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.
Articles
13 Documents
Search results for
, issue
"Vol 2, No 4 (2019)"
:
13 Documents
clear
<![CDATA[Relational Thinking in Problem Solving Mathematics based on Adversity Quotient and Visual Learning Style ]]>
<![CDATA[Inggar Dwi Pradika]]>;
<![CDATA[Siti M Amin]]>;
<![CDATA[Siti Khabibah]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (745.189 KB)
|
DOI: 10.33122/ijtmer.v2i4.61
<![CDATA[The purpose of this study is to describe the relational thinking profile of students of Quitter-Visual, Camper-Visual and Climber-Visual type in solving mathematical problems based on Polya rules. To support the research, we use qualitative descriptive method involving 30 students of grade V SDN Sawahan I Surabaya. The data were collected using math skill test and interview. The results show that, Climber-Visual type students are able to apply all polya steps properly and correctly and Camper-Visual type students are only able to understand the problem and implement it while the Quitter-Visual type students are less able to understand the problem and abandon it. The result is caused by students' endurance in facing difficulties. The findings of this study can be used to map effective and efficient learning methods.]]>
<![CDATA[Students’ Mathematical Representation in Geometry Problem Solving Based Sex Differences ]]>
<![CDATA[Adnan S]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Raden Sulaiman]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (855.541 KB)
|
DOI: 10.33122/ijtmer.v2i4.94
<![CDATA[This study aims to describe the mathematical representation of students solving geometric problems based on sex differences. Both subjects have equivalent mathematical abilities based on the results of the math ability test. The results showed that the subject used mathematical representation in expressing his idea to solve geometry problems by using Polya's problem solving steps: (a) understanding the problem (b) devising the plan (c) carrying out the plan, and (d) looking back. The mathematical representations of female subjects in solving geometric problems are: understanding information and what is asked verbally and symbolically, carrying the plans visually in the form of geometric formulas and mathematics, carrying out planning by drawing, and manipulating mathematical models, at the stage of looking back the subject performed symbolic recalculation. While mathematical representations of male subjects in express their ideas to solve geometric problems by: understanding information and what is asked verbally, devising the plans in visual form in the form of images and then making mathematical formulas, carrying out the plans by manipulating mathematical models that has been made and looking back by doing recalculation and writing conclusions.]]>
<![CDATA[Algebraic Reasoning of Students with Logical-mathematical Intelligence and Visual-spatial Intelligence in Solving Algebraic Problems ]]>
<![CDATA[Putri Ekawaty Kobandaha]]>;
<![CDATA[Yusuf Fuad]]>;
<![CDATA[Masriyah Masriyah]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (690.128 KB)
|
DOI: 10.33122/ijtmer.v2i4.138
<![CDATA[This study aims to describe the algebraic reasoning of students with logical-mathematical Intelligence and visual-spatial Intelligence in solving algebraic problems. This research is a qualitative descriptive study. The subjects of this study were students of eighth grade students of junior high school totaling 35 students. The results of the research data were analyzed by describing the algebraic reasoning of students with logical-mathematical Intelligence and students with visual-spatial Intelligence on each of the defined indicators. Data collection techniques are carried out by tests, observation, interviews, and documentation. The results showed that the student with logical-mathematical Intelligence and visual-spatial Intelligence in pattern seeking indicators, were able to identify, represent what was known and asked in the problem and find the constituent elements of the pattern. In the pattern recognition indicator students with logical-mathematical Intelligence find a relationship between elements and the similarity of the relationship of each element by thinking about it and accompanied by logical reasons. Students with visual-spatial Intelligence find a relationship between elements and the similarity of relations between each element by conducting experiments by writing down each process completely. In the generalization indicator, students with logical-mathematical Intelligence and students with visual-spatial Intelligence are able to model the situation or problem given and solve it correctly, and they are able to find a general rule that can be used to solve problems.]]>
<![CDATA[Mental Rotation of Junior High School Students in Terms of Differences Sex ]]>
<![CDATA[Ervi Anisatul Awalah]]>;
<![CDATA[Mega T. Budiarto]]>;
<![CDATA[Elly Matul Imah]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (627.193 KB)
|
DOI: 10.33122/ijtmer.v2i4.68
<![CDATA[Spatial ability has been recognized as a significant human skill involving the retrieval, retention, and transformation of visual information in a special context. One type of spatial ability is the skill of performing mental rotations. Mental rotation is is the ability to rotate two or three-dimensional objects rapidly and accurately in the mind. . In other words, by way of rotating objects mentally and thereby solving problems related to space, this test includes the limit of reaction time and the rotation angle, both of which are mutually related to the degree of difficulty. The subject of this research comes from 9th grades students at junior high school in Surabaya were selected from purposive sampling. The volunteer student with high ability in mental rotation based from differences gender were selected from mathematic ability task and interviewed. The result showed that high ability male students able to visualize the result of two-dimensional wake rotation such as right triangle rotated as 45°, 90°, 180° and 360. While high-ability female students are still somewhat difficult to visualize the result of two-dimensional rotational objects such as triangle too but had difficultness when rotated as 45°.]]>
<![CDATA[Student’s Reversibility in Solving Algebraic Problem ]]>
<![CDATA[Entya Esa Fitmawati]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (799.235 KB)
|
DOI: 10.33122/ijtmer.v2i4.98
<![CDATA[Reversibility is a mental process to construct two-way correlation from an initial condition to the result, and from result reverse to initial state. The concept of reversibility is a key aspect of the development of mathematics which is often problema for student. Reversible thinking is the primary requirement to solve mathematical problems. The importance of reversibility is one of the reasons in this study. The aimed of this study was to identify student’s reversibility in solving algebaic problems. The subject consisted of 32 junior high school student’s, especially at the eight grade. In this qualitative study, data were collected by a reversibility task and interview. The reversibility task contained simple equation. The result of this study indicate that reversibility aspect of solving algebaic problem can identified were reciprocity and negation, in this case reciprocity was more prominent. This could be seen from 32 junior high school students were able to make equation according to the reversibility aspect, but there were only five students are be able to fulfill two aspect of reversibility, described as negation and reciprocity, the others only fill reciprocity. The result showed that the problem related reversibility on junior high school still exist, especially in the aspect of negation.]]>
<![CDATA[Profile of High Order Thingking Skill (HOTS) of Junior High School Students’ Grade 8 in Solving Linear Equation System Problems Based on Kinesthetic and Visual Learning Styles ]]>
<![CDATA[Winda Syam Tonra]]>;
<![CDATA[Mega Teguh Budiarto]]>;
<![CDATA[Masriyah Masriyah]]>;
<![CDATA[Wilda Syam Tonra]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (673.372 KB)
|
DOI: 10.33122/ijtmer.v2i4.139
<![CDATA[This qualitative research aims to describe profile high order thinking skill (HOTS) of Junior high school students’ grade 8 in solving linear equation system problems based on kinesthetic and visual learning styles. In collecting data, mathematics ability test and learning style questionnaire aims to select students to be research subjects. Then, problem solving tests to determine the high order thinking skills and interviews were used to obtain data on students' high order thinking skills that were not obtained from problem solving tests. There are 3 (three) aspects of HOTS in this study which are analyzing, evaluating and creating. The results of the study show that in the aspect of analyzing, students with kinesthetic and visual learning styles can distinguish the information needed, know what is sought and know the relationship between information. In creating aspect, kinesthetic and visual aspects can know ideas, strategies used and can implement these ideas and strategies in solving problems. Whereas in the Evaluation aspect, kinesthetic uses a strategy in checking the truth in the answer but the visual does not use the strategy. Thus, it can be concluded that the differences of kinesthetic students and visual students lay on strategies used in checking the truth of the answers of the problem given.]]>
<![CDATA[The Effect of Cooperative Learning Type Student Teams Achievement Division (STAD) on Understanding Mathematical Concepts in Class VIII Students of MTs N Pekanbaru ]]>
<![CDATA[Putri Wahyuni]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (811.316 KB)
|
DOI: 10.33122/ijtmer.v2i4.72
<![CDATA[This study starts from the problem of the low understanding of the mathematical concepts of MTs N Pekanbaru students. This can be seen in the results of tests of understanding mathematical concepts obtained by students. To overcome this problem, STAD type cooperative learning is used. The purpose of this study was to determine the effect of the STAD type cooperative learning model on understanding the mathematical concepts of class VIII MTs N Pekanbaru students. This type of research is Quasi Experiment. The population in this study were Pekanbaru MTs N students. The sample in this study was class VIII MTs Simpang Tiga Pekanbaru as an experimental class and class VIII MTs N Muara Fajar Pekanbaru as a control class randomly selected. The instrument used is a written test regarding understanding students' mathematical concepts. The data obtained were analyzed using the t test, Mann-Whitney U test. The results showed that (1) understanding of mathematical concepts students taught by STAD type cooperative learning was higher than students who were taught using conventional learning, (2) understanding students' mathematical concepts high initial ability taught by STAD type cooperative learning is higher than high initial capable students taught with conventional learning, and (3) understanding mathematical concepts of low initial ability students taught by STAD type cooperative learning is higher than low initial ability students taught with conventional learning.]]>
<![CDATA[Representation of Trigonometry Graph Funcsion Colage Students Using GeoGebra ]]>
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Erry Hidayanto]]>;
<![CDATA[Swasono Rahardjo]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (890.684 KB)
|
DOI: 10.33122/ijtmer.v2i4.100
<![CDATA[This descriptive qualitive research aims to describe the forms of mathematics representation that appear among college students whom try to understand the relation between the change of trigonometry function coefficient and its graph through GeoGebra media. A class consists of 30 college students choosen as research subjects and they are given worksheets. From their work, it can be seen that there are 3 types of tendency of representation forms which is used by college students to solve their worksheet. From each type of tendency, a worksheet of student is choosen randomly for further investigation since it can represent others’ work. The research result shows that college students represent GeoGebra view in 3 forms. They are verbal representation, mathematics expression representation, and visual representation.]]>
<![CDATA[Experimentation of NHT And TPS Learning Model Using CTL Approach Towards Mathematics Learning Outcomes Viewed from Student Learning Styles ]]>
<![CDATA[Siti Rahayu]]>;
<![CDATA[Rahman Cahyadi]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (659.305 KB)
|
DOI: 10.33122/ijtmer.v2i4.140
<![CDATA[This study aims to find out (1) which NHT cooperative learning model with the CTL approach provides better learning outcomes than the TPS learning model with the CTL approach, (2) which ones provide better learning outcomes for each learning style, (3) in each model with which learning approach provides better learning outcomes in each learning style, (4) in each learning style, which provides better learning outcomes for each model with a learning approach. This study is a quasi-experimental research. The population in this study were all eighth grade students of Sukoharjo Middle School 2 with a sampling technique using ramdom sampling clusters. The data analysis technique uses two-way variance analysis with cells not the same as the normality test prerequisite test and data homogeneity test. The results of this study are (1) The NHT learning model with the CTL approach has better learning outcomes than the TPS learning model with the CTL approach, (2) Students with learning styles on the kinesthetic type provide higher learning outcomes than students with learning styles of the type audio, students' mathematical learning outcomes with learning styles on kinesthetic types as well as students with learning styles in the visual type and student mathematics learning outcomes with learning styles in the visual type as well as students with learning styles on the audio type, (3) for each learning model, consistent with the results of the learning style type, (4) for each learning style type , it applies consistently to the results of the learning model.]]>
<![CDATA[School Climate and Mathematical Disposition of Grade 10 Students ]]>
<![CDATA[Mariva Colita]]>;
<![CDATA[Rinante L. Genuba]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (765.039 KB)
|
DOI: 10.33122/ijtmer.v2i4.75
<![CDATA[The purpose of this study was to determine which domain of school climate best influences mathematical dispositions of Grade 10 students. Universal sampling technique was used in this study wherein 118 Grade 10 students from the private secondary schools in Barangay Ilang, Davao City, were chosen as the participants. By utilizing a non-experimental quantitative research design, specifically, correlational technique, through the use of a validated questionnaire, mean, Pearson r and regression techniques, it was revealed that the level of school climate of the private secondary schools were high. In the same way, the level of the mathematical dispositions of the Grade 10 students was also high. In addition, it was found out that school climate and mathe-matical dispositions of the students were significantly and positively related with an r-value of 0.490 and p-value less than 0.05. Findings further revealed that among the four domains of school climate, it was expectations that best influenced the dispositions of the students towards mathematics.]]>
