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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 29 Documents
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THINKING INTERACTION OF STUDENT IN SOLVING OPEN-ENDED PROBLEMS Sulandra, I Made; As'ari, Abdur Rahman; Subanji, Subanji; Syarifudin, Syarifudin; Purwanto, Purwanto; Irawan, Edy Bambang
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 2 (2018)
Publisher : Universitas Negeri Malang

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Abstract

The purpose of this research is to describe the process of thinking interaction of students in solving the open-ended problem. The thinking interaction of students' in this study is defined as an activity of exchanging thoughts between students one with other students through communication to produce the suitability of the thinking process between them through the resolution of open-ended problems. This study was conducted on a group of junior high school students with heterogeneous capabilities, consisting of 5 students, and have taken the material to build space. The data of thought interaction activity is obtained from discussion result in solving open-ended problem analyzed by information processing theory. Students' thinking interaction activities begin from one subject person who gives statement and understanding about the problem provided. Activity mutual ideas, complement or give feedback to other subject's comments, ask questions that have not been understood, or give an explanation in deciding the answer to be agreed. Subsequent activities decide the answer orally to be written by each subject. All subjects poured the agreed result on the answer sheet, but there were still doubts from the two subjects on the answer, so the subject looked back at the answers from other subjects. Some subjects continue to write answers and in the end, each subject has a form of answer in accordance with their respective understanding.
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.
CRITICAL THINKING SKILLS OF STUDENTS FROM THE ASPECT OF STRATEGY AND TACTICS IN SOLVING MATHEMATICAL PROBLEMS Adinda, Anita
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

This study aimed to determine students' critical thinking skills from aspects of strategy and tactics in solving mathematical problems. This study used a qualitative approach with descriptive methods. The subjects of this study consisted of 5 graduate students in Malang. The instrument used was a test of critical thinking skills from aspects of strategy and tactics and interviews. The results of the description and interview analysis showed that students' critical thinking skills from the aspect of strategy and tactics in solving critical thinking problems were low. For each indicator of strategy and tactics aspects, critical thinking skills from the aspect of strategy and tactics on indicators revealed high-level problems, critical thinking skills from aspects of strategy and tactics to indicators formulated alternative solutions, used arguments and re-examined relatively low.
REPRESENTATION TRANSLATION ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING MATHEMATICS PROBLEMS Swastika, Galuh Tyasing; Nusantara, Toto; Subanji, Subanji; Irawati, Santi; As?ari, Abdur Rahman; Irawan, Edy Bambang
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 2 (2018)
Publisher : Universitas Negeri Malang

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Abstract

This research aims at analyzing the representation translation of Junior High School students in solving mathematical questions related to algebra. This research used descriptive qualitative approach. The focus of representation translation used in this research was the external representation which was a verbal translation into diagram, verbal into symbolic, symbolic into diagram, diagram into symbolic, and diagram into verbal. Based on the analysis of research findings, it shows that representation translation of students from verbal, symbolic, and diagram into verbal and diagram was not really mastered by the students. Meanwhile, the representation translation into symbolic was frequently used by the students although they were expected to do other translation rather than symbolic.
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.
PROBLEM-SOLVING ASSESSMENT IN MODIFYING TASKS Subekti, Puji
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

An assessment has many benefits, especially in efforts to modify tasks. Often the teacher overrides the process of assessing students in problem-solving. Teachers use easy methods to teach. This causes students only to be able to practice questions and solutions conceptually and cannot develop their creativity in problem-solving. In this study aims to assess prospective teachers to accomplish problem-solving so that they can be creative in modifying tasks for students. The main aspect of this study is to provide an assessment of the problem-solving ability so that prospective teachers can change the new assignment. Students were practicing using an approach to a multi-dimensional perspective SPUR. Can make students excited and try to be creative in modifying the task.
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.
STUDENTS’ MISCONCEPTIONS IN INTERPRETING THE MEAN OF THE DATA PRESENTED IN A BAR GRAPH Rahmatina, Desi; Zaid, Norasykin Mohd
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 2, No 1 (2019)
Publisher : Universitas Negeri Malang

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Abstract

Interpreting the mean of the data presented in a bar graph constitutes a mix of two concepts highly useful for testing students? level of understanding of the mean. This study aimed to  describe students? misconceptions in the interpretation of the mean of data that are represented in a bar graph and the causes of such misconceptions and to examine whether misconceptions differed by gender and grade. The participants of this study consisted of 112 students (48 males, 64 females) of the Natural Science program of SMAN 1 Tanjungpinang in three grades?tenth, eleventh, twelfth. Employing a mixed method with an exploratory sequential design, this study collected and analyzed qualitative data prior to quantitative ones. The research identified 12 misconceptions about the mean and 8 causes of such misconceptions, and based on the chi-squared test results, neither gender- nor grade-based difference in students? misconceptions was found. These results have an implication for teachers and other educational stakeholders in considering the achievement of learning objectives and core competences in the learning process, especially in the processing, reasoning, and presentation of the mean of data that are presented in a bar graph.
PRE-SERVICE MATHEMATHICS TEACHERS’ PREFERENCES IN USING MULTIPLE REPRESENTATION OF WORD PROBLEM SOLVING Nurrahmawati, Nurrahmawati; Sa'dijah, Cholis; Sudirman, Sudirman; Muksar, Makbul
International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 2 (2018)
Publisher : Universitas Negeri Malang

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Abstract

Multiple representations have an essential role in the mathematics learning process for the students, pre-service and in-service teachers. It is important for them to understand the concept of mathematics and mathematical problem solving particularly in word problem-solving. However, pre-service teacher and in-service do not fully notice of using a variety of representations in the learning process. Thus, the purposes of this study are intended (1)  to find out the type of multiple representations used by pre-service teachers to solve the word problem by their own,  and (2) to figure out how they teach the process of word problem solving to the students. The participants of this research were the sixth-semester students of the Mathematics Education Program. Their written responses were analyzed and interviewed (semi-structured interview). The result showed that the types of multiple representations used by pre-service teachers are symbolic and verbal representations. Different multiple representations are used to help the student in word problem solving, even though pre-service teachers did not fully aware to apply them in their teaching activity. Hence, sharing the knowledge and the usage of multiple representations for pre-service mathematics teachers are urgently required in the real classroom setting.
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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