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Imam Rofiki
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International Journal on Teaching and Learning Mathematics
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26212188     EISSN : 26212196     DOI : https://doi.org/10.18860/ijtlm
Core Subject : Education,
Education Mathematics
The aim of International Journal on Teaching and Learning Mathematics is to publish high-quality original research articles or review articles (only for invited foreign authors) on mathematics education which come from international audiences. This journal is designed and devoted to lecturers, researchers, mathematics school teachers, or university students (Master and Doctoral) who want to publish their research reports or their literature reviews. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole fields of research in mathematics education are welcome, which includes, but is not limited to the following topics: teaching and learning process, development research, thinking processes, problem-solving, proving, reasoning, ethnomathematics, communication, and educational technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 61 Documents
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Development of mathematical learning instruments based on ethnomathematics in character education learning Ririn Dwi Agustin; Mika Ambarawati; Era Dewi Kartika
International Journal on Teaching and Learning Mathematics Vol 1, No 1 (2018): June (This issue published papers with authors/co-authors from 7 universities/in
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v1i1.5353

Abstract

The purpose of this research is to develope mathematical learning instrument based on ethnomatematics in strengthening students’ character education. The learning instruments consist of syllabus, lesson plan, and student worksheet. This research is a development study. This research was conducted in grade 8 of junior high school in Indonesia. This research was implemented in three stages, namely: define, design, and develop. The define phase includes the analysis of syllabus, syllabus, lesson plan, and student worksheet; the design stage includes the preparation of learning instruments draft and research instruments; the development stage includes the test of learning instruments, evaluation and perfection of learning instruments. The validation results of expert validators were as follows: syllabus device with a value of 4.62 with a very valid category, student worksheet instruments with a value of 4.59 with a very valid category, while the materials learning device with a value of 3.55 with a very valid category.
Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development Fina Hanifa Hidayati
International Journal on Teaching and Learning Mathematics Vol 3, No 1 (2020): June (This issue published papers with authors/co-authors from 3 countries [USA,
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v3i1.9699

Abstract

Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.
Improving students’ mathematics learning outcomes through the implementation of think-pair-share model Sitti Rahmah Tahir; Muhammad Irfan Basri; Andi Mulawakkan Firdaus
International Journal on Teaching and Learning Mathematics Vol 2, No 2 (2019): December (This issue published papers with authors/co-authors from 2 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v2i2.7609

Abstract

This research is a classroom action research which aims to improve mathematics learning outcomes through the application of the Think-Pair-Share type of cooperative learning model. The research subjects were 25 tenth grade students who consisted of 9 male students and 16 female students. The instruments used were observation sheets, response questionnaires, and learning outcomes tests. Data collection techniques in this study were information on student activities, implementation of actions, and students’ learning outcomes. Data on the observations of student activities and response questionnaires will be analyzed qualitatively, whereas data on students’ learning outcomes will be analyzed quantitatively using descriptive statistics. The results of this study showed that the application of the cooperative learning model with Think-Pair-Share model can improve students’ mathematics learning outcomes.
Utilizing microsoft excel spreadsheet technology to improve senior secondary school students’ achievement and retention in quadratic function in Nigeria education Clement Onwu Iji; Benjamin Ogbole Abakpa; Abel Okoh Agbo-Egwu; David Iortuhwa Takor
International Journal on Teaching and Learning Mathematics Vol 5, No 1 (2022): June (This issue published papers with authors/co-authors from 2 countries [Nige
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v5i1.18292

Abstract

This study examined effect of Ms-Excel spreadsheet technology on senior secondary two students’ achievement and retention in quadratic function graphs in Education Zone C Benue State, Nigeria. The study employed a quasi-experimental, non-randomized pre-test post-test control group design. A sample of 302 SS 2 students from two schools in Benue education zone C were selected from a population of 10,918 SS 2 students for the study using purposive sampling technique. Data were collected using Quadratic Function Achievement Test (QFAT) and Quadratic Function Retention Test (QFRT) instruments. The instruments were validated by five experts, two in Mathematics Education, one in Measurement and Evaluation and two Mathematics teachers. The reliability of QFAT was 0.82. Research questions were answered using mean, standard deviations and percentages (scatter gram) while hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study showed among others, that SS2 students taught quadratic function graphs using Ms-Excel spreadsheet technology improved more on their achievement and retention with no gender difference. Among suggestions made were, the need to create awareness among Mathematics teachers, Mathematics educators and curriculum planners to integrate Ms-Excel spreadsheet in particular and ICT in general as a teaching strategy in Mathematics teaching and learning process.
A culture-based development of mathematics learning: A case on the Muhammad Cheng Hoo Mosque of Surabaya Nur Fadilatul Ilmiyah; Zulinda Nur Sa’idah; Ifatun Nisa'; Ika Kusuma Wijaya
International Journal on Teaching and Learning Mathematics Vol 4, No 1 (2021): June (This issue published papers with authors/co-authors from 3 countries [Sing
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v4i1.10980

Abstract

Learning mathematics in schools aim to make students able to make mathematics as a solution or approach in simplifying or solving daily problems. To achieve this goal, it is necessary to have a culture-based mathematics learning which expected to be able to help students understand and master mathematics better. The purpose of this study is to identify the mathematical elements contained in the ornament and architecture of the Muhammad Cheng Hoo Mosque in Surabaya. This research is qualitative research with an ethnographic approach. Data collected by using a literature study, observation, documentation, and interviews. Data analysis is classified into several stages, namely domain and taxonomic analysis, componential analysis, and cultural theme analysis. The results showed that there are mathematical elements in the ornament and architecture of the Muhammad Cheng Hoo Mosque in Surabaya included the concepts of plane geometry, solid geometry, and transformational geometry. Mathematical elements in this mosque may be used as material for the development of culture-based mathematics learning at the primary and secondary school levels.
Senior high school students’ argumentation in proving mathematical induction based on mathematical abilities Natasya Ziana Walidah; Elly Susanti
International Journal on Teaching and Learning Mathematics Vol 4, No 1 (2021): June (This issue published papers with authors/co-authors from 3 countries [Sing
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v4i1.14315

Abstract

Argumentation and proof are two interrelated elements in mathematics, which is one of the important goals in mathematics education. Furthermore, these also need to be supported by students' mathematical abilities, so that it has implications for proving they did. This qualitative research will be explained descriptively which aims to find out senior high school students' argumentation in proving mathematical induction. This research subjects consisted of six senior high school students in Surabaya who had low, medium, and high mathematical abilities. Research data were collected through a written test about proving mathematical induction. Then, the data analysis will be carried out, including: sorting the data, presenting the data, and making conclusions. The results shows that senior high school students who have medium and high mathematical abilities can proving mathematical induction which bring up claims, evidence, and reasoning in their argumentation. Meanwhile, senior high school students who have low mathematical abilities can proving mathematical induction which only bring up claims and evidence in their argumentation.
Error analysis in answering system of of linear equations with two variables questions based on Newman indicator Mita Akbar Sukmarini; Hermanto Hermanto
International Journal on Teaching and Learning Mathematics Vol 4, No 1 (2021): June (This issue published papers with authors/co-authors from 3 countries [Sing
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v4i1.14180

Abstract

This study focuses on the forms of errors made by students in solving math problems, especially on the material of a two-variable system of linear equations. The purpose of this research is  describing detail the form of errors made by students based on error indicators according to the Newman Stages. The data collection technique used is observation. By collecting data in the form of written test results from students, the forms of errors made by students were obtained, including: at stage (1) the form of the error was wrong in writing down known information, incomplete in writing down the information contained in the question, and wrong in determining the information in question, at stage (2) it is not appropriate to write a mathematical model from known information, and does not use variable symbols to simplify calculations, at stage (3) does not operate similar variables, substitutes wrong values, does not apply rules of operation, miscalculations, and did not get the final result of the calculation process, at stage (4) did not change the variable symbol into the form that the question asked, did not provide information on the final answer, and wrote conclusions but did not match what the questions asked.
Resuscitating students’ attitude toward mathematics via computer-based software package instruction Udobia Elijah Etukudo
International Journal on Teaching and Learning Mathematics Vol 4, No 1 (2021): June (This issue published papers with authors/co-authors from 3 countries [Sing
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v4i1.10496

Abstract

The poor attitude of students towards mathematics in Nigeria has constituted a threat to national development, considering the important of mathematics in all facet of life. This study determines the effect of computer-based software on student’s attitude towards mathematics-graph, using three groups taught with computer-based software, graphic organizers and conventional strategy (discussion method). Gender and computer self-efficacy were used as moderating variables to determine the existence gender disparity in attitude towards mathematics when computer-based software was used and to establish the effect of computer self-efficacy on students’ attitude towards mathematics when taught with computer-based software. The result shows that  computer-based software was more effective in enhancing attitude towards graphs than graphic organizer and conventional strategy. There was also significant interaction effect of treatment and computer self-efficacy; treatment and gender; treatment, computer self-efficacy and gender on attitude towards graphs.  computer-based software was found to significantly improve students’ attitude towards graphs than the conventional strategy. Therefore, computer-based software for use in teaching Mathematics in secondary schools in Nigeria. To this effect mathematics teachers should be trained on the design, development and use of computer assisted instruction package in teaching.
Examining components of attitudes towards mathematics among senior secondary school students in Nigeria ADENEYE OLAREWAJU AWOFALA
International Journal on Teaching and Learning Mathematics Vol 3, No 2 (2020): December (This issue published papers with authors/co-authors from 3 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v3i2.9496

Abstract

The study investigated the components of attitudes towards mathematics among 1500 senior secondary school students from 20 co-educational public schools in the Lagos State of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected using the component of attitudes toward mathematics scale (Cronbach alpha coefficient α=0.96) were analysed using the descriptive statistics of frequency count, percentage, mean, and standard deviation and inferential statistics of independent samples t-test and factor analysis. Findings revealed that senior secondary school students’ level of components of attitudes toward mathematics was at a moderate level. Components of attitudes towards mathematics scale was a multi-dimensional construct consisting of cognitive, behavioural and affective elements. Gender differences in components of attitudes towards mathematics among senior secondary school students were significant and in favour of the males. Based on this study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate further the confirmatory factor analytic structure of the components of attitudes towards mathematics scale among senior secondary school students.
Game based assessment in the mathematics classroom Ying Xuan Eunice Leong; Toh Tin Lam
International Journal on Teaching and Learning Mathematics Vol 4, No 1 (2021): June (This issue published papers with authors/co-authors from 3 countries [Sing
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v4i1.10251

Abstract

The objective of this paper is to present a conceptualization and creation of a game-based assessment to address student anxiety and accelerate students’ learning through the immediate feedback given in-game. We used a revised form of Computerized Adaptive Testing in order to adapt to the test-takers’ ability and knowledge level. We adapted the Computerized Adaptive Testing to design our game-based assessment. Our design is guided by the existing education literature about student learning and the context of the game is based on the current trend of popular culture among school-going age children. We propose a game which incorporates the features of the three types of assessment: assessment for learning, assessment of learning and assessment as learning. The structure of the game-based assessment allows students to proceed as a pace which is suitable for the individuals. Through the use of a technology enhanced game-based assessment, we hope to reduce students’ anxiety related to assessment, and that they are able to progress at a customized learning.

Page 3 of 7 | Total Record : 61

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