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.
Articles
257 Documents
<![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 ]]>
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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[Student Comprehension of The Concept of a Geometrical Figure: The Case of Straight Lines and Parallel Line ]]>
<![CDATA[Tchonang youkap, patrick]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1408
<![CDATA[The objective of this paper is to identify some student’s conceptions of the straight line and two parallel lines. This will allow us to evaluate the distance that exists between their conceptions and the theory of these concepts. In doing so, we analyzed the students’ answers to a questionnaire: the questionnaire concerned the explication of the straight line and two parallel lines. The results indicate that the students have difficulties to produce an acceptable definition of a straight line and two parallel lines. They have difficulties to find appropriate terms to express their comprehension of these concepts. The definitions they produce are ambiguous and seem to be related to the drawings they have encountered in the classroom. Their answers indicate that their comprehension on the straight line and two parallel lines seem to be in conflict with the theory of these concepts.]]>
<![CDATA[The Effect of Reading Interest on Learning Outcomes of the Mathematics Education Profession During the Distance Learning Period ]]>
<![CDATA[Hali, Fitriyani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1637
<![CDATA[The purpose of this study was to determine the effect of reading interest on the learning outcomes of the teaching profession of students in the mathematics education study program during distance learning. This research uses a quantitative approach with a survey method. This research was conducted in the third semester of the 2020/2021 academic year during the distance learning period. This study used all students of the mathematics education study program who programmed professional education courses with a total of 25 students as the population as well as the research sample. The data collection used in the form of a Likert scale questionnaire and a test of the learning outcomes of the educational profession. The data analysis technique used descriptive and inferential analysis in the form of simple linear regression analysis. The results of data processing showed that students' reading interest reached 48% including the good category and the learning outcomes of the student education profession were also in the good category with 56% achievement. The conclusion obtained by students' reading interest has a significant effect on the learning outcomes of the educational profession in students of the mathematics education study program with a large effect of 53.9%.]]>
<![CDATA[PROFILE OF STUDENTS’ PROBLEM-SOLVING ABILITY BASED ON MATHEMATICAL LITERACY IN PISA CONTEXT ]]>
<![CDATA[Sarmila, Sarmila]]>;
<![CDATA[Tahir, Tahir]]>;
<![CDATA[Hidayati, Ully]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec) ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v10i2.2536
<![CDATA[Mathematical literacy plays a crucial role in developing students’ ability to solve contextual mathematical problems. This study aims to describe the profiles of students’ problem-solving abilities based on their levels of mathematical literacy in solving PISA-based questions. A descriptive qualitative approach was employed involving 28 eighth-grade students from SMP Negeri 1 Kolaka selected through purposive sampling. The students were grouped into three categories-high, medium, and low-based on their mathematical literacy test scores. The subjects were selected based on teacher recommendations, namely students with good communication skills who represented each mathematical literacy group. Data were collected using problem-solving tests and interviews, and the instruments were validated by mathematics education experts and teachers. Data analysis followed the Miles and Huberman model, including data reduction, presentation, and conclusion drawing, with source triangulation to ensure validity and credibility. The results showed that students with high mathematical literacy demonstrated comprehensive understanding, effective planning, and accurate problem-solving processes, though minor computational errors were found. Students with medium mathematical literacy could understand problems and plan solutions but often made mistakes in calculations and rarely verified their results. Students with low mathematical literacy only reached the problem-understanding stage and struggled with technical computations, leading to incomplete solutions. Overall, the findings indicate a progressive relationship between mathematical literacy and the completeness of problem-solving stages. The study suggests that integrating PISA-oriented contextual problems into mathematics learning can be a consideration for teachers to train students’ problem-solving and reasoning skills.]]>
<![CDATA[Analogical reasoning ability of mathematics education students at six state islamic universities (UIN) in Indonesia ]]>
<![CDATA[Fatra, Maifalinda]]>;
<![CDATA[Angraini, Lilis Marina]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1243
<![CDATA[Mathematical abilities that students must possess at the level of primary and secondary education must also be possessed by a student of teacher candidates who will teach mathematics. One of the abilities is an analogical reasoning ability. The main objectives of this research are: 1) To describe and analyze analogical reasoning ability of students of mathematics education at the State Islamic Universities (UIN) in Indonesia, 2) To know the differences of analogical reasoning abilities of students of mathematics education at several State Islamic Universities (UIN) in Indonesia. The study was conducted at 6 UINs in Indonesia with a sample of 203 5th semester students using a survey method. This study's results indicate: 1) Analogical reasoning ability in Mathematics Education students consisting of 6 UINs in Indonesia can be seen from the average value in each sample. The acquisition of the average value of UIN Syarif Hidayatullah Jakarta students' analogical reasoning ability is the highest compared to the other 5 UINs with an average mathematical reasoning ability value of 65. 2. There is a difference in mathematics education students' analogical reasoning ability at the State Islamic Universities (UIN) in Indonesia.]]>
<![CDATA[HOW EASY TO MAKE AN ONLINE EVALUATION ]]>
<![CDATA[Nasrum, Akbar]]>
<![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[Effects of Computer Animations on Students' Geometrical Mathematics Misconceptions in Secondary Schools, Kitui County, Kenya ]]>
<![CDATA[Mwangi, Simon Warui]]>;
<![CDATA[Githua, Bernard Nyingi]]>;
<![CDATA[Changeiywo, Johnson M.]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1661
<![CDATA[Children come across mathematics before they start schooling. From infancy to secondary, they develop mathematical concept formation skills and hold misconceptions. Learning mathematics concepts is spiral in nature, with one level affecting later learning. Poor performance in mathematics is traceable back to Mathematics Misconceptions held by students at an early age. Animations has been used in Symmetry and Matrices with a remarkable reduction of students’ misconceptions. Their use in photoelectric effect in physics signifipppppcantly reduced students’ misconceptions. This study inquired into the effects of computer animations on geometrical misconceptions. The constructivist theory of learning guided the study where prior knowledge in geometry was used to build geometrical concepts from day-to-day life experiences. The study employed Solomon-Four Group Design with experimental and control categories having two groups each. The four groups for the study were purposively chosen. 112 boys and 95 girls participated in the research. MAT (Mathematics Achievement Test) adopted from past KCSE (Kenya Certificate of Secondary Education) questions were used to find the misconceptions held by students. The instrument was pilot-tested and resulted in a reliability coefficient of 0.8826 using the KR-20 formula. Pre-testing was done to the control and an experimental group before intervention, and all the four groups sat for a Post-test. ANOVA and t-test were applied in the testing of the hypothesis at a 0.05 level of confidence. With the use of Animation, a reduction of students’ mathematical misconceptions was observed. The performance of boys and girls after exposure to animations were noted to be significantly the same. The findings may help stakeholders in Mathematics Education.]]>
<![CDATA[DEVELOPING OF ONLINE-BASED MATHEMATICAL EVALUATION INSTRUMENTS ]]>
<![CDATA[Hasmita, Hasmita]]>;
<![CDATA[Nasrum, Akbar]]>;
<![CDATA[Herlina, Herlina]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1462
<![CDATA[The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This is a research development (Research and Development) and using the Plomp model. The Plomp model consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations, and revisions. The software used to develop the evaluation tool is Ispring Suite. In terms of data collection, the research instruments used were material validation sheets, media validation sheets, and student assessment response questionnaires. The validation results of the material validator get the final percentage of 84% with the criteria feasible. The validation results from the media validator get a final percentage of 80% with the feasible category. In the assessment of students, the final percentage was 83% with very attractive criteria. It is concluded that the evaluation tool in the form of an online test developed is very suitable for use as an evaluation tool in mathematics learning.]]>
<![CDATA[The Effectiveness of MEA Cooperative Learning Model by Scientific Approach to Improve Students' Mathematics Learning Outcomes ]]>
<![CDATA[Sartia, Sartia]]>;
<![CDATA[Ramlan, Andi Mariani]]>;
<![CDATA[Subawo, Made]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1664
<![CDATA[The objectives of this study include: 1) to determine the mathematics learning outcomes of students in class X.IPS SMAN 2 Mawasangka Tengah before the MEA cooperative learning model with a scientific approach is applied; 2) to find out the average increase in students' mathematics learning outcomes after applying the MEA cooperative learning model with a scientific approach; 3) to find out the MEA cooperative learning model with a scientific approach is effectively applied in improving students' mathematics learning outcomes. This type of research is Pre-Experimental with One-Group Pretest-Posttest Design. The population in this study were all students of class X.IPS SMAN 2 Mawasangka Middle School Year 2020/2021 with a total of 27 students, while the sample in this study was the entire population selected using the totally sampling technique. Data on students' mathematics learning outcomes were obtained from the results of the Pretest and Posttest in the form of essays, indicating that there was an average increase in students' mathematics learning outcomes before being applied (60.95%) and (75.17%) after the MEA learning model was applied. Furthermore, the results of testing based on hypothesis testing were carried out with one sample t-test statistic (one sample t-test) obtained , then  it was rejected and  accepted. So it was concluded that the MEA cooperative learning model was effective in improving students' mathematics learning outcomes.]]>
