cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ratu Ilma Indra Putri
Contact Email
ratuilma@unsri.ac.id
Phone
081287447886
Journal Mail Official
jpm@unsri.ac.id
Editorial Address
Department of Master Program on Mathematics Education Sriwijaya University, Palembang, Indonesia, Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar, Palembang-30139, Indonesia
Location
Kab. ogan ilir,
Sumatera selatan
INDONESIA
Mathematics Education Journal
Published by Universitas Sriwijaya
ISSN : 19780044     EISSN : 25491040     DOI : https://doi.org/10.22342/jpm
Core Subject : Education,
Education Mathematics Other
Jurnal Pendidikan Matematika or Mathematics Education Journal is an electronic peer-reviewed international journal, provides a forum for publishing original research articles, reviewing articles from contributors, and publishing novel technology news related to mathematics education. This journal is provided for writers, teachers, students, professors, and researchers who will publish research reports or literature review articles (only for invited contributors) about mathematics education and its instruction for authors and readers worldwide. The journal invites original research articles and is not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education is welcome, which includes, but is not limited to, the following topics, such as Realistic Mathematics Education, Design Research in Mathematics Education, Mathematics Ability, PISA Tasks, and Ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 250 Documents
 1   2   3   4   5 
Development of Ethno-PMRI based E-Worksheet with Mayang Rontek Dance Context on Plane Figures of Geometry Materials Putri, Taszkia Aulia; Fadilah, Nurul; Anjasari, Tika; Sari, Yurizka Melia
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp99-118

Abstract

The e-worksheet is an interactive tool that allows students to access questions and explore information electronically, supporting their understanding of the concepts being studied. This study aims to develop a valid and effective e-worksheet based on the Ethno-Pendidikan Matematika Realistik Indonesia (PMRI) approach, incorporating the context of the Mayang Rontek Dance, to assist students in learning geometry. The research followed the ASSURE model, which includes six stages: analyzing students' needs, defining objectives, selecting appropriate media and materials, engaging learners, and evaluating and revising the developed e-worksheet. The e-worksheet underwent validation by three experts using Aiken’s analysis technique. Limited trials were conducted with six junior high school students, followed by field trials with twenty-nine students. The results revealed that the e-worksheet was valid, with Aiken indices ranging from 0.59 to 0.89. Statistical analysis using the Wilcoxon test on pre-test and post-test scores successfully rejected the null hypothesis, indicating that the e-worksheet effectively improved students' test scores. Furthermore, the practicality test yielded a score of 84.97%, demonstrating the e-worksheet's high level of practicality. Thus, the developed e-worksheet has been validated as both effective and practical in enhancing students’ understanding of geometry. The integration of the Ethno-PMRI approach and GeoGebra is expected to further enrich students' comprehension of mathematical concepts and their connection to local culture.
Learning Design for Understanding the Concepts of Addition and Subtraction for ADHD Students Using the PMRI Approach Saleha, Atikarani Noer; Putri, Ratu Ilma Indra; Darmawijoyo
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp1-14

Abstract

The ability to understand the concept of addition and subtraction is fundamental to all students, including students with Attention Deficit and Hyperactivity Disorder (ADHD). This study aims to produce a learning trajectory for understanding the concept of adding and subtracting whole numbers for students with ADHD using the PMRI approach. The subjects in this study were Grade 1 students with ADHD at the inclusive school or SDN 30 Palembang. The research method used was the design research method. The present research was conducted in three stages, namely the preparation stage, the two-cycle experimental design stage, (cycle I: pilot experiment, cycle II: teaching experiment), and the retrospective analysis stage. Data collection was carried out by an observation, interviews, a pre-test, written tests, documentation, and field notes. The results of the research showed that the learning activities designed could help students understand the concepts of adding and subtracting whole numbers. Some indicators of conceptual understanding that appeared in the students were the students’ abilities to classify objects according to certain characteristics, present concepts in the form of mathematical representations or images, develop the necessary and sufficient conditions for a concept, utilize and choose certain procedures or operations, and apply problem-solving concepts or algorithms. Eventually, a learning trajectory involving two activities using unique contexts of the city of Palembang supports understanding the concept of addition and subtraction.
Learning Reflection Using Realistic Mathematics Education Assisted by GeoGebra Software Hardiyanto, Dwi; Asokawati, Indhi; Majid, Panji Maulana; Maesaroh, Atika Tri; Nursyahidah, Farida
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp15-26

Abstract

Reflection material is very important for students to master when studying transformation material. However, reflection material is still difficult for students to understand. Therefore, this research aims to create a learning trajectory that can help students understand the concept of reflection using the context of the Tedhak Siten tradition with the help of GeoGebra software in grade 9th of SMP Negeri 6 Semarang. This research uses a design research method consisting of three stages: preliminary design, design experiment, and retrospective analysis. In this research, a series of learning activities were designed and developed based on the (Realistic Mathematics Education) RME approach. This research involved 6 grade 9th students. The result of this research is a learning trajectory that includes a series of learning processes in three activities, namely: 1) Observing the Tedhak Siten tradition video to find the definition and characteristics of reflection; 2) Finding formulas and reflection results; and 3) Resolving contextual problems related to reflection. The conducted activity can aid in improving students’ comprehension of reflection material. The research results showed that students could discover the characteristics and definitions of reflection, find formulas and reflection results, and solve contextual problems related to reflection.
Students' Cognitive Processes in Understanding Fractions Through the Tourist Context Sukasno; Zulkardi; Putri, Ratu Ilma Indra; Somakim
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp27-38

Abstract

This research aims to describe students' cognitive processes in understanding fractions through a tourist context. This research method is design research. The data collection technique is through tests and in-depth interviews. The results of this research show that student's cognitive process in understanding fractions through a tourism context is that students first understand the problems in the tourism context of Lake Air Gegas; then students create mathematical models based on context; third, students complete mathematical models based on context; the fourth student creates a solution to the context problem; Finally, students make mathematical conclusions. Through the tourism context, students can solve problems appropriately. The conclusion is that there are five stages of students' cognitive process in discovering the principle of multiplication of fractions, namely students understand the problem through a tourism context, create a mathematical model based on context, complete a mathematical model based on context, create a context problem solution, and end by making mathematical conclusions about the principle of Multiplication of Fractions. Therefore, it is recommended that mathematics teachers use the tourism context as a starting point for mathematics learning.
Junior High School Students’ Habits of Mind in Solving Mathematical Problems Nauli, Novia; Harisman, Yulyanti; Armiati; Yerizon
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp39-58

Abstract

One of mathematical cognitive skills is the problem-solving ability. It is imperative for each student to have a range of abilities in order to deal with or resolve a problem. Habits of mind are abilities that can influence students' ability to solve mathematical problems. It is the aim of this study to examine junior high school students' problem-solving thinking skills. The survey method was used, as opposed to critical observation or qualitative approaches. The sample of this study consisted of 29 ninth graders of junior high school. Data collection was conducted by a test and interviews. According to the findings from the data analysis in this study, students with strong problem-solving abilities exhibited four indicators of thinking habits: persistence, thinking about thinking, thinking flexibility, and the ability to apply past knowledge to new situations. Students with average problem-solving abilities also displayed four indicators of thinking habits, but were lacking in three of them: thinking about thinking, thinking flexibility, and applying past knowledge. Students with poor problem-solving abilities, on the other hand, laked all the indicators of thinking habits.
Development of E-Learning based Remedial Videos on Fractions in Middle School Johar, Rahmah; Moulina, Aisyah Rayhan; Mailizar; Lestari, Mulia; Away, Yuwaldi
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp97-112

Abstract

The Covid-19 pandemic has opened the gates to digital learning in mathematics education and increased the use of online learning. However, teachers still rare to use digital technology as feedback and final evaluation of students. Therefore, an e-learning based remedial video is needed to developed. The research aims to produce e-learning based remedial videos on fraction that meet the criteria of valid, practical and effective. This research is development research with ADDIE models namely analysis, design, development, implementation, and evaluation. The subjects of this research were class 8 students at junior high school from three school levels in Banda Aceh, Indonesia. Data was collected using video validation sheets, students’ response questionnaires, and remedial tests. The results show that e-learning based remedial videos was valid based on expert judgements, practical because students gave positive responses and effective because N-Gain of the percentage of students reached the Minimum Completeness Criteria (MCC) on diagnostic test and remedial test was 0.5 on the medium category.
Hands-on Domain in Learning Mathematics: Impact on Students’ Assessment Practices in Ghana Maanu, Vivian; Bonyah, Ebenezer; Clark, Lauren Jeneva
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp129-138

Abstract

The study purposefully explored the effect of Hands-on activities on pre-service teachers’ assessment in mathematics. The research employed a quasi-experimental design and utilized intact classes. One Hundred and Twenty (120) Level Three Hundred Pre-service teachers offering bachelor's degree programs in Junior High Education where purposively sampled. The one-group Pre-test and Post-test design was used to collect data for this study where each participant was evaluated first under the control condition and then under the treatment condition. The intervention was implemented within three weeks using manipulatives to ensure the practicality of the lessons. The post-test was also administered immediately after the intervention to determine its effectiveness. Results show a statistically significant ( ). Hence the study concluded that the use of hands-on activities improves on students’ performance in mathematics. It was recommended that, the teaching and learning of mathematics at the pre-tertiary level should incorporate hands-on activity method since it improves learners’ assessment practices.
Ethnomathematics: Exploration of Mathematical Concepts on the Process of Madurese Salt Production Hanik, Umi; Efendy, Makhfud; Jannah, Ana Naimatul; Fatmawati, Ira
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp59-78

Abstract

The exploration of mathematical concepts as a human activity triggers the need to research ethnomathematics. This research is the analysis of fundamental activities of mathematics on the process of Madurese Salt Production in Pamekasan. This qualitative study was conducted using ethnography, and the data were obtained from conducting in-depth interviews and observations with some salt farmers. The analysis findings of fundamental activities of mathematics on the process of Madurese Salt Production are: 1) locating: choosing pond location based on the soil, water, and weather; 2) designing: designing the layout of brine pond and considering the plots based on the functions; 3) measuring: measuring the seawater concentration, the level of the water as raw materials, the thickness of salt crystals, the plots, and; 4) counting: calculating workers' wage and profit and  loss; 5) playing, solving unpredictable weather to be able to be; and 6) explaining: the salt farmers shared hereditary knowledge about windmill. The results can be used as a source for the development of teaching materials in mathematics learning based on ethnomathematics on the process of Madurese salt production.
Designing a Hypothetical Learning Trajectory using the Local Wisdom of South Sumatera as a Context through Hybrid Learning Utari, Rahma Siska; Putri, Ratu Ilma Indra; Zulkardi
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp79-96

Abstract

Data visualization and interpretation are important statistical literacy skills for prospective mathematics teachers. Intervention in the learning process can be done by designing Hypothetical Learning Trajectory (HLT) and integrating local wisdom which can develop students' statistical literacy skills. This research aimed to describe the HLT design with the topic of data visualization using the local wisdom of South Sumatra through hybrid learning. The method used was design research, with three stages, namely: preparation for the experiment, the design experiment, and the retrospective analysis. In this study, the design experiment was carried out at the pilot experiment stage. A total of 10 students from the mathematics education study program participated in this research. Data was collected through observation, interviews, and documentation. The HLT was compared with the Actual Learning Trajectory (ALT) that occurred in the class. The results of the research show that students can be given contextual problems using the local wisdom context of South Sumatra, explore data visualization in various forms of data presentation, and interpret data from the visualization that have been created. Data visualization can help students understand and interpret data better.
Arithmetic Sequences and Series Learning Using Realistic Mathematics Education Assisted by Augmented Reality Andzin, Nadya Syifa; Sari, Putri Yulia Puspita; Widodo, Ridwan Cahyo; Sukowati, Dinda Iren; Indriastuti, Sabrina; Nursyahidah, Farida
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp139-148

Abstract

Effective mathematics learning is a significant challenge in improving students' understanding and skills in mathematical concepts. One exciting approach to enhancing mathematics education is Realistic Mathematics Education (RME), which emphasizes understanding mathematical concepts through real-world contexts. This research combines the RME approach with Augmented Reality (AR) technology to facilitate the learning of sequences and arithmetic series. This research aims to create a learning trajectory that can help students understand the concept of arithmetic sequences and series using the context of the Borobudur Temple in grade 8th of SMP Negeri 4 Semarang. This research uses a design research method which consists of three stages, namely preliminary design, design experiment (pilot experiment and teaching experiment), and retrospective analysis. In this research, a series of learning activities were designed and developed based on the RME approach. This research involved 6 grade 8th students. The result of this research is a learning trajectory that includes a series of learning processes in three activities, namely: 1) Observing Borobudur Temple videos to understand the definition and characteristics of sequences and series; 2) finding the formulas and results of sequences and series; 3) and solving contextual problems related to sequences and series. The activities carried out can help improve students' understanding of the sequences and arithmetic series material. The research results show that the context of the Borobudur Temple can help students understand the concept of sequences and arithmetic series. Apart from that, the results of this research add options for local wisdom that can be used as a context for mathematics learning, especially sequences, and arithmetic series.

Page 1 of 25 | Total Record : 250

 1   2   3   4   5 

Filter by Year

2009 2025


Reset
Filter By Issues
All Issue Vol. 19 No. 4 (2025): Mathematics Education Journal Vol. 19 No. 3 (2025): Mathematics Education Journal Vol. 19 No. 2 (2025): Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika Vol. 18 No. 3 (2024): Jurnal Pendidikan Matematika Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika Vol. 17 No. 2 (2023): Jurnal Pendidikan Matematika Vol. 17 No. 1 (2023): Jurnal Pendidikan Matematika Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika Vol. 16 No. 2 (2022): Jurnal Pendidikan Matematika Vol. 16 No. 1 (2022): Jurnal Pendidikan Matematika Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika Vol. 14 No. 1 (2020): Jurnal Pendidikan Matematika Vol. 13 No. 2 (2019): Jurnal Pendidikan Matematika Vol. 13 No. 1 (2019): Jurnal Pendidikan Matematika Vol. 12 No. 2 (2018): Jurnal Pendidikan Matematika Vol. 12 No. 1 (2018): Jurnal Pendidikan Matematika Vol. 11 No. 2 (2017): Jurnal Pendidikan Matematika Vol. 11 No. 1 (2017): Jurnal Pendidikan Matematika Vol. 8 No. 2 (2014): Jurnal Pendidikan Matematika Vol. 8 No. 1 (2014): Jurnal Pendidikan Matematika Vol. 7 No. 2 (2013): Jurnal Pendidikan Matematika Vol. 7 No. 1 (2013): Jurnal Pendidikan Matematika Vol. 6 No. 2 (2012): Jurnal Pendidikan Matematika Vol. 6 No. 1 (2012): Jurnal Pendidikan Matematika Vol. 5 No. 2 (2011): Jurnal Pendidikan Matematika Vol. 5 No. 1 (2011): Jurnal Pendidikan Matematika Vol. 4 No. 2 (2010): Jurnal Pendidikan Matematika Vol. 4 No. 1 (2010): Jurnal Pendidikan Matematika Vol. 3 No. 2 (2009): Jurnal Pendidikan Matematika Vol. 3 No. 1 (2009): Jurnal Pendidikan Matematika More Issue