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Ratu Ilma Indra Putri
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Department of Master Program on Mathematics Education Sriwijaya University, Palembang, Indonesia, Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar, Palembang-30139, Indonesia
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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 262 Documents
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Developing of Higher Order Thinking Skill in Relation and Function to Support Student’s Creative Thinking Utari, Rahma Siska; Gustiningsi, Tria
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study aimed to produce the Higher Order Thinking Skill (HOTS)’ questions of relation and function material that had validity and practicality and also had potential effect to support student’s creative thinking. This research was a descriptive research with design research method and development study type. The questions of relation and function material developed based on characteristics of Higher Order Thinking Skill (HOTS) questions and followed stages of development study, such as: self evaluation, experts review, one-to-one, small group and field test. The subjects of this research were 38 students of eight grader from SMP Negeri 17 Palembang. They participated on one-to-one, small group and field test. Data collected using walkthroughs, interviews, questionnaires and tests. Validity of questions knew form experts review result based on content, construct and language. Practicality of questions knew from small group result about student’ understanding of purpose of questions and procedural of answering questions. Potential effect did known by test on field test stage. The result showed the HOTS’ questions of relation and function material truly supported student’s creative thinking. DOI: https://doi.org/10.22342/jpm.15.1.12876.49-60
The Data Package in Learning Mean Using LSLC AND PMRI Rahayu, Poppy Trianti; Putri, Ratu Ilma Indra
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study aims to produce statistical learning designs in the introduction of the concept of average values and knowing student learning outcomes in learning average values by previously learning about the presentation of data consisting of tables and diagrams through learning trajectories and what happens during the learning process. This learning is based on Lesson Study for Learning Community (LSLC), the approach of Indonesian Realistic Mathematics Education (PMRI). This study uses a type of Design Research method research design type of validation study, which involves in MTs 1 in Palembang. There are three stages in design research type validation studies namely Preparing for the experiment in the form of literature study and the design of the Hypothetical Learning Trajectory (HLT); Design experiment in the form of a Preliminary Teaching Experiment (Pilot Experiment) and Teaching Experiment; and Restrospective analysis. The instruments used were written test, video and field notes. The results of learning experiments show that the design of learning provided has helped students understand the concept of Mean. DOI: https://doi.org/10.22342/jpm.15.1.9431.61-70
Development of Student Worksheets Using the Context of Local Wisdom on Integers and Fractions Deda, Yohanis Ndapa; Maifa, Talisadika
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The purpose of this research is to develop a valid, practical and effective junior high school mathematics worksheet. Local wisdom referred to in this study is a traditional food, namely Jagung Bose, Jagung Katemak, Ut Kono, and Laku Tobe, which have become a daily diet for the people of the Indonesia-Timor Leste border community on the Pulau Timor. This research is a kind of development research using the Tessmer formative evaluation model, which consists of two stages of development, namely the preliminary analysis stage and the formative evaluation stage. The subject of this research is the 9th-grade students of Taloeb Junior High School in the border area in 2020. The data collection techniques used include tests, learning outcomes, observation, and interviews. Experts have validated the development of student worksheets using the context of local traditional food wisdom with the results of assessments from material experts, media experts and linguists. Validated by Experts, Students Worksheets (SW) of maths included in the very good category and trial results have shown that the SW meets the practical criteria and has a potential effect on improving junior high school students' mathematics skills and learning outcomes. DOI: https://doi.org/10.22342/jpm.v.i.12824.71-82
Obstacles Faced by College Students in Solving Probability Word Problems Yusuf, Mardiana; Abdul Rahim, Suzieleez Syrene; Eu, Leong Kwan
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

There are many difficulties that can be identified when students solve mathematic problems especially in solving probability word problems. This study was conducted to identify the major obstacles faced by matriculation college students while solving the probability of an event word problems. Seven college students were the sample for this case study. Clinical interviews are used as a data collection. This data collection technique was selected based on the researcher’s observation on the participants as they answered the probability word problem task. The task was given during the interview session. Semi structured interviews are used to obtain in depth information. Think-aloud analysis involves observations leading to individual behaviours in the oral or nonverbal form of participants and the researcher’s field notes. Participants were found to have difficulty interpreting probabilities. There are three categories of difficulties that have been identified, namely not knowing the meaning of the word, not knowing the nature of the probability and not being able to identify the goal of the probability word problem. DOI: https://doi.org/10.22342/jpm.15.1.12801.83-90
Improving PISA-Like Questions Through Trialmusi Video Context: LRT, Damri and Transmusi Agustina, Amalia; Zulkardi
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The aims of this study were (1) to generate PISA mathematics quetions of uncertaint context with the integrated data from LRT, Damri and Transmusi (Trialmusi). (2) is there any potential effect from PISA mathematics questions of uncertain context with the integrated data from LRT, Damri and Transmusi (Trialmusi) towards students’ mathematical literacy abilities of junior high school students. The subjects of this research are the students of junior high school number 1 Palembang. This research applied design research with development study type, with 2 steps, preliminary and formative evaluaions steps. In preliminary step, there were analazying the subject research, curriculum, PISA framework, and designing instrumental questions. In formative evaluation step, there were self evaluation, expert reviews and one to one, small group and field test. The data collection in this research apllied walk trough, documentation, observation, interview and test. This research generated PISA math questions of uncertain context. With the valid and practical integrated data from trialmusi. The validation came from the result of validation assessment, which were from context, construct, language and one to one students’ assessment. Practical came from the result of student understanding towards small group question. Then from the students’ answers in the field test steps. DOI: https://doi.org/10.22342/jpm.15.1.11989.91-102
Spatial Thinking in Conic Sections: A Study of Undergraduate Mathematics Students by Sex and Spatial Category Dintarini, Mayang; Budiarto, Mega Teguh; Fuad, Yusuf
Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Spatial thinking plays an important role in solving conic section problems. When students encounter problems involving shapes like parabolas, ellipses, and hyperbolas, they need not only grasp the algebraic representations but also visualize how a plane intersects a cone in three-dimensional space. Unlike previous studies that focused on psychometric tasks disconnected from classroom content, this study integrates spatial thinking directly into mathematical problem-solving, specifically in conic sections. The study examines undergraduate students' spatial thinking skills on conic sections, based on spatial thinking categories and sex differences. Twenty-five undergraduate students (4 males and 21 females) from the Mathematics Education Department at Universitas Muhammadiyah Malang, enrolled in an analytical geometry course and participated in a spatial thinking test. Additionally, four students (2 males and 2 females), representing both high and low spatial thinking abilities, were interviewed to provide deeper insights into students' spatial thinking. The results show that students with high spatial thinking abilities demonstrated strong mental visualization skills but had minor difficulties and errors in representing detailed components. Moreover, students with lower spatial thinking abilities have difficulties in visualizing complex objects and often misinterpret spatial representations. Furthermore, male students provided limited written explanations of spatial object characteristics, whereas female students faced difficulties in accurately drawing 3D spatial objects but compensated with effective 2D representations and verbal explanations. In conclusion, the findings show that the difficulties of spatial thinking are influenced by spatial thinking categories and gender differences, offering rich information to design more effective mathematics learning.
The Impact of Ethnomathematics Activities Using Zapin and Kuda Kepang Dances on Students' Academic Achievement and Appreciation of Isometric Transformations Abdullah, Abdul Halim; Zakaria, Mohamad Ikram; Mokhtar, Mahani; Khairuddin, Nur Khairina; Mohamad Rasol, Nur Izzah Atirah; Hanafi, Nurul Hazreen; Suhaimee, Nurul Rabiatul Adawiyah; Syahri, Indawan; Antoni; Apriana; Rini Susanti; Yuliarni
Mathematics Education Journal Vol. 19 No. 2 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i2.pp299-322

Abstract

Cultural integration in education has emerged as a powerful tool for enhancing student engagement and learning outcomes. However, the specific impact of cultural integration on mathematics education, particularly in relation to students' academic achievement and their appreciation of mathematical beauty, has not been thoroughly examined. This study explores the effects of a teaching module that integrates Zapin and Kuda Kepang dances with isometric transformations on these outcomes. Using a quasi-experimental design, the research involved 60 Form Two students from Johor Bahru, divided into treatment and control groups. The module was implemented over five weeks, with data collected through academic performance tests, questionnaires, and semi-structured interviews. Independent t-tests and Mann-Whitney U tests (conducted using SPSS version 21) revealed significant improvements in academic achievement and appreciation of mathematical beauty among students in the treatment group. Thematic analysis of interview data further revealed increased motivation, interest, and emotional connection to mathematics. These findings highlight the potential of integrating cultural elements into mathematics education to foster deeper engagement and academic success, emphasizing the need for innovative teaching approaches in secondary education.
Collective Argumentation through Scaffolding: Homogeneous and Heterogeneous Groups in Solving Mathematics Tasks Ekawati, Aminah; Siswono, Tatag Yuli Eko; Lukito, Agung
Mathematics Education Journal Vol. 19 No. 2 (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.v19i2.pp217-240

Abstract

Collective argumentation plays a crucial role in enhancing students' mathematical understanding through discussion. While previous studies have explored collective argumentation and group composition, only a limited number of research has examined the impact of ability-based grouping—both homogeneous and heterogeneous—on collective argumentation in mathematics learning. Based on this, the current research aims to explore collective argumentation in homogeneous and heterogeneous groups of students, supported by scaffolding, in solving mathematically and non-mathematically rich tasks. Using a qualitative approach with a case study design, the present study involved two groups of eighth-grade students, each consisting of six eighth-grade students with high, medium, and low abilities. Data were collected through recorded group discussions, observations, and interviews. After that, the collected data were analyzed using the Toulmin argumentation model. The findings reveal that homogeneous groups of high-ability students engaged more actively in idea exploration and generated dynamic arguments, incorporating key argumentation elements such as claims, data, warrants, rebuttals, and qualifications. In contrast, in heterogeneous groups, high-ability students dominated discussions, while lower-ability students were more passive and relied on scaffolding from teachers or peers. Furthermore, mathematically rich tasks were more effective in fostering in-depth discussions than non-mathematically rich tasks. These findings highlight the importance of strategic student grouping and scaffolding in promoting engagement and meaningful collective argumentation in mathematics learning.
Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic Delima, Nita; Cahyawati, Dian
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Online learning during the Covid-19 pandemic requires lecturers to provide a stimulus that can increase student learning independence. However, not all lecturers and students are ready to carry out online learning, as a result, the anxiety factor for students is getting higher. In some studies, it is said that anxiety has a negative correlation with student self-concept. This study aims to find out how the mathematics self-concept (MSC), mathematics anxiety (MA), and mathematics learning independence (MSRL) of students are during the Covid-19 pandemic. This research is quantitative descriptive. The population of this study was active students in the Mathematics and Mathematics Education study program. Data were collected using a cross-sectional survey technique with cluster sampling. The data analysis technique used descriptive statistical analysis, Spearman correlation analysis, and ordinal regression analysis. The results showed that the average student had a positive MSC, MA, and moderate MSRL. Students with negative MSC had a significant tendency to have a high MSRL than students with positive MSC. The increasing probability of students with negative MSC having a high MSRL is 0.5110 times better than students with positive MSC. MSC and MA have an effect of 7.9% on changes in the student's MSRL variable. Thus, during the Covid-19 pandemic mathematics self-concept directly affects changes in student learning independence, but not with math anxiety. DOI: https://doi.org/10.22342/jpm.15.2.13200.103-114
Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach Rachma, Andina Aulia; Rosjanuardi, Rizky
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series. DOI: https://doi.org/10.22342/jpm.15.2.13519.115-132

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