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Rahmat Perdana
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Perumnas Griya Sungai Duren Indah 54 A, Muaro Jambi, Jambi, Indonesia
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INDONESIA
Interval: Indonesian Journal of Mathematical Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30251389     EISSN : 30217857     DOI : 10.37251/ijome
Core Subject : Education,
Education Mathematics
Interval: Indonesian Journal of Mathematical Education is a peer-reviewed open-access journal established to disseminate state-of-the-art knowledge in mathematics education. Editors will review all submitted manuscripts and then evaluate them by at least two international reviewers through the double-blind review. This is to ensure the quality of the published manuscripts in the journal. Interval: Indonesian Journal of Mathematical Education Journal welcomes high-quality manuscripts resulting from a research project in the scope of mathematics education
Arjuna Subject : Umum - Umum
Articles 13 Documents
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Search results for , issue "Vol. 3 No. 1 (2025): June" : 13 Documents clear
Fun Strategies for Learning Mathematics: Exploring the Potential of Combinatorial Game Theory in Discrete Mathematics Klinaku, Leutrim; Elumba, Ledy J; Abbas, Nada Mohammed
Interval: Indonesian Journal of Mathematical Education Vol. 3 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i1.1629

Abstract

Purpose of the study: This study aims to examine the effectiveness of using combinatorial game theory in discrete mathematics learning to improve students' understanding and interest in learning. Methodology: Using the Mixed Methods approach, quantitative data were collected through a quasi-experimental design with a pretest-posttest control group, while qualitative data were obtained through interviews and observations. The sample consisted of 60 grade XI students divided into experimental and control classes. Main Findings: The results of the analysis showed that the average gain score of students' conceptual understanding in the experimental class (0.68) was significantly higher than the control class (0.32) with a t-test significance value of 0.001 (p < 0.05). In addition, the motivation questionnaire showed an increase in the average score from 2.9 to 4.1 on a Likert scale of 1–5. Novelty/Originality of this study: Qualitative findings reinforce that game-based strategies encourage active participation, collaboration, and positive perceptions toward discrete mathematical theory.
Analyzing the Contribution of Teacher Professional Development to Mathematics Outcomes: A Ghanaian Perspective from TIMSS 2022 Baah, Doris; Yunus, Hissan; Štrok, Andreja Vlahek
Interval: Indonesian Journal of Mathematical Education Vol. 3 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i1.1732

Abstract

Purpose of the study: This study investigates the relationship between Teacher Professional Development (TPD) and Mathematics Achievement (MA) using data from the 2022 Trends in International Mathematics and Science Study (TIMSS) for Ghana. Methodology: Using a quantitative approach, data were collected from 200 teachers engaged in professional development programs through a structured questionnaire. The analysis SEMPLS for relationships observed between teacher development and mathematics achievement. Main Findings: Results indicate a significant positive correlation between TPD and MA, with a path coefficient of 0.329 (p = 0.026), suggesting that professional development contributes to improved student achievement. Additionally, a reciprocal relationship was observed, where higher MA also encouraged increased teacher development (coefficient 0.346, p = 0.046), highlighting a bidirectional influence. The findings align with previous research indicating that professional development enhances teaching quality and, in turn, student outcomes. Novelty/Originality of this study: The novelty of this research lies in its focus on Ghana, where the impact of TPD on mathematics achievement has not been extensively explored within the context of international assessments. The practical implications suggest that Ghana should continue to prioritize sustainable, evidence-based professional development initiatives that foster teacher reflection and improve pedagogical practices. However, limitations such as the sample size and the contextual focus on Ghana warrant caution in generalizing the findings. Future research should expand to include additional contextual factors and a broader range of educational settings to further explore the complex dynamics of teacher development and student achievement in mathematics.
Trends in International Mathematics and Science Study (TIMSS): A Comparative Analysis of Mathematics Achievement Rubio, Marilyn T.; Mensah, John; Sokpe, Benjamin
Interval: Indonesian Journal of Mathematical Education Vol. 3 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i1.1733

Abstract

Purpose of the study: This study investigates global trends in mathematics education using TIMSS data to understand factors influencing student achievement. Methodology: Quantitative analysis of TIMSS datasets from the latest cycles was conducted using statistical tools such as SPSS and R for trend analysis, regression models, and comparative performance evaluations. Main Findings: Socioeconomic factors, teacher qualification, and curricular alignment were strongly associated with variations in student performance across countries. Novelty/Originality of this study: The study offers a detailed comparative analysis of the latest TIMSS results, emphasizing underrepresented countries, thereby contributing to strategies for improving global mathematics education.

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