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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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Utilizing Length Models and Number Lines to Enhance Students’ Understanding of Fractions Putri, Amellia; Sujadi, Imam; Nursanti, Yuli Bangun
Mathematics Education Journal Vol. 20 No. 1 (2026): 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.v20i1.pp241-264

Abstract

Fractions are abstract mathematical concepts that often challenge students due to their various representations. While fraction instruction in schools typically emphasizes area models, it is crucial to incorporate other models, such as length models and number lines. This study aims to 1) identify the learning obstacles students encounter in representing fractions with length and number line models, 2) develop didactic designs to address these learning obstacles, and 3) evaluate the effectiveness of the designs. Employing a qualitative approach grounded in the Didactical Design Research (DDR) framework, the study comprised three stages: prospective, metapedadidactic, and retrospective analysis. Data were collected through tests administered to 20 seventh-grade bilingual students, in-depth interviews with those experiencing difficulties, and an analysis of their learning resources. All the collected data on learning obstacles were then analyzed using the Miles & Huberman method, which involves the stages of data reduction, data display, and conclusion drawing. The findings indicate that students relied predominantly on area models due to limited instructional exposure, leading to learning obstacles when representing fractions using the length model and locating them on the number line. When asked to use the length model, students tended to revert to area representations, reflecting conceptual constraints. Based on these obstacles, a didactic design was developed in which the length model and number line were introduced sequentially and in an interconnected manner. The design proved effective, as no further learning obstacles were identified after its implementation. These findings suggest that systematically integrating both representations strengthens students’ conceptual understanding of fractions.
Geometric Thinking Skills of Prospective Mathematics Teachers in the Transformation Geometry Course: Effects and Obstacles Mirna; Fauzan, Ahmad; Yarman; Arnawa, I Made; Lufri
Mathematics Education Journal Vol. 20 No. 1 (2026): 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.v20i1.pp225-240

Abstract

Geometry is a compulsory component of mathematics education worldwide; however, it remains one of the most challenging topics for prospective mathematics teachers, particularly transformation geometry. This study aims to examine the level of geometric thinking skills of prospective mathematics teachers based on Van Hiele’s theory, analyze their influence on the transformation geometry learning outcomes, and identify the prospective mathematics teachers’ learning obstacles. A mixed-methods approach research using an explanatory sequential design was employed. Data were collected from 99 prospective mathematics teachers enrolled in a Transformation Geometry course using geometric thinking skills test, transformation geometry learning outcomes test, and learning obstacles open-questionnaire. The data were analyzed using descriptive statistics and simple linear regression. The results indicate that most prospective teachers remain at lower Van Hiele levels, which are below the expected standards for future mathematics teachers. Geometric thinking skills were found to have a significant influence on transformation geometry learning outcomes. Prospective mathematics teachers simultaneously experience ontogenic, epistemological, and didactical obstacles. These findings imply that transformation geometry course should be aligned with students’ geometric thinking levels and supported by appropriate didactic designs. Therefore, future research about developing geometry didactic design based on Van Hiele’s theory in transformation geometry course is essential.

Page 27 of 27 | Total Record : 262

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