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[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[THE EFFECTIVENESS OF LEARNING MODELS REALISTIC MATHEMATICS EDUCATION AND PROBLEM BASED LEARNING TOWARD MATHEMATICAL REASONING SKILLS AT STUDENTS OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Gemi Susanti]]>;
<![CDATA[Ahmad Rustam]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 3, No 1 (2018): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v3i1.534
<![CDATA[This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of grade VIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at α = 0,05 . Based on the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematical reasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is a difference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model; 6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active.]]>
<![CDATA[Differences in Student Mathematics Learning Achievement Based on Parenting Patterns of Parents of Students Class VIII SMP Negeri 3 Wundulako ]]>
<![CDATA[Deti Sri Rahayu]]>;
<![CDATA[Sufri Mashuri]]>;
<![CDATA[Diana Diana]]>;
<![CDATA[Dian Ulfa Sari]]>
<![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.v6i1.1553
<![CDATA[The purpose of this study was to determine: To determine students' learning achievement in mathematics based on parenting styles of students at SMP Negeri 3 Wundulako and to find out the difference in students' learning achievement in mathematics based on parenting styles at SMP Negeri 3 Wundulako. The population in this study were all students of class VIII SMP Negeri 3 Wundulako, totaling 47 students divided into 2 classes, namely VIII A and VIII. This study uses descriptive quantitative research, where the researchers used descriptive methods with quantitative approaches. The results showed that: Differences in students' learning achievement in mathematics based on parenting styles of class VIII students at SMP Negeri 3 Wundulako.]]>
<![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[Increasing the Vocational Students' Ability in Mathematical Understanding by Applying Problem Based Learning and Team Games Tournament Model ]]>
<![CDATA[Sur Rasyid]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 2, No 2 (2017): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v2i2.385
<![CDATA[The students' understanding ability is still relatively low, caused by the quality of mathematics learning in the classroom, so students feel bored in learning mathematics, passive students in learning, students are not independent in constructing knowledge and students are not trained to develop the ability to think. Learning model that is expected to be good for applied to learning mathematics and in order to encourage the emergence of students' understanding in mathematics is Problem Based Learning and Teams Games Tournament model. The purpose of this study is to improve the students' understanding in mathematics through the application of Problem Based Learning and Teams Games Tournament Model. This research is experimental research with preetest-postest design group design. The population of this study is all students of class XI SMKN 4 Kendari, the research sample taken two classes with purposive sampling technique and the determination of experimental class and control class chosen at random. First experimental class got model of Problem Based Learning Learning (PBL) and second experiment class got cooperative learning model Type Teams Games Tournament (TGT). The research instrument used is pretest and postes Mathematical Understanding. The data obtained were analyzed descriptively qualitative and t-test. Based on the results in data analysis can be concluded that: 1) There is improvement of students' understanding in mathematics through PBL model .2) There is an improvement in students' mathematical understanding through TGT model. 3) There is a difference in students' mathematical understanding improvement among those taught by PBL and TGT model.]]>
<![CDATA[Analysis of Student Errors in Solving Trigonometry Problems ]]>
<![CDATA[Ully Hidayati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1181
<![CDATA[This study aims to obtain a picture of student errors in working tests on Trigonometry. This research was conducted with a qualitative approach and was descriptive. The subjects studied were Mathematics Education students in the third semester of Class A of the University of Sembilanbelas November Kolaka in the Academic Year 2019/2020. This study uses an instrument in the form of a Final Examination in Trigonometry courses. Based on the research results obtained, an illustration that students' mistakes in working on problems in the Trigonometry course are caused by students not understanding the questions, the lack of accuracy in basic mathematical operations, and mastery of the concepts of trigonometry that students have.]]>
<![CDATA[RELATIONSHIP BETWEEN STUDENT DIFFERENTIAL AND INTEGRAL CALCULUS LEARNING OUTCOMES TO STUDENT DIFFERENTIAL EQUATIONS LEARNING OUTCOMES ]]>
<![CDATA[R. H. Yanti Silitonga]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 1 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i1.1910
<![CDATA[Differential calculus and integral calculus courses are the foundations of mathematics that are important in understanding and applying differential equations. Students can take the Differential Equation course on condition that they have graduated from the Differential Calculus and Integral Calculus courses. This study aims to determine the relationship between the understanding of differential and integral calculus with students' learning outcomes of differential equations. The population in this study were all 2020 Pattimura University Teaching and Teacher Training Faculty Mathematics Education students who had taken differential calculus, integral calculus, and differential equations courses with a total sample of 33 people. The research method used is quantitative research with correlational methods. This study uses multiple regression analysis which has the aim of finding the form and influence between the independent variables and the dependent variable. Data analysis technique using multiple regression test. Based on the results of the data analysis, it was concluded that there was a significant contribution between learning outcomes of differential calculus on learning outcomes of differential equations seen in the relative contribution of learning outcomes of differential calculus on learning outcomes of differential equations based on the calculation results obtained 56.45% while the relative contribution of learning outcomes of integral calculus 43 .54% of the learning outcomes of differential equations. So it shows that there is a big influence between learning outcomes of differential calculus and integral calculus on learning outcomes of differential equation.]]>
<![CDATA[THE EFFECT OF VAN HIELE LEARNING MODEL TOWARD GEOMETRIC REASONING ABILITY BASED ON SELF-EFFICACY OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Andi Mariani Ramlan]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 1, No 2 (2016): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jomedu.v1i2 July.54
<![CDATA[The problem in this research is the low geometric reasoning abilities related to levels that van Hiele level 2 (abstraction) and level 3 (deduction) are not achieved its full potential. This research is a quasi experimental design with nonequivalen control group design. This is influenced by the students' ability to reason logically problem remains low, there has been no student's readiness or understanding of mathematical concepts is not optimal. Low student confidence shown from negative attitudes to learning. Based on the results of the study found that: 1) learning model van Hiele had a greater impact than conventional learning models to geometric reasoning abilities of students; 2) learning model van Hiele had a greater impact than conventional learning models to geometric reasoning skills in students who have high self-efficacy; 3) The learning model van Hiele had a greater impact than conventional learning models to geometric reasoning skills in students who have self-efficacy were; 4) There is no influence of van Hiele model of learning and conventional learning models to geometric reasoning skills in students who have low self-efficacy]]>
<![CDATA[Does Math-Anxiety Affect Senior School Students’ Mathematics Performance? Evidence from Ekiti State, Nigeria ]]>
<![CDATA[Popoola Abiodun Agnes]]>;
<![CDATA[Olaniyan Omoniyi Mathew]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v4i2.895
<![CDATA[This study identified mathematics anxiety and its effects on students’in performance in Mathematics among Senior School Students in Ekiti State, Nigeria. The sample consisted of 238 SSSII students and 25 math-teachers that were randomly and purposively selected respectively. A questionnaire adapted from the Fennema-Sherman Mathematics Attitudes Scale (FSMAS) was used for the study. Descriptive statistics was used to answer the research questions while t-test was used to test the hypotheses. The study showed that mathematics anxiety exist among senior school students in the study area, which is characterized by feverish feelings in Mathematics class, difficulty in understanding math problem, failure to contribute in Mathematics class, truancy in Mathematics class among others. The study showed that there is a difference in the performance of Mathematics anxious and non-mathematics anxious students as revealed from the t-test. Also, the mean score of the math-anxious student and non-math anxious students were found to be 31.84% and 61.31% respectively. It is concluded from the study that Mathematics anxiety affects students’ performance in Mathematics. Concerned stakeholder should implement policies at secondary school level to extend the time of Mathematics class on time table, provide conducive environment and engage innovative teaching methods for the teaching of Mathematics.]]>
<![CDATA[Student Comprehension of The Concept of a Geometrical Figure: The Case of Straight Lines and Parallel Line ]]>
<![CDATA[patrick Tchonang youkap]]>
<![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.]]>
