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Doctoral Program on Mathematics Education Faculty of Teacher Training and Education, Universitas Sriwijaya Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar Palembang - 30139
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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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When designer meets local culture: The promising learning trajectory on the surface area of polyhedron Adha, Idul; Zulkardi; Putri, Ratu Ilma Indra; Somakim
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.pp945-960

Abstract

Polyhedrons present a challenging topic in elementary geometry education. The Indonesian Realistic Mathematics Education (IRME) approach, when contextualized within the Bukit Sulap tourism area, offers a promising solution to this challenge. This study aims to design a learning trajectory for teaching the surface area of polyhedron using IRME in the context of Bukit Sulap tourism. Employing a research design with a validation study type, the study was conducted in three phases: preparation and design, experimental teaching, and retrospective analysis. The participants were 27 elementary school students from Lubuklinggau City, Indonesia. Data collection instruments included surface area problem-solving worksheets, video recordings of in-depth learning interviews, field notes, and observation sheets. The findings suggest that the Bukit Sulap tourism context significantly enhanced students' understanding of surface area problems, specifically those involving combinations of cuboids and cubes. Additionally, IRME effectively facilitated students' comprehension of abstract mathematical concepts, particularly the surface area formulas for cubes and cuboids. The study concludes that using the Bukit Sulap tourism park context as a starting point for teaching the surface area of polyhedron aligns well with the principles of IRME.
Predictive analysis of independent learning bearing on students’ mathematics performance in Davao de Oro, Philippines Cabilan, Judiel B.; Peteros, Emerson D.
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.pp1409-1432

Abstract

The abrupt transition from face-to-face to remote learning due to the COVID-19 pandemic has made independent learning the dominant pedagogical framework globally. As students return to in-person education, there is an increasing expectation for them to demonstrate autonomy in their learning and its impact on academic outcomes. This study aims to evaluate students' level of independent learning across cognitive, metacognitive, and motivational strategies, assess their mathematics performance, and identify which learning strategies predict their performance in mathematics. A descriptive correlational research design was employed to examine the independent learning levels and mathematics performance of secondary school students in Davao de Oro, Philippines. The findings revealed that the students exhibited high levels of independence in their mathematics learning, particularly in cognitive, metacognitive, and motivational strategies, with metacognitive strategies receiving the highest ratings. Additionally, students achieved very satisfactory results in their mathematics courses. A multiple linear regression analysis identified that only cognitive and motivational strategies significantly predicted mathematics performance, with motivational strategies emerging as the strongest predictors. In contrast, metacognitive strategies were found to be non-significant predictors, which contradicts existing literature. These findings provide valuable insights for educational stakeholders to enhance students' independent learning, specifically focusing on cognitive and motivational strategies, to further improve mathematics performance.
Statistical literacy in primary education: An analysis of Indonesian fifth-graders' data interpretation and analysis skills Hasanah, Uswatun; Putrawangsa, Susilahudin; Setiawati, Farida Agus; Purwanta, Edi
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.pp1335-1356

Abstract

Statistical literacy is an essential competency in today’s data-driven society. However, research in this field often overlooks primary-level students, focusing predominantly on those in higher education. To address this gap, the present study evaluated the statistical literacy of 50 fifth-grade students in Indonesia, with a focus on their abilities in data analysis and interpretation. Utilizing a descriptive cross-sectional design, the study employed a written test grounded in real-world data scenarios, adapted from established theoretical frameworks. The assessment included various data representations—pictograms, bar charts, tables, and line charts—designed to evaluate students’ skills in comprehension, comparison, and interpretation. The results indicate that the majority of students operated at an Idiosyncratic level, demonstrating limited capacity for data interpretation, while a smaller proportion reached the Transitional level; notably, no students attained Quantitative or Analytical proficiency. These findings underscore the urgent need for curriculum reforms to enhance both computational and analytical skills at an early stage, thereby equipping students with the foundational competencies required for advanced data reasoning. Future research should investigate pedagogical strategies that can bridge early-stage statistical literacy with the demands of higher-level statistical reasoning, ensuring students are better prepared for a data-intensive world.
Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender Henra, Kiki; Budayasa, I Ketut; Ismail
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.pp1357-1382

Abstract

Research on the relationship between gender and metacognition in mathematical problem-solving has yielded inconsistent findings. Some studies suggest that gender influences metacognitive activities, while others report no significant differences. This study seeks to explore metacognitive activities during each stage of statistical problem-solving among two 12th-grade students with contrasting gender expressions: a feminine-expressing female and a masculine-expressing male. The instruments utilized in this research include the Bem Sex Role Inventory (BSRI) gender questionnaire, a mathematical ability test, a statistical problem-solving task, and an interview guide. Data collection was conducted in two phases: the BSRI questionnaire and mathematical ability test were used to classify participants, followed by problem-solving tasks and semi-structured interviews to capture their metacognitive processes. Employing a descriptive exploratory design with a qualitative approach, the study applied thematic analysis to organize and interpret data from task performance and interview transcripts. These findings were further synthesized into hierarchical diagrams to illustrate the dominance of metacognitive components at different problem-solving stages. Results indicate that the feminine-expressing female predominantly utilized metacognitive knowledge, specifically declarative knowledge, during the problem-understanding phase. In contrast, the masculine-expressing male demonstrated more reliance on metacognitive regulation, particularly in planning and monitoring, during the problem-implementation stage. These findings underscore the importance of developing inclusive curricula and differentiated teaching strategies to enhance metacognitive skills across diverse student populations.
Learning fraction with vacation: Integrating Musi Rawas tourism in designing learning trajectory on fraction Sukasno; Zulkardi; Putri, Ratu Ilma Indra; Somakim
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.pp1153-1174

Abstract

Fraction learning has gained significant attention in mathematics education research, with a growing body of literature addressing the instructional challenges inherent in teaching fractions effectively. Establishing a solid conceptual foundation in fractions is critical to fostering broader mathematical proficiency, yet many students continue to struggle with core fractional concepts. This study addresses these issues by integrating a real-world context—Musi Rawas tourism—into fraction instruction, targeting pre-service elementary teachers enrolled in an elementary mathematics education program. Adopting a design research methodology, specifically a validation study, the study progresses through three structured phases: preliminary design, design experiments (encompassing pilot and teaching experiments), and retrospective analysis. Data collection involved teaching materials, observational checklists, and documentation to capture the instructional dynamics and learning outcomes. The study’s primary contribution is a localized instructional theory for teaching fractions within a tourism context, organized across five progressive learning activities: problem identification in the Gegas Water Lake tourism setting, contextual model development, model-based problem-solving, context-specific solution formulation, and abstraction of mathematical conclusions. This framework offers an innovative pedagogical approach, illustrating the potential for enhancing fraction learning through contextualized instruction in tourism, with detailed insights into the methodology and outcomes presented in the full study.
Proportional reasoning in the artisan personality type: A case study of high school students in trigonometry ratios Ramlan, Andi Mariani; Budayasa, I Ketut; Rahaju, Endah Budi
Journal on Mathematics Education Vol. 16 No. 1 (2025): 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.v16i1.pp73-90

Abstract

Proportional reasoning is a critical component of mathematical competence that should be developed at the senior high school level, as it fosters both foundational and advanced mathematical understanding. Educators frequently encounter variations in proportional reasoning abilities among students, often influenced by individual personality types. However, limited research has specifically investigated the proportional reasoning capabilities of high school students with artisan personality types. This study aims to examine the strategies and approaches utilized by students with Artisan Personality Types (APT) in solving trigonometric comparison problems. Employing a qualitative descriptive methodology within a case study design, the research focused on high school students identified as having APT. Data were collected using proportional reasoning tasks, the Keirsey Personality Type Questionnaire, and structured interviews. The analysis was conducted qualitatively, with findings categorized based on established indicators of proportional reasoning. Results indicate that APT students demonstrate the ability to address proportional reasoning problems related to covariation, ratios, and proportions, employing distinct strategies and logical reasoning. Nevertheless, instances of both correct and incorrect responses were observed, often stemming from misinterpretations of the problem context. These findings provide valuable insights for future studies aimed at designing targeted instructional strategies and developing learning tools to enhance the proportional reasoning skills of students with APT.
Mathematical literacy learning environment for inclusive education teachers: A framework Risdiyanti, Irma; Zulkardi; Putri, Ratu Ilma Indra; Prahmana, Rully Charitas Indra
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.pp1003-1026

Abstract

The Program for International Student Assessment (PISA) 2022 study revealed low mathematical literacy scores among students, including those in inclusive education settings. A significant factor contributing to this issue is the inadequate capacity of teachers to effectively teach mathematical literacy. In response, this study aimed to design a mathematical literacy learning environment framework to enhance teachers' theoretical and practical understanding of teaching mathematical literacy in schools. The research employed a design research methodology, specifically the development study type, which involved preliminary research, prototype development, and evaluation stages. This paper focuses on the preliminary research phase, where data were collected through literature reviews and focus group discussions (FGDs) with teachers from inclusive schools. The collected data were analyzed qualitatively and descriptively. The study successfully developed a framework for a mathematical literacy learning environment that integrates courses, social media, and community engagement. This framework is intended to serve as a comprehensive reference for improving teachers' capacity to teach and assess students' mathematical literacy in a more holistic manner.
Factors shaping Indonesian preservice math teachers’ digital media adoption in online mathematics teaching practice: An instrument development and validation study Ishartono, Naufal; Halili, Siti Hajar binti; Razak, Rafiza binti Abdul; Jufriansah, Adi
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.pp1219-1250

Abstract

Numerous studies have examined the development of instruments to identify factors influencing preservice teachers' integration of technology in teaching practices. However, limited research has been dedicated to designing instruments specifically tailored to assess mathematics preservice teachers' integration of Digital Mathematics Learning Media (DMLM) during online teaching practice. This gap is particularly pertinent in the Indonesian context, where assessing future teachers' competencies is crucial. Addressing this gap, the present study endeavors to develop and validate an instrument to identify the factors influencing Indonesian Preservice Mathematics Teachers' (PSMTs) integration of DMLM in online teaching practice. The instrument's theoretical foundation is derived from the Technological Pedagogical Content Knowledge (TPACK) framework, with an emphasis on the Math-TPACK domain, and the Theory of Planned Behavior, focusing on beliefs related to DMLM and online learning. The research employed the ADDIE model for instrument development, combined with Exploratory Factor Analysis (EFA), involving a sample of 303 Indonesian preservice mathematics teachers. The study resulted in the development of a questionnaire comprising 59 indicators across four domains: Math-TPACK, Beliefs on Online Learning, Beliefs on DMLM, and the Use of DMLM. This instrument provides a robust tool for policymakers and educators to identify critical factors affecting PSMTs' effectiveness in online mathematics teaching. Additionally, it offers insights for designing targeted interventions to enhance the quality of online teaching practices.
Primary school teachers’ knowledge for teaching multiplicative thinking Malola, Mayamiko; Seah, Wee Tiong
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.pp1175-1196

Abstract

Multiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for developing multiplicative thinking in students. The study participants (n = 62) were primary school teachers in Australia at different levels of teaching experience, from preservice teachers to novice, experienced, and expert teachers. Teachers completed a carefully designed questionnaire, and a model of Teacher Capacity was the framework for instrument design and data analysis. The investigation in this research focused on three key teaching stages for developing multiplicative thinking: transitional, multiplicative, and proportional reasoning. Estimated marginal means, pairwise comparison, and regression analysis statistical tests were conducted using SPSS 2.0. The results highlight specific areas requiring attention in teacher professional development and preparation programs to enhance teachers’ capacity to effectively support students’ learning and development around multiplicative thinking. For example, there is a need to enhance teachers’ capacity for multiplicative thinking during transitional teaching and the need to emphasize the development of teachers’ knowledge of students and the design of instruction.
Integrating traditional food and technology in statistical learning: A learning trajectory Ramadhani, Rahmi; Prahmana, Rully Charitas Indra; Soeharto; Saleh, Alfa
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.pp1277-1310

Abstract

In the 21st century, understanding variability and developing statistical investigation skills are crucial for enhancing students' data literacy. However, these essential skills are often overlooked, limiting students' growth in numeracy whereby statistical problems are frequently disconnected from real-world or cultural contexts, reducing student engagement. To address this issue, this study integrates the culturally relevant context of Lemang Batok, which enhances students' ability to understand, apply, and analyze data through appropriate statistical concepts. The research uses an ethno-flipped classroom model that promotes flexible, collaborative learning, aiming to design a learning trajectory for teaching descriptive statistics in this context to improve numeracy skills. Utilizing design research methodology, specifically a validation study, the research followed three phases: preliminary design, experimental design, and retrospective analysis. The subjects were junior high school students from Medan and Binjai Cities, North Sumatera-Indonesia. The results indicated that the learning trajectory developed through tiered discussions significantly improved students' numeracy skills in descriptive statistics, as evidenced by increased critical thinking and enhanced abilities to analyze variability.

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