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Journal of Research in Science and Mathematics Education
Published by Edupedia Publisher
ISSN : -     EISSN : 29625521     DOI : https://doi.org/10.56855/jrsme.v1i1.11
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics
Journal of Research in Science and Mathematics Education (J-RSME) is a journal to publish works in the form of research results, theoretical studies and review results that are original and have a novelty as a contribution to science in the scope of mathematics education, physics education, chemistry education, biology education and also includes research results in the field of mathematics, physics, chemistry and biology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2024): December" : 5 Documents clear
Language-Based Differential Item Functioning in 2021-2022 NECO Chemistry Exams in North Central Nigeria Ekele, B; Obinne, A D E; Adulojo, M O; Onuh, Omale
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1135

Abstract

Purpose: This research examines the presence of Differential Item Functioning (DIF) in the NECO SSCE Chemistry Multiple Choice Test administered in Nigeria's North Central region between 2021 and 2022. DIF refers to differences in test item performance across various student groups. Methodology: Using Classical Test Theory (CTT) and Item Response Theory (IRT) frameworks, the study employed an ex-post-facto design to analyze existing data from 3,012 chemistry students. Statistical methods such as factor analysis, local independence testing, and ability estimation were used for data analysis. Findings: The findings revealed minimal DIF related to language. The study highlights the need to address biases and inequities in test items and provides recommendations for enhancing fairness, validity, and reliability in assessments. Significance: These include revising test items, collaborating with subject experts, offering training on inclusive assessment practices, applying robust sampling techniques, conducting continuous monitoring, and developing targeted interventions to support students affected by DIF.
Errors Made by 8th Grade Students while Solving Mathematical Word Problems Iilonga, Hesekiel Kaukolwa; Chirimbana, Moses
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1139

Abstract

Purpose: Mathematical word problems continue to challenge students due to their reliance on a range of interconnected mathematical concepts. This study investigates the specific types of errors students make when solving word problems, using Newman's Error Analysis as a framework. Methodology: Employing a descriptive-qualitative methodology, data were collected through tests and interviews with 47 eighth-grade students from a junior secondary school in the Ohangwena region of Namibia. Of these, nine students participated in interviews for a deeper understanding of their problem-solving processes. Findings: The analysis revealed that while no students experienced difficulties during the reading stage, significant challenges arose in later stages: comprehension errors occurred in 30.9% of cases, transformation and process skill errors were each observed in 62.2% of responses, and encoding errors, manifesting as inaccuracies in the final answer, were present in 62.8%. Significance: These findings highlight the critical need for educators to focus on enhancing students’ abilities to tackle word problems, particularly by incorporating assignments grounded in real-life scenarios to foster better comprehension and application of mathematical concepts.
A Scoping Review of Research on Mathematical Communication in Indonesia: A Scoping Review of Research on Mathematical Communication in Indonesia Hanifah; Rahman, Muhammad Syarifuddin
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1184

Abstract

Purpose: The objective of this study is to evaluate the development of research on mathematical communication skills in Indonesia through a scoping review approach. Methodology: A total of 271 relevant articles were identified through the use of the DOAJ database. The analysis was conducted based on an examination of publication trends from 2012 to 2024, a review of the journals most frequently utilized, an investigation of the research methods employed, and an analysis of the samples utilized. Findings: The results demonstrated a notable surge in 2022, with 33 articles published, suggesting heightened interest in this subject matter. The journal Axiom represents the primary platform for publications in this field. Mathematical communication is frequently studied from a cognitive perspective, employing qualitative methods and focusing on junior high school students. These findings suggest that there are opportunities to extend research to higher levels of education and to utilize mixed or innovative methods. Significance: A more profound comprehension of mathematical communication skills at higher levels can offer novel perspectives in curriculum development and teaching methodologies. This study recommends an increased integration of technology in mathematics learning and the expansion of the database for future research.
Algebra's Ripple Effect: How Enthusiasm for Algebra Shapes Students' Overall Attitudes Toward Mathematics Ajai, John Tyavbee; Sanda, Hauwa; Abur, Cletus Terhemba
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1185

Abstract

Purpose: This study investigates the "ripple effect" of algebra, examining how students' enthusiasm or aversion to algebra influences their overall attitude toward mathematics. Methodology: The research employed a descriptive survey design and was conducted in the Gombe Education Zone, Nigeria, which includes 87 secondary schools. A sample of 500 students was selected through a multistage sampling technique across five local government areas. Data were collected using the Disposition of Students in Learning Algebra (DISLA), a 16-item instrument validated by experts and achieving a reliability index of 0.92 via Cronbach’s alpha. The DISLA consisted of two sections: sociodemographic data and students' perceptions of algebra. Research assistants administered the survey in the selected schools. Findings: The results, analyzed using frequency counts and percentages, revealed that 72.2% of students disliked specific mathematical topics, and only 29.9% found mathematics simple. Furthermore, 43.1% of students expressed a mild liking for algebra, while 42.3% showed a strong interest. Importantly, 50.7% believed their attitude toward algebra influenced their overall perception of mathematics. Significance: The study concludes that students' attitudes toward algebra significantly impact their engagement with and perception of mathematics, with positive attitudes fostering better performance. Recommendations include promoting a growth mindset, employing differentiated instruction, making mathematics more relevant to real-life applications, and addressing mathematics anxiety. Additionally, positive reinforcement and professional development for teachers are suggested to create a supportive learning environment, ultimately enhancing students' interest and performance in mathematics.
Studi Literatur: Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) untuk Meningkatkan Hasil Belajar Matemat-ika Siswa: A Review of Teams Games Tournament (TGT) Cooperative Learning Model to Improve Students’ Mathematics Learning Outcomes Suliani, Mega; Kartika, Hendra; Ulfah, Fithria; Mutmainah, Siti
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1186

Abstract

Purpose: The objective of this study is to describe the efficacy of the Teams Games Tournament (TGT) learning model in enhancing student learning outcomes in mathematics. Methodology: To achieve this, the study employs a descriptive qualitative method combined with a systematic literature review approach. The data collection process involved a comprehensive examination of references, including scientific articles, research papers, and relevant books that address the application and impact of the TGT learning model. Findings: The Teams Games Tournament (TGT) is a dynamic pedagogical approach designed to actively engage students through structured discussions and collaborative competitions within a classroom setting. This method fosters a competitive yet cooperative environment that encourages students to participate fully in the learning process. The analysis of the collected data indicates that the TGT learning model has a positive impact on students' mathematical learning outcomes, leading to improved understanding and retention of mathematical concepts. Significance: Consequently, this study suggests that the TGT model could be a valuable tool for educators, offering an innovative solution to enhance mathematics instruction. By implementing this model, educators can create an active, enjoyable, and inclusive learning environment that caters to the diverse needs of all students, ultimately fostering a deeper appreciation and understanding of mathematics.

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