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Aloisius Loka Son
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MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Published by Universitas Timor
ISSN : ""     EISSN : 25275933     DOI : https://doi.org/10.32938/jipm.6.2.2021.31-41
Core Subject : Education,
Mathematics
MATH-EDU: Jurnal Ilmu Pendidikan Matematika menerbitkan hasil penelitian yang original, dan atau naskah kajian teoritis dalam bidang matematika dan pendidikan matematika, tentang masalah terkini, yang dilakukan oleh: (1) Pengajar di tingkat Sekolah Dasar dan Menengah, serta Perguruan Tinggi, (2) Pengamat dan peneliti bidang Pendidikan Matematika, (3) Pengambil keputusan pendidikan di tingkat daerah dan nasional (berhubungan dengan Pendidikan Matematika).
Arjuna Subject : Umum - Umum
Articles 143 Documents
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The Relationship Between Mathematics Anxiety and Problem-Solving Skills among Junior High School Students in Indonesia Marpaung, Rissa Isabella Taruli; Simarmata, Justin Eduardo
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10721

Abstract

Mathematics anxiety is a well-documented affective factor that negatively impacts students’ performance and engagement in mathematics. This study explores the relationship between mathematics anxiety and problem-solving skills among junior high school students in Indonesia. A total of 35 students from Grades 7 and 8 at SMP Sangkara in Medan participated. Mathematics anxiety was measured using a 20-item Likert scale (lower scores indicate higher anxiety), while problem-solving ability was assessed through a five-question open-ended test scored on a 4-point rubric. Descriptive statistics indicated moderate to high mathematics anxiety (M = 33.31, SD = 6.59) and low to moderate problem-solving ability (M = 8.06, SD = 4.33). Pearson correlation analysis revealed a strong, statistically significant positive relationship (r = 0.774, p < 0.001), showing that higher anxiety corresponded to lower problem-solving performance due to the reverse-coded anxiety scale. These findings underscore the importance of addressing affective challenges in mathematics instruction to enhance students’ problem-solving competence.
Ethnomatematics Practices in The Traditional Funeral Rituals of The East Noemuti Community Deda, Yohanis Ndapa; Tafin Nokas, Maria Krispina; Delvion, Eduardus Beo Seo; Mamoh, Oktovianus
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10833

Abstract

Traditional funeral rituals contain many mathematical concepts that have not been widely explored. Therefore, this study aims to investigate the mathematical activities contained in the traditional death rituals of the East Noemuti community. The study uses a qualitative, ethnographic approach. The research subjects included atoinamaf (uncles/traditional elders), bereaved families, and community leaders in Haekto Village, East Noemuti District, North Central Timor Regency. Data were collected through observation, interviews, and documentation, and then analyzed using Spradley's ethnographic analysis techniques, including domain analysis, taxonomy, component analysis, and cultural themes. The results of the study show that in the traditional death rituals of the Noemuti Timur community, there are various ethnomathematical activities, including: (1) tutu panu, which represents a hemispherical space; (2) making coffins and digging rectangular graves of a certain size; (3) nailing the coffin with three blows, symbolizing the concept of sacred numbers; (4) the use of circular silver coins as a symbol of spiritual provisions; and (5) the practice of calculating time in the tanono procession. The traditional death rituals of the East Noemuti community are spiritually and culturally meaningful, rich with mathematical concepts that can be used as a source of contextual learning.
An Analysis of Students’ Errors Based on Newman’s Error Analysis in Solving Partial Derivative Problems in Calculus Suddin, Sulasri; Handayani, Rika
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10926

Abstract

Understanding student errors in calculus is crucial for improving the quality of mathematics learning. This study analyzes students’ errors in solving partial derivative problems in a calculus course based on the Newman Error Analysis framework. A quantitative descriptive approach was employed. The participants were 20 students from the Mathematics Education Study Program at Universitas Timor enrolled in a calculus course. Data was collected through written tests and unstructured interviews and then analyzed using error categorization and percentage distribution. The findings reveal that the most frequent errors occur at the comprehension, transformation, and process skills stages. Comprehension errors are indicated by students’ difficulties in interpreting the meaning and structure of mathematical expressions. Transformation errors are characterized by students’ inability to convert problems into appropriate mathematical forms or procedures, particularly in selecting suitable strategies. Process skills errors arise when students make computational mistakes despite correctly understanding the problem. In contrast, errors at the reading and encoding stages are relatively infrequent. These results suggest that students’ main difficulties lie in the intermediate stages of problem-solving, where conceptual understanding and procedural fluency are required simultaneously. Therefore, calculus instruction should emphasize conceptual strengthening and incorporate non-routine, higher-order thinking skills-based problems to enhance students’ problem-solving abilities.

Page 15 of 15 | Total Record : 143

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