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.
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<![CDATA[The Effectiveness of Project-Based Learning and Problem-Based Learning in Improving Student Achievement and Involvement in Learning Mathematics ]]>
<![CDATA[Hussein, Saddam]]>;
<![CDATA[Khoiruzzadittaqwa, Muhammad]]>;
<![CDATA[Luthfiyah, Luthfiyah]]>;
<![CDATA[Alhaq, Muhammad Miftah]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i2.931
<![CDATA[This research examines the effectiveness of Project-based Learning (PjBL) and problem-based learning (PBL) in improving the involvement and achievements of students from elementary to high school. Using the Systematic Literature Review (SLR) method, we reviewed studies published from 2018 to 2023. The analysis results show that PjBL and PBL positively impacted students' cognitive, affective, and psychomotor aspects, facilitating active, collaborative, and independent learning. The use of interactive media in PjBl and PBL has been proven to increase student involvement in learning mathematics. This research contributed to developing effective mathematics teaching strategies at the elementary school level. It offered insights into using PjBL and PBL as alternative models that improve learning outcomes. Integrating interactive media in mathematics learning promises a deeper understanding of concepts, supporting educational practitioners and policymakers in designing innovative curricula and learning strategies for the future.]]>
<![CDATA[Senior High School Students’ Competence in the Use of Calculator in Mathematics Learning ]]>
<![CDATA[Larbi, Ernest]]>;
<![CDATA[Appiagyei , Ebenezer]]>;
<![CDATA[Banson, Gideon Mensah]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i2.986
<![CDATA[Scientific calculators serve as valuable tools for teaching and learning mathematics. Calculators help learners to understand mathematical concepts and computation. This study investigated students’ knowledge of the use of calculators in learning mathematics. The sample comprised 98 senior high school students, selected using a simple random technique. The quantitative study used a developed questionnaire with an internal consistency of 0.72 and a mathematics achievement test (MAT) to collect data. Mean and standard deviation, frequency, and Pearson product-moment correlation were used to analyse the data. The findings showed that the students have high hopes (above 3.72) about their ability to use calculators to solve problems in mathematics. The study also found that the student’s proficiency in using the calculator to solve the tasks involved was moderate. In addition, findings show that although there was a positive correlation between the students’ perceived competence and proficiency in calculator use, the correlation coefficient was weak (r = 0.341). Thus, the degree of their perceived capability did not match their actual calculator use. Teachers should continue to provide the needed support to enhance students’ understanding of the basic functions of the calculator and enhance their efficient use. ]]>
<![CDATA[Analysis of High School Students’ Difficulties in Solving Mathematics Story Problems on Opportunity Material ]]>
<![CDATA[Tengku Abdani Murazanty]]>;
<![CDATA[Revika Nofriani]]>;
<![CDATA[Rahmadini Fitri]]>;
<![CDATA[Lilis Marina Angraini]]>;
<![CDATA[Kyaruzi, Florence]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i2.1016
<![CDATA[This research aims to describe the difficulties experienced by students in solving mathematics story problems on opportunity material. The type of research used is a descriptive method with a qualitative approach. The study involved 30 students in class XII IPS 2 SMA Negeri 2 in Pekanbaru. Data were collected using a combination of tests and interviews. The overall research procedure involved three stages, namely the planning stage, implementation stage, and conclusions. Data were analysed using descriptive statistics. The results of this study show that students’ experienced difficulties in solving mathematics story problems on opportunity material especially in understanding the problem (33,33%), carrying out transformations (36,66%), processing skills (38,88%), and difficulty in drawing conclusions (51,11%). ]]>
<![CDATA[Analysis of High School Students' Errors in Solving Story Problems on Systems of Linear Equations with Three Variables ]]>
<![CDATA[Darmayanti, Selvina]]>;
<![CDATA[Shanty, Yustika Laras]]>;
<![CDATA[Angraini, Lilis Marina]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i2.1023
<![CDATA[This research is motivated by the large number of students who make mistakes when working on questions, so it can be an indication of how well students understand the material. SPLTV material was chosen for this research because SPLTV has components that students must understand so that they can easily determine mistakes made by students. This research aims to reveal the facts, circumstances, phenomena, variables and circumstances that occurred when the research was conducted. This type of research is qualitative research with a quantitative descriptive approach. The research subjects were 34 class X students at SMAN 2 Tualang. The data collection techniques used in this research are: 1) written tests, and 2) interviews. Based on the results of data analysis, a conclusion was obtained which showed that students made mistakes in Newman's stages, namely: errors in reading were 23.53%, which means that the majority of students read the question instructions well. The large percentage of students making errors in understanding is 91.18%, and students making transformation errors with a percentage of 55.88%. In process skill errors, the number of students who made mistakes was 82.35%, and 88.23% of students made mistakes in writing/notation. Factors that cause errors include: not being careful, not being able to read the question, not understanding the problem, and not being able to carry out the procedures or steps that will be used to solve the question.]]>
<![CDATA[Analyzing Student Creative Thinking with Wallas Theory ]]>
<![CDATA[Prabandari, Radha Sita]]>;
<![CDATA[Nurhasanah, Farida]]>;
<![CDATA[Siswanto, Siswanto]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i2.1056
<![CDATA[Creative thinking can be influenced by students' learning styles, such as Field Independent (FI) and Field Dependent (FD) learning styles. This research aims to describe the creative thinking process of Field Independent learning style students in solving problems with higher-order thinking skills based on the Wallas stages. This qualitative study began by determining student’s learning styles using the Group Embedded Figure Test (GEFT) and then selecting three students with Field Independent (FI) learning styles. In this study, subjects with Field Dependent learning styles were excluded due to insufficient data collection. Data was collected using written tests and interviews and analyzed based on Wallas’s theory’s stages: preparation, incubation, illumination, and verification. Triangulation was used to validate the findings. The results show that students with Field Independent (FI) learning styles exhibit complete characteristics of creative thinking, including fluency, flexibility, and innovation, at every stage. This indicates their capability to think creatively in solving higher-order thinking problems.]]>
