Mathematics Education Journal
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.
Articles
250 Documents
<![CDATA[Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework ]]>
<![CDATA[Kinasih, Indira Puteri]]>;
<![CDATA[Hardiani, Nur]]>
<![CDATA[ Mathematics Education Journal Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.]]>
<![CDATA[Supporting Mathematics Teachers to Develop Jumping Task Using PISA Framework (JUMPISA) ]]>
<![CDATA[Zulkardi]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>
<![CDATA[ Mathematics Education Journal Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The new revision of Curriculum 2013 stresses mathematics literacy tasks that force students to use their higher-order thinking skills (HOTs) and collaborative learning. In the Lesson study for the learning community, teachers deal with two kinds of problems: easy task or sharing and jumping task. This paper aims to report the process of training or professional development of mathematics teachers in Palembang in developing tasks, both sharing and jumping, using the PISA framework. This research used the development research method. Three main activities during the training are: Introducing what and why PISA items from 2000 – 2018; Developing PISA-items for jumping task; and The formative evaluation to measure teachers’ knowledge after training. Results show that mathematics teachers who follow the training can produce their items, share, and jump, using the PISA framework. To conclude, the task design training program using examples of PISA like can support teachers in developing their task, both sharing and jumping.]]>
<![CDATA[The Development of PISA Questions and Activities Using Social Distancing Context During Pandemic ]]>
<![CDATA[Sistyawati, Risda Intan]]>;
<![CDATA[Zulkardi]]>;
<![CDATA[Hapizah]]>;
<![CDATA[Sitisyarah, Kania]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The emergence of this research is caused by the low mathematical literacy of students in Indonesia. This study aims to obtain valid, practical, and have potential effects of PISA type questions and activities using social distancing context during pandemic. This study is design research with the type of development studies which consist of two main stages, including preliminary design and formative evaluation. This study took a special research subject for grade IX junior high school students aged 14-16 years in the city of Palembang. Analysis of the results of this study was carried out qualitatively based on data in the field obtained in the form of interviews, photos and videos to see student activities in working on questions and activities. From this study, the results obtained include one type of activity and one evaluation question of the results of developing PISA type questions and activities with the context of social distancing during a pandemic that grade IX students can use to develop their mathematics literacy skills. In conclusion, PISA type questions and activities with the context of social distancing during the pandemic can be used for the learning process in the classroom to improve students' mathematical literacy. DOI: https://doi.org/10.22342/jpm.16.3.17358.239-256]]>
<![CDATA[Problem-solving Approach and Its Impact on Creative Thinking Ability of Prospective Mathematics Teachers ]]>
<![CDATA[Al Jupri]]>;
<![CDATA[Hidayat, Asep Syarif]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[This study aims to investigate the implementation of a problem-solving approach and its corresponding impact on the creative thinking ability of prospective mathematics teachers. A qualitative case study approach was used in this study in the form of observations of learning and teaching processes for geometry topics through the use of a problem-solving approach and of a written test involving 20 prospective mathematics teachers, in one of the state universities in Bandung, Indonesia. The results showed that the implemented problem-solving approach influenced prospective mathematics teachers’ creative thinking in solving problems. The use of different strategies showed prospective teachers’ creative thinking ability in problem-solving processes. The effect of the problem-solving approach on prospective mathematics teachers can be investigated further to obtain a more comprehensive understanding of creative thinking ability. DOI : https://doi.org/10.22342/jpm.16.3.17820.257-268]]>
<![CDATA[Development of PISA-Like Math Tasks for Uncertainty and Data Using the Context of COVID-19 ]]>
<![CDATA[Islamirta, Kori Auga]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Hapizah]]>;
<![CDATA[Mawarni, Isri]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[This study aims to produce valid and practical questions and discover the potential effect of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context on mathematical literacy skills. The subjects of this study were students in Grade 9 of Junior High School number 19 Palembang. The research was conducted using the research design of developmental research. The stages in question development research are the preliminary and formative evaluation stages. The preliminary stage includes analysis of student needs, curriculum analysis, and analysis of PISA evaluation instruments. The formative evaluation stage includes self-evaluation, expert reviews, and one-to-one, small group, and field tests. This study resulted in a set of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context which consisted of 7 units with 12 valid and practical questions and potential effects on mathematical literacy skills, which included communication skills, reasoning skills, mathematical abilities, representation ability, and strategy selection ability. The resulting PISA-Like Math Tasks can help students think mathematically by using ideas from different subjects to solve a given problem.DOI: https://doi.org/10.22342/jpm.16.3.17086.269-288]]>
<![CDATA[Mathematical Modeling Learning Design with PISA Framework on Grade X Function ]]>
<![CDATA[Saputri, Nety Wahyu]]>;
<![CDATA[Zulkardi]]>;
<![CDATA[Darmawijoyo]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[Mathematical Modeling is the cornerstone and central aspect of the PISA framework. However, students still encounter difficulties in dealing with problems related to mathematical modeling. This study aims to produce a learning trajectory of mathematical modeling on functions material using the context of an online taxibike. Mathematical modeling activities on functions material are designed using the mathematical modeling cycle in the PISA framework. The subjects in this study were students of class X Bina Ilmi IT Senior High School Palembang. The research method used is validation studies. The research consisted of three stages, namely the preparation stage, the experimental design stage consisting of two cycles (cycle I: pilot experiment and cycle II: teaching experiment) and the retrospective analysis stage. Data was collected through observation, interviews and written test (students' work on the activity sheet and the results of pre-test and post-test). The results showed that learning activities that have been designed can assist students in solving mathematical modeling problems on functions. It begins with the formulate, employed, interpret/evaluate process. Through these mathematical modeling processes, students have a better understanding of functions and become accustomed to using mathematical modeling processes in solving contextual problems related to function material.DOI: https://doi.org/10.22342/jpm.16.3.17228.289-302]]>
<![CDATA[Pengembangan LKPD Pemodelan Matematika Siswa SMP Menggunakan Konteks Ojek Online ]]>
<![CDATA[Saputri, Nety Wahyu]]>;
<![CDATA[Zulkardi]]>
<![CDATA[ Mathematics Education Journal Vol. 14 No. 1 (2020): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The aim of this research is to generate LKPD (student worksheet) that is valid, practical, and has potential effects on student’s proficiency to create mathematical modeling. The research based on the fact that students’understanding and ability to engage mathematical concepts and real world problems in order to solve them are inadequate. Therefore, mathematical modeling is employed to assist students solve mathematical real world problem. Online Ojek is utilized as the context for student worksheet and the queries are given by adopting mathematical modeling phase. This study is a design research type of development study. The qualities of developed product shall support the progress of students in understanding problems, formulating mathematical models, and solving real world problem systematically applying Blum’s theory of mathematical modeling phase and PMRI characteristics. The subjects were 25 junior high school students from grade VII in Palembang. The results suggest that student worksheet fulfils validity indicator based on validators’ evaluation, practicality as evaluated from small group phase, and possess potential effects as assessed from students’ test results that were handed by the field test phase. The test results showed that 72% of students were categorized as good towards the ability of mathematical modeling after using the developed student worksheet.]]>
<![CDATA[Learning Mathematics Using a Collaborative RME Approach in the Indoor and Outdoor Classrooms to Improve Students' Mathematical Connection Ability ]]>
<![CDATA[Pambudi, Didik Sugeng]]>;
<![CDATA[Sunardi]]>;
<![CDATA[Sugiarti, Titik]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[Teaching approach applied by mathematics teacher can affect students' mathematical connection ability (MCA). The fact shows that there are still many teachers using conventional learning, causing passive students and low MCA among students. The purpose of this study was to describe the effectiveness of applying a collaborative realistic mathematics education (RME) approach using the classroom and the outdoor environment to improve students' MCA on the topic of similar triangles. This quasi-experimental research with a qualitative descriptive approach took the subject of ninth-grade students at a public junior high school in Jember, Indonesia. Data were collected using observation sheets, questionnaires, tests, and interviews. The data were analyzed using the effectiveness test (N-gain score). The results showed that the application of collaborative RME using the indoor and outdoor classrooms made students more active in physical, social, and mental activities. This learning is effective in improving students' MCA. The average score of 57.47 in the pre-test increased to 93.88 in the post- test, and the N-gain score was 0.86. Mathematics teachers are advised to apply this learning approach, not only on the topic of similarity triangles, but also on other suitable topics.DOI: https://doi.org/10.22342/jpm.16.3.17883.303-324]]>
<![CDATA[Developing PISA-like Mathematics Tasks in Musi Rawas Regency Contexts using Lesson Study ]]>
<![CDATA[Fauziah, Anna]]>;
<![CDATA[Pandra, Viktor]]>
<![CDATA[ Mathematics Education Journal Vol. 17 No. 3 (2023): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[This study aims to produce valid and practical PISA-like mathematics tasks which potentially have an effect on students' problem-solving ability in the contexts of Lake Aur and pindang Musi Rawas dish. This study used the design research method consisting of preliminary and formative evaluation stages. In addition, the PISA-like mathematics tasks were also developed based on lesson study. The research subjects were ninth graders of SMPIT Annida Lubuklinggau. Data were collected using walkthrough, documentation, observation, and questionnaire techniques and analyzed qualitatively. This research produced a sharing task in the context of Lake Aur and a jumping task in the context of pindang Musi Rawas dish which were valid, practical, and potentially influential to students' mathematical ability in identifying and solving PISA-like mathematics tasks. The results show that the use of context and collaborative learning in solving PISA-like mathematics tasks made it easier for students to understand the questions and made the learning process more enjoyable. This was because the contexts of Lake Aur and pindang Musi Rawas dish were known and familiar to students in their daily lives and because the learning process involved students teaching each other.]]>
<![CDATA[The Effectiveness of Online Learning Based on Learning Outcomes in the Mathematics Course during the Covid-19 Pandemic Period ]]>
<![CDATA[Tuahuns, Farida]]>;
<![CDATA[Savitri, Fitri]]>;
<![CDATA[Sabrina, Alifa]]>
<![CDATA[ Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The implementation of online learning due to the COVID-19 pandemic by the Indonesian government through the Ministry of Education has led to changes in the condition of the lecture system in public and private universities. This study aimed to determine the effectiveness of online learning in the mathematics course at STIKes IKIFA in the Pharmacy Study Program during the 2020/2021 academic year using a quantitative descriptive method. Student learning outcomes from pretest and posttest were compared to find the differences before and after treatment during online learning. A total of 95 students were recruited as sample through total sampling. The measurement of the effectiveness of online learning based on students’ outcomes showed that 92.7% of students scored higher than 70 for posttest. The online learning would be considered effective if the students’ learning outcomes exceeded 80%. The effectiveness could also be seen in the increases in learning outcomes recorded by 85.26% of the students. It can be concluded that the online learning implemented in STIKes IKIFA was in the effective category. This result was made possible by a sound collaboration between the university and the lecturer as facilitator in creating an environment for online learning during the COVID-19 pandemic.DOI: https://doi.org/10.22342/jpm.16.3.15930.325-338]]>
