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International Journal of Trends in Mathematics Education Research (IJTMER)

ijtmer
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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 233 Documents

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Statistical Resoning Student In Statistical Problem Based On Sex Differences Luthfaturrohmah Luthfaturrohmah; Rooselyna Ekawati; Endah Budi Rahaju
International Journal of Trends in Mathematics Education Research Vol 2, No 1 (2019)
Publisher : SAINTIS Publishing

The purpose of this study is to describe the level of statistical reasoning of male students in statistical problems, and describe the level of statistical reasoning of female students in statistical problems. The method used in this study is descriptive qualitative which describes the level of statistical reasoning of male and female students in statistical problems solving. The results of his research are there are differences in the level of statistical reasoning of male and female students in solving statistical problems. There are differences in the level of statistical reasoning between male and female students in the statistical reasoning process. Differences in the level of statistical reasoning between male and female students in the process of analyzing and interpreting data. Male students at level 4 and female students at level 5, whereas in the process of describing data, organizing data and replicating data on male and female students are at the same level. In describing data on male and female students at level 4, in the organizing process data on male and female students at level 3, in the process of representing data on male and female students at level 5.

Star metric dimension of complete, bipartite, complete bipartite and fan graphs Reni Umilasari; Ilham Saifudin; Isnawati Lujeng Lestari
International Journal of Trends in Mathematics Education Research Vol 5, No 2 (2022)
Publisher : SAINTIS Publishing

One of the topics in graph theory that is interesting and developed continuously is metric dimension. It has some new variation concepts, such as star metric dimension. The order set of Z={z1,z2,…,zn }⊆V(G) called star resolving set of connected graph G if Z is Star Graph and for every vertex in G has different representation to the set Z. The representation is expressed as the distance d(u,z), it is the shortest path from vertex u to z for every u,z∈V(G). Star basis of a graph is the smallest cardinality of star resolving set. The number of vertex in star basis is called star metric dimension of G which denoted by Sdim(G). The purpose of this article is to determine the characteristic of star metric dimension and the value of star metric dimension of some classes of graphs. The method which is used in this study is library research. Some of the results of this research are complete graph has Sdim(Kn )=n-1, for n≥3, bipartite graph K(2,n) has Sdim (K(2,n) )=n, for n≥3. Besides complete bipartite graph hasn’t star metric dimension or for m,n≥3 or it can said that Sdim (K(m,n) )=0. Another graph, that is Fan graph has Sdim (Fn )=2 for 2≤n≤5 and for n≥6 Sdim (Fn )=(2n+3)/5.

The Effect of Cooperative Learning Type Student Teams Achievement Division (STAD) on Understanding Mathematical Concepts in Class VIII Students of MTs N Pekanbaru Putri Wahyuni
International Journal of Trends in Mathematics Education Research Vol 2, No 4 (2019)
Publisher : SAINTIS Publishing

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.

The effect of online games on students’ mathematics learning outcomes at SMPN 1 Sintuk Toboh Gadang Syahrial Syahrial
International Journal of Trends in Mathematics Education Research Vol 5, No 4 (2022)
Publisher : SAINTIS Publishing

The purpose of this study was to see the significant effect of online games on students' mathematics learning outcomes at SMP N 1 Sintuk Toboh Gadang. The approach used in this study is a quantitative approach with the type of correlational research, namely research conducted between two or more variables that aims to find out whether there is a relationship and if there is, how close the relationship is and whether or not the relationship is meaningful. The instrument used in this study was a questionnaire or questionnaire and learning outcomes test used to determine the effect of online games on students' mathematics learning outcomes. The analysis used in this study was simple linear regression analysis. The results showed that: 1. The mathematics learning outcomes of grade VIII SMPN 1 Sintuk Toboh Gadang students who liked to play online games varied widely 2. There was an influence between playing online games on the mathematics learning outcomes of eighth grade students of SMPN 1 Sintuk Toboh Gadang, which was indicated by F count = 47, 85 F table = 4.6 this can also be seen from the regression coefficient value of -0.882. The simple linear regression equation obtained is Y = 184.41-0.6X where Y is the result of learning mathematics and X is the online games variable. The conclusion is that there is a negative effect of online games on students' mathematics learning outcomes in class VIII SMPN 1 Sintuk Toboh Gadang, both up and down and all independent variables (X) have an effect on the dependent variable (Y) of 77.7%.

Portrait of Mathematical Anxiety in Early Youth Ages Rosyita Anindyarini; Supahar Supahar
International Journal of Trends in Mathematics Education Research Vol 2, No 3 (2019)
Publisher : SAINTIS Publishing

Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.

Assessing students’ self-efficacy when solve mathematical problem based on gender Syamsu Alam; Mega Teguh Budiarto; Tatag Yuli Eko Siswono
International Journal of Trends in Mathematics Education Research Vol 5, No 4 (2022)
Publisher : SAINTIS Publishing

Self-efficacy, problem solving, and gender differences are aspects that many researchers concern to today. Therefore, the purpose of this study was to describe the profile of students’ self-efficacy in solving problems based on gender. We used a qualitative approach with exploratory research to answer the research objectives. We used the Mathematical Ability Test (TKM) instrument, Mathematical Problem-Solving Tasks (TPMM), and interview guidelines to consider the selected subjects. Next, two students were selected (14 years old, of different gender, and had good math skills) to participate in the study. Data from transcripts and student work were used to perform data analysis. The results revealed that there were fundamental differences between the two subjects based on three dimensions of self-efficacy (magnitude, strength, and generality). This is discussed further in this article. Finally, we suggest to explore the influence of regional culture on students’ self-efficacy in the classroom.

The Impact of Silozi Language on the Teaching of Numeracy in the Zambezi Region M Mukwambo; D Mhakure; N Sitwala
International Journal of Trends in Mathematics Education Research Vol 3, No 1 (2020)
Publisher : SAINTIS Publishing

The study reports on the challenges lower primary numeracy teachers in the Zambezi Region face when using Silozi language as a medium of instruction. The use of Silozi language as a medium of instruction is part of the Namibian language policy in schools. In the Zambezi Region, Silozi, a lingua franca is considered predominant. The findings of the study show that teachers were unable to interpret the concepts in the curriculum and learners could not express their ideas using the lingua franca. However, when Numeracy questions were presented to the learners in symbolic form and in their mother tongue, they did not face challenges in understanding the questions. The study uses the socio-cultural theory as theoretical framework.

Development of guided inquiry model mathematics learning tools to practice critical thinking skills for students in linear program materials Nerva Nur Opticia; Siti Khabibah; M Masriyah
International Journal of Trends in Mathematics Education Research Vol 5, No 2 (2022)
Publisher : SAINTIS Publishing

This study aims to describe the process of developing the device and producing a good quality guided inquiry model mathematics learning tool on linear program material for class XI SMA, and to describe the effectiveness of guided inquiry model mathematics learning which can train students' critical thinking skills on linear program material. This type of research is development research (RnD). The learning tools developed in this study are the Learning Implementation Plan (RPP), Students Worksheet (LKPD), and Critical Thinking Ability Test (TKBK) are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. The research subjects for the trial class were 13 students of class XI MIPA 3 and the research subjects for the implementation class were 17 students of class XI MIPA 1. Based on the results of descriptive analysis, it was found that the learning tools developed were of good quality because they met valid, practical, and effective criteria. The learning device is said to be valid because all validators give a minimum score of 3 for each aspect of the assessment on a scale of 1-4 and the critical thinking ability test questions meet the valid, reliable, and sensitive criteria. The learning device is said to be practical because the teacher's activities in managing learning meet good criteria and the activities of students meet the active criteria. Learning devices are said to be effective because students 'responses to learning devices and learning activities meet the positive category, guided inquiry mathematics learning model to train students' critical thinking skills is achieved.

Critical Thinking Process Of Junior High School Students In Mathematical Problems Solving Based On Learning Styles Andik Saputro; Ketut Budayasa; Endah Rahaju
International Journal of Trends in Mathematics Education Research Vol 3, No 2 (2020)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v3i2.135

The purpose of this study is to describe the critical thinking process of eighth grade junior high school students in solving mathematical problems in terms of visual, auditory, and kinesthetic learning styles. This type of research is a descriptive exploratory study with a qualitative approach. The subjects in this study were one female student with a visual learning style, one female student with an auditory learning style, and one student with a kinesthetic learning style. All three of these subjects have intermediate and equivalent mathematical abilities. Data collection is done by giving assignments and interviews conducted twice.The results obtained in this study are (1) The critical thinking process of eighth grade junior high school students with visual learning styles in solving mathematical problems, namely at the stage of understanding the problem, the subject does interpretation, analysis, evaluation, inference, and explanation. (2) The critical thinking process of eighth grade junior high school students with auditory learning styles in solving mathematical problems, namely at the stage of understanding the problem, the subject doing interpretation, analysis, inference, and explanation. (3) The critical thinking process of eighth grade junior high school students with kinesthetic learning styles in solving mathematical problems, namely at the stage of understanding the problem, the subject doing interpretation, analysis, evaluation, inference, and explanation. At the stage of preparing a plan for completion the subject conducts analysis, evaluation, inference, and explanation.

Students' Spatial Ability During Geometry Learning through a Realistic Approach In Terms of Their Genetic Decomposition Nugroho, Khathibul Umam Zaid; Sukestiyarno, YL; Hidayah, Isti
International Journal of Trends in Mathematics Education Research Vol 6, No 1 (2023)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ijtmer.v6i1.183

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.

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Mursalin

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Jl. Banda Aceh - Medan, Mns. Mesjid, Muara Dua, Kota Lhokseumawe, Province Aceh, Indonesia, 24351

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Kota lhokseumawe,

Aceh

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Home Page

OAI Link

Editorial Team

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Reviewer

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Contact Name Mursalin

Contact Email ijtmer@gmail.com

Phone +6285260880453

Journal Mail Official ijtmer@gmail.com

Editorial Address Jl. Banda Aceh - Medan, Mns. Mesjid, Muara Dua, Kota Lhokseumawe, Province Aceh, Indonesia, 24351

Location Kota lhokseumawe, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Mursalin

Contact Email
ijtmer@gmail.com

Phone
+6285260880453

Journal Mail Official
ijtmer@gmail.com

Editorial Address
Jl. Banda Aceh - Medan, Mns. Mesjid, Muara Dua, Kota Lhokseumawe, Province Aceh, Indonesia, 24351

Location
Kota lhokseumawe,

Aceh

INDONESIA