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[Development of minimum competency assessment (AKM) instruments to measure the numeration ability of seventh grade of junior high school students ]]>
<![CDATA[Noviantini, Ni Made Hendriana]]>;
<![CDATA[Sariyasa, Sariyasa]]>;
<![CDATA[Ardana, I Made]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.181
<![CDATA[Numeration is one of the competencies measured in AKM. Numerical ability in AKM is the ability to solve mathematical problems using various numbers and symbols in the context of numbers, measurements and geometry, data and uncertainty, and algebra that uses cognitive processes of knowing, applying, and reasoning in personal, socio-cultural, and scientific contexts. This research is a type of development research that aims to produce a product in the form of an expanded multiple-choice test instrument to measure the numeracy skills of seventh-grade junior high school students. The development model used is the four-D Model by Thiagarajan which is modified into three stages (define, design, and develop). The scoring technique uses polytomies and involves 70 students as test subjects for the instrument. The results showed that (1) the characteristics of the AKM instrument developed in terms of context and cognitive level were close to the estimated percentage and covered four domains with their respective minimum competencies, (2) item validity values ranged from 0.274 to 0.743, (3) the instrument reliability coefficient is 0.88, (4) the level of difficulty is 8% easy, 80% is moderate and 12% is difficult, (5) the discrepancy index is between 0.43 to 0.78, (6) 92% questions have good distractor effectiveness.]]>
<![CDATA[Gumpang Temple as a source of ethnomathematics learning ]]>
<![CDATA[Sutrimo, Sutrimo]]>;
<![CDATA[Kamid, Kamid]]>;
<![CDATA[Asrial, Asrial]]>;
<![CDATA[Hariyadi, Bambang]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.99
<![CDATA[This study aims to explore the Gumpang Temple as a source of learning mathematics for geometry in junior high school. The form of learning that comes from nature is ethnomathematics. The researcher describes how the Gumpang Temple will be a fun and exciting source of learning. This study uses a qualitative approach. Data collection was obtained by observation and literature sources. The data findings were analyzed using qualitative data analysis with descriptive methods. The results of this study indicate that the wealth of ethnomatematic literature using Gumpang Temple is quite a lot. Various approaches and formulas can be applied to the teaching of geometry. These findings lead researchers to conduct further research to explore the manufacture of teaching materials using different research approaches.]]>
<![CDATA[Systematic Literature Review: How students learn linear programming with realistic mathematics education? ]]>
<![CDATA[Octaria, Dina]]>;
<![CDATA[Zulkardi, Zulkardi]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.174
<![CDATA[This study aims to investigate more deeply the material of linear programming with a realistic mathematics education (RME) approach. This research is a literature study with a descriptive qualitative research type with library research using various written sources such as articles from Springer, ScienceDirect, and Google Scholar. This study focuses on the characteristics of RME, the principles of RME, the steps of learning RME on linear programming material, and examples of implementing RME learning on linear programming material. From the results of previous research, it was found that using the RME approach can help students understand linear programming material. This is because real-life problems in linear programming are in line with realistic principles that exist in the RME principle, namely being able to apply mathematics in solving real-life problems and mathematics must start from problem situations that are meaningful for students.]]>
<![CDATA[Development of tourist travel pattern mathematically in Spermonde islands, South Sulawesi, Indonesia ]]>
<![CDATA[Amirullah, Amirullah]]>;
<![CDATA[Rusdi, Muhammad]]>;
<![CDATA[Sarira, Matthew Tinna]]>;
<![CDATA[Djabbar, Atriana]]>;
<![CDATA[Hanafi, Hasdar]]>;
<![CDATA[Sudrajat, Yayan]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.182
<![CDATA[Travel patterns destination Region Loop, or a combination of Single Point and Chaining Loopused to go to zone A, zone B, zone C and zone D in the Spermonde archipelago for the purpose of marine tourism activities relation to activities at sea, both above sea level (marine) and activities carried out below sea level (submarine).]]>
<![CDATA[(RETRACTED) The development of Newton’s method by enhancing the starting point ]]>
<![CDATA[Nabiyah, Ismi Ratin]]>;
<![CDATA[Salim, Opim]]>;
<![CDATA[Tulus, Tulus]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.205
<![CDATA[Reason for Retraction (February 01st, 2024):This article has been retracted by the editors due to publication ethics misconduct by authors that the authors did not have ownership of the data that they report. Ismi Ratin Nabiyah as a corresponding Author of the article and as the representative of all authors, has asked the editor to retracted this article and recognize the mistakes for him.]]>
<![CDATA[Students’ numerical ability on minimum competency assessment in junior high school ]]>
<![CDATA[Susanto, Edi]]>;
<![CDATA[Fransiska, Herlin]]>;
<![CDATA[Susanta, Agus]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.175
<![CDATA[The aim of this study was to describe the numeracy abilities of junior high school students in Bengkulu City in solving math problems based on minimum competency assessment questions. The results of this study for the long term can be used to prepare students’ abilities to face the minimum competency assessment test. The research method used is survey research with a qualitative descriptive approach. The population in this study were all Class VIII students from the State and Private junior high schools of Bengkulu City, namely 40 schools. Sample selection was done in two stages: stratified random sampling and simple random sampling. The research sample consisted of 8 junior high schools in Bengkulu City that met the sample criteria. Data was collected using the minimum competency assessment level 4 math test instrument with 8 items based on the minimum competency assessment grid. Data analysis was carried out with descriptive statistics to describe students' abilities, and prediction tests were conducted using regression tests to describe students' readiness to take the minimum competency assessment test. The results of the study based on the material aspect showed that: (1) students' mastery of number material was 54.47%, (2) algebraic material mastery was 46.44%, (3) students' mastery of geometry material was 33.15%, and (4) material data and opportunities of 18.81%. The analysis results of the level of student knowledge about implementing minimum competency assessment are, on average, in the less category with a percentage of 48.42%. Based on the results of the study, it is recommended that there be the socialization of the application of minimum competency assessment to teachers and students as well as the preparation of special questions so that students are accustomed to solving minimum competency assessment-based questions.]]>
<![CDATA[Students' Spatial Ability During Geometry Learning through a Realistic Approach In Terms of Their Genetic Decomposition ]]>
<![CDATA[Nugroho, Khathibul Umam Zaid]]>;
<![CDATA[Sukestiyarno, YL]]>;
<![CDATA[Hidayah, Isti]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.183
<![CDATA[Geometry is a part of mathematics that students must learn. Spatial ability as a basic ability that students must have to learn more geometry. The realistic mathematical approach provides horizontal processing towards formal understanding. The purpose of this study is to interpret the characteristics of students' spatial abilities during learninggeometry through a realistic mathematical approach in terms of APOS Theory. This research uses quantitative qualitative and descriptive methods. The focus of this research is to explore students' spatial abilities after learning geometry through a realistic approach in understanding geometry concepts reviewed from APOS (Action-Process-Object-Schema) Theory. To comply with the COVID-19 health protocol, the implementation of learning was carried out online with as many as 30 students in the Mathematics Education Program in Rejang Lebong Regency, Bengkulu Province, Indonesia. This study also has exploratory characteristics. The researcher acts as a teacher as well as the main instrument in this study. Researchers use spatial ability test instruments to explore qualitative data. The test result data is used as the basis for determining the research subjects to be interviewed in depth to explore students' spatial abilities during geometry learning through a realistic mathematical approach. The subjects of this study were three students selected from three categories of test results, namely the high, medium and low groups of one person each. Interviews of subjects were conducted using whatsapp media via video call. These interviews are recorded to obtain complete and accurate data. Research data are analyzed through genetic decomposition analysis (description of their actions, objects, processes, schemes, and relationships that individuals have for concepts and principles in spatial geometry). The result of this study was that it was found that students had a mature scheme about the properties of building space. He was able to perform the tematization of objects about the diagonal of the plane and the diagonal of space can be represented in good mental activity, he was a student of the trance level. Inter students are able to carry out action-process-object-and schematic activities, but the embedding is incomplete. Intra students are able to do perceptions of space, but are unable to do interiorization and encapsulation so they fail to solve the given problem. The conclusion of this study is that there is an increase in the spatial understanding of students who are taught through a realistic mathematical approach. There are three levels of students' spatial ability after learning geometry through a realistic mathematical approach. Those are the trance level, the inter level and the lowest intra level.]]>
<![CDATA[Analysis of difficulties of junior high school students in solving AKM numeration problems ]]>
<![CDATA[Umam, Khoerul]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.171
<![CDATA[Exploration of the difficulties faced by students in facing AKM exams is a challenge for teachers and practitioners of mathematics education. The main objective of this study is to map information about the difficulties students experience in carrying out AKM exams so that they can be used as evaluation material to prepare for better mathematics learning in the future. The selection of subjects was carried out randomly by considering good communication so that the data obtained could represent the population. Semi-structured interviews are used in collecting research data in order to create a more humane and conducive atmosphere. Data analysis used codes that had been reduced from the interview transcripts. The results of the research show that there are various challenges that need to get the attention of both teachers, students and parents of students. The loss of students' motivation in learning mathematics needs to get very serious attention for teachers and parents.]]>
<![CDATA[Ethnomathematical exploration of the “Ompangan” tradition of the Jember Madura community ]]>
<![CDATA[Wahyuni, Indah]]>;
<![CDATA[Apriyono, Fikri]]>;
<![CDATA[Anggriani, Dita Loka]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.177
<![CDATA[Culture is closely related to the lives of Indonesian people, in the current era of technological sophistication, culture is one of the means to study science, one of which is ethnomathematics. Ethnomathematics is a branch of mathematics that uses culture as a means to deepen the knowledge and concepts of mathematics education through the role of culture in society. This study focuses on the ethnomathematical exploration of the “ompangan” tradition of the Jember Madura community in Kalisat with the aim of describing ethnomathematics in the ompangan tradition of the community and formulating the concept of mathematical calculations. This research took place at Jalan Diponegoro Dusun Krajan 1 RT/RW 012/004 Glagahwero Kalisat. This study uses a qualitative method with a descriptive approach, with data collection techniques through interviews and observations. The results showed that the ompangan culture contained mathematical concepts in it that linked culture to the mathematical counting process, namely the concept of worth comparison and a system of linear equations used to determine the number of goods with the same price or value.]]>
<![CDATA[The Effect of Comic-Based Realistic Mathematics Approach on Improving Skill of Students’ Concept Understanding ]]>
<![CDATA[Sipayung, Tetty Natalia]]>;
<![CDATA[Simanjuntak, Sinta Dameria]]>;
<![CDATA[Wijaya, Ariyadi]]>;
<![CDATA[Sugiman, Sugiman]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v6i1.185
<![CDATA[Learning that involved the daily life accompanied by interesting learning media can be used as an option to help students in learning, particularly in improving students' concepts understanding. It is possible to do by utilization of familiar media that are generally liked by students. One of them is comic. Therefore a research about learning by comic based realistic mathematical approach was carried out in order to find out its effect on improving the skills of students concepts understanding on fraction material. This study is a quasi-experimental research. The population of study are 7th grade students of SMP RK Serdang Murni Lubuk Pakam on Academic Year 2019/2020. The first class that consist of 31 students are categorized as the control class and the second class consist of 32 students are experimental class. The pre-test and post-test questions were provided as an instrument of study. The data were analyzed using the Anova and Welch Brown-Forsythe tests to proof the hypotesis. Moreover, normality test with Liliefors test and the homogeneity test with the Levene’s test. The results of this study stated that learning with comics-based realistics mathematical approach has a significant effect on improving the skills of students concept understanding.]]>
