International Journal of Trends in Mathematics Education Research (IJTMER)
International Journal of Trends in Mathematics Education Research (IJTMER) is a peer-reviewed open-access international journal who aims to the sharing, dissemination and discussion of current trends research results, experience and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. The IJTMER is published quarterly (March, June, September and December) and is available in open access electronic version under new publisher the SAINTIS Publishing. IJTMER welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English for initial review stage by editors and further review process by International reviewers.
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<![CDATA[From Culture to Classroom: Study Ethnomathematics in House of Using Banyuwangi ]]>
<![CDATA[Rachmaniah Mirza Hariastuti]]>;
<![CDATA[Mega T. Budiarto]]>;
<![CDATA[Manuharawati Manuharawati]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.60
<![CDATA[Banyuwangi is a town part of Java island, Indonesia. Cultural of Banyuwangi still run by original society named Using tribe. One of the culture which still defended by Using tribe is custom house. The paper describe about house of Using Banyuwangi and instructional design that made from the result of explore activity. This research joining ethnography method and development research. While the data collecting done with observation method, interview, and documentation. As for study device developed with ADDIE model that limited at development step. The result showed that house of Using’s construction show the existence of mathematics concepts specially geometry two dimension, pythagoras, and similarity. This result used to developed the instructional design based on contextual teaching – learning. Selected items is pythagoras. The instructional design will be implementing at research hereinafter.]]>
<![CDATA[Difference of Mistakes Reflective-Impulsive Students In Mathematical Problem Solving ]]>
<![CDATA[Dwi Noviani Sulisawati]]>;
<![CDATA[Lutfiyah Lutfiyah]]>;
<![CDATA[Frida Murtinasari]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.115
<![CDATA[Mathematics is one of the important subjects in realizing the goals of education in Indonesia. However, in reality there are many students who have different problem solving abilities between one and the other and many students make mistakes when solving problems. The mistakes that are often carried out by students can also be influenced by differences in learning styles possessed. Therefore this article aims to describe differences in errors made by reflective-impulsive students in solving mathematical problems. This research is a qualitative descriptive that involving 2 research subjects with each subject having a different learning style. This research was conducted in class VII Pakusari Jember 1 Junior High School in the academic year of 2018/2019. The results of data analysis showed that differences in mistakes made by junior high school students with reflective-impulsive learning styles in solving mathematical problems were located at the stage of determining mathematical models and at the stage of completing mathematical models that had been made with the percentage of impulsive learning styles when compared to a subject that is reflective learning style.]]>
<![CDATA[The Development of Teaching Materials Gamification-Based Problem Solving on the Material in Terms of Four ]]>
<![CDATA[Rizki Wahyu Yunian Putra]]>;
<![CDATA[Jamal Fakhri]]>;
<![CDATA[Dewi Fitriani]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.30
<![CDATA[This study aims to develop teaching materials gamification-based problem solving on the material in terms of four. To view the judging of the validator against the feasibility of teaching materials gamification-based problem solving on the material terms of four and see the response of students to the attractiveness of the teaching materials gamification-based problem solving on the material in terms of four. This research use type research of research and development with a research model ADDIE (Analysis, Design, Development, Implementation and Evaluation. Stage of development (development) involving 9 validator (three validator matter experts, three media experts and three language experts) to assess the feasibility of the material, the media and the Indonesian language good and right. Stage of Implementation (field trials) involving 80 students ( 20 students trial of small group and 60 students test a large group). The assessment of the attractiveness of the teaching materials gamification-based problem solving on the material in terms of four using the questionnaire i.e. a questionnaire the validator and questionnaires of learners. Data analysis using descriptive analysis using Microsoft Office Excel 2010. The results of the validation matter experts from the 3 validator shows that the overall product to obtain an average value of 3.7 and the Results of the validation media experts obtained an average value of 3.3 while the results of the validation of language experts to obtain an average value of 3.4. While the results of the trials of a small group of 10 students of MTs N 1 Bandar Lampung obtained the results of the attractiveness of the teaching materials with an average value of 3.4. while the test is a large group that was conducted in SMP 30 Bandar Lampung to obtain an average value of 3.5. Thus, it can be concluded that the development of teaching materials gamification-based problem solving on the criteria of very worthy and interesting.]]>
<![CDATA[Ethnomatematics of South Bengkulu in Mathematical Learning Community ]]>
<![CDATA[Ginta Octizasari]]>;
<![CDATA[Saleh Haji]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.111
<![CDATA[The purpose of this study was to Determine the implications of the results of this study on learning mathematics. The research of data were Obtained from observations, interviews with traditional South Bengkulu cake sellers, and interviews with mathematics teachers. The results Showed that various research activities Showed that the elements of mathematics in cultured activities could be implicated in mathematics learning items, namely looking for Certain patterns to Determine the elements in the circle and activities by using cultured Contexts students could find concepts in finding the circle area circle. Students' activities in finding concepts can develop critical and creative thinking and can improve the character of love in the local culture. So that teaching materials using cultural Contexts can be practiced and developed in mathematics learning in junior high schools (SMP) in the 2013 curriculum. This study produces a mathematical syntax with ethnomatematics learning approach.]]>
<![CDATA[Development of Guided Discovery Learning to Improve Reflective Thinking ]]>
<![CDATA[Ignasius Fandy Jayanto]]>;
<![CDATA[Sri Hastuti Noer]]>;
<![CDATA[Caswita Caswita]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.116
<![CDATA[This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective. This research is a Research and Development (R D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.]]>
<![CDATA[Development of Gayo Culture Based Learning Device with Realistic Approach ]]>
<![CDATA[Zuhra Ruhmi]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Yusrizal Yusrizal]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.43
<![CDATA[Mathematical learning tools that integrate culture are needed to bring the learning of daily life together so that it can improve students' problem solving skills in learning as well as in life. This is a hope to be achieved in the implementation of education in the province of Aceh. But the learning device is not available yet. So it takes effort to help teachers develop the learning device. Gayo is one of the sub ethnic in Aceh Province. This study aims to determine the process and results of the development of learning devices based on Gayo culture with a valid, practical and effective realistic approach. The development model used in this research is the development of Plomp which consists of three stages: initial assessment, design / prototype, and assessment. The subjects of this research are VII grade students of SMP IT Azzahra as small test also big test to judge valid, practical and effective. The results of this study obtained the tools of learning mathematics based on Gayo culture has met the valid, practical and effective criteria.]]>
<![CDATA[Junior High School Students Ability to Use The Polya’s Step to Solve Mathematical Problems Through Problem Based Learning ]]>
<![CDATA[Muhammad Royani]]>;
<![CDATA[Winda Agustina]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.112
<![CDATA[This study purpose to determine the ability of students to use Polya’s step in solving mathematical problems through Problem Based Learning. This study used a quantitative approach with a total sample, as many as 26 students of 7th grade of Junior High School 2 Kusan Hulu student. Problem Based Learning activities held in four meetings and two tests. The test results were analyzed based on the Polya’s problem solving steps, calculated with the percentage in each step. The results showed that the ability of junior high school students to use Polya’s steps in solving mathematical problem through Problem Based Learning was: 1) ability to understand problems at 83.80%, 2) ability to plan problem solving at 71.42%, and 3) ability to do counting at 75.61%.]]>
<![CDATA[Application of The Problem Based Learning Method Trought Authentic Assessment Approach to Improving the Habits of Mind ]]>
<![CDATA[Moh Nurhadi]]>;
<![CDATA[Ida Yayu Nurul Hizqiyah]]>;
<![CDATA[Aas Saraswati]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.53
<![CDATA[The purpose of this study is to improve the Habits of mind of students through the problem-based learning (PBL) model based on the otetic assessment of mathematics learning. The study was conducted on 39 students of class X. The research method used was an pre-experiment method. with One group pretest-posttest design. Data analysis carried out was Normality Test, Homogeneity Test, t Test, and N gain Test. The results of this study indicate that the application of authentic assessment-oriented PBL method can improve students' habit of mind in mathematics learning. This can be seen from the increasing results of assessment of creative thinking, and student self-regulated. the results of the creative thinking assessment are N-Gain values of 0.47 or included in the medium criteria and the results of the hypothesis test state that the significance is smaller than the reference sig it can be said that there are significant differences between the pretest and posttest values. The results of the assessment of self regulation, show the value of N gain 0.59 in the medium category so that it is said there is an increase between the value of the pretet results and the value of the posttest results.]]>
<![CDATA[Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools ]]>
<![CDATA[Nanda Ayu Indarasati]]>;
<![CDATA[Abadi Abadi]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.113
<![CDATA[Students were demanded to be a creative problem solver in the career world. A mathematical learning following an inquiry-based learning approach and integrating mathematical tools was developed in this study. Students constructed original solutions about trigonometry ratio by using a clinometer and a meter as mathematical tools in allowing creative thinking. The product was designed through ADDIE methodology and applied to two classes in a Senior High School. A pre-test and post-test design measured cognitive knowledge as creative thinking variable. The result showed that this product with using mathematical tools was feasible and successful in enhancing students’ creative thinking. Inquiry-based learning was developed by involving three main components: providing students with a contextual mathematical problem-solving activity; involving student in an open-ended investigation with using a clinometer and a meter as mathematical tools to promote their creative thinking in creating original solutions; motivating students to build their own knowledge. This inquiry-based learning which had been developed significantly influenced students’ pre-knowledge scores. It could be concluded that creative thinking contributed, too. A recommendation for mathematics teachers in teaching mathematics was to involve students in problem-solving activity that facilitated them to conduct open-ended investigation whereas they could construct their own knowledge in building an original solution.]]>
<![CDATA[Analysis Student Mistake of Teacher Professional Education In Completing Story Problems Based on Newman Procedures ]]>
<![CDATA[Reni Dwi Susanti]]>;
<![CDATA[Marhan Taufik]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.59
<![CDATA[The purpose of this study was to see students mistakes in solving story problems based on the Newman’s procedure. The type of research used is descriptive qualitative research. The data retrieval technique is done through observation and testing. The results showed that the error in the skills process was 33% and the lowest error in the answer error was 8.2%. Errors caused by students who cannot read symbols, charts or charts, cannot solve problems properly, are wrong in solving steps and cannot be published or explained properly.]]>
