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
 5   6   7   8   9 
Prospective elementary teachers’ informal mathematical proof using GeoGebra: The case of 3D shapes Putra, Zetra Hainul; Afrillia, Yesi Martha; Dahnilsyah; Tjoe, Hartono
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.pp449-468

Abstract

Mathematical proofs play a paramount role in developing 21st-century skills, and the use of technology in mathematics learning has widely paved the way in the instruction of mathematical proofs. In mathematics education, GeoGebra has a significant role as a dynamic mathematics software in supporting students' learning process. This study aims to use GeoGebra in supporting prospective elementary teachers' mathematical proofs of the volume of 3-D shapes. This research used a case study method with 23 first-year prospective elementary teachers as participants from a public university in Riau, Indonesia.  The data were gathered by means of students' work recordings in the GeoGebra classroom and video recordings from their interactions in the course of small group and classroom discussions. The videos were transcribed using verbatim, and then the mathematical proofs were analyzed using praxeological analysis. The findings show that prospective elementary teachers still had challenges to connect the construction of the volume of 3-D shapes using GeoGebra to its informal mathematical proofs. However, GeoGebra provides an opportunity to learn informal mathematical proofs for prospective elementary teachers.
TPACK-based hybrid learning model design for computational thinking skills achievement in mathematics Helsa, Yullys; Turmudi; Juandi, Dadang
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.pp225-252

Abstract

Hybrid learning implementation is closely related with technology. In designing hybrid lessons, lecturers need to have both the pedagogical and content-related skills that make the best use of technology so that it also improves the students’ skills, including their computational thinking skills. The purpose of this research is to examine whether a hybrid learning model based on Technology Pedagogy and Content Knowledge (TPACK) affects the computational thinking skills achievement in a valid, practical, and effective manner. This research is development research using the Plomp’s model and is described in a qualitative descriptive manner. The participants were lecturers and 38 first-year students at Primary School Teacher Education Study Program of Padang State University. The instruments were validation sheets, practicality assessment sheets by lecturers, questionnaire sheets for students, and computational thinking skills test questions. The results of the validity test show that in terms of content, language, and e-learning practice, they all met very valid criteria with an average percentage score of 85.9%, 86.2%, and 84.1%, respectively. The practicality test results of model handbooks, Semester Lesson Plans, Lecture Program Units, computational thinking questions, additional material, and e-learning model meet the practical criteria with an average percentage score of 77.5%, 86.8%, 89.1%, 83.8%, 79%, and 82.4%, respectively. The average percentage of student assessment scores is 82.9% and meets the practical criteria. The results of the effectiveness test showed that 21.9% of students had reached the moderate level, 6.3% reached the low level, and 71.9% reached the very low level. This study recommends future researchers to develop a hybrid learning model based on TPACK to achieve other 21st-century abilities.
Lesson study with sharing and jumping tasks in online mathematics classrooms for rural area students Tanujaya, Benidiktus; Prahmana, Rully Charitas Indra; Mumu, Jeinne
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.pp169-188

Abstract

Due to the poor instruction process during the Covid-19 Pandemic, especially in mathematics, students frequently need help with data literacy. To overcome these obstacles, they must improve their thinking skills. This study aims to enhance the quality of mathematics instruction, especially students' thinking skills, by implementing Lesson Study to develop sharing and jumping tasks. This qualitative descriptive research was conducted at one of the senior high schools and universities in Manokwari, West Papua, with their students as the research subject. The lesson study was implemented in two cycles through instruction at school and lectures at the university. The lesson study consists of three processes: plan, do, and see. The hypothetical learning trajectory was developed at the lesson design stage and then tested at the teaching-learning stage. The open class results were then analyzed during the reflection step to redesign the sharing and jumping tasks. The success of the research was determined through field notes taken from teachers and students. The frequency distribution table is used as the topic matter. The findings revealed that students' thinking skills developed, indicating they were more interested than in the previous teaching and learning process. The learning process was more exciting and enhanced conceptual comprehension. Because learning was communicable, students were more satisfied. They were more engaged and required further thought to comprehend the topic matter. Also, they produce a variety of responses, which is only feasible if they are capable of critical thought.
A mixed method research study on pre-service primary school teachers’ mathematical disposition Albay, Aybegum; Cetin, Hatice
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.pp311-338

Abstract

This is a comprehensive study aiming to examine pre-service primary school teachers’ (PPST) mathematical disposition levels in terms of various variables, and to explain the results thoroughly. It employed the explanatory sequential design among the mixed method research designs. The data were collected through Mathematics Dispositional Functions Inventory (MDFI) and semi-structured interviews. The participants consisted of 361 PPSTs in the quantitative phase, and six PPSTs in the qualitative phase. Quantitative data were analyzed with descriptive and inferential statistics, while qualitative data were analyzed with descriptive analysis. The PPSTs’ mathematical disposition levels did not differ significantly in terms of grade level, high school type, area of education at high school and ability area variables; however, their scores in the attitude toward mathematics lesson factor of MDFI differed significantly in terms of area of education at high school and ability area variables. There were significant, positive, and low-level relationships between PPSTs’ mathematical disposition levels and their levels of mathematics learning experience in primary, middle and high schools, and their perception level of mathematics teaching efficacy. The PPSTs’ scores in attitude toward mathematics lesson factor related to ability area were consistent with their statements in the interviews. The quantitative analysis results regarding mathematics learning experience levels and mathematics teaching efficacy perception levels, defined as continuous variables, overlapped with the qualitative analysis results.
Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program Cervantes-Barraza, Jonathan Alberto; Araujo, Armando Aroca
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.pp469-482

Abstract

The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others.
Exploring default-interventionist interaction of thinking activity types on probability problem-solving Susiswo; Darmawan, Puguh; Murtafiah, Wasilatul; Osman, Sharifah
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp295-316

Abstract

This research aims to determine the thinking activity types dominated by a mental process in producing answers characterized by automatic, unconscious, and subjective-empirical processes (system 1) in solving problems so that the default-interventionist interaction occurs. This research novelty is the formulation of the contents and thinking activity arrangement adapted to students' thinking when solving problems. The problem used in this research is a mathematical problem that triggers students to produce answers quickly with confidence that the answers are correct at a high level. Another problem is about probability because the mode of occurrence of students' learning difficulties at the secondary school level occurs when learning the concept of probability. This is qualitative research with a case study approach. The research subjects were students of Mathematics Education in semester 1. The results showed that thinking activity one could condition the occurrence of type 1 default-interventionist interaction. Thinking activity two could condition the occurrence of type 2 default-interventionist interaction. Thinking activity three could condition the occurrence of type 3 default-interventionist interaction. This research concluded that the default-interventionist interaction occurred because the content and arrangement of the thinking activity conditioned the subjects to pay attention to information gradually and change the subjects’ beliefs. Lecturers were recommended to produce, develop, and research thinking activities on topics other than probability at various levels of education. The default-interventionist interaction was essential to be conditioned when system one dominated students' thinking, causing difficulties.
Transformation geometry in eleventh grade using digital manipulative batik activities Sahara, Sani; Dolk, Maarten; Hendriyanto, Agus; Kusmayadi, Tri Atmojo; Fitriana, Laila
Journal on Mathematics Education Vol. 15 No. 1 (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.v15i1.pp55-78

Abstract

Learning Transformation Geometry (TG) needs a more informal approach to concern situational problems. This study aims to develop actionable knowledge of TG in the form of design related to context and yet general enough to use digital manipulative activities in new situations. We propose such knowledge in the form of conjectured Local Instructional Theory (LIT) in the framework of design research methodological framework. The designed learning activities were based on Realistic Mathematics Education (RME) principles and used batik as the context and van Hiele’s mode of geometric thought. In addition, the CorelDraw software is used as a tool to transform batik-making activities into a digital manipulative environment. The design consists of a pre-assessment and four learning activities. The data were analyzed retrospectively in accordance with the HLT. The analysis of the data described above and the justification of the processes during the teaching experiment indicate a compelling trajectory for students learning transformation geometry for this specific context and the prospect for future studies.
Textbook praxeological-didactical analysis: Lessons learned from the Indonesian mathematics textbook Yunianta, Tri Nova Hasti; Suryadi, Didi; Dasari, Dadan; Herman, Tatang
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.pp503-524

Abstract

The objective of textbook study is to create high-quality textbooks. Analysis was done using a praxeological-didactical analysis (PDA) method. PDA offers space to analyze curriculum materials, such as math textbooks, which are the outcome of human action in the anthropology of a specific nation's society. There are 10 types of tasks given in the mathematics textbook on measurement of spatial figures and seven techniques are identified as possible ways to complete the tasks. The justification of praxis is that there are three emerging technologies and two theories that are used as the final direction of the given task type. There is a sequence of task composition at the start with loads at level 2 and level 3 that can affect student readiness. Psychologically, it is regarded as difficult at first, which can lead to students becoming disinterested as well as bored, thus experiencing difficulties, creating ontogenetic obstacles. The other predicted learning obstacles identified in this textbook are epistemological and didactic obstacles. All the findings from this analysis can be applied to continuously raise the standard of the currently available mathematics textbooks.
The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class Silva, Anaís Veloso; Viseu, Floriano; Menezes, Luís
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.pp395-414

Abstract

Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process.
RME-based local instructional theory for translation and reflection using of South Sumatra dance context Rawani, Dewi; Putri, Ratu Ilma Indra; Zulkardi; Susanti, Ely
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.pp545-562

Abstract

A learning trajectory as a sequence of mathematical activities that could facilitate the growth of students’ understanding of learning goals. This research aimed to produce an instructional sequence to learn the concepts of translation and reflection and to investigate how students develop their understanding informally using a South Sumatra dance context. The research employed the design research method, which consisted of three stages: preliminary design, design experiment (pilot experiment and teaching experiment), and retrospective analysis. This research involved six students who have the high, medium, low capability at the first cycle and 32 students ninth graders at the second cycle at Junior High School 1 Palembang. Data from observations, tests, interviews, and documentation were analyzed descriptively. The tests used were aimed to determine the improvement made by the students; while the classroom observations, interviews, and documentations were used to develop the local instructional theory. This study produced a learning trajectory with three activities include: the students watched a dance video to describe the dancer’s’ positions in relation to floor tiles; the students were asked to determine the starting points of the dancers in Cartesian coordinates to learn concepts; and the students developed a formal concept based on their own knowledge.

Page 7 of 31 | Total Record : 310

 5   6   7   8   9 

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