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.
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<![CDATA[Towards Flipped Learning in Upper Secondary Mathematics Education ]]>
<![CDATA[Robert Weinhandl]]>;
<![CDATA[Zsolt Lavicza]]>;
<![CDATA[Stefanie Schallert]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1114
<![CDATA[Challenges for students in the 21st century, such as acquiring technology, problemsolving, and cooperation skills, also necessitate changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is by utilizing recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that investigates vital elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analyzing the oral and written data collected over ten months using grounded theory approaches suggested categories (a) confidence when learning; (b) learning by working, and, and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms. These categories indicate that when using FL approaches in mathematics learning, it could be essential for students to acquire knowledge in a confident and adaptable environment actively.]]>
<![CDATA[Impact of Lesson Study on Motivation and Achievement in Mathematics of Malaysian Foundation Programme Students ]]>
<![CDATA[Hosseinali Gholami]]>;
<![CDATA[Aida Suraya Md Yunus]]>;
<![CDATA[Ahmad Fauzi Mohd Ayub]]>;
<![CDATA[Nurzatulshima Kamarudin]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1179
<![CDATA[This quasi-experimental study was conducted to determine the impact of the implementation of lesson study on students' motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher, formed a lesson study group. This group planned and designed five research lessons about the functions focusing on problem-solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (not at all true) to 5 (very true)) and lecturers developed tests were used to investigate the impact of lesson study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric the Kruskal-Wallis test. The results of this study showed thatstudents in the experimental group obtained better results in both motivation andachievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender, but there were no significant mean differences among groups in any of subscales.]]>
<![CDATA[The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan ]]>
<![CDATA[Der-Ching Yang]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1148
<![CDATA[This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country was selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbooks series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries]]>
<![CDATA[Applying Cognitive Conflict Strategy to Develop Mathematical Critical Thinking Ability and Character of Students ]]>
<![CDATA[Luh Putu Arya Putri Adnyani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1174
<![CDATA[This study aims to design a valid, effective, and practical learning trajectory with a cognitive conflict strategy in developing critical thinking ability and character of students on set topic learning. In learning, counter-information and guided question were given to guide the students to manage built conflict. This research is a three-stage design study with the following steps: initial preparation and design, real field implementation, and retrospective analysis. Data on student's critical thinking skills were collected through student's works in worksheets, post-test results, and interviews. As for the character of the students were seen from the observations during the learning activities. The collected data are analyzed descriptive-qualitatively. The learning trajectory of this design study had the following characteristics: The students are observing and relating the problem with their prior understanding or information they got from the sources. Students are directed to comparing and writing arguments from the counter information given to choose the correct answer. The students are realizing or finding the correct information and construct their comprehension or understanding. The students are giving conclusions and finding their method to solve the problems.]]>
<![CDATA[Analysis of Student Errors in Solving Trigonometry Problems ]]>
<![CDATA[Ully Hidayati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1181
<![CDATA[This study aims to obtain a picture of student errors in working tests on Trigonometry. This research was conducted with a qualitative approach and was descriptive. The subjects studied were Mathematics Education students in the third semester of Class A of the University of Sembilanbelas November Kolaka in the Academic Year 2019/2020. This study uses an instrument in the form of a Final Examination in Trigonometry courses. Based on the research results obtained, an illustration that students' mistakes in working on problems in the Trigonometry course are caused by students not understanding the questions, the lack of accuracy in basic mathematical operations, and mastery of the concepts of trigonometry that students have.]]>
<![CDATA[Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students ]]>
<![CDATA[Umar Abdullahi]]>;
<![CDATA[Musa Sirajo]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1200
<![CDATA[It seems that Nigeria's educational system has been undergoing improvement only on quantitative when it comes to the number of enrolments in students and schools. However, little effort has been put in place in terms of capacity (physical and material resources, human and financial resources) to manage high enrollment. Resources capacity in secondary schools was nothing to write home about. Most of these resources in secondary school were dilapidated. To worsen the scenario, the scarce resources allocated to these schools are grossly inadequate compared to students' enrollment and come late to the end-users in the public secondary schools. The various stakeholders in the education sector express stern concern about the consistently poor performance of students in secondary schools, especially in mathematics. Since secondary school education is expected to be free by the government, coupled with population increase, it is reasonable for people to take advantage of the free education program. Although the government and private sector of education keep providing qualified teaching staff and non-teaching staff, students in secondary schools still face poor performance in mathematics. The effect of all these on the academic performance in Nigeria's mathematics secondary school students concerns researchers of this empirical work. It is based on these issues and many more that this work sought to empirically investigate the impact of resource factors and quality of instruction on the performance of Nigeria secondary school students in mathematics.]]>
<![CDATA[Analysis of Mathematical Problem Solving Ability Viewed from Student Learning Style ]]>
<![CDATA[Helmi Febrina]]>;
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1757
<![CDATA[This study aims to describe mathematical problem solving abilities in terms of student learning styles. This type of research is descriptive qualitative. The subjects of this study consisted of 24 students of class IX SMP Negeri 16 Konawe Selatan. The research instruments used were: (1) mathematical problem solving ability test questions, (2) interviews, (3) learning style questionnaires. The results obtained information that: (1) From 24 students of class IX SMP Negeri 16 Konawe Selatan obtained information that there are 5 students who have high category mathematical problem solving ability with a percentage of 20.83%. There are 2 students who have the ability to solve mathematical problems in the medium category with a percentage of 8.33%. and as many as 17 students with low category mathematical problem solving abilities with a percentage of 70.83%. (2) The unimodal learning style is dominated by the auditory type as many as 8 students with a percentage of 33.33%, then the visual type as many as 2 students with a percentage of 8.33%, and read/write as many as 1 student with a percentage of 4.17%. Meanwhile, the multimodal learning styles identified in the study were bimodal learning styles consisting of 5 students with a percentage of 20.83%, A-R with a percentage of 2 students with a percentage of 8.33%, A-K with 1 student with a percentage of 4.17%, trimodal learning styles with only A-R-K types as many as 2 students with a percentage of 8.33%, and a quadmodal learning style there is V-A-R-K as many as 3 students, with a percentage (12.50%). (3) The mathematical problem solving ability of students with unimodal learning style Visual (V), Auditory (A) is in the low category and the type of Read/write (R) is in the medium category, mathematical problem solving abilities of students with bimodal learning style type A-R and A-K are in the low category while the V-K type is in the medium category, the mathematical problem solving ability of students with trimodal learning style type A-R-K is in the low category, and mathematical problem solving abilities of students with quadmodal learning style are V-A-R-K (visual-auditory-read/write- kinesthetic) is still in the low category.]]>
<![CDATA[Improving Students' Mathematics Learning Outcomes Through the Cooperative Learning Webbed Model at the Second Grade of SMP Negeri 3 Kolaka ]]>
<![CDATA[Andi Mariani Ramlan]]>;
<![CDATA[Irfan Irfan]]>;
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1749
<![CDATA[This study aims to improve the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka through the Webbed type of cooperative learning model. This type of research is classroom action research with research procedures covering planning, implementing actions, observing and reflecting. The implementation of the action consists of 2 cycles. Each cycle is carried out in accordance with the changes to be achieved and adjusted to the factors being investigated. Sources of research data are teachers and students of class VIIB, totaling 25 students. The types of data obtained are quantitative data obtained from learning outcomes tests and qualitative data obtained through observation sheets. The results of the study refer to the Minimum Completeness Criteria (KKM), namely at least 80% of students have obtained a minimum score of 70. From the results of the evaluation of the first cycle of action, classical completeness achieved is 63.6% (14 students from 25 students) who get a score of 70 with an average value of 68.4. From the results of the second cycle test evaluation, classical completeness was obtained as much as 86.4% (19 students from 25 students) obtained a score of 70 with an average value of 78.2. The implementation of the second cycle of action gave an increase of 22.8% from the first cycle evaluation test. So it was concluded that the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka could be improved through the webbed type of cooperative learning model]]>
<![CDATA[Improving Learning Outcomes through Problem-Based Learning with PQ4R Method ]]>
<![CDATA[Herlina Herlina]]>;
<![CDATA[Sunarlia Sunarlia]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1764
<![CDATA[The purpose of this research is to improve mathematics learning outcomes on line and angle material. This research including Quasi Experiments using True Experimental Design with Posttest-Only Control design. The subject of this research is a class VII student of MTs Swasta Tontonunu in the year 2017 which consists of the 2 classes each as class experiment and class control. The instrument used is a test instrument, sheet observation activity students, and sheets observation teacher activity in learning. Data analysis used the difference of two mean, namely the t-test of two independent samples was good assumption variance same or no, but previously tested the normal distribution using Kolmogorof Sminov. The results of the descriptive analysis showed that the mean posttest class experiment 78.76 19 higher than the mean posttest class control 73, 375. The results of the two- way difference test on mean show a significance value (2 tailed) 0.005< (0.05) which means that the mean of the two posttests issignificantly different. Based on the results of the study, it was concluded that the application of the learning model based on problem with PQ4R method can improve learning outcomes math on the subject discussion of lines and angles. This is possible because of learning based on problem started with introduce real everyday problems will more meaningful and moreeasy recognized by students. And through PQ4R, material on the subject discussion of lines and angles more many about fact will moreeasy understood in accordance steps preview, question, read, reflect, recite, and review.]]>
<![CDATA[Application of SQ3R Learning Method in Improving Mathematics Learning Outcomes in Quadrangular Basic Competencies Class VIIB students of MTs Almawaddah Warahmaah Kolaka ]]>
<![CDATA[Gemi Susanti]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1765
<![CDATA[The purpose of this study was to find out that the application of the SQ3R learning method can improve mathematics learning outcomes in the quadrilateral basic competencies of class VIIB students at MTs Almawaddah Warahmah Kolaka. This research includes classroom action research (CAR) or classroom action research. The procedure of this research is planning, action implementation, observation and evaluation, and reflection. The sources of data in this study were mathematics teachers and students. The type of data obtained is quantitative data, namely student learning outcomes and qualitative data, namely observation sheets. This research was conducted in class VIIB of MTs Almawaddah Warahmah Kolaka in the 2010/2011 academic year even semester. with the number of students 12. From the results of data analysis concluded: (1). The activity of the teacher (researcher) experienced a significant increase from cycle I to cycle II where the learning process was in accordance with what was contained in the lesson plans and observation sheets, (2). Student activities showed a significant increase where they became more active during the learning process and dared to show off their work/reports in front of the class, (3) The application of the SQ3R learning method could improve student learning outcomes for class VIIB MTs Almawaddah Warahmah Kolaka, where the average results learning during the first cycle of 43.33 or completeness of 41.66% increased in the second cycle of 67.5 or completeness of 83.33%.]]>
