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Akbar Narum
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JME (Journal of Mathematics Education)
Published by Universitas Sembilanbelas November Kolaka
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jomedu
Core Subject : Education,
Mathematics
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2021): JME" : 10 Documents clear
Development of Numbers Material Test Using the Item Response Theory (IRT) Approach for SD Students Ahmad Rustam; Kasmawati Kasmawati
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1585

Abstract

The purpose of the research is to produce a product in the form of a valid and reliable measuring instrument for student numeracy that can be used in schools and in the general public. The research stages will be carried out based on the test development design, namely Preparing Test Specifications, Preparing Test Items, Testing Test Items in the Field, Revision of Test Items, and Test Development. The question grid is based on the 2013 curriculum syllabus. The test was conducted on elementary school students. The response of the test results in the form of dichotomous data and analyzed using the item response theory (IRT) model with two logistical parameters (2PL), namely the level of item difficulty and item discriminating power. Estimation of item parameters and capability parameters using the BILOG MG program. Before doing item analysis with IRT. The results of the study contained 18 items that could be used to measure students' numeracy skills. Among these items are numbered questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, and 18. meet the criteria of a good item including having a good difficulty level, then the distinguishing power of the item functions well and has good validity and reliability.
Interest in Gamification Learning Based on Student Learning Styles Farman Farman; Chairuddin Chairuddin; Marniati Marniati
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1586

Abstract

This study aims to analyze student interest in gamification-assisted learning in terms of student learning styles. This research is a type of descriptive research using a qualitative approach. The subjects are students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, USN Kolaka, a research course program with 20 students. The data collection technique used in this research is to use a questionnaire. The instrument used in this study was a questionnaire of learning styles and interest in learning in gamification-assisted learning. According to Miles and Huberman, the data analysis technique used in this study is a qualitative data analysis technique, namely data reduction, data presentation, and conclusion drawing. The results showed (1) the average student interest in gamification-assisted learning with word walls was in the high category, (2) student learning styles in research subjects mostly tended to be multimodal (60%), and (3) students with unimodal learning styles have high interest, bimodal, and trimodal learning styles have a very high interest in learning with gamification-assisted learning.
Analysis of Communication in Problem-Based Mathematics Learning through Transcript Based Lesson Analysis (TBLA) Filda Wulan Damayanti; Nur Fauziyah; Syaiful Huda
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1603

Abstract

This study aims to describe communication in problem-based mathematics learning through TBLA and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA). This type of research is descriptive exploratory research with a qualitative approach. The subjects of this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students. The supporting instruments in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it can be seen that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.
Critical Thinking Analysis of Students in Problem Based Mathematics Learning through TBLA Siti Maghfirotun Nikmah; Nur Fauziyah; Syaiful Huda
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1604

Abstract

Mathematics is related to numbers and formulas, as well as its abstract nature. So that understanding it is not by memorizing. It requires the ability to solve mathematical problems. In solving mathematical problems it requires critical thinking skills. Problem based learning is the right way to train students to think critically, so problem-based learning according to the purpose of improving critical thinking. To find out problem based learning is able to improve students' critical thinking skills, the Transcript Based Lesson Analysis (TBLA) learning analysis method is used. This research is an exploratory qualitative research that aims to describe critical thinking and tendencies in problem-based mathematics learning using TBLA for students in class VIII-D at SMP Negeri 1 Gresik. The supporting instrumens in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it appears that students are active in communicating with other students, only occasionally asking the teacher about things that need more explanation. Likewise, the results of the TBLA analysis based on categorization show that students have critical thinking skills, namely students can show 6 critical thinking indicators in this study, namely focus, reason, inference, situation, clarity and overview.
Effects of Computer Animations on Students' Geometrical Mathematics Misconceptions in Secondary Schools, Kitui County, Kenya Simon Warui Mwangi; Bernard Nyingi Githua; Johnson M. Changeiywo
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1661

Abstract

Children come across mathematics before they start schooling. From infancy to secondary, they develop mathematical concept formation skills and hold misconceptions. Learning mathematics concepts is spiral in nature, with one level affecting later learning. Poor performance in mathematics is traceable back to Mathematics Misconceptions held by students at an early age. Animations has been used in Symmetry and Matrices with a remarkable reduction of students’ misconceptions. Their use in photoelectric effect in physics signifipppppcantly reduced students’ misconceptions. This study inquired into the effects of computer animations on geometrical misconceptions. The constructivist theory of learning guided the study where prior knowledge in geometry was used to build geometrical concepts from day to-day life experiences. The study employed Solomon-Four Group Design with experimental and control categories having two groups each. The four groups for the study were purposively chosen. 112 boys and 95 girls participated in the research. MAT (Mathematics Achievement Test) adopted from past KCSE (Kenya Certificate of Secondary Education) questions were used to find the misconceptions held by students. The instrument was pilot-tested and resulted in a reliability coefficient of 0.8826 using the KR-20 formula. Pre-testing was done to the control and an experimental group before intervention, and all the four groups sat for a Post-test. ANOVA and t-test were applied in the testing of the hypothesis at a 0.05 level of confidence. With the use of Animation, a reduction of students’ mathematical misconceptions was observed. The performance of boys and girls after exposure to animations were noted to be significantly the same. The findings may help stakeholders in Mathematics Education.
Analysis of Mathematical Literacy Ability of Students in terms of Visual Learning Styles and Gender Differences Dian Ulfa Sari; Deti Sri Rahayu
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1459

Abstract

The aim of this study was to determine the mathematical literacy skills of grade VIII students (male and female) based on visual learning styles at SMP Negeri (State Middle School) 2 Kendari. This study used an exploratory method with a qualitative approach. Results of the study indicated that: (1) as seen from solving problems related to quantity content aspect, female students with a visual learning style had not been able to pass the stage of using mathematical tools; on space and shape content aspect they were able to pass all stages; meanwhile on change and relationships content aspect the female students were also able to pass all stages. (2) seen from quantity content aspect to solve problem, male students with a visual learning style had not been able to pass the stages of formulating and planning strategies as well as using mathematical tools; on space and shape content aspect they were able to pass all stages; and on change and relationship content aspect, the male students were able to pass all stages.Female students with visual learning styles have not been able to go through one stage, namely the stage of using mathematical tools. While male students with a visual learning style have not gone through two stages, namely te stage of formulating and planning strategies then the stage of using mathematical tools.
Development Evaluation Tool Two Tier Multiple Choice Using Wondershare Quiz Creator to Identify Mathematical Connection Sri Ayu Lestari; Irwani Zawawi; Fatimatul Khikmiyah; Nur Fauziyah
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1607

Abstract

The research objective is to develop an evaluation tool two tier multiple choice using the wondershare quiz creator to identify students mathematical connection capabilities. The research model uses ADDIE. The test subjects in the study were class VII-D of Islamic Qon Middle School. The research instruments used were interview sheets, validation sheets, test instruments, and questionnaires. Data analysis techniques were carried out quantitatively and qualitatively. The results are: (1) the evaluation tool is feasible because it meets 2 valid and effective criteria. Valid criteria based on the assessment of media experts 94% (very feasible), and 80% material experts (feasible). Effective criteria are seen from the response of students and the quality of the items. The results of the students' responses were 82% (very interesting). While the quality of the items, the validity test contained 1 invalid question. Reliability test, there is 1 unreliable question. The difficulty level test has 7 moderate questions, 3 easy questions, and there are no difficult questions. The distinguishing power test contained 2 very good questions, 6 good questions, 2 enough questions, and not in the bad category. There were 11 distractors at the first level and 6 at the second level who were selected from all students. (2) The percentage of mathematical connections is very high 39.3%, high percentage 46.4%, moderate percentage 3.6%, low percentage 3.6%, and very low percentage 7.1%.
Student Comprehension of The Concept of a Geometrical Figure: The Case of Straight Lines and Parallel Line Patrick Tchonang Youkap
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1408

Abstract

The objective of this paper is to identify some student’s conceptions of the straight line and two parallel lines. This will allow us to evaluate the distance that exists between their conceptions and the theory of these concepts. In doing so, we analyzed the students’ answers to a questionnaire: the questionnaire concerned the explication of the straight line and two parallel lines. The results indicate that the students have difficulties to produce an acceptable definition of a straight line and two parallel lines. They have difficulties to find appropriate terms to express their comprehension of these concepts. The definitions they produce are ambiguous and seem to be related to the drawings they have encountered in the classroom. Their answers indicate that their comprehension on the straight line and two parallel lines seem to be in conflict with the theory of these concepts.
Mathematical Problem Solving Ability in Cooperative Learning Type Student Teams Achievement Division (STAD) Chairuddin Chairuddin; Farman Farman
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1669

Abstract

This study aims to describe the mathematical problem solving ability of class IX students of SMP Negeri 1 Kolaka. The type of research used in this research is descriptive with a qualitative approach. The subjects of this study consisted of 25 students of class IXD SMP Negeri 1 Kolaka. The instruments in this study were a test of problem-solving skills and an observation sheet. The test questions for the ability to solve mathematical problems are in the form of a description test consisting of 5 questions. The observation sheet consists of teacher and student observation sheets which are arranged based on the application of STAD type cooperative learning. The data analysis technique in this study uses the Miles Huberman model which consists of data reduction, data presentation and conclusion drawing. The results showed that (1) the average mathematical problem solving ability of students taught by the STAD type cooperative learning model consisting of 25 students showed a mean value of 70, variance 82.82, and standard deviation 9.10. The average indicates that the problem-solving ability is in the good category. (2) The average percentage of teacher activity is 79.56% who are in the active category, while the average percentage of student activity is 76.67% who are in the active category. Thus, it can be concluded that STAD learning activities can facilitate the achievement of students' problem solving abilities.
The Effect of Self Regulated Learning on Learning Outcomes of Mathematics Education Students in Online Lectures Fitriyani Hali
JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1665

Abstract

Self Regulated Learning during online lectures plays a very important role in the success of student learning. Activities to determine the effect of Self Regulated Learning on student educational professional learning outcomes is the purpose of this study. The research method used in this study is a survey method using simple linear regression analysis. The sample was obtained using a saturated sample, namely the entire population of 25 students of the mathematics education study program at Ninebelas November Kolaka University in the odd semester of the 2020/2021 academic year. Data collection was carried out by providing self regulated learning questionnaires and essay tests on learning outcomes of the educational profession. Data analysis was carried out using the SPSS program consisting of descriptive analysis analysis, classical assumption test and research hypothesis testing. Classical assumption test in the form of normality test and linearity test. The conclusion of the research that has been carried out is that there is a significant positive effect between self regulated learning on the learning outcomes of the educational profession in students of the mathematics education study program. The large contribution of self regulated learning to the learning outcomes of the educational profession is 23.5% and 76.5% is contributed by variables other than self regulated learning.

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