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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 265 Documents
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IMPLEMENTING THE MERDEKA CURRICULUM IN BORDER AREAS: CHALLENGES, ADAPTATION AND THE NEED FOR POLICY INTERVATION Fernandez, Aloysius Joakim; Lakapu, Meryani; Kaluge, Agapitus Hendrikus
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.v10i2.2602

Abstract

The implementation of the Merdeka Curriculum in border areas faces complex challenges, particularly in schools such as SMP Negeri Silawan and SMP Negeri SATAP Suspini. This study aims to describe the dynamics of teachers’ adaptation to Merdeka Curriculum within the context of infrastructural limitation, socio-econimic contiditions and local cultural values. Using a descriptive qualitative approach, data were collected through in-depth interviews, observations and document analysis. The results reval that despite  strong commitment from schools and teachers, key obstacles such as limited access to training, inadequate facilities and low digital literacy continue to hinder effevtive implementation. However, adaptive strategies such as teacher collaboration, modification of teaching materials and the integration of of local cultural values into learning processes show potential to enhance curriculum relevance. These results highlight the need to strengthen teacher capacity about learning methods, improve infrastructure and provide greater flexibility in curriculum application to suit local contexts in border areas.
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.
STUDENTS’ SPATIAL LITERACY IN GEOMETRIC TRANSFORMATIONS BASED ON VAN HIELE LEVELS OF THINKING Jufri, Muhammad; Mallo, Bakri; Ismaimuza, Dasa; Nasir, Rahma; Fadli, Mohammad
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2620

Abstract

This study aims to describe students’ spatial literacy based on the Van Hiele levels of thinking in the topic of geometric transformations among eleventh-grade students at MAN 2 Palu. This research employed a descriptive qualitative approach with three students from class XI C as the subjects, selected based on the results of the Van Hiele thinking level test, each representing the visualization, analysis, and informal deduction levels. Data were analyzed using qualitative data analysis procedures. The findings show that students’ spatial literacy varies according to their thinking levels. Students at level 0 (visualization) have fairly good visualization skills but remain weak in reasoning and communication. Students at level 1 (analysis) demonstrate good spatial literacy in terms of visualization and reasoning, although their communication skills are not yet supported by logical justification. Students at level 2 (informal deduction) show strong spatial literacy across all indicators, including visualization, reasoning, and communication. Overall, the results indicate that higher Van Hiele thinking levels correspond to higher spatial literacy in solving geometric transformation problems.
RESIDENTIAL FLOOR TILING AS A MATHEMATICAL MODELING CONTEXT FOR GEOMETRY LEARNING IN JUNIOR HIGH SCHOOL Nasrum, Akbar; Marniati, Marniati
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.v10i2.2606

Abstract

Mathematical modeling is a learning approach that emphasizes the connection between mathematical concepts and real-life situations. However, geometry instruction in junior high schools is still frequently presented in an abstract manner and lacks meaningful real-world contexts. This study aims to examine residential floor tiling as a mathematical modeling context for geometry learning at the junior high school level. The research was conducted using a subsidized house type 36 located in the Citra Latambaga Housing Complex, Latambaga District, Kolaka Regency, focusing on floor tiling activities involving various tile sizes and materials. A qualitative research design with a mathematical modeling approach was employed, encompassing problem identification, mathematical model formulation, model solution, and interpretation of results. The findings indicate that residential floor tiling involves multiple geometry concepts aligned with the junior high school curriculum, including area measurement, ratios, unit conversion, estimation, and mathematical decision-making. Variations in tile sizes and materials generate multiple mathematical solutions, encouraging students to engage in critical thinking, compare alternative strategies, and interpret mathematical results within a real-life context. These results demonstrate that floor tiling provides meaningful learning experiences and supports the development of students’ mathematical modeling competencies. This study contributes theoretically to the body of research on mathematical modeling by introducing a familiar real-world context and offers practical implications for teachers in designing contextual and applicable geometry instruction at the junior high school level.
AN ANALYSIS OF EIGHTH-GRADE STUDENTS’ ERRORS IN SOLVING PYTHAGOREAN THEOREM PROBLEMS BASED ON NEWMAN’S ERROR ANALYSIS Angraina, Fitra; Hasbi, Muh.; Alfisyahra, Alfisyahra; Sukayasa, Sukayasa
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2624

Abstract

This study aims to describe students’ errors in solving Pythagorean theorem problems based on Newman’s Error Analysis (NEA). This study employed a qualitative descriptive approach. The subjects consisted of two eighth-grade students of SMP Negeri 1 Banawa Tengah selected through written tests and interviews. The results show that both students made errors at several stages of NEA, with one student committing more errors than the other. The dominant errors occurred at the comprehension, transformation, and process skill stages. These errors were caused by limited conceptual understanding of the Pythagorean theorem, carelessness in calculations, and haste in answering the questions. The findings of this study provide insights for improving mathematics instruction, particularly in strengthening students’ conceptual understanding and problem-solving skills.

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