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 310 Documents
 4   5   6   7   8 
Indonesia-Germany MathCityMap training: Shifting mobile math trails teacher training to a hybrid environment Cahyono, Adi Nur; Masrukan; Mulyono; Ludwig, Matthias; Jablonski, Simone; Oehler, Deng-Xin Ken
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.pp55-68

Abstract

The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.
Integral (antiderivative) learning with APOS perspective: A case study Nurhayati, Lina; Suryadi, Didi; Dasari, Dadan; Herman, Tatang
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.pp129-148

Abstract

The objective of this study is to determine students’ learning barriers in understanding integral concepts through their thinking processes with the perspective of APOS theory (Action, Process, Object-Scheme). This research applied qualitative research with a case study method. The samples of this research were 19 civil engineering students who had contracted calculus courses and who had been given a written test. The results of the written test were divided into three different categories – they are comprehension ability is high (score ), medium (60  Score <  ) and low (score < 60). Deep   interviews were conducted with three representative students who took the written test and met the criteria    for each group. The results of the interviews showed that students in the high category still had conceptual ontogenic learning obstacle despite passing the APOS path. Students in the moderate category be able to reach the encapsulation stage but they had not been able to de-encapsulate it to the process. They had conceptual and epistemological ontogenical learning obstacles. Whereas the low category students had the tendency to only reach the action stage and had difficulty in doing initial de-encapsulation due to lack of learning experience in the prerequisite materials. The learning obstacles they experienced were psychological and conceptual-ontogenical learning obstacles. Aggregately, the students tended to experience conceptual ontogenic learning obstacle. The result of this study is expected to be used as a basis for designing a hypothetical learning trajectory in future research.
Investigation of the mathematical connection’s ability of 9th grade students Rafiepour, Abolfazl; Faramarzpour, Nooshin
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.pp339-352

Abstract

This study aims to investigate students' mathematical connection ability in solving the problem of mathematical and correlation between indicators of mathematical connection ability. This research is correlation research. The sample of the study is 35 girls’ students in the 9th grade in a middle school in Kerman province (south-east of Iran). Data collection is done by giving a test on mathematical connection skills. The variables in this study are indicators of mathematical connection ability, namely the connection between mathematical concepts, connections between mathematics and other sciences, and connections between mathematics and everyday life. Spearman's correlation coefficient was used to analyze the data after calculating the score and percentage of test answers. The findings showed that qualification of students in the indicator of the connection between mathematical concepts was good enough (69%), in the indicator of the connection between mathematics and other sciences was also good enough (66%), and the indicator of the connection between mathematics and everyday life was not enough (42%). Also, the results of Spearman's correlation coefficient showed that there is a significant relationship between both indicators of mathematical connection ability. Therefore, the connection between mathematics and everyday life of Students must be improved.
Web-based realistic mathematics learning environment for 21st-century skills in primary school students Lisnani; Putri, Ratu Ilma Indra; Zulkardi; Somakim
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.pp253-274

Abstract

This study aims to develop a valid, practical, and which has potential effect web-based realistic mathematics learning environment with the six cultural contexts of the island of Sumatera. The learning environment has the potential to positively impact primary school students. The study employed design research method, which encompassed the preliminary, design, and assessment stages using the Kirkpatrick model. The research subjects consisted of three model teachers and 57 fourth-grade students. Research data was collected through observation, documentation, questionnaires, interviews, and tests. The web-based learning environment's validity level was found to be very high, with a score of 3.32, while practicality was rated at 3.86. The potential effects of the environment on mathematics learning were also deemed to be significant, with a score of 77.35. It was designed to facilitate the teaching and learning of mathematics by the PMRI approach, with a focus on topics such as numbering, geometry, and measurement, while also developing 21st-century skills.
Mathematics literacy task on number pattern using Bengkulu context for junior high school students Susanta, Agus; Sumardi, Hari; Susanto, Edi; Retnawati, Heri
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.pp85-102

Abstract

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-to-one, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.
Onto-semiotic analysis of one teacher’s and university students’ mathematical connections when problem-solving about launching a projectile Rodríguez-Nieto, Camilo Andrés; Font, Vicenç; Rodríguez-Vásquez, Flor Monserrat; Pino-Fan, Luis Roberto
Journal on Mathematics Education Vol. 14 No. 3 (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.v14i3.pp563-584

Abstract

An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the Onto-semiotic Approach. The methodology was qualitative-descriptive where data was collected through interviews based on a task. Subsequently, following the joint analysis method of both theories, the mathematical activity of the participants when they solved the task was analyzed. The results show that, teacher and students established a system of connections of feature type, different representations, meanings, part-whole, procedural and implications in terms of practices, processes, objects, and semiotic functions that relate them. However, some students presented difficulties caused by some incorrect mathematical connection such as stating that the maximum height of the projectile is the time obtained with the critical number, errors in performing arithmetic calculations when evaluating the function, graphically representing the quadratic function as a straight line and use the general formula in an inappropriate way that prevents the procedural connection from being made.
Promising research studies between mathematics literacy and financial literacy through project-based learning Sagita, Laela; Putri, Ratu Ilma Indra; Zulkardi; Prahmana, Rully Charitas Indra
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.pp753-772

Abstract

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.
Principal components of students’ difficulties in mathematics in the purview of flexible learning Sibaen, Nick W.; Buasen, Julie A.; Alimondo, Monica S.
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.pp353-374

Abstract

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students’ difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.
Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability Rohaeti, Euis Eti; Evans, Brian R.; Wiyatno, Toyo; Prahmana, Rully Charitas Indra; Hidayat, Wahyu
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.pp275-292

Abstract

Equations are often used in mathematics and other subjects, which means that a media can teach students how to solve equations, particularly linear equations of two variables, or Sistem Persamaan Linear Dua Variabel (SPLDV) as it is called in Indonesian, is needed. However, most teachers are still focused on developing the learning process and teaching materials rather than developing an application technology-based learning media. As we know that technology-based learning is currently the focus of teaching and learning activities in the digital era, especially learning after the pandemic. This study aimed to develop an application that can be a reference for teaching media in learning activities to improve students’ mathematical understanding and ability. The developed application is named, Integrated and Convenient Android-based Simulation or Simulasi Android Terpadu dan Nyaman, abbreviated as SANTUY. This development study with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, explained in detail in the paper, took seventy-five subjects consisting of six expert validators, nine users, and sixty students. The expert validators comprised three media experts and three material experts. The evaluation stage involved students from two groups, each consisting of thirty students. The results showed that the average percentage of the feasibility of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 79.62%, which means the application is adequate. The level of usefulness of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 86.11%, which is categorized as “excellent”. In addition, using the SANTUY SPLDV application had a direct positive influence on improving students’ mathematical understanding and ability.
Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment Maphutha, Kgaladi; Maoto, Satsope; Mutodi, Paul
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.pp293-310

Abstract

In this paper, we explored the type of mathematical connections Grade 11 learners make when solving two-dimensional (2D) trigonometric problems in an Activity-Based Learning (ABL) environment. We followed a qualitative case study design within an interpretive paradigm. Convenience sampling was used to select a whole class of 45 Grade 11 learners from one of the public non-fee-paying secondary schools in Capricorn District, Limpopo Province of South Africa. Group work presentations and classroom interactions were used to collect data. Data were analyzed using deductive thematic analysis guided by the mathematical connections’ framework. The findings indicated that learners managed to make procedural, meaning, reversibility, different representations, feature, and inclusion part whole as well as integrated connections as they worked on 2D trigonometric problems in an ABL environment. We established that learners did not make generalization part-whole connections. In addition, we found that some learners lacked mathematical connections skills and failed to solve the problems. Engaging learners in an ABL environment provided a fine-grained approach that allowed them to make mathematical connections. We, therefore, recommend that teachers should create an ABL environment to enable learners to make different types of mathematics connections during the teaching and learning of trigonometric concepts.

Page 6 of 31 | Total Record : 310

 4   5   6   7   8 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 17 No. 2 (2026): Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education 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