International Journal of Mathematics and Mathematics Education (IJMME)
International Journal of Mathematics and Mathematics Education (IJMME) invites academics and researchers who do original research in the fields of Mathematics and Mathematics Education including but not limited to: Mathematics other relevant fields will also be considered: Pure Mathematics: Algebra, Number Theory, Geometry, Analysis, Topology, Logic, Discrete Mathematics, Combinatorics, Graph Theory. Applied Mathematics: Numerical Analysis, Mathematical Modelling, Dynamical Systems, Operational Research, Optimization, Financial Mathematics, Actuarial Mathematics, Computational Mathematics. Statistics: Mathematical Statistics, Multivariate Statistics, Time Series Analysis & Forecasting, Statistical Methods, Probability, Nonparametric Statistics, Circular Statistics, Spatial Analysis, Predictive Analytics, Prescriptive Analytics. Applied Statistics and Data Science: Big Data Analytics, Data Visualization, Statistical Modeling & Simulation, Data Mining, Machine Learning, Artificial Intelligence, Quality Control, Computational Statistics. Mathematics Education other relevant fields will also be considered: Innovative Mathematics Teaching and Learning applying various approaches such as Realistic Mathematics Education, Contextual Teaching and Learning, Project based Learning, Problem Based Learning, and many others. Mathematics Ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Technology and Media in Mathematics Teaching and Learning the advance of information and communication technology (ICT) has been the concern of all human life, including in education. Assessment in Mathematics such as Mathematical Literacy, Critical Thinking, HOTS. Design/Development Research in Mathematics Education includes the following abilities STEM, STEAM, Ethnomathematics.
Articles
6 Documents
Search results for
, issue
"Vol. 1 No. 2 (2023)"
:
6 Documents
clear
<![CDATA[A Systematic Literature Review on Concret Media: Application to Mathematics Learning ]]>
<![CDATA[Tria Mardiana]]>;
<![CDATA[Sardin]]>;
<![CDATA[Wijayanto, Sukma]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (371.181 KB)
|
DOI: 10.56855/ijmme.v1i02.321
<![CDATA[The application of media in learning can facilitate the transfer of information. The purpose of this study is to analyze the application of concrete media to learning Mathematics. Concrete media is one of the media that is easy to obtain as well as visual thinking for students. Concrete media can provide real and meaningful direct learning experiences for students. This Systematic Literature Review focuses on peer-reviewed journals and data obtained from the Mendeley database using specific criteria to analyze Concrete Media in Mathematics Learning from 2018-2022. There were 40 articles analyzed in this study which were indexed by SINTA and Google Scholar. Based on the research, through the Systematic Literature Review the results were obtained that the application of concrete media in learning Mathematics can increase student activity and learning outcomes, as well as affect the ability to solve mathematical problems. An important finding in this research is, the application of concrete media makes the preparation of media procurement simpler and easy. This is because concrete media can be obtained in the surrounding environment and does not need to take a long time to procure. This can summarize the teacher's preparation time if they want to use the media in the Mathematics learning activities carried out.]]>
<![CDATA[Five Priority Character Values: Content Analysis in The Independent Curriculum Mathematics Textbook in Indonesia ]]>
<![CDATA[Ismail, Raoda]]>;
<![CDATA[Imawan, Okky Riswandha]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (625.785 KB)
|
DOI: 10.56855/ijmme.v1i02.330
<![CDATA[Character education aims to prepare good character in welcoming better generations in the future. In Indonesia, there are five core values that form the core of the overall grades for secondary school education. This study aims to describe the five main values or characters in the teacher's manual, the five main character values in the student manual, and the suitability of the five main character values in the Independent Curriculum textbooks for teacher manuals and student manuals. This research is content analysis research with a qualitative approach through four stages, namely data acquisition, data reduction, inference, and data analysis. The source of the research data was a teacher's guide Mathematics textbook and a student guide on the Independent Curriculum in junior high schools. The unit of analysis is the five main values or characters contained in the textbook. The results of the study show that: (1) the teacher's manual develops all the character values analyzed, but has not developed religious values to the fullest; (2) the student manual develops all character values analyzed, but has not developed religious values to the fullest; and (3) the character values in the teacher's guide and student guide math textbooks are appropriate, although some characters appear in small percentage]]>
<![CDATA[Analysis of Character Education Values on the Learning Achievement of Elementary School Teacher Candidates ]]>
<![CDATA[Imawan, Okky Riswandha]]>;
<![CDATA[Ismail, Raoda]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (459.748 KB)
|
DOI: 10.56855/ijmme.v1i02.331
<![CDATA[An elementary school teacher should have good character first to be able to educate the character of his students. The education curriculum for prospective Indonesian elementary school teachers in Indonesia should include character education in order to produce character-educated graduates. The Association of Lecturers of Education for prospective Indonesian Elementary School Teachers has formulated learning outcomes according to the current curriculum. It is necessary to evaluate the formulation of Learning Outcomes adopted by all prospective Indonesian Elementary School Teacher Education study programs. The purpose of this study is to reveal the content of character values in the formulation of learning outcomes for Indonesian elementary school teacher candidates in Indonesia, their suitability with the cognitive approach in character education, and suitability with the socio-cognitive approach in character education. This research is a content analysis research with a qualitative approach through four stages, namely data acquisition, data reduction, inference, and data analysis. The object of this research is the educational learning achievement formula book for prospective Indonesian elementary school teachers published in 2015. The unit of analysis is the character values contained in the educational learning achievement formula book for prospective Indonesian elementary school teachers. The results showed that there were 11 values out of a total of 16 target values in character building at the tertiary level, namely obedience to worship, responsibility, discipline, work ethic, independence, synergy, justice, critical, creative and innovative, compassion and concern, and nationalism, apart from that the formulation of learning outcomes is also in accordance with the cognitive approach in character education which has been listed on the general skills aspect which corresponds to Level 6 of moral development (Kohlberg's cognitive approach), besides that the formulation of learning achievements is in accordance with the approach socio-cognitive in character education has been listed on the affective aspect.]]>
<![CDATA[Effectiveness of E-Worksheets on Problem-Solving Skills: A Study of Students' Self-Directed Learning in the Topic of Ratios ]]>
<![CDATA[Harini, Esti]]>;
<![CDATA[Nurul Islamia , Almira]]>;
<![CDATA[Kusumaningrum, Betty]]>;
<![CDATA[Singgih Kuncoro, Krida]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (455.068 KB)
|
DOI: 10.56855/ijmme.v1i02.333
<![CDATA[This study investigates the effectiveness of E-Worksheets in enhancing students' problem-solving skills, with a specific focus on self-directed learning, in the topic of ratios. The research examines the impact of technology-based learning tools on students' ability to solve problems and explores the relationship between self-directed learning and problem-solving abilities. The study employs a control group design, comparing the performance of students using E-Worksheets with those in a control group. The findings indicate that the use of E-Worksheets significantly improves students' problem-solving skills compared to the control group. Moreover, the analysis reveals a positive association between students' level of self-directed learning and their problem-solving abilities. These findings support the integration of technology in the learning process to create interactive and engaging experiences that foster problem-solving skills. The study emphasizes the importance of cultivating students' self-directed learning and recommends strategies for educators to promote independent problem-solving and collaboration among students. The implications of this research contribute to the understanding of the role of E-Worksheets and self-directed learning in enhancing problem-solving skills and provide valuable insights for future research and educational practices.]]>
<![CDATA[Mathematical induction, transfinite induction, and induction over the continuum ]]>
<![CDATA[Agustito, Denik]]>;
<![CDATA[Sukiyanto, Sukiyanto]]>;
<![CDATA[Kuncoro, Krida Singgih]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (369.617 KB)
|
DOI: 10.56855/ijmme.v1i02.385
<![CDATA[This article examines three types of induction methods in mathematics: mathematical induction, transfinite induction, and induction over the continuum. If a statement holds true for all natural numbers, it is proven using mathematical induction. If a statement holds true for all ordinal numbers, it is proven using transfinite induction. Since induction over the continuum cannot be applied to a statement, when something is said to be proven true for every point in [a, b), the proof is done using induction over the continuum.]]>
<![CDATA[Empowering Students in the Digital Era: An Analysis of Interactive E-Modules' Effect on Digital Mathematical Communication ]]>
<![CDATA[Weylin]]>;
<![CDATA[Raharjo, Hendri]]>;
<![CDATA[Haqq, Arif Abdul]]>;
<![CDATA[Larsari, Vahid Norouzi]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (587.747 KB)
|
DOI: 10.56855/ijmme.v1i02.401
<![CDATA[Students' mathematical digital communication abilities are paramount in the current digital era, yet many continue encountering difficulties. This study focuses on using interactive e-modules as an innovative learning medium to enhance these abilities. Adopting a quantitative experimental approach, this research involved grade 8students from SMP Negeri 1 Ciwaringin during the 2022/2023 academic year, allocating them into control and experimental groups. The study aimed to evaluate student responses to the e-module, compare students' mathematical digital communication abilities before and after the module's implementation, and determine the effectiveness of the e-module. The study's results showed a significant improvement in students' abilities, with a 75.5% positive response to the e-module and an average student score increase from 36.63 (pretest) to 72.56 (posttest). An N-Gain rise of 56.62% demonstrated the effectiveness of the e-module. These findings solidify the interactive e-module as a suitable learning medium that increases student enthusiasm and participation in mathematical learning. Thus, this research significantly contributes to mathematics education, demonstrating that interactive e-modules can effectively overcome challenges in teaching mathematical digital communication.]]>
