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JME (Journal of Mathematics Education)
Published by USN Scientific Journal
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jme
Core Subject : Education,
Mathematics
Menerima segala bentuk artikel dalam bidang pendidikan matematika Penelitian eksperimen, ekspost facto, penelitian korelasi, Penelitian pengembangan dan juga Systematic Literature Review.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 17 Documents
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Search results for , issue "Vol 10, No 1 (2025): JME" : 17 Documents clear
REMEDIATION OF EXPONENT NUMBERS MISCONCEPTIONS IN SEVENTH GRADE STUDENTS THROUGH A PROBLEM POSING APPROACH Liora, Priscilla Josierra; Sugioatno, Sugioatno; Hamdani, Hamdani
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2517

Abstract

This study aims to remediate students' misconceptions about exponent numbers using a problem posing approach among seventh-grade students at SMP Negeri 26 Pontianak. Misconceptions in mathematics are a fundamental issue that can hinder students’ understanding of more advanced concepts if not addressed effectively. The problem posing approach offers an innovative solution by encouraging active student participation, creative thinking, and deeper conceptual understanding. This research employed Pedagogic Action Research with a qualitative approach. The subjects were five seventh grade students who selected based on diagnostic test results that identified specific misconceptions related to the concept of exponents, such as powers of zero, negative exponents, and the order of operations. Data were collected through diagnostic tests, interviews, observations, and posttests. The misconceptions are concepts of exponent, powers of zero, exponent with negative numbers, and the order of counting operations. The results revealed that the post-solution posing type of problem posing approach effectively reduced students' misconceptions. After the remediation, misconceptions among the five subjects were reduced to only one, specifically regarding the concept of zero exponents. These results indicate that the problem posing approach can be a powerful strategy in helping students overcome persistent misconceptions in mathematics through active engagement and reflective learning.
EXPLORATION OF STUDENT’S MATHEMATICAL CONNECTION ABILITY BASED ON LEARNING MOTIVATION Meiliati, Rafika; Salido, Achmad; aswin, aswin; Husain, Dayana Sabila
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2521

Abstract

This study aimed to explore and explain students’ mathematical connection abilities based on their levels of learning motivation. A qualitative investigative approach involved junior high school students categorized into three motivation levels: high, moderate, and low. Data were collected through a learning motivation questionnaire and problem-solving tasks to assess students’ mathematical connection skills. The results revealed that highly motivated students demonstrated the strongest abilities, characterized by their capacity to connect various mathematical concepts, effectively use visual representations, and apply concepts in real-life and interdisciplinary contexts. In contrast, moderately motivated students tended to rely on basic procedures without developing a comprehensive conceptual understanding, while students with low motivation struggled to comprehend and relate concepts, often copying information without formulating appropriate solution strategies. These findings highlight the critical role of learning motivation in fostering mathematical connection skills. Therefore, implementing instructional strategies that enhance student motivation—such as problem-based and contextual learning approaches—is essential for promoting more profound understanding and stronger mathematical connections.
IMPROVEMENT OF LEARNING RESULTS THROUGH THE WEEKLY PROJECT OF PROBLEM SCHEME WITH THE TEACHING AT THE RIGHT LEVEL APPROACH Prasetiyo, M. Mahmudi; El Walida, Sikky
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2519

Abstract

The problems that occur in learning outcomes are generally influenced by learning activities that are less interactive and less interesting so as to reduce student motivation and enthusiasm, which is caused by the learning methods and styles used in the classroom. Based on observations at SMAN 8 Malang, it is known that the implementation of mathematics learning is still one-way and students are only involved in doing assignments. This has an impact on the results of the assessment carried out by the teacher in learning mathematics. To improve student learning outcomes, effective and relevant learning methods are needed in accordance with the lesson plans that have been prepared. The approach and learning model that aims to provide solutions to overcome the challenges of improving learning outcomes is the Weekly Project of Problems (W-PoP) Scheme with the TARL Approach. The research method used is Classroom Action Research with data collection techniques consisting of initial assessment, observation, written tests, interviews, and questionnaires.  Through this research, an increase in the percentage of student learning completeness was obtained in the summative assessment in cycle 2 which reached 79%, an increase of 32% compared to the summative assessment in cycle 1 and an increase of 38% from the pre-cycle. The average score of all students also increased significantly in each cycle. Thus, the application of the Weekly Project of Problems (W-PoP) with the TARL Approach can provide equal opportunities for students to receive learning materials and have equality in getting treatment in learning to gain understanding abilities to improve student learning outcomes.
ROUTINES CONFLICT COMMOGNITIVE IN STUDENTS' WORK RESULTS ON THE MATERIAL OF INDEFINITE FORM LIMITS Emanuel, Endrayana Putut Laksminto; Anam, Fatkul; Iventri, Kuirinus; El Walida, Sikky
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2518

Abstract

This research aims to describe cognitive conflicts that occur in first year students when solving indefinite form limit problems. This research is qualitative research with the researcher as the main instrument. Research method with stages of preparation, data collection, transcript and analysis. A total of 8 students from private universities were given mathematics problem sheets, containing limit questions of indefinite form consisting of one number and worked on for 30 minutes. Two students were selected as research subjects based on indicators of conflict in the components of routines and were interviewed in a semi-structured and in-depth manner to explore further information about the causes of conflict. The results of the research showed that the research subjects were able to solve the questions given but there were errors that triggered conflict, both ritualized and exploratory. . Ritualized due to weak understanding of material previously received in high school.  Exploratory, which is a new or different method because it is not well understood, can cause cognitive conflict. Good mastery and understanding of the material can reduce the occurrence of cognitive conflicts in students' minds.
MATHEMATICAL MODELLING OF BRICK WALLS: A GEOMETRY LEARNING CONTEXT Nasrum, Akbar; Hidayati, Ully
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2459

Abstract

Mathematics learning at the junior secondary school level continues to face challenges related to the limited connection between mathematical concepts and students’ real-life experiences, particularly in geometry and measurement topics. This study aims to explore mathematical concepts embedded in the construction of subsidized house walls and to model the calculation of material volume and cost estimation as a real-world context for mathematics learning at the junior secondary school level. A qualitative descriptive approach with an exploratory design was employed. The object of the study was a subsidized house located in the Citra Latambaga Housing Complex, Latambaga District, Kolaka Regency, with a standardized building size of 6 m × 6 m and uniform room layouts. Data were collected through observation, measurement, and documentation, and analyzed using simple mathematical modeling aligned with the junior secondary school mathematics curriculum. The findings indicate that wall construction activities involve mathematical concepts such as the volume of rectangular prisms, unit conversion, ratio, estimation, and material cost calculation. The cost estimation results reveal significant differences between the use of red bricks and lightweight concrete blocks for the same wall volume, providing opportunities to introduce simple optimization problems in junior secondary school mathematics learning. This study concludes that the construction of subsidized house walls constitutes an authentic and meaningful context for teaching geometry and mathematical modeling, thereby supporting more contextualized and relevant mathematics learning at the junior secondary school level.
ANALYSIS OF STUDENTS' ERRORS IN SOLVING MATHEMATICS PROBLEMS BASED ON THEIR CONCEPTUAL UNDERSTANDING Nisa, Fairun; Haidar, Irajuana; Tahir, Tahir
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2710

Abstract

This study aims to describe students' errors in solving mathematics problems based on their conceptual understanding. This research employed a descriptive qualitative approach involving 28 eighth-grade students from SMP Negeri 1 Latambaga. Data were collected using a conceptual understanding test, designed based on several indicators (classifying objects according to their properties, giving examples and non-examples of a concept, applying concepts algorithmically, and presenting concepts in various representative forms). Student errors were analyzed using Nolting's theory, which categorizes errors into careless, concept, application, and test procedure errors. The instrument was validated by mathematics education experts and teachers, and tested for item validity. After the test, four students representing different ability levels (high, medium, low, very low) were selected for interviews. The results showed that, in general, students' conceptual understanding was low. The most dominant errors were concept and application errors, while procedural and careless errors also appeared but less frequently. In conclusion, students' errors are primarily caused by weak conceptual understanding and a lack of systematic problem-solving abilities.
DEVELOPMENT OF A MOODLE QUIZ AS A MATHEMATICS ASSESSMENT TOOL FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KOLAKA Nurafni, A Dwi; Nasrum, Akbar; Jahring, Jahring
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2704

Abstract

This study aims to develop a digital-based mathematics assessment tool using the Moodle application for Grade VIII students at SMP Negeri 1 Kolaka, in response to the growing need for effective and accessible digital testing platforms in mathematics education. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which supports a systematic and iterative approach to instructional design. The research involved 30 students from Class VIII D, selected through purposive sampling. Content validity was evaluated by two subject-matter experts using a structured rubric, resulting in an average score of 93% (very valid). Media validity was assessed by a media expert, yielding an average score of 82% (very valid). The practicality of the instrument was examined through student questionnaires focusing on usability and clarity, achieving an average score of 84%, indicating high practicality. These results suggest that the Moodle-based quiz is a valid and practical tool for mathematics assessment in junior high schools, with potential to enhance digital assessment practices in similar educational settings.
DEVELOPMENT OF BAMBOOZLE LEARNING MEDIA BASED ON A TEAM GAME TOURNAMENT TO INCREASE STUDENT LEARNING MOTIVATION Zhafira, Dina; Syahputra, Edi; Mansyur, Abil
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2713

Abstract

Encouraging student motivation requires a supportive classroomlearning atmosphere. This study addresses this challenge inmathematics education by developing learning media calledBamboozle. Bamboozle is an online-based learning platform. It wasplayed in tournament mode and employs a keypad as quizzes. Thisresearch was integrated Bamboozle into a cooperative learningmodel—Team Game Tournament (TGT)—and applied to GradeVIII MTsN 1 Medan, focusing on the topic of relations andfunctions. This study used the 4-D model. First, identified theneeds (Define), made media draft (Design), improved with experthelp (Develop), and tested in a small trial (Disseminate). Theresults indicate that the media achieved valid scores in terms ofcontent (3,95), construct (3,91), and media itself (3,92). Theincrease in students’ motivation, from 51.83 to 71.9, falls withinthe medium category based on the N-gain analysis and percentageof positive response above 95% for almost all indicators, indicatingits effectiveness. Additionally, the media was found to be practical,with students and teachers reporting ease of use and suitability withclass time. These findings suggest that Bamboozle has the potentialto enhance student motivation in learning mathematics,particularly when appropriate classroom preparation is ensured.
ANALYSIS OF STUDENTS DIFFICULTIES IN SOLVING MATHEMATICAL PROBLEMS BASED ON HIGHER ORDER THINKING SKILLS FOR JUNIOR HIGH SCHOOL STUDENTS Surlam, Ananda Eka Puspita; Chairuddin, Chairuddin; Tahir, Tahir
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2711

Abstract

Higher-order thinking skills (HOTS) are essential in fostering students' critical and creative problem-solving abilities, particularly in mathematics. This study aims to determine the level of difficulty students face in solving HOTS-based mathematics problems. This qualitative descriptive study was conducted at SMPN 1 Latambaga with 23 eighth-grade students (class VIII A) as participants. The instruments, comprising tests and interviews, were constructed based on three indicators of HOTS: analyzing, evaluating, and creating. From the participants, six students were selected to represent three ability levels: high, moderate, and low. Students in the high category met all HOTS indicators. Moderate-level students achieved analyzing and evaluating but struggled with the creating aspect. Low-level students were only able to analyze and faced difficulties in evaluating and creating solutions. Their challenges included misapplication of principles, procedural errors, and verbal misunderstandings of question instructions. The findings highlight the need for targeted strategies to enhance students' critical and creative thinking in solving contextual and open-ended mathematics problems.
THE EFFECT OF HABITS OF MIND AND LEARNING ACTIVITIES ON LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS Moma, La; Ramadhani, Widya Putri
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2706

Abstract

This study aims to analyze the effect of habits of mind and learning activitieson mathematics learning outcomes of class XI students of SMAN 11 Ambonon polynomial material. This associative causal research used purposivesampling technique involving 64 students from class XI MIA 1 and XI MIA2. The research instrument consisted of 32 statements to measure habits ofmind, 32 statements for learning activities, and 6 description questions formath learning outcomes. Data analysis used simple linear regression andmultiple linear regression. The results showed: (1) there is a positive effect ofhabits of mind on mathematics learning outcomes with a determinationcontribution of 16.2% (p = 0.001) including the low category; (2) there is apositive effect of learning activities on mathematics learning outcomes with adetermination contribution of 11.6% (p = 0.003) including the low category;and (3) habits of mind and learning activities simultaneously have a positiveeffect on mathematics learning outcomes with a determination contribution of17.2% (p = 0.003) including the low category. This study recommends thedevelopment of learning strategies that systematically facilitate the formationof habits of mind and encourage optimal learning activities to improvestudents' mathematics learning outcomes, especially on polynomial materialsthat require good conceptual understanding and procedural skills.

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