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Journal on Mathematics Education
Published by Universitas Sriwijaya
ISSN : 20878885     EISSN : 24070610     DOI : https://doi.org/10.22342/jme
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal on Mathematics Education (JME) is an international electronic journal that provides a platform for publishing original research articles, systematic literature reviews (invited contributions), and short communications related to mathematics education. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics, such as Realistic Mathematics Education (RME), Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, and Ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 292 Documents
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A comparison of the effects of different methodologies on the statistics learning profiles of prospective primary education teachers from a gender perspective Anasagasti, Jon; Berciano, Ainhoa; Izagirre, Ane
Journal on Mathematics Education Vol. 14 No. 4 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i4.pp741-756

Abstract

Over the last decades, it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics block depending on the methodology used and gender, where the sample consists of 132 students in the third year of the PE undergraduate degree in the University of the Basque Country (Universidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU). To determine the profiles, a cluster analysis technique has been used, where the main variables to determine them are, on the one hand, their statistical competence development and, on the other hand, the evolution of their attitude towards statistics. In order to better understand the nature of the profiles obtained, the type of teaching methodology used to work on the Statistics block has been taken into account.  This comparison is based on the fact that the sample is divided into two groups: one has worked with a Project Based Learning (PBL) methodology, while the other has worked with a methodology in which theoretical explanations and typically decontextualized exercises predominate. Among the results obtained, three differentiated profiles are observed, highlighting the proportion of students with an advantageous profile in the group where PBL is included. With regard to gender, the results show that women's attitudes toward statistics evolved more positively than men's after the sessions devoted to statistics in the PBL group.
Construction of reflective thinking: A field independent student in numerical problems Setiyani; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp151-172

Abstract

In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.
Error analysis in algebra learning: Exploring misconceptions and cognitive levels Mathaba, Philile Nobuhle; Bayaga, Anass; Tîrnovan, Daniela; Bossé, Michael J.
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp575-592

Abstract

This research investigates errors and misconceptions among learners in algebraic education by utilizing Koch's error analysis method alongside the Structure of the Observed Learning Outcome (SOLO) taxonomy. The primary aim of the investigation is to discern the kinds of errors and cognitive stages demonstrated by Grade 9 students when engaged in algebraic problem-solving tasks. The studies' outcomes uncover several prevalent error categories, including conjoining, cancellation, and problem-solving errors, indicating deficiencies in conceptual comprehension and procedural execution. Moreover, applying the SOLO taxonomy elucidates learners' diverse levels of understanding, with a majority position within the uni-structural or multi-structural stages. Theoretical implications underscore the necessity for tailored instructional approaches to mitigate learners' obstacles and foster a deeper grasp of algebraic principles. Consequently, this research contributes significantly to the advancement of algebraic pedagogy and provides valuable insights for curriculum enhancement, thereby facilitating improved mathematics learning outcomes.
LEPscO: Mathematical literacy learning environment for the Guru Penggerak program Gustiningsi, Tria; Putri, Ratu Ilma Indra; Zulkardi; Hapizah
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp661-682

Abstract

Mathematical literacy stands as a critical skill imperative for navigating the complexities of the 21st century. Enhancing students' mathematical literacy necessitates comprehensive engagement across the educational landscape. This aligns with the Guru Penggerak (GP) initiative, established by the government to serve as educational leaders, propelling the entire educational system forward. Nonetheless, the current GP program needs more specific provisions addressing mathematical literacy, and the existing learning environments for mathematical literacy remain constrained. Consequently, there is a pressing need to develop a dedicated mathematical literacy learning environment within the GP framework. This study endeavors to create a mathematically literate learning environment that is both valid and practical, potentially impacting the GP program significantly. Employing a design research approach, the study progresses through three key stages: preliminary, prototyping, and assessment. Seven teachers participated as subjects, using data collection methodologies including walkthroughs, observations, questionnaires, and interviews, which were analyzed descriptively. Findings indicate the development of a model for a mathematical literacy learning environment termed D-C-C with the LEPscO framework, which is deemed valid due to its alignment with the PISA framework, Indonesian educational curriculum, and unambiguous language. Moreover, the model proves practical for implementation within the GP program, exhibiting potential effects such as enhanced teacher satisfaction, learning, organizational support, and utilization of new knowledge, alongside improved student outcomes reflecting heightened mathematical literacy proficiency. This research contributes to educational discourse by introducing the LEPscO Framework, encompassing a Digital-Class-Community learning environment, structured learning processes encompassing training, classroom implementation, knowledge sharing, and community development, and targeted learning outcomes focusing on teachers' comprehension and reinforcement of mathematical literacy in education.
How do Indonesian students learn function concepts? A praxeological analysis of textbook Utami, Nadya Syifa; Prabawanto, Sufyani; Suryadi, Didi
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp451-472

Abstract

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.
Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye Novikasari, Ifada; Dede, Yüksel
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp115-130

Abstract

This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.
Learning obstacle of probability learning based on the probabilistic thinking level Sari, Atika Defita; Suryadi, Didi; Dasari, Dadan
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp207-226

Abstract

This study aims to determine students learning obstacles in probability material based on their probabilistic thinking (PT) level using the theory of didactical situation (TDS) perspective. This is qualitative research with the case study method. The subject consisted of 23 grade 9 students in junior high school who had studied the material and had taken the test. The test results were used to classify students depending on their PT level using the framework developed by Graha A. Jones. Furthermore, interviews were performed with three representative students from each PT level. The interviews indicated that students in each PT level continue to face learning obstacles, which include instrumental ontogenic and epistemological obstacles. The lowest PT level demonstrated a more complex and comprehensive learning obstacle in all constructs of PT. From the TDS perspective, all students who are at various levels of PT have reached an action situation. Only 33% of the students at the subjective level and 83% of the students at the transition level reached the formulation situation. Still, students at that level needed help to reach the other two situations. Unlike the two previous levels, students at the level of quantitative informal thinking can achieve situations of validation and institutionalization.
Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills Payadnya, I Putu Ade Andre; Prahmana, Rully Charitas Indra; Lo, Jane-Jane; Noviyanti, Putu Ledyari; Atmaja, I Made Dharma
Journal on Mathematics Education Vol. 14 No. 4 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i4.pp757-780

Abstract

The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. "What-if" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying "what-if" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on "what-if" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing "what-if" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.
Alternative ways to initiate students’ intuition, and hence internalization, of why zero factorial is equal to one Mahmood, Munir; Murray, Lori; Zitikis, Ricardas; Mahmood, Ibtihal
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp735-750

Abstract

Zero factorial, defined to be one, is often counterintuitive to students but nonetheless an interesting concept to convey in a classroom environment. The challenge is to delineate the concept in a simple and effective way through the practice of justification, a familiar concept in mathematics and science education. In this regard two algebraic and one statistical justification using the squeeze theorem are presented. To assess the effectiveness of the justifications, a student survey was conducted at a comprehensive university incorporating the analysis of the pre- and post-presentation statements.  They clearly present that the justifications are useful in giving credence to zero factorial equals one. Overall, the result from the online survey supports that the students preferred Justification 1. The justifications provide instructors alternative ways to initiate exploration of students’ intuitive set up of comprehending unobvious facts like zero factorial equals one. For a range of learners with their varied abilities to perform various mental activities most closely associated with learning and problem-solving, the justifications as simple alternative methods offer the potential to raise the current level of cognitive skills to inspire differentiated paths of learning. These are evident from survey results noting the role of statistical thinking and techniques.
Mathematics learning orientation: Mathematical creative thinking ability or creative disposition? Ibrahim; Khalil, Ibrahim Alhussain; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp253-276

Abstract

Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.

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