cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Zulkardi
Contact Email
zulkardi@unsri.ac.id
Phone
081287447886
Journal Mail Official
jme@unsri.ac.id
Editorial Address
Doctoral Program on Mathematics Education Faculty of Teacher Training and Education, Universitas Sriwijaya Kampus FKIP Bukit Besar Jl. Srijaya Negara, Bukit Besar Palembang - 30139
Location
Kab. ogan ilir,
Sumatera selatan
INDONESIA
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
 19   20   21   22   23 
Growth mindset, school context, and mathematics achievement in Indonesia: A multilevel model Kismiantini; Setiawan, Ezra Putranda; Pierewan, Adi Cilik; Montesinos-López, Osval Antonio
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.
Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources Pathuddin, Hikmawati; Kamariah; Nawawi, M. Ichsan
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Mathematics is still viewed as a culture-free subject. This forms a negative perception for students on mathematics. Most students assume that mathematics and culture are not related. This may occur because mathematics taught in school is not contextual and far from the reality of everyday life. Historically, mathematics has become a part of daily life. As a maritime nation, Indonesia has a diverse culture. But many teachers are not yet aware of the integration of the culture into mathematics learning. Barongko cake is one of the Buginese cultural heritages. Buginese people have unconsciously been practicing mathematics in making these cakes. Therefore, this research aims to explore activities in making Barongko cakes in the Buginese community that involves mathematical concepts. This research is a qualitative descriptive with an ethnographic approach. The data collection methods are carried out through observation, documentation, interview with an expert in making Barongko cake. This research found that Barongko making process involves mathematics in the concept of division, congruence and similarity, as well as a triangular prism, and half sphere. This cake has the potential to be used as a source of contextual mathematics learning in schools.
On creativity through mathematization in solving non-routine problems Arifin, Sujinal; Zulkardi; Putri, Ratu Ilma Indra; Hartono, Yusuf
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

This study aimed to describe and compare the students’ fluency, flexibility, and originality in solving non-routine problems in the Palembang context. They were depicted from the student’s fluency, flexibility, and originality of solving the horizontal and vertical mathematization forms. This qualitative study employed. The subjects of this study were 30 students of grade nine of junior high schools in Palembang. The instruments used were tests and interviews. The tests were employed to investigate the written horizontal and vertical mathematizations forms. Meanwhile, the interviews were to explore the students’ ideas with inadequately detailed answers. Then, the test and interview data were reduced and grouped based on the indicators of creativity. The reduced data were presented in a descriptive form for conclusions. The results of the data analysis showed that the high-ability students were the most fluent and flexible in solving the problems. Still, the provided solutions were less original and tended to use formal mathematics in the forms of formulas, symbols, and operations. Meanwhile, the moderate-ability students tended to start to solve problems by simplifying them, then presenting them in visual images. The answer sheets of the moderate-ability students revealed their fluency in understanding the problems and solutions, flexibility, and originality of thinking. This study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. Such a condition showed their inability to write the known data and relate the data to other facts they had already learned. As a result, their answers did not represent fluency, flexibility, and originality.
Factors influencing teachers’ intentions to use realistic mathematics education in vietnam: An extension of the theory of planned behavior Do, Thi-Trinh; Hoang, Kien Cong; Do, Tung; Trinh, Thao Phuong Thi; Nguyen, Danh Nam; Tran, Trung; Le, Trung Thien Bao Thai; Nguyen, Thanh Chi; Nguyen, Tien-Trung
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.
Designing PISA-like mathematics task using a covid-19 context (PISACOMAT) Nusantara, Duano Sapta; Zulkardi; Putri, Ratu Ilma Indra
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.
There is, probably, no need for a design framework Lange, Jan de
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

I present my perspective on the design process in this article, arguing for a focus on student learning and "slow design" that stems from knowledge of mathematics and their support system in the learning process. I have a question about the design process academization and task design research direction. Numerous examples from my work at the Freudenthal Institute are used to illustrate this paper.
Mathematics educators’ perspectives on cultural relevance of basic level mathematics in Nepal Acharya, Bed Raj; Kshetree, Mukunda Prakash; Khanal, Bishnu; Panthi, Ram Krishna; Belbase, Shashidhar
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design
A case study on how primary-school in-service teachers conjecture and prove: An approach from the mathematical community Fernández-León, Aurora; Gavilán-Izquierdo, José María; Toscano, Rocío
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

This paper studies how four primary-school in-service teachers develop the mathematical practices of conjecturing and proving. From the consideration of professional development as the legitimate peripheral participation in communities of practice, these teachers’ mathematical practices have been characterised by using a theoretical framework (consisting of categories of activities) that describes and explains how a research mathematician develops these two mathematical practices. This research has adopted a qualitative methodology and, in particular, a case study methodological approach. Data was collected in a working session on professional development while the four participants discussed two questions that invoked the development of the mathematical practices of conjecturing and proving. The results of this study show the significant presence of informal activities when the four participants conjecture, while few informal activities have been observed when they strive to prove a result. In addition, the use of examples (an informal activity) differs in the two practices, since examples support the conjecturing process but constitute obstacles for the proving process. Finally, the findings are contrasted with other related studies and several suggestions are presented that may be derived from this work to enhance professional development.
Mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning Mukuka, Angel; Mutarutinya, Védaste; Balimuttajjo, Sudi
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.
Ethnomathematics: Pranatamangsa system and the birth-death ceremonial in Yogyakarta Prahmana, Rully Charitas Indra; Yunianto, Wahid; Rosa, Milton; Orey, Daniel Clark
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.

Page 21 of 30 | Total Record : 292

 19   20   21   22   23 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol. 16 No. 4 (2025): Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education Vol. 14 No. 4 (2023): Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education Vol. 14 No. 2 (2023): Journal on Mathematics Education Vol. 14 No. 1 (2023): Journal on Mathematics Education Vol. 13 No. 4 (2022): Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education Vol. 13 No. 2 (2022): Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education Vol. 10 No. 1 (2019): Journal on Mathematics Education More Issue