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Arifta Nurjanah
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Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tidar
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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : https://doi.org/10.31002/ijome
Core Subject : Education,
Mathematics
Indonesian Journal of Mathematics Education is a scientific journal which publishes the research issues on mathematics and mathematics education, could be experiments, research and development, survey, etc. This journal is published twice a year in April and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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How to Construct Super Edge-Magic Total Labeling of Theta Graph θ(2,b,c) Zainul Mujtahid; M Salman AN; Amam Taufiq Hidayat; Haves Qausar; Yulia Zahara
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

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Abstract

This research study and provide the property of super edge-magic total labelings of theta graph. Edge magic labeling on a graph  is an injective function   from  to a subset of integers { } with the property that there is a positive integer  such as  for each . An edge-magic labeling  is called super edge-magic total labeling if it satisfies . A graph is called (super) edge-magic total if it admits some (super) edge-magic total labeling. A theta graph  is constructed by embedding the endpoints of three paths of length consecutive  such that there are two vertices of degree three and the other of degree two. This study gave some conditions for such a super edge-magic total of theta graph. Based on this condition, this paper introduce some algorithms to apply and develop super edge-magic total labeling from some previous theta graphs.
Relationship between Academic Self-Concept and Academic Performance in Mathematics of Secondary School Students in Delta State, Nigeria Ebele Chinelo Okigbo; Odiri E. Onoshakpokaiye
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.991

Abstract

The study investigated the relationship between self-concept and the academic performance in mathematics of secondary school students in Delta State, Nigeria. Two research questions and two null hypotheses guided the study. A correlation design was adopted in the study. All 42,299 senior secondary two (SS2) mathematics students in the 2021/2022 session in the state made up the research population. A multistage sampling procedure was used to draw 1,650 of these students. The instrument utilized to gather data was the Academic Self-Concept Questionnaire (ASQ), which was validated by three experts. The instrument's dependability was determined using Cronbach’s Alpha, and the result was 0.68. The students’ performances in Mathematics for three terms in SS1 represent their performance scores in mathematics. The collected data were analyzed using Pearson product moment correlation and a t-test for correlation analysis. The results of the study showed a very low positive and no significant relationship between academic self-concept and the performance of secondary school students in mathematics. However, there was a significant difference in relation to mathematics performance between students with a positive self-concept and those with a negative self-concept in mathematics. In light of the results, it was recommended among other things, that mathematics teachers should make a deliberate effort to help students who possess negative self-concepts by conditioning, modeling, and changing their behaviors to perform better in mathematics.
An Analysis of Students’ Mathematical Self-Efficacy Instruments Using Rasch Model Ahmad Mukhibin; Husnul Khatimah Rusyid; Ahmad Lutfi; Tatang Herman; Dwi Arianti Suryo Utomo
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.994

Abstract

The purpose of this study was to determine the quality of mathematics self-efficacy instruments in terms of validity, reliability, undimensionality, ability distribution, and suitability of student responses. Data were obtained by distributing mathematics self-efficacy instruments consisting of 20 statements to 45 seventh-grade students of a private junior high school in Yogyakarta, Indonesia, at the 2022/2023 school year selected through purposive random sampling technique. The data were analyzed using Rasch model with the help of the Ministep application. The results of the analysis showed that the mathematics self-efficacy instrument used was declared valid, with an outfit Z standardized (outfit ZSTD) value of -0.16 for respondents and 0.20 for items, and could be used to measure students' mathematics self-efficacy level with a reliability level reaching a score of 0.54 or in the medium category. The results of the distribution of item abilities show that most students admit to having the fighting power to solve problems that occur, especially in learning mathematics. From the analysis of the suitability of student responses, 18 statements show the suitability between the level of self-efficacy and the responses given by students. While two other statements did not show suitability. Therefore, teachers or other academics can use the self-efficacy questionnaire that has been prepared by researchers because it has met the four criteria for testing instruments.
The Evaluation of Implementation Strengthening Character Education's Program at Junior High School in Sorong Regency Heny Sri Astutik; Roni Andri Pramita
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.1016

Abstract

Strengthening Character Education (PPK) is one of the Nawacita points that was proclaimed so that the national character education process must be carried out actively by education providers in developing the learning process by carrying out the process of internalization and appreciation of the character values ​​reflected in the curriculum. This research aims to determine teachers' understanding regarding the Strengthening Character Education program, implementation, and results of the PPK program in mathematics subjects at Sorong Regency Middle Schools, Southwest Papua, Indonesia. This was evaluation research using Stake’s Countenance Evaluation Model. The research subjects were all junior high school teachers and students in Sorong Regency. The research sample was determined using the purposive sampling technique. Three schools were selected from all junior high schools in Sorong Regency, one each with A, B, and C accreditation, with a total sample of 695 consisting of 648 students and 47 teachers. The evaluation of program implementation was reviewed based on teachers' understanding, implementation, and results of implementing the PPK program. Data collection was carried out through documentation, interviews, and questionnaires. The study showed that 1) teachers' understanding and planning regarding the PPK in mathematics subjects is in the good category; and 2) the implementation of the PPK in mathematics subjects is still not running optimally. These results can be used to recommend improvements to the character education program.
The Effect of the Problem-Based Learning Model on The Numeracy Ability of Grade X Students in Solving AKM Problems on Opportunity Material Nur Ilmayasinta; Rahma Febriyanti; Wifadah Kurniyawati
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

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Abstract

This research was conducted on grade X students of a public senior high school in Karangbinangun, Lamongan, Indonesia, on opportunity material by applying Problem-Based Learning (PBL) model. This study aims to determine the effect of the PBL model on students' numeracy ability in solving Asesmen Kompetensi Minimum (AKM) problems on opportunity material. This research is quantitative research using a nonequivalent control group design. The sampling technique used in this study was purposive sampling. Data collection techniques in this study used test instruments, whereas the validity, reliability, differentiating power, and difficulty index have been explained. The data analysis techniques used independent sample t-test and N-gain test. The results showed that applying the PBL model could improve the numeracy ability of students in solving AKM problems on opportunity material. This is evidenced by the difference in the average post-test score obtained by students in the experimental class (88) and in the control class (84). Based on the calculation of the average pretest and post-test in both classes, the percentage of numeracy ability of students in the experimental class was 55.62%, while the percentage of numeracy ability of students in the control class was 51.73%. The calculation of the independent sample t-test also shows significance in the value of sig. (2-tailed) less than 0.05 (0.000 < 0.05). Therefore, the PBL model affects students' numeracy abilities.
Development of FlipaClip-Based Learning Media to Improve Problem-Solving Skills Nila Nifrani; Sugeng Sutiarso; Rangga Firdaus; Ari Suningsih
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

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Abstract

This study aims to evaluate the effectiveness of FlipaClip as a learning media, and to compare the problem-solving abilities of students who learn using FlipaClip and PowerPoint. This study employed the ADDIE development paradigm (Analysis, Design, Development, Implementation, and Evaluate) as a framework for research and development (R&D). The findings demonstrated the validity and viability of learning media that use a contextual approach to linear program content. With extremely valid criteria, the material validation findings came out at 84.38%. The validation results from media experts were 94.79%, which is considered highly valid. Although the student response received an assessment percentage of 83.64%, the response also met the FlipaClip-based learning media's "very interesting" requirements, indicating that it is practical to use. Moreover, the research shows that FlipaClip-based learning media on program material can improve the mathematical problem-solving ability of class XI students. Quantitatively, the difference is shown by the interpretation of N-Gain obtained in the experimental class, which is quite an effective category with a percentage of 70.22%. The average mathematical problem-solving ability of grade XI students who are given FlipaClip-based learning media is higher than the average student who is not given the media, as indicated by the results of the independent sample t-test, namely the Sig. (2- tailed) value of 0.000 <0.05.
Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style Dikey Putra Utama; Mega Teguh Budiarto; Masriyah
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

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Abstract

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.
The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking Ageng Triyono; Arie Purwa Kusuma; Fiki Alghadari; Teguh Wibowo; Nafida Hetty Marhaeni; Mazlini Adnan
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

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Abstract

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.
Academic Performance of Graduate Students in Video-Conference-Assisted Online Learning during COVID-19 Based on Cohort Data in Pakistan and Indonesia M Bhatti, Faqir; Miranda, Eka
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.1409

Abstract

The current study found that the COVID-19 pandemic isolation impacted the academic performance of most participants with varied degrees and graduate students in Computer Science and Math. With the option of self-study, online education keeps students on track. This paper aimed to investigate the academic performance impact of graduate program students in the fields of computer science, math, and information systems on online learning during the COVID-19 pandemic. A total of 89 responses were retrieved. The 71 (79.78%) responses came from students at an university in Raiwind, Lahore, Pakistan, and the 18 (20.22%) responses came from students at an university in Jakarta, Indonesia. We discovered that the essential issue of online education was providing students and instructors with easy access to interactive study materials such as video learning. Another significant challenge was the availability of an internet connection, as online learning depended on it. During the COVID-19 pandemic, most students get high course grades (35.96%) and maintain steady course grades (29.21%) in online learning, with some even achieving very good course grades (17.98%). Only a few students (12.36%) and very few (4.49%) received lower grades.
Numeracy Literacy Skills in the ELPSA Learning Model with the Realistic Mathematics Education Approach Viewed from Students' Mathematics Anxiety Mutik, Rossa; Kartono; Kharisudin, Iqbal
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.2272

Abstract

This article aims to synthesize various studies related to numeracy literacy skills in the ELPSA learning model with the Realistic Mathematics Education approach, and its impact on students' mathematics anxiety. Using the Systematic Literature Review (SLR) method and meta-synthesis, this research examined how applying the ELPSA model combined with the Realistic Mathematics Education approach can improve students' numeracy skills while reducing their mathematics anxiety. The analysis found that this learning model is effective in helping students better understand mathematical concepts more openly and contextually, while supporting the enhancement of numeracy literacy through a Realistic Learning-based approach. Moreover, more positive interactions between students and the learning material help reduce anxiety in mathematics learning. The implications of this research highlight the importance of integrating the ELPSA and Realistic Mathematics Education models as a strategy that can optimize mathematics learning outcomes, create a more inclusive learning environment, and reduce students' psychological barriers.

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