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International Journal of Trends in Mathematics Education Research (IJTMER)
Published by SAINTIS Publishing
ISSN : -     EISSN : 26218488     DOI : http://dx.doi.org/10.33122/ijtmer
Core Subject : Education,
Education Mathematics Other
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.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 7, No 3 (2024)" : 6 Documents clear
Isomorphisms on Strong Fuzzy Graphs Trisanti, Yuliana; Saleh, Hairus
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.324

Abstract

Fuzzy graph is a graph consisting of pairs of vertices and edges that have a membership degree that contains a closed interval of real numbers  on each edge and vertex. A fuzzy graph  is said to be a strong fuzzy graph if the membership degree of edge  with the minimum membership degree of vertex  and the same membership degree of vertex  for each edge  with . This paper explains the properties of fuzzy graph isomorphism including weak isomorphism, co-weak isomorphism, and isomorphism in strong fuzzy graphs.
Exploring Teachers' Perspectives and Influential Factors in Math instruction for Goodhope Primary Schools Sethukge, Shimmy; Salani, End
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.346

Abstract

In this research, we delve into the perspectives of teachers and influential factors shaping math instruction in upper primary schools within the Goodhope region of Botswana. Recognizing the significance of mathematics education and the diverse learning needs of students, understanding effective teaching strategies becomes paramount. The study aims to authenticate various teaching and learning strategies employed by teachers to enhance performance in upper primary classes. The specific objectives include identifying teachers' perceptions of strategy efficacy, determining influencing factors on teaching strategies, and examining the impact of different teaching strategies on learners' performance. Guided by Critical and Constructivism theories, the research aims to uncover the nature of problems contributing to low learner performance (Critical theory) and explore engaging strategies for individual learners (Constructivism theory). The literature review underscores the study's foundation, showcasing how prior research informs the current investigation. Employing an embedded mixed methods approach, the study involved thirty teachers from ten selected schools in the Goodhope sub-region. Data collection utilized questionnaires and semi-structured interviews, while analysis employed descriptive statistics and thematic content analyses. Findings indicate that teachers employ a variety of effective teaching strategies, including incorporating games, relating mathematics to real-life situations, and using spoken and written praise. These strategies were perceived as key contributors to improving learner performance. Additionally, the study highlights the importance of satisfying learners' needs and interests for success. The recommendation emphasizes the application of diverse learner-centered teaching strategies and activities to enhance mathematics learning outcomes.
Beyond Geographical Barriers: ICT Skills and Parental Involvement in Fostering Learning Independence Lukmana, Dana Arif; Sapil, Nursin; Maulida, Ulfa
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.335

Abstract

This study analyses the links between students' Information and Communication Technology (ICT) abilities, parental role, and learning Independence in North Maluku, an archipelagic region of Indonesia characterized by poor technical infrastructure. By implementing a quantitative, cross-sectional approach, data were collected from 303 high school students using validated measures of ICT abilities, parental involvement, and learning independence. Multiple regression research found that ICT skills and parental role combined account for 44% of the variance in learning independence. ICT abilities emerged as a robust predictor (β = .464, p .001) of learning independence, underlining the essential significance of digital literacy in supporting autonomous learning practices, particularly in technologically impoverished locations. The parental role also revealed a substantial impact (β = .295, p .001), showing the persistent importance of family support in the educational process, especially in technology-enhanced learning contexts. These findings have substantial implications for educational policy and practice in archipelagic and technologically challenged countries, highlighting the necessity for focused ICT skill development programs and attempts to improve parental involvement in technology-mediated learning.
Development of Geomath Media in Integrative Geometry Learning Dhujjah, Nurul Ilmi Badrud
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.328

Abstract

Learning media acts as a tool, stimulus, or trigger in conveying learning messages by teachers. The role of learning media for students is to help them understand the material easily, effectively, and efficiently. This research aims to: 1) Understand the development process and 2) Validate GeoMath learning media experts. This research is a type of research and development Research and Development (RnD). The research format uses before and after observations to find out student learning outcomes more comprehensively. The research subjects were 52 students of Class VIII MTsN 2 Malang City.The research results show that the GeoMath media development process uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) research procedure which ensures that each stage from needs analysis to final evaluation is carried out systematically and structured. Apart from that, overall the GeoMath application is suitable and valid for use as a learning support instrument. Validation for three aspects of learning media, namely media size, media skin design, and media content design, was considered quite good by the validator. Validation for three aspects of learning material, namely content quality, accuracy of coverage, and language, was assessed as very good by the validator. Validation for the integration aspect was assessed as very good and almost perfect by the validator. Validation for three practical aspects or usefulness of learning media, namely media quality, media appearance, and media content design, was assessed as very good and close to perfect by the validator.
Islamic-Based Mathematics Learning Model for Islamic Boarding School Students Maulidiyah, Faizzatul; Aniqotizzahro, Salma; Abadiyah, Sa’diyatul; Fathani, Abdul Halim
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.308

Abstract

Islamic boarding schools are one of the Indonesian instructive educate that utilize formal and informal curricula. In their learning activities, some students have difficulty taking formal subjects, especially a subject in this research, namely mathematics. This research aimed to develop an Islamic-based mathematics learning model for Islamic boarding school students to suit the students’ needs. The research design was Research Development. Information collection was carried out through interviews, questionnaires, tests, and perception sheets. The research results from the try- out of an Islamic boarding school student mathematics learning model that integrated mathematics with Qur’an values had a significant effect on learning outcomes and increased student motivation in learning. Therefore, this learning model was very feasible and suitable to be implemented for Islamic boarding school students.
Gamification in STEM Education: A Systematic Literature Review Mursalin, M; Fonna, Mutia; Saputra, Eri; Ali, Muhammad; Setiawan, S
International Journal of Trends in Mathematics Education Research Vol 7, No 3 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i3.368

Abstract

This study aims to assess the impact of gamification in STEM education by focusing on student motivation, engagement, and learning outcomes. Gamification, or the use of game elements in non-game contexts, is applied in STEM education to enhance more engaging and interactive learning experiences. The literature review is carried out in a narrative manner by analyzing relevant research in the last 10 years obtained from various databases, such as Google Scholar and IEEE Xplore. The results of the study show that gamification elements, such as leaderboards, points, and badges, are effective in increasing student motivation and engagement, especially in subjects that tend to be difficult. In addition, gamification plays an important role in the formation of collaborative skills through activities such as "escape rooms" and gamification-based project simulations. However, the implementation of gamification is faced with challenges, such as adaptation to the institutional context and the need for adequate design to sustain long-term impacts. This review recommends the implementation of planned gamification, contextual adjustments, and continuous evaluation to improve the effectiveness of gamification in STEM education. Thus, the results of this study provide guidance for educators in integrating gamification as a relevant and adaptive learning strategy in the modern education era.

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