill in the affective aspect, such a self-efficacy which needs to be developed. Self-efficacy can affect someones future success. Someone who has a high self-efficacy will overshoot something easier than reality. But on the other hand, a person with low self-efficacy will perceive something more difficult than reality. This causes someone to get stress and depression easily. This research aims to find out and describe the mathematical self-efficacy of students. This research is qualitative descriptive research. The subjects of the research were the students of the 10th grade MIPA of MAN Salatiga for the academic year 2018/2019 which amounted to 73 students. The instrument is used as a self-efficacy questionnaire format developed from a self-efficacy of Sutanto (2018). The instrument consists of 20 statements and has been validated by expert lecturers. The results of the research showed that 2.74% of students have very low self-efficacy, 21.92% of students have a low self-efficacy, 57.53% of students have a high self-efficacy, and 17.81% of students have very high self-efficacy. This shows that mathematical self-efficacy of students need to be trained in order to be enhanced.]]>
<![CDATA[Some New Notes on Mersenne Primes and Perfect Numbers ]]>
<![CDATA[Leomarich F Casinillo]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2282
<![CDATA[Mersenne primes are specific type of prime numbers that can be derived using the formula , where is a prime number. A perfect number is a positive integer of the form where is prime and is a Mersenne prime, and that can be written as the sum of its proper divisor, that is, a number that is half the sum of all of its positive divisor. In this note, some concepts relating to Mersenne primes and perfect numbers were revisited. Further, Mersenne primes and perfect numbers were evaluated using triangular numbers. This note also discussed how to partition perfect numbers into odd cubes for odd prime . Also, the formula that partition perfect numbers in terms of its proper divisors were constructed and determine the number of primes in the partition and discuss some concepts. The results of this study is useful to better understand the mathematical structure of Mersenne primes and perfect numbers.]]>
<![CDATA[Effectiveness of Mathematical Learning Model to Stimulate Critical Thinking on Mathematics Learning Outcomes of High School Students ]]>
<![CDATA[Dafid Slamet Setiana]]>;
<![CDATA[Rusgianto Heri Santosa]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2331
<![CDATA[This study aims to determine the effectiveness of the mathematics learning model to stimulate critical thinking on student mathematics learning outcomes compared to the direct learning model in class XII science students of senior high school in Pacitan. The type of research is quasi-experimental, with a population of all students of class XII IPA of SMA N 2 Pacitan. The sample consists of 28 students of class XII IPA-1 as an experimental class and class XII of IPA-2 of 28 students as a control class. The sampling technique was purposive random sampling. Data collection techniques using the test. The test is a student's initial ability test and a student's mathematics learning outcomes test. The analysis technique of the data used in this study is the t-test, while the analysis of prerequisite tests includes tests of normality and homogeneity tests. The results showed that mathematics learning using the mathematics learning model to stimulate critical thinking was more effectively applied in learning compared to the direct learning model of the mathematics learning outcomes of high school students in terms of the results of the t-test analysis and the average test scores of learning outcomes.]]>
<![CDATA[Improving the Ability of MTs Mathematics Teachers Using Mathematics Learning Media Through the Training of "Kelasmen" Model in Target Madrasah in the Temanggung Regency ]]>
<![CDATA[Anik Yuliani]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 1 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i1.2272
<![CDATA[The purpose of this research was to improve the ability of MTs mathematics teachers in the Temanggung regency to use mathematics learning media through the training of the Kelasmen model. This was supervisory action research. The research period was three months from mid of February 2019 to mid of April 2019. This research was conducted in three cycles on mathematics teachers in the Pringsurat, Tembarak, Selopampang, Kaloran, and Temanggung subdistrict in eleven targets MTs in Temanggung regency. The stages undertaken by the researcher in this study are (1) the preliminary initial reflection stage, (2) the planning stage, (3) the implementation phase of the action, (4) the observation phase, and (5) the reflection phase. After being given training through the Kelasmen model on the use of mathematics learning media, the ability of mathematics teachers in eleven MTs in Temanggung regency experienced an improvement from 53.33% in cycle I to 66.67% in cycle II and 86.67% in cycle III. Therefore, it could be concluded that the training of the Kelasmen model could improve the ability of MTs mathematics teachers in the Temanggung regency to use mathematics learning media. Thus the hypothesis of the proposed action was declared successful and accepted.]]>
<![CDATA[Commentary on Paul Ernest’s Theory about Teachers’ Beliefs and Practice ]]>
<![CDATA[Milica Videnovic]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 4, No 1 (2021): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v4i1.3634
<![CDATA[In this short communication, the author analyzed Paul Ernest’s theory on relationships between teachers’ beliefs, and their impact on teachers’ practice of mathematics. The author considered the teachers’ espoused and enacted models of mathematics assessment in addition to the teachers' views of the nature of mathematics, teaching, and learning models. The author also considered three purposes of mathematics assessment.]]>
<![CDATA[Students Motivation and Mathematical Problem Solving Enhancement through SFAE (Student Facilitator and Explaining) in Problem-Solving Strategies ]]>
<![CDATA[Trisnawati Trisnawati]]>;
<![CDATA[Wanda Nugroho Yanuarto]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i2.3339
<![CDATA[This study was employed to enhance learning motivation and mathematical problem-solving abilities of class VIII A students of SMP Negeri 7 Purwokerto through SFAE learning with problem-solving strategies. The subjects of this study were 31 students of class VIII A SMP Negeri 7 Purwokerto. This study is a Classroom Action Research (CAR), which was conducted collaboratively and participative. The action research was carried out in 3 cycles, with each cycle consisting of 2 meetings. Students were given a questionnaire to measure learning motivation and a test to measure their mathematical problem-solving abilities at the end of each cycle. Data collection techniques in this study include observation, questionnaires, tests, and documentation. Data analysis was carried out by descriptive qualitative and quantitative. The finding showed that implementing of SFAE learning with problem-solving strategies could increase students’ learning motivation and mathematical problem-solving abilities. The study found that (1) The average percentage of the overall learning motivation questionnaire is steadily increased from 61.71% in cycle one to 68.10% in cycle two and 76.03% in cycle three. (2) The average percentage of student tests for problem-solving abilities in cycle one also significantly increases from 35.21% to 53.20% in cycle two and 79.61% in cycle three. The average student test rate for each indicator of problem-solving ability has met the study’s success criteria.]]>
<![CDATA[Developing Learning-based Instagram Media on Derivative ]]>
<![CDATA[Bimba Dhiwangkara]]>;
<![CDATA[I Nyoman Arcana]]>;
<![CDATA[Annis Deshinta Ayuningtyas]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v3i2.3425
<![CDATA[This study aims to develop learning media using Instagram and determine its feasibility. This research method used Research and Development (R&D) with the ADDIE development model through 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. The research was conducted at SMA N 1 Ngemplak. The data collection technique used a validation questionnaire conducted by two teachers and one lecturer and students response questionnaire. The data analysis techniques were descriptive qualitative and quantitative. The result of this research was a derivative learning media in the form of videos presented through Instagram. The feasibility test results showed that the learning media had met three eligibility criteria for learning media. The assessment of media and material experts showed that learning-based Instagram media was in the good category. Based on students' assessment, learning media's feasibility based on Instagram social media was good to use. The correlation between the students response questionnaire and the learning outcome test also showed a unidirectional and significant correlation. It indicated that there was a correspondence between the questionnaire scores and the learning outcome test scores. Based on these results, learning media through Instagram social media is suitable for the learning process.]]>
