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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 57 Documents
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The Exploration of Ethnomathematics Houses Malay ‘Limas Potong’ The Batam Islands of Riau Fitri Qoriaturrosyidah; Asmaul Husna; Rotua Saulina Pasaribu; Atika Pidianti; Putri Annisa Alwahab
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.v6i2.975

Abstract

Ethnomathematics is the study of how a group of individuals in a particular culture understand, communicate, and use cultural ideas and practices that researchers identify as mathematics. To return cultural heritage of traditional house in Batam, Riau Islands, and to further explore the idea of mathematical geometry inherent in the traditional house, so this research aims to explore the ethnomathematics in the Malay Traditional House 'Limas Potong'. This study applied a qualitative approach that was conducted in the Malay Traditional House 'Limas Potong', specifically in the Kampung Melayu neighborhood of Batam City's Nongsa District in the Riau Archipelago. The data used in this research was obtained from these explorations or already-published articles. Observation, interviews, and documentation were used as data collection methods. In this research, data analysis was carried out in two stages: data analysis in the field and data combining. According to the research findings, each decorative and structural part of the Malay Traditional House 'Limas Potong' incorporates mathematical ideas in geometrical shapes and components. Measurement, architectural design, mathematics learning, and application of learning are all related to ethnomathematics in the Malay Traditional House 'Limas Potong'. The construction of the Malay Traditional House 'Limas Potong' can be utilized as a learning resource for students, especially in geometry material, according to some mathematical ideas contained in the structure of the traditional house. Ethnomathematics exploration will inspire teachers to make this a new alternative to developing creativity in students' mathematics learning.
Pedagogical Competence of Teachers and Online Engagement of Junior High School Students in the New Normal P. J. D. Mamacos; Louie Resti Rellon
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.v6i2.982

Abstract

Most students are struggling in this new learning method and their engagement in learning math is deemed to be adversely affected due to limited interactions and accessibility in an online mode of learning, thereby affecting their motivation and achievement. Hence, this study looked into the domain of pedagogical competence of teachers that significantly influence students’ online engagement in the new normal. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique to 100 junior high school students of the research locale identified through random sampling method. The research instrument of this study used two sets of questionnaires in accordance with its declared variables. Results of the data were analyzed using Mean, Standard Deviation, Pearson r correlation, and Linear Regression analysis. Descriptive results of the study revealed that teachers’ pedagogical competence and online engagement of the respondents both obtained a high descriptive level. Furthermore, inferential results of the study suggested there is no significant relationship between teachers’ pedagogical competence and online engagement of junior high school students in mathematics. Given these results, it is highly encouraged that the school must have constant teachers’ professional development programs that can strengthen the abovementioned significant pedagogical competence domains affecting the students’ learning engagement.
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.
Enhancing Students’ Spatial Ability through Augmented Reality: Development of 3D Geometry Learning Media Mutiara Lestari; Ahmad Syamsudin; Nur Fadilatul Ilmiyah
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2039

Abstract

This research addresses students’ difficulties in learning three-dimensional (3D) geometry, particularly in developing spatial ability, which often leads to low academic performance. To overcome this issue, an augmented reality (AR)-based learning media for 3D geometry was developed using a Research and Development (R&D) approach based on the ADDIE model, consisting of analysis, design, development, implementation, and evaluation phases. The research instruments included validation sheets from media experts and subject matter experts, practitioner evaluation questionnaires, student response questionnaires, and post-test assessments. Data were analyzed using descriptive and quantitative methods to determine the validity and practicality of the product, while effectiveness was measured based on the percentage of students achieving the Minimum Mastery Criteria. The results indicated that the developed media is highly valid, with scores of 89.41% from media experts and 88.57% from subject matter experts. The practicality level is also high, with scores of 91% from practitioners, and 84% from student. In terms of effectiveness, 100% of students achieved scores above the Minimum Mastery Criteria. These findings suggest that AR-based learning media is valid, practice, and effective in supporting students understanding of 3D geometry and enhancing their spatial ability.
Designing Contextualized PISA-Like Mathematics Problems for Enhancing Higher-Order Thinking Skills Annisa Handayani; Eftia Putri Anggriani; Feryana Cahya Puspita; Izza Della Nur Rizki; Ratu Ilma Indra Putri; Ruth Helen Simarmata; Elsa Susanti
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2719

Abstract

The lack of contextual assessment instruments that promote higher-order thinking skills (HOTS) contributes to Indonesian students’ low performance in international assessments such as the Programme for International Student Assessment (PISA). This study aims to design contextualized PISA-like mathematics problems on number content for junior high school students to enhance their HOTS. This research employed a design research approach of the development study type, consisting of preliminary and prototyping stages. Six items were developed to represent the six cognitive levels of PISA. The instruments were evaluated through expert review, one-to-one, and small group testing, and analyzed using qualitative and quantitative methods. The results indicate that the developed instrument is valid in terms of content, construct, and language, with a very high reliability coefficient (0.923). The items demonstrate appropriate levels of difficulty and good discriminating power, and are effective in supporting students’ mathematical reasoning. The use of contextualized everyday situations helps students connect abstract numerical concepts with real-life experiences. However, students still require scaffolding when solving higher-level cognitive tasks. These findings suggest that the developed PISA-like problems are feasible as an alternative assessment tool to enhance students’ higher-order thinking skills in mathematics learning.

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