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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 257 Documents
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DEVELOPING OF E-LEARNING BASED MATHEMATICS LEARNING MODULES TO IMPROVE PROBLEM SOLVING SKILLS OF STUDENTS Riyanti, Vera; Budhiarti, Yuli; Istika, Iis
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2288

Abstract

The availability of learning modules that are valid, practical, and easy for students to understand is essential for achieving educational objectives. Additionally, limited problem-solving skills in the fundamental concepts of ordinary differential equations pose a significant challenge in the learning process. This research aims to enhance students' problem-solving abilities in the topic of ordinary differential equations through the development of a mathematics learning e-module for students in the Mathematics Education Study Program. The research method employed is the ADDIE development model. Based on the research findings, the developed e-module was validated by subject matter experts, yielding a score of 3.61, categorized as very good, while validation by media experts resulted in a score of 3.42, also categorized as very good. The evaluation from students regarding the e-module received a score of 3.81, which falls into the very good category. Furthermore, based on the assessment of quiz responses within the e-module, the average score was 78.9, indicating an improvement in students' problem-solving abilities prior to using the e-module, which had an average score of 59.8. It can be concluded that the e-module on the concepts of ordinary differential equations is suitable for use in learning and can enhance students' problem-solving skills.
ANALYSIS OF STUDENT ERRORS IN SOLVING STUDENT MATHEMATICS UAS QUESTIONS ACCORDING TO CASTOLAN CRITERIA Idris, Mustamin; Lembang, Ulvina Tangke; Rizal, Muh.; Lefrida, Rita
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2068

Abstract

This study aims to analyze the errors made by students in completing final semester exam (UAS) questions in the field of mathematics, namely linear programming, matrices and transformation geometry. The subjects of this study were students of class XI Nursing at SMK Kesehatan Indonesia Jaya Parigi. In determining the research subjects, purposive sampling technique was used . The data collection technique for this study used documentation of essay questions for the final semester exam and documentation of student answer sheets and interviews. The data analysis technique used according to Miles and Huberman is condensation of UAS and interview results data, presenting UAS and interview results data and drawing conclusions. The results of this study indicate that the errors made by students are conceptual errors, procedural errors and technical errors. Indicators of conceptual errors made by students are not being able to interpret problems/use terms, concepts, and principles, students are not able to choose formulas/properties correctly and students are not able to apply formulas/properties accurately. Indicators of procedural errors are inconsistencies in the solution steps with the questions asked and not being able to complete the questions until the final stage. Indicators of technical errors are errors in arithmetic operations and errors in moving numbers or arithmetic operations from one step to the next. Factors causing errors made by UAS participants are not understanding the questions well, lack of mastery of concepts in Matrix, Linear Programs and Transformation Geometry materials, rarely practicing reworking examples of questions, students only see and read examples of questions. Penelitian ini bertujuan untuk menganalisis kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal ujian akhir semester (UAS) pada bidang studi matematika yaitu materi program linear, matriks dan geometri transformasi. Subjek penelitian ini adalah siswa kelas XI Keperawatan SMK Kesehatan Indonesia Jaya Parigi. Dalam penentuan Subjek penelitian dilakukan dengan teknik purposive sampling. Teknik pengumpulan data penelitian ini menggunakan dokumentasi soal uraian (essay) ujian akhir semester dan dokumentasi lembar jawaban siswa serta wawancara. Teknik analisis data yang digunakan menurut Miles dan Huberman yaitu kondensasi data hasil UAS dan hasil wawancara, menyajikan data hasil UAS dan wawancara dan penarikan kesimpulan. Dari hasil analisis lembar jawaban siswa pada materi program linear persentase jawaban salah 52%, persentase jawaban slah pada materi matriks 76% dan persentase jawaban salah pada materi geometri transformasi 50%. Hasil penelitian ini menunjukkan kesalahan yang dilakukan oleh siswa yaitu kesalahan konsep, kesalahan prosedur dan kesalahan teknik. Indikator kesalahan konsep yang dilakukan siswa tidak dapat menginterpretasikan masalah/menggunakan istilah, konsep, dan prinsip, siswa tidak dapat memilih rumus/sifat dengan tepat dan siswa tidak dapat menerapkan rumus/sifat secara akurat. Indikator kesalahan prosedur adalah ketidaksesuaian langkah penyelesaian dengan soal yang ditanyakan dan tidak dapat menyelesaikan soal sampai tahap akhir. Indikator kesalahan teknik adalah kesalahan pada operasi hitung dan kesalahan dalam memindahkan angka atau operasi hitung dari satu langkah ke langkah berikutnya. Faktor penyebab kesalahan yang dilakukan peserta UAS adalah tidak memahami soal dengan baik, penguasaan konsep pada materi Matriks, Program Linear dan Geometri Transformasi yang masih kurang, jarang berlatih mengerjakan kembali contoh-contoh soal siswa hanya melihat dan membaca contoh soal. 
COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM wulandari, evi novita; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Abstract

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.
SELF-REGULATED LEARING DESIGN AS AN APPLICATION OF STUDENT'S SELF-ASSESSMENT IN MATHEMATICS LEARNING Ali, Nabila Nurhaliza
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2097

Abstract

Self-regulated learning is one of the important factors in learning to control oneself in thinking and acting. The purpose of this research is to analyze how much students have achieved their independence in learning. Student learning independence includes all matters of student learning independently without the help of others, student learning motivation or things that affect student independence in learning, especially in learning mathematics. This analysis study will be continued as an effort to improve self-regulated learning. The scope of self-regulated learning was analyzed by descriptive quantitative method through data collection techniques in the form of questionnaires on the object of research taken from a population of 25 students. Data collection was carried out with a questionnaire consisting of 20 statements from indicators of students' self-regulated learning ability. In learning mathematics, students who have initiative and instrinsic learning motivation, apply learning targets, and set a learning schedule in the percentage of almost half of the students do according to these indicators of independence. Almost all students diagnose learning needs, view difficulties as challenges, utilize and seek relevant sources. However, a small proportion of students lack self-efficacy or confidence in their abilities and are still low in evaluating the learning process and results. So that as an educator this needs to be considered to be able to improve students' self-regulated learning abilities (learning independence) in order to improve student achievement.
ANALYSIS OF STUDENTS' ERRORS OF CLASS XI SMKN 2 PALU IN SOLVING MATRIX STORY PROBLEMS USING NEWMAN Ermayanti, Ni Luh; Sugita, Gandung; Alfisyahra, Alfisyahra; Murdiana, I Nyoman
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.1985

Abstract

The purpose of this study was to obtain a description of the mistakes made by class XI students of SMK Negeri 2 Palu in solving word problems on matrix material based on Newman's stages. The type of research used is qualitative research. The research design consists of planning, implementation and completion stages. The research subjects were 3 students of class XI at SMK Negeri 2 Palu. The results of this study indicate that DE subjects experienced errors at the stages of understanding the problem, the stage of transformation, the stage of processing skills, and the stage of writing the final answer. The HR subject experienced errors at the stage of transformation, stage of process skills and stage of writing the final answer. The RW subject experienced errors at the stages of understanding the problem, the transformation stage, the process skills stage, and the final answer writing stage. Therefore, it was concluded that all subjects did not experience errors in the question reading stage. Tujuan penelitian ini adalah untuk memperoleh deskripsi mengenai kesalahan siswa kelas XI SMK Negeri 2 Palu dalam menyelesaikan soal cerita pada materi matriks berdasarkan tahapan Newman. Jenis penelitian yang digunakan adalah penelitian kualitatif. Desain penelitian terdiri dari tahapan perencanaan, pelaksanaan dan penyelesaian. Subjek penelitian adalah 3 orang siswa kelas XI SMK Negeri 2 Palu dengan beberapa pertimbangan yaitu; siswa paling banyak melakukan kesalahan, memiliki kesalahan berbeda, kesalahan dapat mewakili kesalahan yang dilakukan oleh siswa lain, siswa tersebut mempunyai kemampuan komunikasi yang baik, kesedian siswa menjadi subjek, dan rekomendasi guru matematika SMK Negeri 2 Palu. Hasil penelitian ini menunjukkan bahwa subjek DE tidak mengalami kesalahan pada tahap membaca soal, akan tetapi subjek mengalami kesalahan pada tahap memahami masalah, tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir. Subjek HR tidak mengalami kesalahan pada tahap membaca soal dan tahap memahami masalah, akan tetapi subjek mengalami kesalahan pada tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir. Subjek RW tidak mengalami kesalahan pada tahap membaca soal, akan tetapi subjek mengalami kesalahan pada tahap memahami masalah, tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir.The purpose of this study was to obtain a description of the mistakes made by class XI students of SMK Negeri 2 Palu in solving word problems on matrix material based on Newman's stages. The type of research used is qualitative research. The research design consists of planning, implementation and completion stages. The research subjects were 3 students of class XI at SMK Negeri 2 Palu with several considerations namely; students make the most mistakes, have different mistakes, mistakes can represent mistakes made by other students, these students have good communication skills, the willingness of students to become subjects, and recommendations for mathematics teachers at SMK Negeri 2 Palu. The results of this study indicate that DE subjects did not experience errors at the stage of reading the questions, but subjects experienced errors at the stages of understanding the problem, the stage of transformation, the stage of processing skills, and the stage of writing the final answer. The HR subject did not experience errors at the stage of reading the questions and the stage of understanding the problem, but the subject experienced errors at the stage of transformation, stage of process skills and stage of writing the final answer. The RW subject did not experience errors at the stage of reading the questions, but the subject experienced errors at the stages of understanding the problem, the transformation stage, the process skills stage, and the final answer writing stage.
UNVEILING HIDDEN MISCONCEPTIONS: A NEW PERSPECTIVE ON FIRST-YEAR STUDENTS' ALGEBRAIC UNDERSTANDING Sari, Fadhila Kartika; Alifiani, Alifiani; Nursit, Isbadar; Jannah, Ukhti Raudhatul; Rahaju, Rahaju
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2231

Abstract

This study aims to uncover and analyze hidden misconceptions in algebraic understanding among first-year students in the Mathematics Education Department at a private university in Malang. Conducted from January to March 2024, the research involves two first-year students as subjects. The first subject exhibits the misconception known as "illegal canceling," while the second subject demonstrates the "assumption of distributivity of exponents." Utilizing a qualitative research methodology, diagnostic interviews and problem-solving tasks were employed to identify and understand these misconceptions. Our findings indicate that these hidden misconceptions significantly hinder the students' ability to correctly solve algebraic problems and understand underlying concepts. For the first subject, the error in illegal canceling often led to incorrect simplifications, while the second subject's erroneous application of exponent rules resulted in fundamentally flawed solutions. By systematically categorizing these misconceptions, the study offers tailored instructional strategies to effectively address and correct them.This research highlights the critical need for early detection and targeted intervention in mathematical education. By providing a deeper insight into specific algebraic misunderstandings, the study suggests practical approaches for educators to enhance their teaching methodologies, ultimately improving students' overall algebra comprehension. The novelty of this research lies in its detailed focus on hidden misconceptions and the provision of actionable solutions, offering a fresh perspective on improving algebra education for first-year university students.
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.
DEVELOPMENT OF ETHNOMATHEMATICS-BASED STUDENT WORKSHEETS ON THE ORNAMENTS OF MAIMUN PALACE IN MEDAN Nasution, Sarmila Fitri Yanti; Lubis, Mara Samin
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2537

Abstract

This study aims to develop valid, practical, and effective ethnomathematics-based worksheets using the ornaments of Maimun Palace in Medan for Grade IX students of SMP Sinar Husni in the 2024/2025 academic year. This research uses the Research and Development (RD) development model of the ADDIE model which includes Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 22 students of class IX-2 SMP Sinar Husni. Validation results indicate high validity indices from material (0.82), media (0.82), and language experts (0.83). Teachers and students rated the worksheets as very good and practical, with average scores of 3.7 and 3.33 out of 4.00 respectively. Student responses fall into the 'very strong' category, with a score of 83.31%. Effectiveness is seen from classical learning completeness of 86.37% and an increase in learning outcomes of 59.37%. The average N-gain value is 0.53 (medium category). Therefore, the developed ethnomathematics-based worksheets can serve as innovative and effective alternative teaching materials to improve students’ learning outcomes.

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