JME (Journal of Mathematics Education)
The Journal of Mathematics Education (JME) aims to serve as a scientific platform for researchers, practitioners, and educators in the field of mathematics education to publish their original research. JME welcomes contributions that advance theory, practice, and policy in mathematics education across all educational levels. The scope of the journal includes, but is not limited to: Teaching and learning of mathematics Mathematics curriculum development Technology in mathematics education Mathematics teacher education Assessment and evaluation in mathematics education Systematic literature reviews Bibliometric analyses related to mathematics education The journal accepts quantitative, qualitative, and mixed-methods approaches relevant to these topics.
Articles
150 Documents
<![CDATA[IMPROVING THE RESULTS OF MATH LEARNING THROUGH SCRAMBLE COOPERATIVE MODEL WITH THE APPROACH OF CONTEXTUAL TEACHING AND LEARNING MODEL ]]>
<![CDATA[Ahmad Rustam]]>;
<![CDATA[Muhammad Adli]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.5
<![CDATA[This research is motivated by the desire of the author to enhance students' skills andlearning design that is not centered on the teacher. Thus, this study aims to improvestudents' mathematics learning outcomes through Scramble Cooperative LearningModel with Contextual Teaching and Learning (CTL) Approach at the class VIIIB SMPNegeri 1 Latambaga. The study was conducted on 28 April 2015 s / d dated May 28,2015. The subject of this research is class student of SMP Negeri 1 Latambaga VIIIB.This research is a Classroom Action Research conducted in two cycles with studyprocedures: (a) Conducting planning to implement the learning process, (b) Implementthe action in accordance with the plan, (c) Conducting observations of students andteachers during the process of the action takes place, (d) Conducting evaluations / teststo students in each end of the cycle, (e) to reflect and analyze the shortcomings andweaknesses during the first cycle for the plan of action on the second cycle. The resultsobtained are in action first cycle, the learning outcomes of students increased from anaverage score of initial tests before action is 68.25 into 77.71 or 78.12% with thepercentage of completeness that 25 of the 32 students received grades ?75, it this hasnot shown success according to defined indicators of success. In the second cycle of theresults obtained are as many as 27 students get value ?75 with an average value of83.15 or with a percentage of 84.37%. This means that the results of the research forcycle I and cycle II. It can be concluded that the results students grade VIIIB of SMPNegeri 1 Latambaga on material geometry through cooperative learning modelscramble with CTL approach that took effect on improvement of learning outcomes.]]>
<![CDATA[TRAINING AND GUIDANCE USING SPSS FOR TEACHERS’ RESEARCH DATA PROCESSING APPLICATIONS AT KECAMATAN TANGGETADA, KOLAKA SOUTHEAST SULAWESI ]]>
<![CDATA[Ahmad Rustam]]>;
<![CDATA[Sufri Mashuri]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.22
<![CDATA[This devotion is aimed to improve the ability of teachers to process research data usingSPSS. Things that the background is the lack of the use and knowledge of teachers in theuse of SPSS and research works of teachers is lacking, one possible cause is the inabilityof teachers in data processing, especially using SPSS. This devotion includes four phases,namely, preparation, determination of the participants, the training and guidance of theuse of SPSS, and direct practice of use of each of the steps in the data analysis in SPSS.The methods used include lectures and question and answer, targeted discussiongroups, guidance and simulation data analysis, and direct practice with SPSS dataanalysis, and administration tasks. Outputs produced is yielding clues analysis workprogram SPSS for teachers and guidance techniques and operation of SPSS in dataprocessing as well as the need to retrieve accurate results and capable operation of SPSSin data processing based on the instructions of work to be able to determine the validdata instrument and obtain accurate results.]]>
<![CDATA[THE EFFECT OF APPLICATION OF PROBLEM BASED LEARNING AGAINST PROPORTIONAL REASONING ABILITY BASED ON VOCATIONAL STUDENTS’ ACHIEVEMENT MOTIVATION ]]>
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.49
<![CDATA[Proportional reasoning abilities of students is still relatively low, as seen from the student is unable to determine strategy which was to solve the problem of disproportionate and students cannot identify relationships that existed at the multiplication of proportional reasoning problems. So the purpose of this study was to: (1) Know the difference effect of the application of the model problem based learning and conventional learning models to proportional reasoning abilities of students; (2) Know the difference effect of the application of the model problem based learning and conventional learning models to special proportional reasoning abilities of students who have high achievement for motivation, medium, and low. The population in this study was all class XI student of SMK Tunas Husada Kendari. The sampling technique inthe study was to directly take the sample without any randomization task because the parameter or population was not homogeny. The treatment and control class were determined based on the number of sample taken and divided in half and half. The results of the analysis of descriptive and inferential analysis using two different test Mean of data of N-gain for proportional reasoning abilities of students can be concluded that: (1) 88.24% of students who have high proportional reasoning ability and 11.767% of students who have the proportional reasoning ability was once taught by learningproblem based learning; (2) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning abilities of students; (3) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning ability, good students with high achievement motivation, medium or low.]]>
<![CDATA[THE IMPROVEMENT OF MATHEMATICS COMMUNICATION FOR JUNIOR HIGH SCHOOL STUDENTS THROUGH CONTEXTUAL MATHEMATICS LEARNING ]]>
<![CDATA[Herlina Herlina]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.24
<![CDATA[This study aims to (1) obtain a mathematical description of the communication skills of students with mathematics learning contextual learning and student learning by conventional teaching; (2) To determine the improvement of communication skillsstudents learn mathematics with math contextual learning and student learning by conventional teaching; (3) In order to obtain comparative increase in mathematical communication skills students learn mathematics contextual learning and student learning by conventional teaching; (4) In order to obtain a description of the activity of students in mathematics learning contextual; (5) In order to obtain a description of what students about math learning contextual. This research was conducted by using a quasi-experimental design with the model of the Non-equivalent Pretest and PosttestControl Group. The population in this study was all students of class VIII SMP Negeri 1 Kolaka with samples of two classes as experimental class and control class. The instrument used in this study consisted of communication test instruments andmathematical abilities nontes instruments, such as observation sheets, and opened questionnaire sheet. The analysis used is descriptive analysis, significant test one sample, and the average difference in of two. The results showed that in general thecontextual learning mathematics can improve communication skills of mathematics. Learning math can be used as an alternative contextual learning for teachers, especially for math students improve communication skills.]]>
<![CDATA[EFFECT OF STUDENTS’ LEARNING INTERESTS, ATTITUDES, AND PERCEPTION ABOUT TEACHER’S TEACHING TECHNIQUE TOWARD MATH LEARNING OUTCOMES IN CLASS VIII SMP NEGERI IN THE DISTRICT BULUKUMBA ]]>
<![CDATA[Lilis Erviana]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.47
<![CDATA[The influence of students’ learning interest, attitude, and perception on teacher’s teaching technique toward math learning outcome of the Eight Grade Students at State Secondary Schools in Bulukumba. Mathematics learning outcomes one of measuring tools to know the quality of a mathematics learning outcomes; however; this research is limited into learning interest, attitude, and student’s perception on teaching method. It aims to reveal the influences of learning interest and student’s perception on teaching method toward students’ mathematics learning outcomes both directly and indirectlythrough attitude to mathematics subject of the eight grade students at state secondary schools in Bulukumba. Population of this research was 235 students at class VIII of 34 state secondary schools in Bulukumba, in academic year of 2013/2014 which included in A, B, and C accreditation. The sample was taken though proportional stratified random sampling. Moreover, the instruments used in this research were: 1)scale of learning interest, 2) scale of student’s perception on teaching method, 3) scale of attitude in mathematics aa well as mathematics learning outcome test. Data analysis applied a descriptive statistics and SEM (Structural Equation Modeling) analysis. The result shows that: 1) most of eight grade students of state secondary school in Bulukumba have 84% students with a good learning interest, 76.5% of them have a good perception on teaching method, and 77% of them have a good attitude to the mathematics subject; 2) learning interest and student’s perception have a significant positive influence to the attitude in mathematics learning; 3) learning interest, students perception on teaching method, and attitude toward mathematics subject has a significant positive influence toward mathematics learning outcomes; 4) learning interest has a significant positive influence to the student’s perception on teaching method; 5) learning interest has a significant positive influence indirectly though the attitude toward mathematics learning outcomes; and 6) students’ perception on teaching method has a significant positive influences indirectly through the attitude toward mathematics learning outcomes.]]>
<![CDATA[THE EFFECT OF ATTITUDE AND SPIRITUAL INTELLIGENCE TOWARDS MATH ACHIEVEMENT OF CLASS XI MAN KOLAKA ]]>
<![CDATA[Rustam Rustam]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.42
<![CDATA[The purpose of this research was to determine the effect of the attitude and spiritual intelligence toward mathematics achievement of students of class XI MAN Kolaka. This research was conducted in MAN Kolaka starting from April 27 until May 27, 2015 the second semester of the academic year 2014/2015. Subjects in this study were all students of class XI MAN Kolaka in the academic year 2014/2015, amounting to 104 students consisting of four classes, namely class IPA1 totaling 23 people, IPA2 classnumbering 24 people, IPS1 class numbering 26 people, and the class IPS2 totaling 31 people. The sample taken from the population was 30% or 32 students. This research included in the type of survey research, in which the researcher acted directly for the data retrieval by looking at student achievement and provide a questionnaire attitudes of students and students' spiritual intelligence. Data collection in this study using instrument namely questionnaire for attitude of students consisting of 20 items and spiritual intelligence consisted of 20 items. While the documentation was used to collect data concerned mathematics achievement of students of class XI MAN Kolaka. Data analyzed using descriptive statistics and inferential statistics. Based on the analysis, it was concluded that attitude and spiritual intelligence toward mathematics achievement of class XI MAN Kolaka had no significant positive effect on the mathematics achievement. Wherein the hypothesis testing results showed that the test of thit =0.00005 > Ttable = 3,31 at the significant level.]]>
<![CDATA[THE EFFECT OF THE CLASSROOM CLIMATE, STUDENTS’ ATTITUDES, AND PERCEPTIONS ON MATH TOWARD THE ASSOCIATION MATERIAL LEARNING OUTCOMES THROUGH STUDENTS’ MOTIVATION OF CLASS VII SMP IN THE DISTRICT OF KOLAKA ]]>
<![CDATA[Made Subawo]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.52
<![CDATA[The Influence of The Classroom Climate, Students Attitude and Perception in Mathematics toward Mathematics Learning Outcomes through Learning Motivation of Class VII Student at SMPN in Kolaka. This research aimed to discover the description and the influence of classroom climate, student’s attitude and perception in mathematics toward the association material learning outcome through learning motivation of class VII students at SMPN in Kolaka. This research was causality ex-post facto research. The sample and population of this research was the student of class VII of SMPN in Kolaka subdistrict with the total of 227 students in academic year of 2013/2014 chosen by using proportional cluster random sampling. The instruments of this research were: 1) classroom climate scale, 2) the students’ attitude in mathematics scale, 3) the students’ perception in mathematics scale, 4) learning motivation scale, 5) the test of mathematics learning outcomes in class VII. The data was analyzed by descriptive statistic and path analysis. The result of the research showed that: 1) 227 students of class VII at SMPN in Kolaka had: classroom climate was in high category, the students’ attitude in mathematics was in high category, the students’ perception in Mathematics was in high category, learning motivation was in high category, and the cognitive learning outcomes was in high category; 2) there were positive and significant influence of the classroom climate toward the students’ outcome directly and or indirectly through the students’ learning motivation in mathematics ; 3) there were positive and significant influence of the students’ attitude in mathematics toward the students’ outcome directly and or indirectly through the students’ learning motivationin mathematics; 4) there were positive and significant influence of the students’ perception in mathematics toward the students’ outcome directly and or indirectly through the students’ learning motivation in mathematics; 5) there were positive and significant influence of the students’ learning motivation toward the students’ outcome directly and or indirectly through the students’ learning motivation in mathematics.]]>
<![CDATA[COMPARATIVE STUDY OF THE STUDENTS’ MATH LEARNING OUTCOMES TAUGHT USING TYPE OF COOPERATIVE LEARNING METHOD NUMBERED HEAD TOGETHER (NHT ) AND GAMES TEAM TOURNAMENT (TGT ) TO STUDENTS CLASS VII SMPN 1BAULA ]]>
<![CDATA[Supratman Supratman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.68
<![CDATA[The problems in this research are: (1) What is the result of learning mathematics in grade VII SMP Negeri 1 Baula taught by type of cooperative methods Numbered Heads Together (NHT)? (2) What is the result of learning mathematics in grade VII SMP Negeri 1 Baula taught by type of cooperative methods Team Games Tournament (TGT)? (3) Are the results of students' mathematics learning kelas VII SMP Negeri 1 Baula taught by cooperative methods with NHT is different with students who are taught bythe type cooperative method TGT? The hypothesis in this study are: the results of students' mathematics learning class VII SMP Negeri 1 Baula taught by cooperative methods NHT type is different with the students taught with methods TGT. Thepopulation in this study was all students of class VII SMP Negeri 1 Baula in the second semester of the 2011/2012 academic year. Samples taken as many as two classes, namely class VIIc and VIId class. The results showed: (1) The results of students'mathematics learning of class VIIc are taught using cooperative learning NHT type obtained an average value of student learning outcomes at 82.86 and the passing rate of 100%. (2) Results of mathematics learning of class VIId taught using methods TGT obtained average value result of 67.25 and the percentage of students passing rate at 80%. (3) The results of hypothesis test obtained tcount > ttable or equal to 3.997 > 2.02 with df = 39 at significance level ? = 0.05. Thus, it can be concluded that there were significant differences in the results of students' mathematics learning that are taught using NHT and IGT methods in the seventh grade students of SMP Negeri 1Baula.]]>
<![CDATA[THE ENHANCEMENT OF MATHEMATICAL CRITICAL THINKING SKILLS AND SELF-EFFICACY AT SENIOR HIGH SCHOOL STUDENTS THROUGH LEARNING- BASED PROBLEMS CONTEXTUAL MODEL ]]>
<![CDATA[Waode Listiani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.48
<![CDATA[Critical thinking skills of mathematics (KBKM ) and self-efficacy (SE )of math students is still relatively low. This is due to the learning of mathematics in the classroom monotonous, so that students feel bored in learning mathematics, students' passive learning, and students are not self-sufficient in constructing knowledge and untrained students develop thinking ability. Learning model that predicted either to be applied to the study of mathematics and in order to encourage the emergence KBKM and SE math student is problem based learning model contextual (PBMK ). The purpose of this study is to improve KBKM and SE mathematics students through the application PBMK models. This research uses experimental design preetest-posttest control group design. The study population was all students in grade X SMAN 3 Kendari, samples were taken two classes by using purposive sampling and determination of the experimental class and control class chosen randomly. Students got a model experimental class and control class PBMK receive direct instructional model (PL ). The research instruments used were pretest and posttest for KBKM, SE scale and observation sheet. Data were analyzed by descriptive qualitative, ttest, analysis of randomized block design, and multivariate analysis. Based on the results of data analysis can be concluded that overall, KBKM and SE mathematics students who obtain PBMK models increase significantly higher than students who received the OT. Based on prior knowledge of mathematics students, the average increase KBKM and SE math students by category PAM (high, medium or low ), which received a model PBMK higher than the average increase in KBKM and SE math students by category PAM (high, medium or low ) who got the OT model. The results of the analysis of observational data indicate that the models PBMK can improve the students' learning activities.]]>
<![CDATA[THE EFFECT OF VAN HIELE LEARNING MODEL TOWARD GEOMETRIC REASONING ABILITY BASED ON SELF-EFFICACY OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Andi Mariani Ramlan]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 1 No. 2 (2016): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v1i2.54
<![CDATA[The problem in this research is the low geometric reasoning abilities related to levels that van Hiele level 2 (abstraction ) and level 3 (deduction ) are not achieved its full potential. This research is a quasi experimental design with nonequivalen control group design. This is influenced by the students' ability to reason logically problem remains low, there has been no student's readiness or understanding of mathematical concepts is not optimal. Low student confidence shown from negative attitudes to learning. Based on the results of the study found that: 1) learning model van Hiele had a greater impact than conventional learning models to geometric reasoning abilities of students; 2) learning model van Hiele had a greater impact than conventional learning models to geometric reasoning skills in students who have high self-efficacy; 3) The learning model van Hiele had a greater impact than conventional learning models to geometric reasoning skills in students who have self-efficacy were; 4) There is no influence of van Hiele model of learning and conventional learning models to geometric reasoning skills in students who have low self-efficacy.]]>
