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 
Designing a Financial Mathematical Task for Vocational High School Using Saving and Stock Context Ramadhan, M. Hasbi; Zulkardi; Putri, Ratu Ilma Indra; Resti, Yulia
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp149-162

Abstract

In daily life, banks usually not only offer their saving programs but also their stocks. This research focuses on designing a financial mathematical task for vocational high school (VHS) which is valid, practical, and has potential effects using saving and stock context. Pendidikan Matematika Realistik Indonesia (PMRI) is the approach used in this research. For the method, we used design research with a type of development studies. This research was conducted at VHS 1 at Jambi City with research subjects were the eleventh-grade students of accounting major. This research produces three financial mathematical tasks with the context of saving and stock. The results of research also found that by using saving and stock context, students became more understanding of real-world problems and wise in making decisions regarding financial problems. This research can also be used as a reference for financial mathematics teaching materials, especially for vocational high school teachers.
Students' Mathematical Communication Skills on Straight-Line Equation Using PMRI and Collaborative Learning Kristiani, Yasinta Dian; Juandi, Dadang; Putri, Ratu Ilma Indra
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp163-180

Abstract

The study aims to examine students' mathematical communication skills on the material of straight-line equation through video-assisted learning using the Indonesian Realistic Mathematics Education (PMRI) approach and collaborative learning. The type of research is descriptive qualitative research with participants consisting of 20 students in the eighth grade of junior high school in the Palembang District, South Sumatera Province. This study comprised three meetings. The initial two meetings were dedicated to learning process using video material with PMRI and collaborative learning. The third meeting was utilized for result evaluation through testing. Data were collected through written tests, observations, and interviews using the descriptive data analysis approach. The findings of the study reveal that the combination of the PMRI approach, collaborative learning, and video learning on the material of straight-line equation has a fairly effective application. The students’ skills to communicate mathematically are identified. The most frequent indicator is expressing mathematical ideas, while the least frequent indicator is drawing conclusions. Students' mathematical communication skills can be improved by using learning video in conjunction with PMRI and collaborative learning during the learning process.
Analysis of Students’ Learning Loss in Math in Padang City, Indonesia Sartono, Sartono; Triswandari, Retno; Nisa, Sahrun; Safitri, Serly; Ariani, Yetti; Zainil, Melva; Helsa, Yullys
Mathematics Education Journal Vol. 18 No. 3 (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.v18i3.pp431-446

Abstract

COVID-19 caused the learning process to change from a face-to-face learning process to a distance learning process by using various applications. However, this learning process is also considered less effective in math because students’ conceptual understanding is imperfect. The imperfection of this concept caused students to experience learning loss. This research aimed to analyze students’ learning loss in elementary schools in mathematics subjects. This research used a qualitative research design with a case study type of research. This research involved 280 fifth-grade students from 4 elementary schools. The research results showed that students experienced learning loss in understanding geometry and fraction concepts. Students cannot solve math problems if the problem contains two concepts at once. According to the students, they did not understand these three topics well because when studying these topics, they carried out a distance learning process. Based on these findings, researchers concluded that students experienced learning loss in the high category, with 82% students affected. This study highlights the need for teachers to address learning loss that students experience in geometry and fraction materials. Thus, mathematics teachers can prepare learning tools to help students overcome learning loss.
STEM-based 2D Shapes Learning Design in Parachuting Context to Support Student’s Flexibility Ability Ambarwati, Belinda; Aisyah, Nyimas; Hapizah; Ismail, Norulhuda
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp199-216

Abstract

This research aims to produce STEM-based 2D shapes learning trajectories in the context of parachuting to support students’ flexibility ability. The method chosen was design research type validation studies consisting of three stages: preparation for experiment, design experiment, and retrospective analysis conducted for two cycles. The research subjects were 7th grade junior high school students selected by purposive sampling. Data were collected through observation, written tests, and interviews, then analyzed qualitatively and presented in text narratives. The result of this study is a learning trajectory consisting of three activities, namely 1) making three square-shaped canopy designs with different sizes and the same suspension rope length, 2) making three square-shaped canopy designs with the same size and different suspension rope lengths, and 3) making three canopy designs in the form of different quadrilateral with the same canopy area and suspension rope length. The learning trajectory developed is able to support students' flexibility ability where in the learning process students are directed to realize the existence of alternative strategy choices or varied solutions, utilize various knowledge possessed, determine the most effective and efficient way or strategy, and believe in the truth of the answers used in solving problems.
Primary Students' Errors in Solving Mathematical Literacy Problems Based on Newman Analysis Mubarokah, Aysha Amini Laylatim; Amir, Mohammad Faizal
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp217-230

Abstract

Successfully solving mathematical literacy problems by primary students is essential to prepare an earlier generation to deal with various problems in life contexts and have a positive motivation towards mathematics. Previous empirical evidence shows that primary students are still solving mathematical literacy problems with various incorrect strategies and various levels of errors. Meanwhile, Newman Errors Analysis (NEA) can be used to analyze the forms of primary students' errors in solving problems. This research aims to analyze the forms of primary students' errors in solving mathematical literacy problems using NEA. This research applied a qualitative method, with subjects consisting of 35 fifth-grade primary students. Data was collected using tests, interviews, and documentation. Data analysis techniques regarding primary students' errors were carried out through three stages: data reduction, data presentation, and conclusion drawing. The forms of errors are emphasized in NEA categories, namely reading, comprehension, transformation, process skills, and encoding. The results showed that primary students made all forms of Newman errors in solving mathematical literacy problems. The highest form of error is comprehension errors, while the lowest is process skill. The research results suggest that primary students need to be familiar with numeracy learning, emphasizing meaningful comprehension to avoid errors in solving mathematical literacy problems.
Measuring Preservice Mathematics Teachers’ Technological Pedagogical and Content Knowlede in the Post-Pandemic Era Aini, Afifah Nur; Masrurotullaily
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp231-244

Abstract

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.
Development of Learning Video Reflection Using Palembang Songket Context to Determine Students' Mathematical Reasoning Jariyah, Ainun; Putri, Ratu Ilma Indra; Zulkardi
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp273-294

Abstract

Students must have strong mathematical thinking skills after seeing reflection learning videos with a Palembang songket context. The goal is to create a realistic and practical learning film, and to understand the potential impact of students' mathematical reasoning abilities on Palembang songket setting through reflection material. This study employs PMRI and a collaborative learning approach. Design research is used to conduct development studies. While the subjects were 28 kids from class IX.B with varying capacities. Data were gathered by observation, exams, and interviews. Data analysis methods included observation, testing, and interviews. The learning video on reflection material using the context of Palembang songket is valid and practical, and students' mathematical reasoning skills have been classified as good with an average value of 65.81 following the implementation of learning using learning videos, with the most frequent indicator appearing as making conjectures and the least frequent indicator appearing as drawing conclusions. The difficulty with this study is the absence of compelling learning films offered. Students can improve their mathematical reasoning skills by watching learning films about reflection material set in the setting of Palembang Songket.
Influence of Parental Involvement and Academic Motivation on Mathematical Achievement: The Role of Students’ Mathematics Interest Asare, Bright; Welcome, Natalie B.; Arthur, Yarhands Dissou
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp295-312

Abstract

The study examines the influence of parental involvement and academic motivation on students' mathematics performance, mediated by students' interest in mathematics. The current study adopts a descriptive-correlational research design. The study population comprises all first-year and second-year senior high students in the Central Region of Ghana. A sample of 290 students was randomly selected from four senior high schools in the Central Region of Ghana. The researcher used stratified sampling techniques to categorize the students into the various courses offered in the schools and employed simple random sampling techniques to select respondents from each stratum for the study. A structured questionnaire was used as a research instrument to collect data from the target population. Analysis of Moment Structures (Amos) version 23 and IBM SPSS version 23 were used as analysis tools for data analysis. The analysis results show that parental involvement, academic motivation, and students' interest in mathematics have a significant positive effect on mathematics achievement. Furthermore, students' interest in mathematics partially mediates the link between parental involvement and mathematics achievement. Finally, students' interest in mathematics partially mediates the connection between mathematics motivation and mathematics achievement. The study recommends that parents must be fully involved in their children's education, especially in their mathematics learning, by providing students with the necessary support to improve their mathematics learning and performance.
Enhancing Learning Experiences and Outcomes Using Virtual Media for Children with Autism Spectrum Disorders Kamid; Anwar, Khairul
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.pp197-216

Abstract

This study aimed to develop a Virtual Learning Environment (VLE) for mathematics learning tailored to children with Autism Spectrum Disorders (ASD) at a special needs school in Jambi, utilizing the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. It focused on enhancing the learning experiences and outcomes for ASD students in a specialized education setting. In the Analysis phase, the needs and challenges of ASD students in learning mathematics were identified through observations, interviews, and literature review. The Design phase involved creating a detailed blueprint for the VLE, emphasizing interactive and user-friendly features. During the Development phase, the VLE was developed incorporating multimedia elements to engage students effectively. The Implementation phase included deploying the VLE in the classroom and training teachers and students to use the system. The Evaluation phase assessed the VLE's effectiveness through metrics such as visual, verbal, auditory, writing, motor, and emotional activities over four meetings. Results showed consistent improvements in all activities, particularly visual, auditory, writing, and motor activities, demonstrating significant enhancements in student engagement and understanding of mathematical concepts. This research underscores the importance of a structured development process and the positive impact of technology-enhanced learning environments on students with ASD.
Teacher Competencies, The Shortage of School Resources and Mathematics Achievement Based on PISA 2018 Indonesia Hilmi, Irfan; Kismiantini
Mathematics Education Journal Vol. 18 No. 2 (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.v18i2.pp245-258

Abstract

Investigating the low mathematics scores of Indonesian students on the PISA assessment can be done by examining the influence of measured predictors, including teacher competence and school resources that have not attracted the attention of Indonesian mathematics education researchers. The research focused on the effect of teacher competencies and the shortage of school resources on students’ mathematics achievement. Secondary data were retrieved from the official PISA website, involving 9,721 students aged 13-15 years from 332 schools after deleting the missing data. All students and schools were recruited using a stratified-two stage sample design and did not meet the exclusion criteria. Multilevel analysis was used to determine the significance of predictors of interest on students’ mathematics achievement. The analysis showed that adaptive teaching, teacher emotional support and teacher enthusiasm contributed to increase students’ mathematics achievement while teacher feedback and the shortage of school resources significantly decreased students’ mathematics achievement. These findings can assist policymakers in setting educational priorities especially related to what teacher competencies should be developed and procurement of school resources.

Page 3 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