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International Journal of Insights for Mathematics Teaching (IJOIMT)
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26152495     DOI : 10.17977
Core Subject : Education,
Mathematics
International Journal of Insight for Mathematics Teaching is published at most twice a year in October and March. It contain scientific articles on mathematics education written in English. The article is published in form of research results, research review, or even perspectives, opinions, and commentaries on mathematics teaching. Abstracts and full text that have been published on the website can be read and downloaded in
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol 1, No 1 (2018)" : 8 Documents clear
PRE-SERVICE ELEMENTARY TEACHERS’ WRITTEN COMMUNICATIONS: EXPLAINING MULTIPLICATION USING AREA REPRESENTATIONS Saleh, Sitti Fithriani; Purwanto, Purwanto; Sudirman, Sudirman; Hidayanto, Erry
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

This research was conducted to proposepre-service elementary teachers? (PsET)written communication in explaining multiplication representation, especially using area representation. Communication has an important role in learning process. Through communication, one can show or confirm his or her knowledge. The subjects of this research were 9 university students as the PsET. The subjects were asked to write the explanation of multiplication using area representation on a paper. After that, the researcher confirmed it by asking the subjects to re-explain that mentioned representation on a board as if they really taught elementary school students. From the result of this research, it is identified three main findings that can be obtained from written communication of the PsET, they are 1) expressing procedural and conceptual knowledge, 2) expressing ability in constructing connection, and 3) improvingthe confidence of PsET.
SERIES OF ARGUMENTS ON PROCESSES OF CRITIQUES TO MATHEMATICAL PROBLEMS Nugroho, Bayu; Nusantara, Toto; As'ari, Abdur Rahman; Sisworo, Sisworo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

This study was initially based on the researcher?s interest in a case found in students as they responded mathematical problems provided in the form of critiques to a problem. The study aimed to explore the students? arguments to describe the students? thinking processes while they are giving critiques to a mathematical problem. The study was qualitative research in a case study involving one student as a subject of research.  The finding showed that the students used 4 series of arguments as the main reason to give critiques to the given problem. The critiques were delivered due to several factors consisting of; (1) the students? inability to discover appropriate strategies to deal with the given problems; (2) the personal experiences kept in a Long Term Memory, and (3) the fallacy on reasoning.
REPRESENTATION OF SCHEMATIC VISUAL IN SOLVING PYTHAGORAS’ WORDPROBLEM Suryaningrum, Christine Wulandari; Purwanto, Purwanto; Subanji, Subanji; Susanto, Hery
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

The aim of this article is to identify the steps which were done by the students in solving Pythagoras? word problems. This study used qualitative research by using explorative descriptive approach. The subject of this study was four students who werein seventh grade of Junior High school of Muhammadiyah 1 Jember.  The subjects givenone problem in the form of story that had to be done based on their styles.  From the result analysis of the study was found that the students tried to understand the aim of the problems by using picture, compass direction, and Pythagoras? pattern. In solving Pythagoras? word problem, the students used representation of schematic visual. In making schematic picture, the students were supposedto be consistent with compass direction. The student that isconsistent with compass direction can make the schematic picture correctly and with a picture,the student can solve the word problems by using Pythagoras? pattern correctly. The student who is inconsistent with compass direction will get difficulties in making schematic picture and not be able to solve Pythagoras? word problems correctly.
STUDENTS’ REVERSIBLE REASONING ON FUNCTION COMPOSITION PROBLEM: REVERSIBLE ON FUNCTION AND SUBSTITUTION Ikram, Muhammad; Purwanto, Purwanto; Parta, I Nengah; Susanto, Hery
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

In this paper we report students? reversible reasoning types on function composition problem. Reversible reasoning can be observed according to operation and structural correlation among input, process, and result.  There are seven students participate in doing function composition related to structural correlation in (f?g)(x)=h(x), The researchers assume that there are four types of reversible reasoning in composition problem, namely: (1) reversible on composition; (2) reversible on function; (3) reversible on substitution; (4) reversible on variables. However, there are only two appearing reversible reasoning, they are: reversible on function and reversible on substitution. Each type were selected a subject to be interviewed for 25 minutes and asked to do the Function Composition Task (FCT). Subject with reversible on function type identifies structural correlation among input, source and result as well as involving inverse in input with permissibility (f(y)) to produce basic function (f(x)). Meanwhile, subject with reversible on substitution type, constructs result based on the input, identifies structural similarity and generalizes from the structural similarity to produce basic function.
THE EMERGENCE OF STUDENTS’ METACOGNITION IN THE PROCESS OF MATHEMATICAL PROBLEM SOLVING Kusumaningtyas, Nopem; Sa'dijah, Cholis; Rahardi, Rustanto; Rahardjo, Swasono
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

Developing a problem-solving skill for important things which need to be paid attention is how the students' thinking process in solving a problem is. Thinking about what is thought in this term relates to students' awareness of their ability to develop various ways which may be taken in solving a problem is known as metacognition. The existence of metacognition is very important for students in solving mathematical problems. This is a qualitative study using the grade VII students having medium ability as the subjects. The results of the study obtained that through intervention conducted by the researchers in 5 meetings, metacognition capability emerged in the subjects so that with their own ability they are able to solve mathematical problems provided.
WHY DID THE STUDENTS MAKE MISTAKES IN SOLVING DIRECT AND INVERSE PROPORTION PROBLEM? Irfan, Muhammad; Nusantara, Toto; Subanji, Subanji; Sisworo, Sisworo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

The purpose of this study is to describe the student's difficulties in solving direct and inverse proportion problem. This research uses explorative qualitative research type. The subject of this research is the second semester student of Mathematics Education Study Program in East Java. Subjects were selected based on purposive sampling. The findings of this study are 86% of students are wrong in solving the problem of inverse proportion, 28% of students are wrong in solving direct proportion problem, and 91% of students are wrong in solving both problems in a single question. Then, the students who made mistakes in solving the problem were chosen purposively for interview. The finding in this research is the student(1) do not understand the use of variables, (2) do not understand the use of formulas, (3) do not understand the key phrases on the problem, (4) Difference in ratio, fractional, and division, (5) do not understand the problem, (6) do not understand simplification of division, and (7) do not interpret proportion relation correctly.
IDENTIFICATION ERRORS OF PROBLEM POSED BY PROSPECTIVE PRIMARY TEACHERS ABOUT FRACTION BASED MEANING STRUCTURE Prayitno, Lydia Lia; Purwanto, Purwanto; Subanji, Subanji; Susiswo, Susiswo
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

The purpose of this study was to identify problem posed by prospective teachers about addition fractions based on meaning structure. This study is a quantitative descriptive to identify errors of fraction problem posed by prospective teachers based on the meaning.  46 prospective primary teachers in 8th semester in universities at Surabaya were involved in this research. Instrument in this study is a problem posing worksheet consisting two operations on fractions. Problems posed by prospective teachers were analyzed through three stages, grouping problems based on categories, structure of meaning, and analyze the error of the problem posed. The results of data analysis indicated that: (1) on the category of questions about fractions of 93.48% for 1stoperations and 97.83% for 2ndoperation, (2) on the Non-question category about operations fraction is 6.52% for 1st operations and 1.17% for 2nd operation. Grouping problems posed by prospective teachers based on structure meaning combined category is 62.79% for 1st operations and 75.56% for 2nd operation. For category of part relationships overall is 27.91% for 1st operations and 20% for 2ndoperation, while those which not belonging to the second category are 9.3% for 1st operations and 4.44% for 2nd operation. The errors of problem posed by prospective teacher based on meaning structure are (1) not related to daily life situation, (2) illogical problem, (3) unit is not appropriate, (4) fractions incompatible with the sum operation (5) gives whole number to give meaning fraction, (6) lost information, and (7) the added result exceeds the overall concept of the fraction.
THE PROCESS OF DISCOVERING STUDENT’S CONJECTURE IN ALGEBRA PROBLEM SOLVING Yuniati, Suci; Nusantara, Toto; Subanji, Subanji; Sulandra, I Made
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018)
Publisher : Universitas Negeri Malang

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Abstract

This exploratory descriptive research aims to describe the process of discovering student?s conjecture in mathematics problem solving. There were 2 students in grade VII of Junior High School who participated as the research subject. The instruments used in this research were problem solving test and interview. This research consisted of three stages which were: 1) data collection; data taken process where the researcher asked every student to solve the problem given; 2) analysis on students? work and interview; in this step the researcher analyzed the results of the students? work and carried out interview with the students for further examination of conjecture discovering process when solving the problem; and 3) examining and concluding students? work result and interview result. The result of this study shows that the stages in discovering conjecture were done sequentially although not all steps were done.

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