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
48 Documents
<![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[Design of Mathematical Proof-Based Logarithm Teaching Materials ]]>
<![CDATA[Hamidah, Ida]]>;
<![CDATA[Susilawati, Susilawati]]>;
<![CDATA[Rahmasari, Shafira Meiria]]>;
<![CDATA[Khalim, Abdul]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.933
<![CDATA[The purpose of this research is to design logarithmic teaching materials based on mathematical proof. The subjects in this study were 23 students of SMA 1 Sumberjaya, Majalengka Regency, Indonesia, consisting of 23 students in class X IPA-2. This research is a pre-research of the 4P development design study adapted from the Thiagarajan model, et al. namely: (1) Definition; (2) Design; (3) Development; and (4) deployment. In this study, the stages carried out are limited to stage 3, namely development. The deployment phase will be carried out again later. The method used in this study is qualitative method with several data collection techniques in the form of tests of students' mathematical proving abilities in logarithmic material, interviews, and teaching material validation questionnaires. Based on the results of the study, it showed that teaching materials were in the appropriate category with a very good predicate with a percentage of 88.93% from material experts and in the appropriate category with a good predicate of 85.08% from media experts. The results of the practicality test on students amounted to 82.5% indicating that the teaching materials that have been made have a practicality category with a good predicate.]]>
<![CDATA[Students' Proficiency in Computational Thinking Through Constructivist Learning Theory ]]>
<![CDATA[Angraini, Lilis Marina]]>;
<![CDATA[Kania, Nia]]>;
<![CDATA[Gürbüz, Ferit]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.963
<![CDATA[This study aims to assess students' mathematical computational thinking skills in the Mathematics Education program, focusing on the constructivist learning paradigm. The primary objective of this study is to investigate the impact of the constructivist learning approach on enhancing students' mathematical computational thinking skills. This study is a qualitative descriptive research that investigates students' learning process in the context of acquiring computational understanding and applying computational principles in mathematics education. The study was conducted in the Department of Mathematics Education, focusing on students enrolled in the Algebraic Structure course during the academic year 2023/2024. A total of 34 students were included as the subjects of this investigation. The study's findings offer a valuable understanding of the efficacy of the constructivist learning paradigm in enhancing the mathematical computational thinking abilities of Mathematics Education students. The findings indicated that the students' overall mathematical computational thinking proficiency was satisfactory. Additionally, prior mathematical knowledge was found to have a differentiating effect on students' mathematical computational thinking ability, particularly within the context of constructivism learning theory.]]>
<![CDATA[Analysis of Students' Mathematical Creative Thinking Ability in Solving Open-Ended Questions Based on Their Self-Concept ]]>
<![CDATA[Palwa, Nopita]]>;
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Larsari, Vahid Norouzi]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i1.965
<![CDATA[To find out students' mathematical creative thinking abilities, this can be done by giving students open-ended problems. The aim of this research is to describe students' mathematical creative thinking abilities in solving open-ended problems when viewed from their self-concept. This type of research is qualitative descriptive research. The subject selection technique used in this research was purposive sampling. The subjects of this research consisted of one student with a high self-concept category, one student with a medium self-concept category, and one student with a low self-concept. Data collection methods in this research include questionnaire methods and tests. And the data analysis techniques used include: analysis of mathematical self-concept questionnaires, analysis of open-ended mathematics questions. The research results show that students with a high self-concept category can fulfill all aspects of creative thinking abilities, including fluency, flexibility and originality, so that their mathematical creative thinking abilities are also high. In contrast to students with moderate self-concept, it was found that their creative thinking abilities were low and students with low self-concept actually had moderate mathematical creative thinking abilities. So it can be concluded that based on this research, it shows that students' self-concept does not always describe students' mathematical creative thinking abilities in solving open-ended problems.]]>
<![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.]]>
<![CDATA[Research Trends in Higher-Order Thinking Skills in the journal Mathematics Education in Indonesia: from Design to Data Analysis ]]>
<![CDATA[Kania, Nia]]>;
<![CDATA[Kusumah, Yaya S.]]>;
<![CDATA[Dahlan, Jarnawi Afgani]]>;
<![CDATA[Nurlaelah, Elah]]>;
<![CDATA[Arifin, Zaenal]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i3.1048
<![CDATA[The study identified research trends in higher-order thinking skills in Mathematics Education in Indonesia, from Design to Data Analysis. The data came from content analysis of math education articles. As of April 2022, mathematics education articles in the Science and Technology Index (SINTA) are used solely. The Indonesian Ministry of Research, Technology, and Higher Education founded SINTA (http://sinta2.ristekdikti.go.id) to evaluate science and technology. This research shows that qualitative methods, such as theme analysis or grounded theory, can provide insight into student learning, while quantitative methods, such as regression or multivariate analysis, provide statistical analysis of HOTS factors. Recommendations include improving teaching, research, and policymaking on choosing the correct analysis method and institutional support. Diversification and data analysis are essential to improve HOTS research and support Indonesian education development.]]>
<![CDATA[The Effects of Virtual Algebra Tiles on the Performance of Year 8 Students in Solving Algebraic Linear Equations ]]>
<![CDATA[Alias, Nurul Hafizah]]>;
<![CDATA[Shahrill, Masitah]]>;
<![CDATA[Nurhasanah, Farida]]>;
<![CDATA[Adnan, Mazlini]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 2 No. 3 (2024) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v2i3.1067
<![CDATA[This study aims to examine the effects of Virtual Algebra Tiles (VAT) on the performance of 41 Year 8 students in solving algebraic equations. The VAT used in this research is accessible and free through a website called Didax. Quantitative and qualitative data were collected from Class 8X (21 students) and Class 8Y (20 students) through convenient sampling in a public secondary school. The Didax VAT was used as an intervention tool to aid students in solving algebraic equations. Quantitative data, in the form of pre-test, post-test, and questionnaire, was administered to the students and analysed to determine the statistical significance of the findings. Qualitative data were used in focus group interviews to explore students’ perceptions of Didax VAT further. The conclusions of this study indicated that the result of the paired sample t-test was not significant, the intervention had a small positive effect on student learning. The qualitative data revealed most students positively perceived using Didax VAT in their learning.]]>
