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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 7 Documents
 1 
Search results for , issue "Vol 7, No 4 (2024)" : 7 Documents clear
Optimal Control in Seit Type Epidemic Model with Different Exposed Periods and Saturated Incidence Rates Trisanti, Yuliana; Mamnunah, Latifatul; Arifin, Mohammad Nazir
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.359

Abstract

The mathematical model of infectious disease spread used in this study is the SEIT (Susceptible Exposed Infective Treatment) type epidemic model with a saturated incidence rate. Optimal treatment control is given to the exposed and infective populations with the same treatment rate with the aim of minimizing the number of infective individuals and treatment costs. By applying the Pontryagin Principle, optimal control and system are obtained. The rate of population change in the model is illustrated by numerical simulations.
Enhancing High School Students Problem Solving Ability in Algebra through Artificial Intelligence Based Learning Qurohman, M. Taufik
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.358

Abstract

This research is an experimental study conducted with a population of PGRI 1 Taman Pemalang High School students. The sample consisted of 11th grade students from the odd semester of 2024/2025, selected using cluster random sampling to determine the experimental and control classes. This study aimed to improve students' problem solving skills in algebra in a school environment, focusing on Artificial Intelligence based learning and student independence. The algebra topics covered included linear equations, quadratic equations, polynomials, and systems of linear equations. This research involved two main variables: Artificial Intelligence (AI) and problem-solving ability in algebra. Data was collected using questionnaires, tests, and documentation methods. Data analysis was conducted using a two way ANOVA with factorial interaction in a 2x2 design, supplemented by the Bonferroni test as a post hoc analysis. The results showed that students exposed to Artificial Intelligence-based learning demonstrated significantly higher problem solving ability in algebra compared to students taught with conventional methods. Additionally, students with high independence exhibited better problem-solving ability compared to those with low independence. These findings suggest an interaction effect between Artificial Intelligence based learning and student independence on problem solving ability in algebra. Specifically, students with high independence who underwent Artificial Intelligence based learning achieved the highest problem solving ability compared to all other interaction types. This emphasizes the positive synergistic effect of Artificial Intelligence based learning and student independence in enhancing problem solving ability in algebra.
Exploration of Teachers' Difficulties in Managing Mathematics Learning on Sumatra Island Simanjuntak, Sinta Dameria; Fadilah, Nina; Sembiring, Ribka Kariani; Sitompul, Pardomuan
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.345

Abstract

This research explores the difficulties faced by mathematics teachers in Sumatra Island in managing learning. Using a descriptive qualitative approach, the research involved 91 junior high school teachers through written interviews with 10 open-ended questions. The research results revealed several main difficulties: limited understanding of the independent curriculum, challenges in developing teaching modules, difficulties in determining learning objectives from cognitive-affective-psychomotor aspects, challenges in designing learning that facilitates social-economic-cultural-religious aspects, and obstacles in implementing teaching methods that meet students' needs. Nevertheless, teachers have demonstrated good abilities in time management, facilitating student collaboration, providing feedback, and conducting learning reflections.
Challenges of Teacher Prospective Students on the Preparation of Teaching Materials and TPACK-Based Assessment for Micro Teaching Courses Nuraina, Nuraina; Rohantizani, Rohantizani
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.331

Abstract

This study examines two main aspects of the challenges faced by prospective teacher students at Malikussaleh University in compiling teaching materials and assessments based on TPACK and TPACK. The background of the problem includes the need for the integration of technology in education which is increasingly important in the digital age. The purpose of this study is to identify these challenges in depth. The method used was qualitative descriptive with data collection through a questionnaire questionnaire distributed to 50 students. The research instrument consists of questions that cover various aspects of challenges in the preparation of teaching materials and assessments. The results of data analysis show that students face significant challenges, especially in mastery of technology and pedagogical integration, with a fairly high percentage of challenges in the preparation of TPACK and TPACK-based assessments. In conclusion, this study emphasizes the need for more attention from educational institutions in providing support to students so that they can overcome these challenges and improve their ability to develop effective and relevant teaching materials and assessments.
Improving critical thinking skills through a Problem Based Learning (PBL) Approach based on Augmented Reality (AR) at SMAN 1 Seunuddon Muliana, Muliana; Nufus, Hayatun
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.340

Abstract

This research aims to explore improving students' critical thinking skills through the application of the Problem Based Learning (PBL) learning model assisted by Augmented Reality (AR) technology. The research method used was an experiment with a quasi-experimental design, involving two sample groups, namely the experimental group that applied the AR-assisted PBL model and the control group that followed conventional learning methods. This research sample consisted of 60 high school students who were selected purposively. The instrument used in this research is a critical thinking skills test which has been tested for validity and reliability. The results of the validity test show that all question items are valid with a coefficient above 0.6, while the reliability test shows a Cronbach's Alpha value of 0.87, which indicates high reliability. The results of the question difficulty level test show that the questions used are in the moderate category, and the question discrimination power test shows that there is good variation in differentiating students based on their ability level. The data normality test showed that the two groups (experimental and control) were not normally distributed, so data analysis continued using the Mann-Whitney non-parametric test. The results of this statistical test show a significance value of 0.00, which means there is a significant difference between the experimental group and the control group in improving critical thinking skills. This research concludes that the application of the Problem Based Learning learning model assisted by Augmented Reality (AR) can significantly improve students' critical thinking skills.
The Application of the Discovery Learning Model to Improve the Mathematical Problem-Solving Abilities of Eighth Grade Students at SMP Negeri 31 Medan Simanjuntak, Sinta Dameria; Sinaga, Ewilda; Manurung, Nurhalimah; Capah, Syafwani Sadanta; Harahap, Yanti Pertiwi; Sitanggang, Derma Yanti; Simatupang, Esra Ayu Lamria; Tarigan, Yenni Andryani
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.352

Abstract

This study aims to improve the mathematical problem solving ability of students in class VIII-4 at SMP Negeri 31 Medan through the application of the Discovery Learning model. This research is a Classroom Action Research (PTK) which was conducted in two cycles. The research subjects were 30 students of class VIII-4, while the research object was the improvement of mathematical problem solving ability through Discovery Learning model. The results showed an increase in students' mathematical problem solving skills from cycle I to cycle II. In the initial test, the average student score was 45.22 with a completeness rate of only 13.33%. After the application of Discovery Learning in cycle I, the average score increased to 66 with a completeness rate of 56.67%. In cycle II, the average score reached 82.66 with a completion rate of 86.67%. Thus, the use of the Discovery Learning model proved to be effective in improving students' mathematical problem solving skills on the material of Linear Equation One Variable.
A Literature Review on Gamification as an Interactive Approach in Mathematics Learning for Elementary School Students Mursalin, M; Saputra, Eri; Ali, Muhammad
International Journal of Trends in Mathematics Education Research Vol 7, No 4 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v7i4.367

Abstract

Students' interest and involvement in mathematics learning, particularly at the elementary school level, is often low due to the nature of the material that is considered difficult and less interesting. The gamification approach, which integrates elements of play into learning, emerges as a potential strategy to increase students' motivation and understanding of mathematical concepts. This study aims to analyze the effectiveness of gamification in increasing learning interest and understanding of mathematics in elementary school students. This literature review was carried out by collecting, filtering, and analyzing various relevant previous research, using keywords such as "gamification", "elementaryschool mathematics learning", "student motivation", "educational technology", and "student collaboration". The results of the study show that the application of gamification in mathematics learning has a significant positive impact on student motivation and engagement, improves understanding of mathematical concepts, and facilitates collaborative skills. The implication of these findings is that educators should consider integrating technology-based gamification in the math curriculum, in order to create a learning experience that is more adaptive and relevant to students' needs.

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