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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 310 Documents
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Mathematical model of student learning behavior with the effect of learning motivation and student social interaction Mutiawati; Johar, Rahmah; Ramli, Marwan; Mailizar
Journal on Mathematics Education Vol. 13 No. 3 (2022): 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.v13i3.pp415-436

Abstract

This study aims to determine the mathematical model of student learning behavior. The model is built by analogizing the spread of learning behavior with infectious diseases, which is called the SEIR model. The survey was conducted through filling out a questionnaire on the learning behavior of junior high school students with a population of 1,143 students. The results of the simulation model show that the peak of students' vulnerability to changes in learning behavior increases rapidly in the first two days and will be stable when passing the 150th day. The results of the simulation of the SEIR mathematical model with an incubation period of 365 days found that student learning behavior in Non-Boarding Schools will be stable in on day 198, while in Boarding Schools it will be stable on day 201. Infection cases in Boarding Schools fell to 0 on day 25 while in Non-Boarding Schools decreased on day 21, meaning that infections occurring in Boarding Schools were slower and more resistant long, meaning that the influence of the social environment is very significant on student learning behavior. This study also serves as material for policy formulation for the Aceh Provincial Government regarding the junior high school curriculum.
Examples and generalizations in mathematical reasoning – A study with potentially mathematically gifted children Jablonski, Simone; Ludwig, Matthias
Journal on Mathematics Education Vol. 13 No. 4 (2022): 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.v13i4.pp605-630

Abstract

Mathematical arguments are central components of mathematics and play a role in certain types of modelling of potential mathematical giftedness. However, particular characteristics of arguments are interpreted differently in the context of mathematical giftedness. Some models of giftedness see no connection, whereas other models consider the formulation of complete and plausible arguments as a partial aspect of giftedness. Furthermore, longitudinal changes in argumentation characteristics remain open. This leads to the research focus of this article, which is to identify and describe the changes of argumentation products in potentially mathematically gifted children over a longer period. For this purpose, the argumentation products of children from third to sixth grade are collected throughout a longitudinal study and examined with respect to the use of examples and generalizations. The analysis of all products results in six different types of changes in the characteristics of the argumentation products identified over the survey period and case studies are used to illustrate student use of examples and generalizations of these types. This not only reveals the general importance of the use of examples in arguments. For one type, an increase in generalized arguments can be observed over the survey period. The article will conclude with a discussion of the role of argument characteristics in describing potential mathematical giftedness.
Information and communication technology integration and teaching mathematics in higher education Tokanov, Mansur; Damekova, Saule; Kuttykozhayeva, Shakharzat; Abdoldinova, Gulsim; Smagulov, Yessengali
Journal on Mathematics Education Vol. 13 No. 4 (2022): 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.v13i4.pp739-752

Abstract

The purpose of the study is to develop a model for the application of information and communication technology in the teaching of higher mathematics at the level of school education. The leading method for studying this issue is testing developed by V.E. Milman "Diagnostics of motivational structure of personality", which allows studying the level and features of motivational sphere of the researched based on characteristics of their personality with prevailing emotional background of interest, which are directly connected with motivational sphere and due to which it is possible to influence the level of motivation and mastering of the material on topics of higher mathematics based on given parameters of its increase. The identified indicators enable determining the success of using information and communication technologies within the framework of the created model improving the educational process of studying elements of higher mathematics at school. This will enable students to understand how the knowledge they are learning will be put into practice in their lives in the future, allowing them to be highly motivated in their approach to learning the subject, as well as within the framework of imaginative reconstructions of mathematical figures from different angles, graphs of various parameters, imaginative explanations of formulae, theorems and mathematical rules, which will be displayed in 3D on a large screen, thus enabling students, through their visualization, to understand their essence from different perspectives, which will be reinforced by their practical application.
Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course Suparatulatorn, Raweerote; Jun-on, Nipa; Hong, Ye-Yoon; Intaros, Pimpaka; Suwannaut , Sarawut
Journal on Mathematics Education Vol. 14 No. 1 (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.v14i1.pp103-128

Abstract

In Thai mathematics classrooms, there is a lack of attention to support students’ mathematical problem-solving skills by working from real-world contexts that make sense to students. This study investigated how pre-service mathematics teachers’ problem-solving can be explored in their content course, intervening with technology and Realistic Mathematics Education (RME) through the Mean Value Theorem (MVT) lesson. The study included nine pre-service mathematics teachers purposively selected from a public university in Thailand who attended a Calculus course. Data was collected from classroom artifacts, observation notes, and interviews. It was found in this study that the intervention of technology and RME in pre-service mathematics teachers’ content courses has the potential to build pre-service mathematics teachers’ problem-solving abilities. It was also discussed that the intervention could use RME to conceptualize mathematics theorem and cultivate Polya’s problem-solving steps. The findings provide light on the efficacy of using technology and RME in enhancing problem-solving skills among other content courses. They could be used to inform the creation of mathematics curricula and instructional strategies in undergraduate content courses for mathematics education programs.
Local instructional theory of probability topics based on realistic mathematics education for eight-grade students Armiati; Fauzan, Ahmad; Harisman, Yulyanti; Sya’bani, Febrina
Journal on Mathematics Education Vol. 13 No. 4 (2022): 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.v13i4.pp703-722

Abstract

This study examines the development of learning designs based on Realistic Mathematics Education (RME) on the probability topic at the eighth-grade junior high school level. Probability abounds in everyday life, and the RME approach is believed to develop students’ mathematical communication skills. This learning design development used the Plomp model combined with Gravemeijer and Cobb model. The research phase includes preliminary research, prototyping phase, and assessment phase. The products of this research are a valid, practice, and effective Local Instructional Theory (LIT) and teacher and student books. The results showed that the students who participated in learning using RME-based designs could determine the concept of probability and effectively improve students’ mathematical communication skills.
Ethnomathematics of Pananrang: A guidance of traditional farming system of the Buginese community Pathuddin, Hikmawati; Kamariah; Mariani, Andi
Journal on Mathematics Education Vol. 14 No. 2 (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.v14i2.pp205-224

Abstract

Culture plays an essential role in the emergence and development of mathematics; hence, both are inseparable. Mathematics emerges from the daily activities of a group of people, and although its concepts have been applied traditionally since time immemorial, it has not reached the level of formal usage. One cultural activity involving mathematical concepts is the use of Pananrang in determining the right farming seasons despite not having a formal education. Therefore, this research explores mathematical concepts in Pananrang, which are used as a reference for the Buginese community's farming system. This is qualitative research comprising an ethnographic approach with data collected through literature research and interviews with informants with expertise in Pananrang. The results showed that the community used mathematical concepts, such as multiplication, addition, and modular arithmetic, to determine the proper farming seasons. These outcomes can be socialized and used as a contextual learning resource.
Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes Matitaputty, Christi; Nusantara, Toto; Hidayanto, Erry; Sukoriyanto
Journal on Mathematics Education Vol. 13 No. 3 (2022): 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.v13i3.pp393-414

Abstract

Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students’ mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers’ pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.
Identification of characteristics of didactic and meta-didactic mathematical knowledge of novice and expert teachers when reflecting on class episodes Morales-López, Yuri; Bocker Páez, Andrew; Argüello Vega, Danilo; Breda, Adriana
Journal on Mathematics Education Vol. 14 No. 1 (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.v14i1.pp149-168

Abstract

This article describes the didactic analysis carried out by an expert teacher and a novice teacher, based on the didactic suitability criteria (DSC) of the Onto Semiotic Approach (OSA) when analyzing episodes of a high school mathematics class in Costa Rica. This is a qualitative investigation with an interpretive hermeneutic approach. First, a questionnaire was applied to the two participants, to classify them as novice and expert, based on certain defined characteristics. Both teachers then analyzed three video segments using a guide for didactic analysis and, finally, an interview was conducted to elaborate on the reflections previously obtained. The data analysis focused on identification, classification, and comparison of elements in each of the video segments with reference to the OSA’s DSC indicators. The results show that there are differences and similarities between the didactic analysis carried out by these teachers. It is concluded that the novice teacher provides a more descriptive analysis, in which errors are not specified, and focuses on the activities carried out by his students, while the expert teacher, who provides a thoughtful evaluative analysis of, identifying errors in the concepts and focusing his analysis on the teacher’s actions and performance in the video segments.
An integrated STEM-based mathematical problem-solving test: Developing and reporting psychometric evidence Amalina, Ijtihadi Kamilia; Vidákovich, Tibor
Journal on Mathematics Education Vol. 13 No. 4 (2022): 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.v13i4.pp587-604

Abstract

Science, technology, engineering, and mathematics (STEM) problem-solving is necessary to be infused into the classroom. Nevertheless, the criticism of underrepresented mathematics in STEM problem-solving assessment is an issue. In this study, we develop and investigate the psychometric evidence of an integrated STEM-based mathematical problem-solving test. The product of the test was a mathematical essay test that contains three scientific scenarios related to the environment in every middle school grade. The mathematical contents were integrated into engineering-based design using the technology. Three experts filled an assessment sheet to assess content validity, which was analyzed using a content validity index (CVI) and intraclass correlation coefficient (ICC). The result of content validity revealed that overall items were valid and reliable. The construct validity was examined using the Rasch analysis from the data of Grades 7–9 students in Indonesia (n = 286). The construct of all scenarios and prompting items indicated fit with various difficulty levels and acceptable discrimination value. Nevertheless, four prompting items were reported as misfit based on unweighted mean square value. The recommendation for improvement is emphasized in the language clarity aspect. The inter-rater reliability was also declared good. A further study is suggested to provide a computer-based test.
Students’ problem-solving ability in solving algebra tasks using the context of Palembang Putri, Ratu Ilma Indra; Zulkardi; Riskanita, Arini Dyah
Journal on Mathematics Education Vol. 13 No. 3 (2022): 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.v13i3.pp549-564

Abstract

This descriptive research aimed to know students' problem-solving ability in arithmetic operations on algebra forms through an Indonesian realistic mathematics education, namely Pendidikan Matematika Realistik Indonesia (PMRI), approach in secondary school number 17 Palembang. The learning process, material, and assessment used were principles and characteristics of PMRI. The data collection technique was done by two students' activities and the written test to measure students' problem-solving abilities. The written test, which referred to the indicators of problem-solving ability, was given after the learning process. This study's findings indicate that Palembang's context helps students comprehend algebraic arithmetic operations. The principles and characteristics of PMRI play an essential role in enhancing students' problem-solving skills. To conclude, students develop and solve problems by modeling based on their mathematical ideas. In addition, students must be able to develop problem-solving strategies in which they employ a variety of procedures.

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