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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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Math lessons go online: Insights and challenges of blended learning during the pandemic Tsui, Ming Yan; Mok, Ida Ah Chee
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.pp593-612

Abstract

Online learning became a necessity in many places during the COVID-19 pandemic. In the case of Hong Kong SAR, the pandemic provided a unique opportunity to establish blended learning as a norm. The authors discuss the insights and challenges related to delivering mathematics lessons online in a secondary school during and after the pandemic. A three-year-long case study was conducted to examine the differences in perceptions between a teacher and his five students regarding online mathematics instruction during the suspension of traditional in-class lessons in 2020 and after the resumption of traditional instruction in 2023. The Social-Ecological Approach with domains of structure, agency, and cultural practice was applied in the study, which investigated the perceived benefits of blended learning for both the students and the teachers. Data was collected via interviews. The study explored technological challenges, curriculum adaptations, and the impact of parental support on blended learning. Looking ahead, leveraging motivators like easy access while mitigating distractors through disciplined strategies can optimize blended learning environments. The insights gained from this study provide valuable guidance on the effectiveness of instructional strategies and technological tools, highlighting the features of best practices for future blended learning approaches. Furthermore, the paper provides valuable information for policymakers, educators, and educational technology developers.
Elevating student engagement and academic performance: A quantitative analysis of Python programming integration in the Merdeka Belajar curriculum Rais, Damar; Zhao, Xuezhi
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.pp495-516

Abstract

Python programming is widely employed in educational institutions worldwide. Within the Merdeka Belajar curriculum context, this programming is recognized as a suitable vehicle for mathematics instruction, significantly influencing students’ motivation and learning outcomes, particularly following periods of educational hiatus. This study examines the effectiveness of Python programming in promoting heightened learning outcomes by examining the intricate relationship between student motivation and learning. The study uses quantitative research methodologies to evaluate student learning facilitated through Python programming, encompassing problem-solving assessments and the administration of motivation questionnaires. By engaging in coding practices, students understand the symbols they manipulate, facilitating their ability to juxtapose data derived from mathematical modeling with the resultant programming output. When disparities arise, students are empowered to reassess their work, fostering a more profound comprehension of the subject matter. These exercises serve to augment students' capacity to retain and process information within memory. Furthermore, students demonstrate a favorable disposition, exhibiting persistence in resolving programming challenges by meticulously analyzing error outputs, particularly those pertaining to TypeErrors. Encouraging students to confront errors through thoroughly examining error output manifestations engenders an efficacious learning paradigm. This research proffers invaluable insights for educational institutions contemplating the integration of Python programming as an instructional adjunct.
Classifying analogical thinking for mathematical problem-solving Kholid, Muhammad Noor; Fadhilah, Himmatul; Loc, Nguyen Phu; Magdas, Ioana Christina
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.pp793-814

Abstract

Analogical thinking is a crucial strategy for mathematical problem-solving, enabling the discovery of solutions by identifying similarities between different problems. However, existing research needs a comprehensive classification of students' use of analogical thinking in this context. This study aims to develop a new classification framework for analogical thinking in mathematical problem-solving, emphasizing the identification and utilization of analogous methods between source and target problems. The research adopts a descriptive qualitative approach involving a purposive sample of 15 high school students from Surakarta, Central Java, who demonstrated analogical thinking in solving both source and target problems. Data collection was conducted through tests, observations, and interviews, with analysis performed using the constant comparative procedure (CCP). The findings reveal three distinct classifications of analogical thinking: pattern recognition (identifying common patterns to solve both source and target problems), variable utilization (using variables as symbolic tools for problem-solving), and visualization (applying graphical representations to address the issues). This study offers significant theoretical insights for future research and practical implications for applying analogical thinking in enhancing mathematical problem-solving.
Examining undergraduate students' abstraction of conic sections in a dynamic geometry environment Dintarini, Mayang; Fuad, Yusuf; Budiarto, Mega Teguh
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.pp717-734

Abstract

In solid geometry, the concept of conic sections plays an important role in teaching graphs such as parabolas, ellipses, and hyperbolas to undergraduate students in Mathematics Education. It is understood that the abstraction process in mastering conic sections is strongly needed. This study examines the abstraction process of conic sections among third-year undergraduate Mathematics Education students (4 males and 21 females) at Universitas Muhammadiyah Malang (UMM), Indonesia. The data was collected by analyzing students' responses in a 60-minute diagnostic test using the Abstraction in Context (AiC) framework. The test consists of 3 questions, validated by 2 Professors of UMM (average score = 4.14) and 2 lecturers (average score = 4.04). The results showed that 1 male and 11 female students did not reach the construction stage of AiC. Subsequently, a student with a low diagnostic test score and the least completion of AiC stages was observed further through an interview. This student passed through all stages of abstraction with the help of DGE. We also underscored undergraduates' challenges in this process, particularly in visualizing conic section objects, spatial thinking, and employing appropriate mathematical signs. Based on these findings, further research with a broader sample is needed to explore diverse abstraction processes.
The effect of scaffolding-based digital instructional media on higher-order thinking skills Setyaningrum, Wahyu; Pastoriko, Fransiskus Magnis; Fabian, Khristin; Ying, Chiang Yi
Journal on Mathematics Education Vol. 15 No. 4 (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.v15i4.pp1077-1094

Abstract

Higher-order thinking skills (HOTS) are widely recognized as an essential for addressing the challenges of modern life. As a result, numerous educational systems prioritize the development of students' HOTS. While previous studies have explored the impact of scaffolding on HOTS through either paper-based methods or gamified approaches, this experimental study seeks to examine the effects of scaffolding-based digital instructional media delivered via web-based instruction—specifically, the platform Madmatics—on students' HOTS. The participants in this study consisted of 64 junior high school students, with 32 students utilizing the scaffolding-based digital media for mathematics learning, while the remaining 32 students engaged in traditional paper-and-pencil exercises in a regular classroom setting. The findings reveal that students exposed to scaffolding-based digital instructional media demonstrated significantly greater improvements in HOTS compared to those in the conventional learning environment. Three key factors may explain this enhancement: the scaffolding guided students through problem-solving tasks, the media provided immediate feedback and explanations to facilitate learning, and the digital platform increased student engagement and motivation to solve mathematical problems.
How do you solve number pattern problems through mathematical semiotics analysis and computational thinking? Purwasih, Ratni; Turmudi; Dahlan, Jarnawi Afgani
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.pp403-430

Abstract

Some countries, including Indonesia, have a framework for understanding how students receive and process math concepts as new knowledge through learning styles. Learning style, particularly Kolb's model, is one of the learning styles that contribute to students' success in learning. Experts have explored the characteristics of Kolb's learning style and found many effects on student learning outcomes as a starting point in learning mathematical concepts. However, the research still focuses on exploring integer operation materials in specific math abilities. The researchers hardly found any discourse to study, such as exploring number patterns in computational thinking and semiotic mathematics. Therefore, this study aims to explore mathematical semiotics and computational thinking on number patterns in terms of Kolb's learning style model. This research uses hermeneutic phenomenology to explore through written tests and interviews. An explanation of the components, characteristics, and semiotic characteristics of mathematical and computational thinking seen in students who have the Kolb model of learning in solving problems of number patterns is part of the interpretation. These findings can be used as benchmarks in developing mathematics materials. Thus, this knowledge is a concrete foundation to guide future advances in curriculum, assessment methods, and learning approaches in mathematics education, particularly in algebra.
Students’ mathematics communication behavior: Assessment tools and their application Musdi, Edwin; Syaputra, Hamdani; Arnellis; Harisman, Yulyanti
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.pp317-338

Abstract

Mathematics communication ability is an essential component of mathematics that students should have. However, the mathematics communication ability of students, especially in Indonesia, still needs to improve. This study offers a new and different view of mathematics communication to improve it. This study aims to develop an assessment tool for students’ mathematics communication to identify the problems so teachers can focus on improving those areas. Not only the cognitive domain of the students, but this study also includes assessments of the affective and psychomotor domains as well. The reason is that cognitive, affective, and psychomotor aspects are interconnected in mathematics communication. The study of these three domains is called behavior. The assessment tools consist of the mathematics communication behavior analytical rubric and appropriate mathematics test problems. This study is developmental research with three phases: the development of the analytical rubric, the development of mathematics tests, and the application. The participants in this study are two mathematics education experts and 240 students in the 8th grade from seven schools, each located in a different city. The findings of this research show that the developed assessment tools can be used to assess students’ mathematics communication behavior.
Level of students' proportional reasoning in solving mathematical problems Sari, Riska Novia; Rosjanuardi, Rizky; Isharyadi, Ratri; Nurhayati, Aat
Journal on Mathematics Education Vol. 15 No. 4 (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.v15i4.pp1095-1114

Abstract

This study aimed to evaluate the level of proportional reasoning among middle school students in their ability to solve mathematical problems involving proportions. Proportional reasoning is essential for understanding and mastering various mathematical concepts, serving as a fundamental skill for higher-level mathematics. A qualitative case study design was employed, involving 28 eighth-grade students from a school in Bandung, Indonesia. The participants were assessed using a set of proportion-related problems, including numerical comparison, non-proportional (additive), direct proportion, and inverse proportion tasks. The analysis focused on categorizing the students' problem-solving strategies into distinct levels of proportional reasoning, ranging from non-proportional to formal proportional reasoning. Additionally, three students representing high, moderate, and low mathematical performance were selected for in-depth interviews to explore their reasoning processes when addressing proportion problems. Data analysis included administering tests, reviewing students' problem-solving strategies, conducting in-depth interviews, and evaluating their proportional reasoning abilities. The findings revealed that students with high and moderate mathematical performance exhibited proportional reasoning levels ranging from 0 to 3, whereas low-performing students displayed levels ranging from 0 to 2. Moreover, students generally faced difficulties distinguishing between proportional and non-proportional problems. Even when correct answers were provided, many lacked a deep understanding of direct and inverse proportion concepts. The study also discusses several implications for enhancing students' proportional reasoning skills.
Radial Basis Function Neural Network with ensemble clustering for modeling mathematics achievement in Indonesia based on cognitive and non-cognitive factors Wutsqa, Dhoriva Urwatul; Prihastuti, Pusparani Puan; Fauzan, Muhammad; Listyani, Endang
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.pp751-770

Abstract

Mathematics achievement could be influenced by cognitive and non-cognitive factors. The potential variable of cognitive factor is metacognition, whereas non-cognitive factors include Economic, Social, and Cultural Status (ESCS), resilience, life satisfaction, happiness, pride, fear, sadness, and gender. Those variables involve numerical and categorical data. For this reason, this study aims to apply the Radial Basis Function Neural Network (RBFNN) model with ensemble clustering to model the relation between cognitive and non-cognitive aspects and mathematics achievement. The RBFNN is a soft computing approach based on the neural network model and has been shown as an effective model and free of assumption. The ensemble clustering is a process in RBFNN modeling to capture the independent variables involving the numerical and categorical data. It employs K-means clustering for the numerical data and K-modes for categorical data and combines the results of those two methods. The data used in this study are published by PISA (Program for International Student Assessment) 2018. The results show that the RBFNN with ensemble clustering deliver good performance in modeling the students’ mathematics achievement based on the cognitive and non-cognitive factors in terms of prediction accuracy.  Other than RBFNN model, the use of cognitive and non-cognitive factors involving in this study also contributes to the high accuracy prediction. This further emphasizes that these factors are good predictors of mathematic achievement. Additionally, we suggest the silhouette cluster validation in the clustering process, since it leads to the number of hidden neurons of the best RBFNN model.
Cross-cultural insights on computational thinking in geometry: Indonesian and Japanese students’ perspectives Prahmana, Rully Charitas Indra; Kusaka, Satoshi; Peni, Nur Robiah Nofikusumawati; Endo, Hiroyuki; Azhari, Ahmad; Tanikawa, Kanako
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.pp613-638

Abstract

Current research indicates the presence of highly skilled and motivated students with robust computational thinking backgrounds seeking opportunities to leverage their expertise in driving innovation and success in this era. These studies also reveal that students' computational thinking skills vary widely depending on educational resources, curriculum emphasis, and individual aptitude. Nonetheless, there is a growing recognition of the importance of fostering these skills, with efforts underway to integrate them more comprehensively into education systems worldwide, including in Indonesia and Japan, as representatives of developing and developed countries. Therefore, assessing the competency of computational thinking in these two countries would be intriguing. The descriptive qualitative research method was employed to delineate the computational thinking competencies of students in Indonesia and Japan. Student worksheets, specifically designed for this purpose, were utilized to gauge the development of these competencies during the learning process using the Scratch application. The results revealed that students employed various strategies in solving the given geometry problems. On the other hand, geometry is one of the mathematics topics that can identify students' computational thinking using this application. These findings were utilized to categorize students' computational thinking skills in the two countries and to identify potential obstacles students experienced in their efforts to enhance these skills. Nevertheless, these constraints offer significant insights into potential areas for future investigation and enhancement. Subsequent endeavors could prioritize conducting experiments by implementing specific learning approaches or methods that have demonstrated effectiveness in improving students' computational thinking skills. This study not only underscores the potential for expanding research on students' computational thinking skills but also provides an overview of the learning process, learning culture, and students' competence in solving geometry problems with tiered difficulty levels using their computational thinking skills.

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