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
233 Documents
<![CDATA[Junior High School Students Ability to Use The Polya’s Step to Solve Mathematical Problems Through Problem Based Learning ]]>
<![CDATA[Muhammad Royani]]>;
<![CDATA[Winda Agustina]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i2.112
<![CDATA[This study purpose to determine the ability of students to use Polya’s step in solving mathematical problems through Problem Based Learning. This study used a quantitative approach with a total sample, as many as 26 students of 7th grade of Junior High School 2 Kusan Hulu student. Problem Based Learning activities held in four meetings and two tests. The test results were analyzed based on the Polya’s problem solving steps, calculated with the percentage in each step. The results showed that the ability of junior high school students to use Polya’s steps in solving mathematical problem through Problem Based Learning was: 1) ability to understand problems at 83.80%, 2) ability to plan problem solving at 71.42%, and 3) ability to do counting at 75.61%.]]>
<![CDATA[Analysis of errors in solving mathematical literacy analysis problems using newman ]]>
<![CDATA[Neneng Nuryati]]>;
<![CDATA[Siti Syamsiah Purwaningsih]]>;
<![CDATA[Endang Habinuddin]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 5, No 3 (2022) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v5i3.164
<![CDATA[The purpose of this study was to find out student errors in solving problems about mathematical literacy. This study uses a qualitative research approach with sampling method is purposive sampling. The study subjects were three students who were taken based on KAM (Student Initial Ability), namely high, medium, and low ability categories. Each subject is one person per category from the Department of Accounting, Bandung State Polytechnic. This study analyzes student errors in solving mathematical literacy problems in the statistics course for the sub-discussion of hypothesis testing. The error analysis method used is Newman analysis. This study uses two instruments, namely a test instrument with four questions in the form of descriptions and interviews. The data will then be classified into five error categories according to Newman's analysis. The conclusions in this study indicate that there are errors in answering questions, especially for mathematical literacy questions; students are expected to be able to analyze questions in the form of story questions; Understanding the problem instructions and information contained in the problem is the first step in working on mathematical literacy problems so that the level of errors and errors in working on the questions is more resolved. Of the five errors that became the standard for Newman Error Analysis assessment, three errors were made by respondents, namely errors in understanding story questions correctly, errors in transforming story questions into mathematical sentences, and errors in writing the final answer.]]>
<![CDATA[Mathematics Preservice Teachers’ Views on Mathematical Literacy ]]>
<![CDATA[Ani Afifah]]>;
<![CDATA[Miftahul Khoiri]]>;
<![CDATA[Nur Qomaria]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 1, No 3 (2018) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v1i3.45
<![CDATA[This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5) basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.]]>
<![CDATA[The effect of ICT learning media and discipline on the effectiveness of learning mathematics ]]>
<![CDATA[Anggun Pastika Sandi]]>;
<![CDATA[Handy Fernandy]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v5i1.91
<![CDATA[This study aims to determine the effect of information computer technology (ICT)-based learning media and learning discipline on the effectiveness of mathematics learning process. The experi-ment was carried out in two groups where each group was given different treatments. The first group was taught using ICT-based learning media, while the second group was taught using conventional learning media. Each group was further divided into two categories according to their level of discipline, namely groups with high levels of discipline and groups with low levels of discipline. The method used in this research is an experiment with a treatment by level analysis model. The type of test used is Anova Two-Way. Based on the results of the analysis, it shows that the group taught using ICT-based learning media obtained a higher effectiveness of learning pro-cess than the group taught using conventional learning media. and groups that have a high level of discipline get a higher effectiveness of the learning process than groups with low levels of dis-cipline. and it is also evident that there is an influence of the interaction between the use of ICT-based learning media and the level of discipline on the effectiveness of learning process.]]>
<![CDATA[Students' Relational Thinking in Solving Word Problem Based Cognitive Style ]]>
<![CDATA[Akhmad Syaiful Bahri]]>;
<![CDATA[Agung Lukito]]>;
<![CDATA[Masriyah Masriyah]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i1.37
<![CDATA[This study is motivated by students' low relational thinking ability. Relational thinking is one of the interesting problems in mathematics education. In this study will be examined the ability of relational thinking field-dependent and independent students in solving the arithmetic word problem. The method used in this study is qualitative descriptive. This research was conducted on 7th-grade of junior school students of Surabaya. The subjects of this study were 1 student who had a field-independent cognitive style and 1 student who had a field-dependent cognitive style. The data of the students' relational thinking process is obtained through the results of solving arithmetic word problem and interviews. Subject selection is done using instrument group embedded figures test. The results of the research showed that students with cognitive field-dependent experiences had difficulties in thinking and have not been able to establish the relationship between information elements and previous knowledge to solve problems. Whereas students with independent field cognitive styles were capable of relational thinking, namely by building interrelationships between elements of information and prior knowledge and knowledge of the properties of structure to solve problems.]]>
<![CDATA[An ethnography study on mathematical terminologies within two indigenous Makian languages in North Maluku ]]>
<![CDATA[Dana Arif Lukmana]]>;
<![CDATA[Mujahid Taha]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 5, No 3 (2022) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v5i3.139
<![CDATA[The two indigenous Makian languages, Western Makian (Makian Luar) and Eastern Makian (Makian Dalam/Taba), stem from two different language families in North Maluku. The indigenous Makian people are typically ignorant of the riches of values and knowledge reserved in their language and culture, including mathematical content. Therefore, through an ethnography approach, this study identifies mathematical terminologies (natural numbers, fractions, number operations, indefinite quantifiers and adverbs of time) that exist in indigenous Makian languages. Data Collecting was conducted through in-depth interviews with indigenous community leaders and some primary literature reviews, then analyzed qualitatively. The mathematical language that has been identified along with the context of its use can be a good entry point and a mean-ingful material in integrating indigenous languages and cultures in mathematics learning.]]>
<![CDATA[Design of ARCSI Learning Model with Scientific Approach for Teaching Mathematics in School ]]>
<![CDATA[Usmadi Usmadi]]>;
<![CDATA[Ergusni Ergusni]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v1i1.28
<![CDATA[The study was aimed to obtain information regarding the design instructional of ARCSI learning model with the scientific approach for teaching mathematics in school. This learning model developed based on the learning conditions at Junior High School (SMP/MTs) in Bukittinggi City and Agam Districts of West Sumatera requiring a model of learning based on Islamic values, strategy in the motivation of ARCSI, and a scientific approach mandated in the curriculum of 2013. This learning model is designed for forming the character of learners in an Islamic way the learning process of mathematics that pleasant, and train students to think critically and comprehensively through a scientific approach. Synonymous ARCSI Learning Model with scientific approach, namely: (1) Attract the attention of learners by inviting praying/pleading to Allah Ta’ala, (2) Convey the purpose/benefit of learning and its application in daily activity, (3) The deliberations of the group to establish ukhuwah Islamiyah within the group, (4) a class discussion to establish ukhuwah Islamiyah classically, (5) Giving satisfaction to students with learning will make only because of Allah Ta’ala and the tradition of Prophet Muhammad SAW (6) Evaluate processes and the results of solving problems, and (7) Closing the learning by reading Hamdallah and greetings.]]>
<![CDATA[Media Development of “Kebun Phytagoras” for Learning Pythagoras Theorem ]]>
<![CDATA[Lailin Hijriani]]>;
<![CDATA[Abd. Qohar]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v3i2.133
<![CDATA[The aim of this development research is to develop “Kebun Pythagoras” media which can be used in learning to help student to prove the truth of the Pythagorean Theorem. The development model used is the Plomp development model (2010). The development of “Kebun Pythagoras” media goes through three steps: initial research, development step, and assessment step. The results of evaluation data are suggestuins and research trial subjects’ assessments used as an input for developing the media. The results of data analysis obtained an overall average value of criteria 3.6 of 4.0 scale included valid category. The practicality result of media utilization with an overall average value of criteria 3.5 of 4.0 scale included practical category.]]>
<![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 ]]>
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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[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.]]>
