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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 250 Documents
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Obstacles to Relations and Functions Concepts Learning in Terms of Theory of Didactic Situations Criteria Kesumawati, Nila; Lusiana; Fuadiah, Nyiayu Fahriza; Retta, Allen Marga
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.pp259-272

Abstract

Effective learning planning requires information on the obstacles to learning a given concept that students experience to create a learning flow that matches the students’ characters, including in the learning of the concepts of relations and functions. The research aims to determine the learning obstacles (LOs) that students experience in learning the concepts of relations and functions as per the criteria of the theory of didactic situations (TDS). Employing the case study method, this qualitative research was conducted with subjects that included 19 prospective teacher students who had taken a diagnostic test and participated in in-depth interviews. An analysis was conducted based on three TDS criteria, namely action, formulation, and validation. The results revealed two types of LOs that students experienced in learning the concepts of relations and functions: 1) ontogenic obstacles and 2) epistemological obstacles. The first type of obstacles included 1a) the inability to properly understand the definition of the intersection of two relations, referred to as conceptual ontogenic obstacle, and 1b) the inability to relate the concept of relations in drawing a Hasse diagram, referred to as instrumental ontogenic obstacle. Meanwhile, the second type included 2a) the difficulty in expressing relations in the forms of mapping diagrams and graphs, 2b) the difficulty in determining the range of ​​a function, 2c) the difficulty in identifying relations which are also functions, 2d) the inability to represent relations in the forms of mapping diagrams, and 2e) the inability to write a function as a set of ordered pairs. It is recommended that these LO findings be taken into consideration in designing learning tools.
Primary Student Spatial Reasoning Abilities: Progression and Challenges Hasanah, Uswatun; Putrawangsa, Susilahudin; Purwanta, Edi; Agus Setiawati, Farida; Wahyu Purnomo, Yoppy
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.pp329-348

Abstract

Spatial reasoning is essential for success in mathematics and STEM fields, yet it is often overlooked in primary school curricula. This study investigates the levels and progression of spatial reasoning abilities among primary school students in Indonesia, focusing on mental rotation, spatial orientation, and spatial visualization. A cross-sectional study involving 135 students from Year 2, Year 4, and Year 6 used an adapted Spatial Reasoning Instrument. Results showed below-average spatial reasoning abilities overall, with notable improvement with age: Year 2 students averaged a Spatial Reasoning Test Score (SRTS) of 1.66, Year 4 students 2.02, and Year 6 students 2.68. Challenges were identified in tasks requiring multi-step spatial reasoning, spatial language comprehension, and 2D-3D transformations, particularly among younger students. These findings highlight the need for curriculum enhancements and targeted interventions to develop spatial reasoning skills from an early age, improving academic performance in STEM subjects.
Analysis of Concept Construction and Student Errors on the Topic of Double Integral Based on APOS Theory Yarman, Yarman; Yerizon, Yerizon; Dwina, Fitrani; Murni, Dewi; Hevardani, Kelly Angelly
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.pp367-386

Abstract

Integral learning is particularly challenging for students, primarily due to misconceptions predominantly caused by students' lack of understanding about functions, limits, and derivatives. Therefore, this research aims to investigate students’ thinking processes when solving double integral using Action, Process, Object, and Schema (APOS) theory, with a focus on past errors. In order to achieve the objective, a descriptive qualitative method was adopted. Data was collected from tests, interviews, and relevant documentation, and tested for validity using triangulation methods. The obtained results showed that high-ability students understood APOS stages in solving double integral. However, at the object stage, a lack of thoroughness in simplifying algebra led to misunderstandings. Medium-Ability Student (MS) was observed to successfully reach APOS stages when solving double integral using polar coordinates. Low-Ability Student (LS), on the other hand, showed inadequate understanding at the process stage, as evidenced by the failure to correctly draw the area and set integral boundaries. During the course of this investigation, process errors were found to be commonly associated with the calculations of double integral. In order to address these issues, Genetic Decomposition (GD) should be designed for other calculus topics, and error classification expanded to enhance the effectiveness of lectures.
Choosing the Right Store: How Open-Ended Task Help Middle School Students Learn Financial Literacy Sagita, Laela; Putri, Ratu Ilma Indra; Zulkardi; Prahmana, Rully Charitas Indra
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.pp63-80

Abstract

This study explores how junior high school students understand different types of discounts through percent multiplication. We used the qualitative study and analyzed the in-depth answers of three of the 32 participants as research subjects. The end-of-year discount selection activity provides a daily context to build knowledge about needs and wants. Students engage with open-ended tasks requiring mathematical methods to make financial decisions. These activities help students recognize discounts in everyday life, develop problem-solving strategies, and improve mathematical skills. The article highlights how students analyze various store discounts and guide readers in distinguishing between needs and wants. Early exposure to financial math fosters responsible consumer behavior. The study emphasizes the importance of applying comprehensive information to solve financial problems by connecting mathematics to real-life scenarios. The results indicate that the implementation of an open-ended task has the potential to facilitate understanding of financial decision-making and mathematical skills.
Innovative Ethno-Realistic Mathematics-based modules: Promoting Pancasila values in Indonesian mathematics education Pujiastuti, Nur Ika; Prahmana, Rully Charitas Indra; Evans, Brian
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.pp1-22

Abstract

The teaching of mathematics in Indonesia faces notable challenges, particularly in effectively conveying mathematical concepts to students. This has created a need for instructional modules that provide better support for learners. Current modules, however, do not adequately incorporate the Pancasila Students Profile (PSP), especially in terms of fostering critical reasoning skills. Therefore, there is an urgent demand for alternative instructional materials based on the Ethno-Realistic Mathematics Education (Ethno-RME) approach, which aligns with the competencies outlined in the PSP—a framework grounded in the nation's foundational values—and connects learning with students' daily experiences. This study aims to develop an Ethno-RME-based module that is valid, practical, and effective in enhancing students' critical reasoning abilities. The research adopts a design research methodology of the development studies type, structured into two key phases: preliminary and formative evaluation. Data collection methods included the use of assessment sheets, walkthroughs, document analysis, and tests of students' critical reasoning skills. The study was conducted with 22 eighth-grade students at a private secondary school in Yogyakarta. The results indicate that the Ethno-RME-based module is both valid and practical, with promising potential to improve students' critical reasoning. Specifically, the module received high validity ratings, with the material scoring an average of 165 out of 175 and the media quality receiving 129 out of 135. The one-to-one evaluation phase produced an average score of 74 out of 75. During the small group trial, the module achieved an average student response score of 66.33 out of 75, and in the field test stage, it scored an average of 64.45 out of 75, confirming its practicality. Furthermore, the second stage of the field test revealed a positive effect on critical reasoning. These findings demonstrate the efficacy of the Ethno-RME-based module in enhancing the critical reasoning skills of students in accordance with the Pancasila Student Profile.
Developing STEAM-Teaching Module in Supporting Students' Literacy Ability in Elementary School Susanto, Edi; Susanta, Agus; Rusnilawati; Binti Ali, Siti Rahaimah
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.pp349-366

Abstract

Indonesia's efforts to achieve international education standards and address shortcomings in educational attainment are evident in implementing the Merdeka curriculum. However, a major challenge remains limited learning resources that hinder the curriculum's goals. This research addresses this gap by developing a valid, practical, and potentially impactful STEAM (Science, Technology, Engineering, Art, and Math)-based teaching module designed to enhance elementary school students' literacy skills. The research employs a development research methodology with four stages: definition, design, development, and dissemination. The target population consisted of students from state elementary schools in Bengkulu, Indonesia. Data collection utilized a combination of observation, questionnaires, and literacy tests. Qualitative descriptive statistics were employed for data analysis. The findings demonstrate that the developed STEAM module meets the criteria for validity and high practicality. Additionally, the module exhibits the potential for positively impacting students' literacy abilities. The implication of this research is that the STEAM module, through its engaging activities, can increase student motivation in learning, ultimately leading to improved literacy skills.
Integrating Local Wisdom with Technology: Designing Learning Trajectory of Cylinder through Realistic Mathematics Education Approach Nursyahidah, Farida; Marsha Anindya, Faisa; Amalia Yulianti, Masayu; Izzati Prisanto, Zulfa; Adventino Rendra Rosario, Marcel
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.pp81-98

Abstract

The study of cylindrical geometry is a fundamental component of mathematics education, yet many students face challenges in grasping the concepts of surface area and volume. To address this issue, it is imperative to design a structured learning trajectory that leverages innovative approaches and integrates suitable contextual elements with technological assistance. This study explores the implementation of Realistic Mathematics Education (RME) supported by animated videos and Adobe Animate, to facilitate understanding of these concepts. The research focuses on the design of instructional activities centered on the Semarang Nyadran tradition as a contextual framework. Employing a design research methodology, this study was conducted in three stages: preliminary design, design experimentation, and retrospective analysis. The participants were seventh-grade students at a state junior high school in Semarang. The resulting learning trajectory comprises four key activities: observing animated videos depicting the Nyadran tradition to identify cylindrical characteristics, determining the cylinder's surface area through cardboard modeling, calculating the cylinder's volume using styrofoam and 2D geometry formulae, and solving contextual problems related to cylindrical geometry. The incorporation of the Nyadran tradition, animated videos, and Adobe Animate provided a culturally relevant and technologically enriched learning experience, enhancing students' comprehension of cylindrical concepts and their ability to solve contextual problems effectively. This study highlights the potential of integrating local cultural wisdom and technology in mathematics education to create engaging, meaningful, and contextually grounded learning experiences. The findings offer insights for future research to explore other forms of local wisdom as entry points for teaching diverse mathematical topics in innovative and technology-integrated ways.
Quality of Mathematics Even Semester Final Assessment Test in Class VIII Using R Program Rahmadani, Nadilla; Hidayati, Kana
Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted using the Item Responses Theory (IRT) method with R program to comprehensively analyze quality of Mathematics Even Semester Final Assessment test in class VIII for 2021/2022 Academic Year. This assessment was created through a collaborative effort involving mathematics teachers from a Public Junior High School in Binjai. It consists of 20 multiple-choice questions, each with four alternative answers. Furthermore, the study followed a descriptive framework carried out by a quantitative methodology. The data source was the responses of 189 students in class VIII who took part in Mathematics Even Semester Final Assessment for the 2021/2022 Academic Year, collected using documentation methods. The results showed that the items developed by the teacher: (1) were most appropriate for analysis using a two-parameter logistic model (2-PL), (2) distribution of material achieved during the even semester on the item tested was uneven, (3) eight of the 20 item was acceptable and kept in the question bank, while the remaining 12 were of poor quality; (4) the item fell into the category of easy to moderate difficulty, dominated by item in the moderate category, and (5) Mathematics Even Semester Final Assessment in class VIII provided accurate information regarding students’ mathematics ability at moderate ability levels ( to ). DOI: https://doi.org/10.22342/jpm.17.3.20627.397-417
Learning Trajectory for Teaching the Mean Concept Using Problem-Based Learning and Animated Video Aripin, Usman; Rosmiati, Tanti; Rohaeti, Euis Eti; Hidayat, Wahyu
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.pp181-196

Abstract

Conceptual understanding is a critical component of effective mathematics learning. However, many students encounter challenges in understanding mathematical concepts, including the concept of the mean. This study aims to design a learning trajectory that enhances students’ conceptual understanding of the mean. Employing a design research methodology, the study followed the stages of validation studies in creating and refining a hypothetical learning trajectory (HLT). The research consisted of three stages: preliminary design, design experiment (encompassing pilot experiment and teaching experiment), and retrospective analysis. The participants were fourty eighth-grade students from a public school in Cimahi. Data were collected through interviews, observations, documentation, and field notes, which informed iterative improvement to the HLT. Data analysis involved comparing students’ actual learning experiences with the HLT as a reference framework. The findings reveal that integrating technology and problem-based learning enhances students’ conceptual understanding of the mean, fostering creativity and real-world problem-solving skills. Based on these results, this study proposes a validated learning trajectory to support students in developing a deeper conceptual understanding of the mean.
Mathematical Understanding Concepts Ability in QR Code-Assisted Problem Solving by Gender Faradillah , Ayu; Rizkia , Putri Awalia
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.pp313-328

Abstract

Students must be able to develop an accurate understanding of mathematical concepts since it is essential for them to understand the concepts related to their studies. The purpose of this study is to analyze the ability of students' conceptual understanding assisted by QR codes in solving mathematical problems based on gender. This study is a qualitative research project with a descriptive approach. The data collection techniques used in this study include tests, interviews, and documentation The subjects of this research were one male and one female students in one of the public high schools in Jakarta. The research findings indicate that both male and female students perform equally well in the indicators of restating concepts and providing examples and non-examples of the material taught. Subsequently, the male student is great in presenting concepts related to the learned material through mathematical representations. On the other hand, the female student is great in applying concepts logically. However, both male and female students still exhibit deficiencies in their ability to classify objects based on the concepts that have been taught.

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