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[Student’s Junior High School Mathematical Connection Ability Based on The Big Five Personality ]]>
<![CDATA[Aulia Suci Wardina]]>;
<![CDATA[Nurjanah Nurjanah]]>;
<![CDATA[Eyus Sudihartinih]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1338
<![CDATA[Each individual has a diverse personality which is categorized by the Big Five Personality traits and it’s important for a successful education. A successful education especially in mathematics major aimed at the good of student’s mathematical abilities, one of which is good mathematical connection ability. This research aims to determine the mathematical connection ability of junior high school students based on the Big Five personality in Bekasi. This research used qualitative research case studies with data triangulation. Participants of this research were junior high school students in grade ninth. The instrument used in the form is a test description as many as four questions that refer to the indicators of mathematical connection ability and has been consulted with experts and the Big Five personality traits questionnaire that has been adopted. The results of this research describe: 1) mathematical connection ability of the student in Extraversion dimension on indicator 1 was 60%, indicator 2 was 0%, and indicator 3 was 0%, 2) the mathematical connection ability of students in Agreeableness dimension on indicator 1 was 60%, indicator 2 was 25%, and indicator 3 was 25%, 3) mathematical connection ability of students in Conscientiousness dimension on indicator 1 was 60%, indicator 2 was 35%, and indicator 3 was 25%, 4) mathematical connection ability of a student in Neuroticism dimension on indicator 1 was 20%, indicator 2 was 0%, and indicator 3 was 20%, 5) mathematical connection ability of students in Openness dimension on indicator 1 was 64.21%, indicator 2 was 27.37%, and indicator 3 was 34.21%.]]>
<![CDATA[Differences in Student Mathematics Learning Achievement Based on Parenting Patterns of Parents of Students Class VIII SMP Negeri 3 Wundulako ]]>
<![CDATA[Deti Sri Rahayu]]>;
<![CDATA[Sufri Mashuri]]>;
<![CDATA[Diana Diana]]>;
<![CDATA[Dian Ulfa Sari]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1553
<![CDATA[The purpose of this study was to determine: To determine students' learning achievement in mathematics based on parenting styles of students at SMP Negeri 3 Wundulako and to find out the difference in students' learning achievement in mathematics based on parenting styles at SMP Negeri 3 Wundulako. The population in this study were all students of class VIII SMP Negeri 3 Wundulako, totaling 47 students divided into 2 classes, namely VIII A and VIII. This study uses descriptive quantitative research, where the researchers used descriptive methods with quantitative approaches. The results showed that: Differences in students' learning achievement in mathematics based on parenting styles of class VIII students at SMP Negeri 3 Wundulako.]]>
<![CDATA[Developing of Online-Based Mathematical Evaluation Instruments ]]>
<![CDATA[Hasmita Hasmita]]>;
<![CDATA[Akbar Nasrum]]>;
<![CDATA[Herlina Herlina]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1462
<![CDATA[The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This research is a research development (Research and Development) and the research model used is the Plomp model which consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations, and revisions. The software used to develop the evaluation tool is Ispring Suite. In terms of data collection, the research instruments used were material validation sheets, media validation sheets, and student assessment response questionnaires. The validation results of the material validator get the final percentage of 84% with the criteria feasible. The validation results from the media validator get a final percentage of 80% with the feasible category. In the assessment of students, the final percentage was 83% with very attractive criteria. It is concluded that the evaluation tool in the form of an online test developed is very suitable for use as an evaluation tool in mathematics learning.]]>
<![CDATA[The Effectiveness of the Contextual Learning Model Assisted by Hands On Student Learning Outcomes ]]>
<![CDATA[Dian Ulfa Sari]]>;
<![CDATA[Sufri Mashuri]]>;
<![CDATA[Resky Amalia]]>;
<![CDATA[Deti Sri Rahayu]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1554
<![CDATA[This study aims to determine the effectiveness of the contextual learning model assisted by hands on problem solving in improving students' mathematics learning outcomes. The population in this study were all seventh grade students of SMP Negeri 1 Latambaga. Sampling in this study used cluster random sampling. Data collection techniques were carried out by giving tests in the form of description tests and non tests. Data were analyzed using descriptive statistics and inferential statistics with hypothesis testing using independent t-test. The results of inferential research using the t-test have been obtained value t count = ( 14 , 698 ) > t table = ( 1 , 670 ) or H, rejected. This shows that the contextual learning model assisted by hands on problem solving is effective in improving student learning outcomes.]]>
<![CDATA[Development of E-LKPD Using Live Worksheets for Online Mathematics Learning during Covid-19 ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Fitriyani Hali]]>;
<![CDATA[Muhammad Rawal]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1626
<![CDATA[This study aims to obtain e-LKPD using a valid, practical, and effective live worksheet on derived material. This type of development research aims to produce a product in the form of e-LKPD. The development of live worksheet-based e-LKPD is carried out through ADDIE design development steps consisting of analysis, design, development, implementation, and evaluation. The test subjects in this study were Class XI students at SMA Negeri 8 Kendari in 2021. The data collection instruments in this study consisted of a validation sheet used to determine the validity of the e-LKPD, a response questionnaire on the use of e-LKPD was used to obtain information on the practicality of e-LKPD, and learning outcomes tests to determine the effectiveness of e-LKPD. The results showed that (1) the validation results with an average score of 4.04 which means that the live worksheet-based e-LKPD is in very valid criteria and is feasible to use (2) The results of the analysis of student responses to the use of e-LKPD show that the average The student's class response is 80.3 which means the class response is positive and is included in the practical category. (3) There is a difference between the pre-test and post-test values, which means that there is an effect of using e-LKPD on learning outcomes. Thus the live worksheet-based e-LKPD is valid, practical, and effective.]]>
<![CDATA[The Effectiveness of SPSS-Assisted Troubleshooting Tutorial Videos in Virtual Classroom Against Student Statistics Performance ]]>
<![CDATA[Arbain Arbain]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1597
<![CDATA[One of the learning challenges during the Covid-19 pandemic is the low mastery of material by students, especially abstract material such as statistics. As an alternative solution, statistical learning is carried out using problem solving video tutorials assisted by SPSS to further measure its effectiveness on academic performance. This type of research is true-experimental with Posttest Only Control Design. The sample of this study was students of the management study program of the Faculty of Social and Political Sciences, Ninebelas November Kolaka University who took statistics courses in the odd semester of the 2020 Academic Year which consisted of two classes, namely class C with 32 students and class D with 33 students. The instrument used is a learning achievement test in the form of an essay. The research data were analyzed using one sample t-test and independent sample t-test. The results of data analysis showed that the statistical performance of students taught using SPSS-assisted videos was better than those taught using learning modules.]]>
<![CDATA[The Effect of Reading Interest on Learning Outcomes of the Mathematics Education Profession During the Distance Learning Period ]]>
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1637
<![CDATA[The purpose of this study was to determine the effect of reading interest on the learning outcomes of the teaching profession of students in the mathematics education study program during distance learning. This research uses a quantitative approach with a survey method. This research was conducted in the third semester of the 2020/2021 academic year during the distance learning period. This study used all students of the mathematics education study program who programmed professional education courses with a total of 25 students as the population as well as the research sample. The data collection used in the form of a Likert scale questionnaire and a test of the learning outcomes of the educational profession. The data analysis technique used descriptive and inferential analysis in the form of simple linear regression analysis. The results of data processing showed that students' reading interest reached 48% including the good category and the learning outcomes of the student education profession were also in the good category with 56% achievement. The conclusion obtained by students' reading interest has a significant effect on the learning outcomes of the educational profession in students of the mathematics education study program with a large effect of 53.9%.]]>
<![CDATA[Self-Regulated Learning During the Covid-19 Pandemic ]]>
<![CDATA[Herlina Herlina]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1657
<![CDATA[Along with the change in learning modes during the pandemic, which was originally face-to-face directly to online learning, where teacher control is decreasing, Self Regulated Learning is a very important variable for students to have so that students can still learn even without teacher supervision. The purpose of this study was to describe the Self-Regulated Learning of 20 students who took the Learning and Learning course in the even semester of 2020/2021 FY. The method used in this research is that after participating in online learning through WhatsApp, Google Classroom, and Google Meet, at the end of the semester students are given a Self-Regulated Learning questionnaire through Google Forms and interviews. The research data were analyzed by descriptive statistical analysis. The results of the study found that the score of Self Regulated Learning was 88.28% from what was expected, there were 85% of students in the very good category, and 15% in the sufficient category. The highest indicator is self-control at 91.25%. While the indicator score of the lowest Self-Regulated Learning is self-confidence of 83.75%. The conclusion of this research is that students' Self Regulated Learning is already in the very good category but has not yet reached the highest score and there are still students in the fairly good category, so that it can still be increased to close to the expected 100%.]]>
<![CDATA[The Effectiveness of MEA Cooperative Learning Model by Scientific Approach to Improve Students' Mathematics Learning Outcomes ]]>
<![CDATA[Sartia Sartia]]>;
<![CDATA[Andi Mariani Ramlan]]>;
<![CDATA[Made Subawo]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1664
<![CDATA[The objectives of this study include: 1) to determine the mathematics learning outcomes of students in class X.IPS SMAN 2 Mawasangka Tengah before the MEA cooperative learning model with a scientific approach is applied; 2) to find out the average increase in students' mathematics learning outcomes after applying the MEA cooperative learning model with a scientific approach; 3) to find out the MEA cooperative learning model with a scientific approach is effectively applied in improving students' mathematics learning outcomes. This type of research is Pre-Experimental with One Group Pretest-Posttest Design. The population in this study were all students of class X.IPS SMAN 2 Mawasangka Middle School Year 2020/2021 with a total of 27 students, while the sample in this study was the entire population selected using the totally sampling technique. Data on students' mathematics learning outcomes were obtained from the results of the Pretest and Posttest in the form of essays, indicating that there was an average increase in students' mathematics learning outcomes before being applied (60.95%) and (75.17%) after the MEA learning model was applied. Furthermore, the results of testing based on hypothesis testing were carried out with one sample t-test statistic (one sample t-test) obtained t hitung ( 5 , 6735 ) > t tabel ( 2 , 05553 )then H0 it was rejected and H1, accepted. So it was concluded that the MEA cooperative learning model was effective in improving students' mathematics learning outcomes.]]>
<![CDATA[The Impact of Script Type Cooperative Learning Model Implementation on Mathematics Learning Outcomes in Class VIII Junior High School Students ]]>
<![CDATA[Chairuddin Chairuddin]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1600
<![CDATA[This is an experimental study to determine (1) the mathematics learning outcomes of class VIII students at SMP Negeri 16 Poleang Tengah after being taught using a script type cooperative learning model on cube and block material; (2) the mathematics learning outcomes of class VIII students at SMP Negeri 16 Poleang Tengah after being taught using conventional learning models on cubes and blocks; and (3) the mathematics learning outcomes of students who are taught using a script-type cooperative learning model on cube and block material. The hypothesis of this study is that using the Script Type cooperative learning model to teach students mathematics is more effective than using traditional learning models on cube and block material in class VIII SMP Negeri 16 Poleang Tengah. The participants in this study were all students in class VIII, who were divided into three parallel classes with a total of 60 pupils. The Cluster Random Sampling approach was used to sample the two classes, one of which was designated as the control class and the other as the experimental class. A total of 40 people were included in the study from both classes. Data is retrieved through learning outcomes assessments, which are then utilized to collect information on students' math learning results. Descriptive and inferential statistics were employed in the data analysis technique. Inferential research using the t-test yielded a value of tcount = 2.293 in sig. = 0.027 = 0.05, indicating that H0 is rejected and H1 is accepted. This inferentially means that there is a significant difference in the mathematics learning outcomes of students in Class VIII SMP Negeri 16 Poleang Tengah who are taught the Script-type cooperative learning model versus the conventional learning model. Based on the findings of these research, it can be stated that using the script type cooperative learning model to teach students mathematics is more effective than using traditional learning models for class VIII students at SMP Negeri 16 Poleang Tengah.]]>
