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
 24   25   26   27   28 
Diagnosing students’ learning difficulties in the eyes of Indonesian mathematics teachers Wijaya, Ariyadi; Retnawati, Heri; Setyaningrum, Wahyu; Aoyama, Kazuhiro; Sugiman
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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

Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.
Exploring mathematical representations in solving ill-structured problems: The case of quadratic function Santia, Ika; Purwanto; Sutawidjadja, Akbar; Sudirman; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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

Mathematical representation has an essential role in solving mathematical problems. However, there are still many mathematics education students who have difficulty in representing ill-structured problems. Even though the ill-structured-problem-solving tasks designed to help mathematics education students understand the relevance and meaningfulness of what they learn, they also are connected with their prior knowledge. The focus of this research is exploring the used of mathematical representations in solving ill-structured problems involving quadratic functions. The topic of quadratic functions is considered necessary in mathematics teaching and learning in higher education. It's because many mathematics education students have difficulty in understanding these matters, and they also didn’t appreciate their advantage and application in daily life. The researchers' explored mathematical representation as used by two subjects from fifty-four mathematics education students at the University of Nusantara PGRI Kediri by using a qualitative approach. We were selected due to their completed all steps for solving the ill-structured problem, and there have different ways of solving these problems. Mathematical representation explored through an analytical framework of solving ill- structured issues such as representing problems, developing alternative solutions, creating solution justifications, monitoring, and evaluating. The data analysis used technique triangulation. The results show that verbal and symbolic representations used both subjects to calculate, detect, correct errors, and justify their answers. However, the visual representation used only by the first subject to detect and correct errors.
Flaws in proof constructions of postgraduate mathematics education student teachers Ndemo, Zakaria
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.
The innovation of learning trajectory on multiplication operations for rural area students in Indonesia Hendriana, Heris; Prahmana, Rully Charitas Indra; Hidayat, Wahyu
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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 rural area's student difficulties in learning the concept of number operation had been documented by several studies, especially for the case of multiplication. The teacher typically introduces the multiplication concepts using the formula without involving the concept itself. Furthermore, this study aims to design learning trajectory on multiplication operations in the Mathematics of GASING (Math GASING) by focusing more on the concept itself than the formula and by starting from the informal to a formal level of teaching. Design research used as the research method to solve this problem consisting of three phases, namely preliminary design, teaching experiment, and retrospective analysis. The research results show that the Math GASING has a real contribution for students to understanding and mastering in the concept of the multiplication operations. This research also explains the strategy and the model discovered by students in learning multiplication that the students used as a basic concept of multiplication. Finally, the students were able to understand the concept of multiplication more easily, and they showed interest in using this learning trajectory.
Teachers expectation of students’ thinking processes in written works: A survey of teachers’ readiness in making thinking visible As’ari, Abdur Rahman; Kurniati, Dian; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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 trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.
Senior high school mathematics learning through mathematics modeling approach Riyanto, Bambang; Zulkardi; Putri, Ratu Ilma Indra; Darmawijoyo
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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

By modeling learning students enjoy learning and doing mathematics in new ways. This study aimed firsly to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for valid mathematical learning; secondly, to produce senior high school mathematics modeling, lesson plan, and student worksheet for practical mathematics learning; lastly, to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for potentially effective mathematics learning. This study used method of development research that consisting of 3 steps, i.e., analysis, design, and evaluation. In the analysis stage, researcher did student analysis, curriculum, and mathematical modeling. Second stage are to design and product. Finally, researchers applied a design of formative evaluation consists of self-evaluation, one-to-one, experts review, small group, and field test. Based on experts review, one-to-one, small groups, and field test were obtained valid, practical, and potentially effective, i.e. mathematical modeling tasks, lesson plan, student worksheet to teach mathematical modeling in senior high school and Mathematical modeling tasks and student worksheets to learn mathematical modeling in senior high school.
Reflective thinking skills of engineering students in learning statistics Funny, Rindu Alriavindra; Ghofur, Muhammad Abdul; Oktiningrum, Wuli; Nuraini, Ni Luh Sakinah
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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

Reflective thinking is known as assessing what they know, what they need to know, and how they bridge that gap during learning situations. Relating what students knew with what they learn today is not easy, sometimes they forget or just cannot make a connection between it. This study will analyze how the students actively participating in reflective thinking by creating project-based learning on statistics lesson based on design research. Thirty-nine engineering students, in a group of four, were asked to make their own data, analyze and transfer it into a poster to inform the readers about the use of statistics in daily life. This study used the measurement of reflective thinking scales by Kember to analyze students answer through the worksheet and instructional activity. The instructional activity succeeds to reveals students thinking of all four skills; habitual action, understanding, reflection, and critical reflection. Furthermore, it also discovered the misuse of some terms when used in daily life.
Aquatic in Asian games: Context of PISA-like mathematics problem Maharani, Levana; Putri, Ratu Ilma Indra; Hartono, Yusuf
Journal on Mathematics Education Vol. 10 No. 3 (2019): 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 create mathematical problems of uncertainty and data contents in PISA using aquatic context that were valid, practical and had the potential effect. This study was design research of development study. The subjects in this study were 10th-grade students of Indo Global Mandiri senior high school in Palembang consisting of 20 students. Data were gathered through interviews, observation, and tests. The results of data analysis showed that there were eight valid and practical items of PISA type of uncertainty and data contents. The contents obtained using bicycles and aquatic contexts in Asian Games. The 11 out of 20 students showed reasoning skills and reasonable arguments, and 9 out of 20 students showed reasoning skills and discussions but incomplete. It was because they were not used to solving PISA type problems in learning.
Prospective mathematics teachers’ cognitive competencies on realistic mathematics education Yilmaz, Rezan
Journal on Mathematics Education Vol. 11 No. 1 (2020): 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

Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive competency in that sense. For that purpose, at the end of the process, in which the approaches used in mathematical education including RME are examined and interpreted, 32 prospective teachers were asked various open-ended questions. Moreover, they were expected to pose contextual problems that could be used in RME. After analysing the obtained data via qualitative research techniques, it is seen that the majority of the prospective teachers possesses theoretical knowledge on RME. However, it is also observed that their ability to present its differences and similarities with other approaches and to pose contextual problems suitable to RME has been decreased.
Geometry representation to develop algebraic thinking: A recommendation for a pattern investigation in pre-algebra class Apsari, Ratih Ayu; Putri, Ratu Ilma Indra; Sariyasa; Abels, Mieke; Prayitno, Sudi
Journal on Mathematics Education Vol. 11 No. 1 (2020): 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 present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students’ algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase. The data were gathered from students’ worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization.

Page 26 of 30 | Total Record : 292

 24   25   26   27   28 

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