JME (Journal of Mathematics Education)
Menerima segala bentuk artikel dalam bidang pendidikan matematika Penelitian eksperimen, ekspost facto, penelitian korelasi, Penelitian pengembangan dan juga Systematic Literature Review.
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<![CDATA[Self-Regulated Online Learning and Students’ Attitude as Predictors of Skill Proficiency Development in Mathematics ]]>
<![CDATA[Ken Clyde Otig Longos]]>;
<![CDATA[Rey Regidor]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1738
<![CDATA[This study aimed to determine if self-regulated online learning and student’s attitude were predictors of skill proficiency development in Mathematics. 200 GE 4 students of UM North Campuses were the respondents of this research. The statistical tools used were Mean, Pearson-r, and Regression Analysis. Quantitative non-experimental research utilizing correlational technique with regression analysis was the research design of this paper. Results revealed high self-regulated online learning among GE 4 students in terms of metacognitive skill, time management, environmental structuring, persistence, and help seeking was high. The level of students’ attitude towards learning Mathematics yielded a descriptive equivalent of high confidence in Mathematics, the importance of Mathematics, and engagement in Mathematics. The level of skill proficiency development of the students in Mathematics yielded a high-level result in terms of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. There was a positive significant relationship between self-regulated online learning and students’ attitude to skill proficiency development in Mathematics. However, between the two independent variables, students’ attitude was the only predictor of skill proficiency development in Mathematics.]]>
<![CDATA[STUDENT'S ABILITY IN EXPLAINING THE CONCEPT OF SOLID FIGURE'S VOLUME REVIEWED FROM VISUALIZER VERBALIZER COGNITIVE STYLE ]]>
<![CDATA[Rohmah Indahwati]]>;
<![CDATA[Fetty Nuritasari]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1733
<![CDATA[The purpose of this study was to describe student's ability to explain the concept of solid figure's volume reviewed from visualizer-verbalizer cognitive style using the Cognitive Style Test developed by Mendelson Thorson. This study used a qualitative approach and the data collection technique was carried out by giving tests about the concept of solid figure's volume and interviews. The indicators used to measure students' ability to explain the concept of solid figure's volume are, (1) Providing information in accordance with mathematical concepts (2) Information systematically organized with the aim of showing a mathematical relationship (3) using and selecting procedures or operations certain exactly. The results showed that both visualizer subjects (SV) and verbalizer subjects (SB) were only able to fulfill the first indicator in explaining the concept, both of them just can mention the formula of pyramid's volume. Meanwhile, to explain the concept of ball's volume, SV does not meet the third indicator, SV did not use the right mathematical procedures or operations. Both subjects showed characteristics that matched their cognitive style, namely SV was more flexible in providing explanations through pictures and SB preferred to make explanations in the form of descriptions.]]>
<![CDATA[ASSESSMENT OF PRE-SERVICE TEACHERS’ PERCEIVED USEFULNESS, EASE OF USE AND BEHAVIOURAL INTENTION TO USE ICTs FOR MATHEMATICS INSTRUCTION: A CASE STUDY ]]>
<![CDATA[Olutayo Toyin Omole]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1729
<![CDATA[The need to enhance mathematics instruction through the use ICTs for improving the performance of students in the subject in Nigeria can no longer be paid lip service. ICTs have proven to be a veritable instrument that can actively engage and improve students’ mathematical learning experience. This study examined preservice teachers’ perceived usefulness, ease of use and behavioural intention to use ICTs for mathematics instruction in Nigeria. The study adopted a descriptive research design of a survey type and 315 students who enrolled in a college of education to become mathematics teachers were selected through a multi-stage sampling technique. Data was collected through a self-designed questionnaire and the generated data were analysed using frequency counts, simple percentages, mean and standard deviation. Results reveal among others that preservice teachers’ perception of the usefulness of ICTs to enhance mathematics instruction is very high. Equally, their perceived ease of use of ICTs for mathematics instruction is high. Power supply, lack of fast internet connection and high fees for internet access were perceived by the preservice teacher as the greatest challenge to the effective use of ICTs for mathematic instruction. The conclusion of the study was therefore drawn based on the results of the study.]]>
<![CDATA[Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Nurlinda Sari]]>;
<![CDATA[Marniati Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1742
<![CDATA[This study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX.A with 20 students as the class utilizing the CORE model and class IXB with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained tcount = 2.743 ttable = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcomes]]>
<![CDATA[Attitude of class nine and ten students towards solving mathematical word problems ]]>
<![CDATA[Chimmi Dendup]]>;
<![CDATA[Deepak Raj Chetri]]>;
<![CDATA[G christymary Rani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1723
<![CDATA[The study was conducted to understand the attitude towards solving mathematical word problems of 483 class nine and ten students. The quantitative method was used with purposive sampling, including all the students. Survey questionnaires with a five-point Likert scale were validated through pilot testing with 20 students and obtained a Cronbach’s alpha of 0.88. Views of students on attitude towards solving word problems, motivation of students, and implication of language in solving word problems were collected. MS Excel’s data analysis tool was used to analyze data using percentages, frequencies, descriptive analysis, and correlation. Paired t-test for the sample mean was used to see the significance of gender difference. The findings revealed a high positive attitude towards solving word problems. Students were motivated to solving word problems, the teacher is rated as the source of motivation. There was a high positive correlation between language and their love for solving mathematical word problems. There was no significant gender difference observed in attitude and motivation but gender difference was significant in the importance of language in solving word problems. Male students had a stronger belief than a female that language plays a vital role in one’s efficacy in solving mathematical word problems. Recommendations are suggested to the subject teachers to enable them to develop better instructions based on reflection.]]>
<![CDATA[Effect of Quantum Learning Model on Mathematics Learning Outcomes of Elementary School Students ]]>
<![CDATA[Ahmad Rustam]]>;
<![CDATA[I Made Rai Murdana]]>;
<![CDATA[Ashri Usman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1722
<![CDATA[The background of this research is the low learning outcomes on the content of learning mathematics in fourth grade elementary school students. The purpose of this study was to determine the differences in learning outcomes of the quantum learning model and the conventional learning model. The research is a quasi-experimental design nonequivalent control group design. The population of this research is the fourth grade students of SD Negeri 2 Mowila and SD Negeri 5 Mowila as many as 83 students. The sample of this research is the fourth grade students of SD Negeri 2 Mowila (57 students) as the experimental group and the fourth grade students of SD Negeri 5 Mowila (26 students) as the control group. The research findings indicate that thelearning model quantum has an effect on students' mathematics learning outcomes. This is indicated by the results of the one sample t-test with sig. (2-tailed) of 0.00 (p 0.05). The effect of thelearning model quantum on mathematics learning outcomes with independent sample t-test test with value sig. (2-tailed) of 0.008 ˂ 0.05.]]>
<![CDATA[HOW EASY TO MAKE AN ONLINE EVALUATION ]]>
<![CDATA[Akbar Nasrum]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1763
<![CDATA[The purpose of this study is to explain the procedure for making online questions using the jeruq.com website and describe the advantages and disadvantages of the question maker website. This research is a qualitative descriptive study. The instruments used in collecting data were exam questions made using the jeruq.com website, interview guidelines, and most importantly the researchers themselves. Based on the results of trials and interviews conducted, several results were obtained including: (1) The fraud detector in the system has not functioned optimally, especially if the exam uses a smartphone. (2) In order for the conclusions in the item analysis to be more precise, the number of answer items in each item must be the same as the number in the system. The final conclusion obtained is that this website is very helpful for teachers or lecturers who want to make online exam questions quickly.]]>
<![CDATA[Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes ]]>
<![CDATA[Farman, Farman]]>;
<![CDATA[Sari, Nurlinda]]>;
<![CDATA[Marniati, Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
Show Abstract
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DOI: 10.31327/jme.v7i1.1742
<![CDATA[This study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX.A with 20 students as the class utilizing the CORE model and class IXB with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained tcount = 2.743 ttable = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcomes]]>
<![CDATA[Attitude of class nine and ten students towards solving mathematical word problems ]]>
<![CDATA[Dendup, Chimmi]]>;
<![CDATA[Chetri, Deepak Raj]]>;
<![CDATA[Rani, G christymary]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1723
<![CDATA[The study was conducted to understand the attitude towards solving mathematical word problems of 483 class nine and ten students. The quantitative method was used with purposive sampling, including all the students. Survey questionnaires with a five-point Likert scale were validated through pilot testing with 20 students and obtained a Cronbach’s alpha of 0.88. Views of students on attitude towards solving word problems, motivation of students, and implication of language in solving word problems were collected. MS Excel’s data analysis tool was used to analyze data using percentages, frequencies, descriptive analysis, and correlation. Paired t-test for the sample mean was used to see the significance of gender difference. The findings revealed a high positive attitude towards solving word problems. Students were motivated to solving word problems, the teacher is rated as the source of motivation. There was a high positive correlation between language and their love for solving mathematical word problems. There was no significant gender difference observed in attitude and motivation but gender difference was significant in the importance of language in solving word problems. Male students had a stronger belief than a female that language plays a vital role in one’s efficacy in solving mathematical word problems. Recommendations are suggested to the subject teachers to enable them to develop better instructions based on reflection.]]>
<![CDATA[Effect of Quantum Learning Model on Mathematics Learning Outcomes of Elementary School Students ]]>
<![CDATA[Rustam, Ahmad]]>;
<![CDATA[Murdana, I Made Rai]]>;
<![CDATA[Usman, Ashri]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
Show Abstract
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DOI: 10.31327/jme.v7i1.1722
<![CDATA[The background of this research is the low learning outcomes on the content of learning mathematics in fourth grade elementary school students. The purpose of this study was to determine the differences in learning outcomes of the quantum learning model and the conventional learning model. The research is a quasi-experimental design nonequivalent control group design. The population of this research is the fourth grade students of SD Negeri 2 Mowila and SD Negeri 5 Mowila as many as 83 students. The sample of this research is the fourth grade students of SD Negeri 2 Mowila (57 students) as the experimental group and the fourth grade students of SD Negeri 5 Mowila (26 students) as the control group. The research findings indicate that thelearning model quantum has an effect on students' mathematics learning outcomes. This is indicated by the results of the one sample t-test with sig. (2-tailed) of 0.00 (p 0.05). The effect of thelearning model quantum on mathematics learning outcomes with independent sample t-test test with value sig. (2-tailed) of 0.008 ˂ 0.05.]]>
