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JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : https://www.doi.org/10.23917/jramathedu
Core Subject : Education,
Mathematics
The JRAMathEdu (Journal of Research and Advances in Mathematics Education) is an open access and peer reviewed scholarly international journal devoted to encouraging the academic conversation of researchers in the field of mathematics education. The JRAMathEdu covers all the research topics on the technology in mathematics education, mathematics teachers development, special needs in mathematics education, educational psychology in mathematics education, and ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 8 Issue 4 October 2023" : 5 Documents clear
The readiness of mathematics teachers in south sumatra province to conduct online learning from the TPACK perspective Heru, Heru; Yuliani, Refi Elfira; Septra Nery, Rieno
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.1675

Abstract

Information and Communication Technology (ICT) use in digital-era learning leads to online learning. Implementing online learning requires a combination of skills from teachers in integrating pedagogical knowledge, subject matter mastery, and technological skills to create effective learning. This study aims to investigate the readiness of Mathematics teachers in the South Sumatra Province to conduct online learning from the TPACK perspective. This research is a survey type of study. The research subjects are Mathematics teachers in South Sumatra who teach Mathematics subjects at the primary, secondary, and high school levels. The sample used in this study amounted to 170 people. Based on the results discussed, Mathematics teachers in the South Sumatra Province are ready to conduct online learning based on the TPACK perspective. The highest readiness component for conducting learning is Technological Knowledge (TK), and the lowest is Technological Pedagogical and Knowledge (TPACK).
An analysis of mathematics textbook of Indonesian curriculum based on functional thinking framework Utami, Nadya Syifa; Prabawanto, Sufyani; Dahlan, Jarnawi Afgani
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.1928

Abstract

Functional thinking (FT) is individual’s cognitive process to identify the relation between variables and is essential for students to learn algebra. However, not much studies addressing the examination of the contents of FT problems within school mathematics textbooks, particularly in Indonesian curriculum. This study aims to describe the mathematics problems presented in junior high school mathematics textbooks of the new Indonesian curriculum (Kurikulum Merdeka) based on the FT framework. To reach this aim, the student mathematics textbook published by The Ministry of Education, Culture, Research, and Technology (Kemdikbud) in 2022 was used to conduct the analysis. The textbooks used were seventh and eighth-grade mathematics textbooks. The data was collected by observing the textbook's contents in the algebra domain. The analysis was based on the framework of FT consisting of recursive patterns, covariance, and correspondence. The results show that the FT tasks appear in the learning of algebraic terms, modelling with algebra, and linear functions. Moreover, this study also found that tasks in each topic develop students’ FT at different stages. Tasks in algebraic terms fulfill all FT’s stages in hierarchical order, tasks in modelling with algebra focus on the correspondence stage, and tasks in linear functions include all FT stages but not in chronological order; that is, recursive patterns, correspondence, and then covariation. In conclusion, this study finds that algebraic problems provided by Indonesian textbooks already support students’ FT. Thus, designing more FT tasks and connecting each task to different algebra topics might help students develop their FT.
The evolution of Indonesian curriculum: Hypothetical learning trajectory for mastery of mathematical and computational thinking Firmasari, Siska; Tatang Herman; Elah Nurlaelah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.2116

Abstract

Some conditions are unconcerned with students believing they are learning mathematics. Students' disinterest increases when the situation is online learning due to the COVID-19 pandemic. In that case, fully online learning reduces students' mathematical and computing abilities. Therefore, this study aims to obtain a hypothetical learning trajectory in mathematics learning in constructing the skills to master mathematical and computational thinking for secondary school students. This study used part of the research development method of validation research which focuses on Hypothetical Learning Trajectory (HLT). The preparation of the HLT focuses on mastering the mathematical and computational thinking skills of junior high school students using teaching materials, learning media, and evaluation instruments on rank number and square roots materials. The subjects in this study were 30 junior high school students in class IX who took mathematics classes. The series of activities and forms of student learning assumptions become one complete trajectory for the purpose of learning achievement. A Hypothetical Learning Trajectory (HLT) was developed based on the findings of an analysis of the activities of the Junior High School Mathematics curriculum suite and PISA 2021, test results, initial observations during the learning process, and interviews with students and teachers. HLT preparation has an impact on creating learning designs that are ready to be continued at the implementation stage in the following class.
Rasch analysis in developing Jambi culture-based ethnomathematics test for prospective mathematics teachers Ramalisa, Yelli; Falani, Ilham; Pasaribu, Feri Tiona
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.2921

Abstract

Teachers have an important role in the successful implementation of ethnomathematics in the classroom. Teachers need to have a comprehensive understanding of the context of ethnomathematics. This study aims to develop an instrument for measuring prospective teachers' ethnomathe­matics knowledge. The instrument was developed in the context of Jambi culture. This research is development research using the Plomp Model, which consists of three stages, namely: 1) preliminary research stage, 2) prototyping stage, and 3) assessment stage. The instrument developed consists of seven indicators and 43 items. Five experts in the fields of cultural studies and mathematics education carried out the instrument validation. The instrument was tested on 74 prospective mathematics teachers. The results show the instrument for measuring ethnomathematics knowledge of prospective mathematics teachers that was developed meets the criteria of unidimensionality, validity & reliability and does not indicate item bias. Therefore, this instrument is appropriate for use in measuring the ethnomathematics knowledge of prospective mathematics teachers in the Jambi cultural context. 
Mathematical competencies in the digital era Stacey, Kaye
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 4 October 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i4.3096

Abstract

The paper begins with a discussion of the characteristics of digitization that influence school mathematics, its goals and practices: the digitization of everything, the invisibility of computation, the era of big data and information on everything, and changes in the social role of mathematics due to increased global competitiveness. This leads directly to Theme 1, where we discuss the diminished economic and personal value of the ability to carry out routine mathematical procedures from arithmetic to calculus. Two other themes are then discussed: the reorientation of school mathematics content to support students to solve real world problems, and the need for students to understand about how mathematics can provide insight into real world problems, even when they are not able to actually do this themselves. These themes are only three of the many aspects of mathematical competence in the digital era which might have been chosen for discussion. 

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