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Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang

matematika
Website

Published by Universitas IVET

ISSN : 2549823 EISSN : 2549507 DOI : https://doi.org/10.31331/

Core Subject : Education,

Mathematics Other

Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang is designed to lecturers, researchers, mathematics teachers, and university students who want to publish their research reports about mathematics education. This journal publishes original articles of action research, experimental research, research and development, qualitative research, didactic development research, and design research. We may process any other kind of research. We accepted any manuscript derived from research of mathematics education. We recommend articles from the following topics: Mathematics instructional; Mathematics learning evaluation; Mathematics curriculum development; Experiment or development of mathematics learning strategy; Experiment or development of mathematics teaching aid/media; Realistic Mathematics Education; Ethnomathematics.

Arjuna Subject : Matematika - Matematika (Lain-Lain)

Articles 273 Documents

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The Conceptual Connections for Solving Trigonometric Equations Phele, Elizabeth Chuene; Maphutha, Kgaladi; Mutodi, Paul
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 9 No 3 (2025): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v9i3.3816

The study explored Grade 11 learners conceptual connections ability as they solve trigonometric equations. A case study design within a qualitative research approach was used to explore how learners’ conceptual connections ability affected their solution process as they were solving trigonometric equations. Forty-eight (48) conveniently sampled grade 11 learners from a school in Capricorn South District, Limpopo Province of South Africa participated in the study. Data were gathered through written tasks and task-based interviews. Inductive thematic analysis was used to analyse the data. The study's results suggested that the capability of learners to establish connections within mathematics influences the effective solving of trigonometric equations. Learners with conceptual connections ability were able to connect concepts such as trigonometric identities, ratios, rules and appropriate algebraic processes and concepts, procedures as well as representing trigonometric equations using graphs, and tables. Learners who lacked conceptual connections abilities committed procedural and representation errors, and this affected their solution process as they solved trigonometric equations. This study, therefore, recommends that learners’ ability to make connections be enhanced during the teaching and learning process for their conceptual understanding of mathematics topics.

Analysis of Students' Mathematical Problem-Solving Abilities on Systems of Linear Equations in Two Variables Ananda Dewi Safitri; Westi Bilda; Prawidi Wisnu Subroto
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4416

Mathematical problem-solving ability is one of the essential competencies in mathematics learning, particularly in the topic of Systems of Linear Equations in Two Variables (SPLDV). However, many students still experience difficulties in understanding word problems, determining variables, constructing mathematical models, carrying out solution procedures, and checking the final results. This study aimed to analyze students’ mathematical problem-solving ability in SPLDV material based on Polya’s stages, namely understanding the problem, devising a plan, carrying out the plan, and looking back. This study employed a qualitative method with a descriptive approach. The research subjects were six students of class VIII F at SMP Negeri 5 Kota Tangerang, selected purposively to represent high, medium, and low ability categories. Data were collected through essay tests and interviews, and then analyzed based on the indicators of mathematical problem-solving ability at each stage of Polya’s problem-solving process. The results showed that students in the high category were able to solve problems systematically at all stages. Students in the medium category were able to understand the problem and devise a plan, but still made errors in carrying out the plan. Meanwhile, students in the low category experienced difficulties in almost all stages of problem solving. In general, the most difficult stages for students were carrying out the plan and looking back at the results. This study concludes that students’ mathematical problem-solving ability in SPLDV varies according to their ability level, with major weaknesses in the implementation and checking stages. The findings imply that mathematics instruction should place greater emphasis on modeling practice, procedural accuracy, and reflective checking of solutions.

Mathematical Modelling as an Emissary of Mathematics Proficiency: A Case of the BED Mathematics Students at a University in Zimbabwe Chipo Makamure
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4177

A central argument supporting a specific approach to mathematics education is that students learn effectively by engaging in their own investigations of complex situations, formulating mathematical interpretations and that educators should facilitate these experiences, allowing students to take ownership of their learning. In contrast, an alternative perspective presented in the literature argues that mathematics is a universal and timeless discipline. According to this view, students acquire knowledge primarily through the absorption of clearly articulated concepts, necessitating that educators provide explicit explanations followed by structured opportunities for students to connect, practice, and solidify their understanding. The challenge associated with these positions does not stem from a simplistic dichotomy of truth versus falsehood, rather, it is rooted in their inherent incompleteness. Both viewpoints inadequately engage with the complex nature of mathematics. This study aims to address the frequently posed question among mathematics educators: “What type of mathematics education is necessary for students to acquire mathematical knowledge and thinking skills that can be applied in real-life situations?” This is a qualitative study, guided by the Theory of Didactic Situations (TDS) which discusses a theoretical foundation for the mathematical modelling approach in the contexts of teaching and learning, spelling out its significance in fostering mathematical understanding. Additionally, the study references empirical examples drawn from the work of students at higher education institutions in Zimbabwe, illustrating how the mathematical modelling approach to mathematics education can enhance mathematical proficiency. Generally, this study found that Mathematical modelling provided a good opportunity for students to employ more of their senses in building mathematical concepts. Despite the challenges inherent in mathematics modelling, these challenges can be effectively addressed when educators prioritise the diverse pathways available for student learning. In conclusion, it is insufficient to assess students' proficiency in mathematics solely through theoretical questions. True mastery is demonstrated when students can implement the concepts they have learned in practical situations, embodying the essence of mathematics modelling.

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Contact Name
Akhmad Nayazik

Contact Email
ahmadnayazik@gmail.com

Phone
+6285640798570

Journal Mail Official
journal.medives@gmail.com

Editorial Address
Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location
Kota semarang,

Jawa tengah

INDONESIA

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Akhmad Nayazik

Contact Email ahmadnayazik@gmail.com

Phone +6285640798570

Journal Mail Official journal.medives@gmail.com

Editorial Address Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Contact Name
Akhmad Nayazik

Contact Email
ahmadnayazik@gmail.com

Phone
+6285640798570

Journal Mail Official
journal.medives@gmail.com

Editorial Address
Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location
Kota semarang,

Jawa tengah

INDONESIA