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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 17 Documents
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Search results for , issue "Vol. 8 No. 2 (2023): JME" : 17 Documents clear
ANALYZING STUDENTS' ABILITIES AS PROSPECTIVE TEACHERS OF MATHEMATICS IN CONSTRUCTING PROOFS Soffil Widadah; Dwi Juniati
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1952

Abstract

Mathematical proof demands accuracy and precision in formulating correct and logical arguments. Students need to develop their ability to produce accurate and precise proofs. This study aims to analyze the ability of prospective mathematics teachers in constructing geometry and algebraic proofs. The research subjects were 8 prospective mathematics teacher students, four male and four female. This descriptive qualitative research begins with giving tests to research subjects, and then we conduct interviews. The results showed that male students were better at compiling geometry than algebraic proofs. At the same time, female students are better at compiling algebraic proofs than in geometry. This result is due to the spatial ability of men better than women. When compiling geometry proofs, apply procedural, syntactic, and semantic proofs. When compiling algebraic proofs, only apply procedural proofs. Female students, when compiling geometry proofs, only apply procedural proofs. When compiling algebraic proofs, they apply procedural proofs and syntactic proofs.
ANALYSIS OF CRITICAL THINKING OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING ASSESSMENT PROBLEMS Dewi Sukriah; Dwi Juniati
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1956

Abstract

Professional teacher candidates must have several competencies, including pedagogical competence. This competency is essential to understand the characteristics of students in various aspects. Simple qualitative descriptive research that describes the critical thinking skills of prospective mathematics teachers based on the percentage of achievement of critical thinking skills test results. We researched 6th-semester students of the Mathematics Education Study Program consisting of 35 students. The research instrument used critical thinking skills test questions consisting of 5 questions prepared based onindicators of critical thinking skills: identifying and interpreting, analyzing, evaluating, connecting, and solving problems. Data analysis used a percentage system. The results showed that the critical thinking skills of prospective mathematics teachers had a total average of 70% in the high category. This result is supported by the percentage of critical thinking skills in eachindicator: interpreting and identifying indicators by 85%, analyzing indicators by 70%, connecting indicators by 82.14%, problem-solving indicators by 20%, and evaluating indicators by 92.86%. The results of the percentage classified by gender show that the ability of female prospective mathematics teachers to think critically on each indicator is better than that of male prospective mathematics teachers.
The Effect of Ms. Teams on Math Learning Motivation and Its Implications for HOTS Skills Hanif Jauhar Noor; Arief Agoestanto
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1971

Abstract

The ability to think in a higher order is one of the essential abilities because every concept in mathematics is interconnected. This study aims to analyze the improvement of students' higher-order thinking skills and motivation to learn mathematics. The type of research is a combination (mixed methods) with a sequential explanatory design. The sampling technique uses cluster random sampling technique. The sample of this study was class XI IPS 4 (experiment) and XI IPS 3 (control) SMAN 3 Cirebon Instrument. This study used tests, questionnaires of motivation to learn mathematics, observation sheets of learning implementation, and data analysis techniques. The results of this study were (1) the acquisition of tests using the experimental and control class N-Gain test was 0.67 and 0.43, (2) student learning motivation in the experimental and control classes was in a suitable category, (3) the results of the student mathematics learning motivation questionnaire obtained anaverage initial percentage of 67.470% to 76.405% and, (4) for the percentage of observation results of the average learning implementation of 89%. This study concludes that student learning motivation in the Microsoft Teamsassisted blendedlearning model can positively improve students' higher-order thinking skills.
MATHEMATICS CONNECTION VIEWED FROM ADVERSITY QUOTIENT IN LMS ASSISTED PROBLEM BASED LEARNING IN SMA Lilik Supono; Arief Agoestanto
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1977

Abstract

The connection between mathematics and adversity quotient (AQ) is vital in a person's ability to make decisions to solve problems in life. The problem-based learning (PBL) model, assisted by the learning management system (LMS), utilizes technology combining PBL models and LMSassisted learning. This study aims to (1) examine the effectiveness of LMS assisted PBL in improving high school students' mathematical connection skills and (2) examine the effect of AQ on students' mathematical connection abilities in LMS-assisted PBL learning. This type of research is a mixed-method research with a sequential explanatory design with a more significant quantitative portion than the qualitative one. The population ofthis study was class XI students of SMA N 1 Ungaran, Semarang Regency. The research sample was taken using a simple random sampling technique. Qualitative data was taken based on the students' AQ. Quantitative data analysis techniques with parametric statistics include average, classical completeness, and regression tests—qualitative data analysis techniquesusing data reduction, presentation, and conclusion. The results showed that (1) LMS-assisted PBL learning was effective in increasing students' mathematical connections, and (2) AQ had an influence on students' mathematical connection abilities in LMS-assisted PBL learning.
MATHEMATICAL REPRESENTATIONS BASED ON FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES Juliat Hadi Sobirin; Yayan Eryk Setiawan; Surya Sari Faradiba
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1981

Abstract

ABSTRACT Mathematical representation ability is essential for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitativeapproach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and fieldindependent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can be represented with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, the teacher can plan a differentiated lesson in the learning process by paying attention to the differences in students' cognitive styles.
ANALYSIS OF STUDENTS MATHEMATICAL LITERACY ABILITY IN SOLVING PISA PROBLEMS IN TERMS OF STUDENT LEARNING INDEPENDENCE Cici Ayu Chintya; Sehatta Saragih; Nahor Murani Hutapea
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1960

Abstract

Mathematical literacy skills are one of the essential aspects that students need to master because, through this ability, they can solve problems in everyday life. Providing Programme for International Student Assessment (PISA) questions is one of the teachers' efforts to develop students' mathematical literacy skills. This study aims to describe the observed mathematical literacy ability of students learning independence and analyze the difficulties experienced by students in solving PISA problems. The study subjects consisted of 20 students of SMPN 02 Siak Hulu. The research method used is descriptive. The research instrument is PISA test questions oriented to quantity content, learning independence questionnaires, and interviewguidelines. The data obtained is analyzed by reducing, presenting, and drawing conclusions. The result of this study is that students doing PISA questions are still experiencing difficulties. This difficulty occurs because students are unfamiliar with PISA model questions. They do not understand the meaning of the problem, do not understand the material in the problem, are confused about determining mathematical concepts, and cannot apply problem-solving strategies.
LITERACY AND NUMERACY SKILLS OF STUDENTS SD NEGERI BENER PEKALONGAN REGENCY BASED ON AKM IN 2021 Dewi Nurul Kamal; Sumardi Sumardi
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1973

Abstract

In 2021, the UN was abolished and then replaced with AKM. AKM aims to enable students to develop and actively participate in community life, including reading and mathematical literacy (numeracy). This research describes the literacy and numeracy skills of grade V students of SD Negeri Bener based on the results of an assessment-based minimum competencyassessment. This research uses qualitative methods. The research subjects used were the principal, class V teachers, grade V students, and the GLS Program Team of SD Negeri Bener, Wiradesa District, Pekalongan Regency, consistingof 8 people—data collection using in-depth interviews, observation, and documentation. The instruments of this study are recording devices and photo documentation. Data validity using triangulation and data analysis using interactive analysis models. Based on data analysis, it was found that students' literacy abilities based on the evaluation results in the AKM in November 2021 of 1.83 were included in the proficient category, which means that most students reached the minimum level of competence in literacy skills; this is evidenced that most grade V students can interpret indirect information in thetext and can draw conclusions from the text, As for students' numeracy ability of 1.63, included in the low category which means less than 50% of students achieve a minimum level of competence and less than 50% of students who can know, apply, count, and understand the concept of number domains; algebraic domains; geometry domain; Data and uncertainty domains.
PROFILE OF STUDENTS' METACOGNITIVE SKILLS IN SOLVING MATHEMATICAL PROBLEMS OF SMPN 3 PALU IN VIEW OF MATHEMATICAL ABILITY I Luh Restini; Pathuddin Pathuddin; Bakri Bakri; Sukayasa Sukayasa
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1970

Abstract

Understanding students' metacognitive skills in solving math problems concerning their mathematical abilities is crucial foridentifying the cognitive processes involved in problem-solving. This study investigates the metacognitive skills of SMPN 3 Palu students with varying mathematical abilities in problem-solving. It focuses on students in class VIIJ during the 2022/2023 academic year, individually analyzing one high-ability and one low-ability student. The research, descriptive in nature, employs qualitative methods using written assignments and interviews for data collection. This study's analysis involved condensing data, presenting findings, and drawing conclusions. The findings reveal distinct approaches between high and low mathematical ability subjects. High-ability students consistently apply all three metacognitive skills (planning, monitoring, and assessment) across each problem-solving stage. Conversely, low-ability students demonstrate a limited use of metacognitive skills. While they employ planning at each stage, during implementation and result review, they primarily engage in planning and monitoring, neglecting assessment. Ultimately, it underscores the critical role of metacognitive skills in mathematical problem-solving, highlighting differences in their application between students of varying mathematical abilities.
ANALYSIS OF MATHEMATICAL CONNECTION ABILITY IN SOLVING HOTS QUESTIONS ON ARITHMETIC SEQUENCE Sukmayanti Sukmayanti; Tegoeh S. Karniman; Muhammad Rizal; Muhammad Hasbi
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1972

Abstract

Mathematical connection ability needs to be analyzed so that teachers can get an overview of students' mathematical connection abilities and develop learning strategies to improve students' mathematical connection abilities. This study explores the mathematical connection abilities of class XI MAN 2 Kota Palu students in solving HOTS arithmetic sequence problems. The type of research is qualitative and uses student interview results as data. The results of this research show that mathematical connections high-ability students demonstrate strong connections between arithmetic series and algebra,exponents, and roots, and apply these concepts in real-life and economic contexts. Moderately skilled students link arithmetic sequences to algebra but struggle with economic connections. Low-ability students face challenges linking mathematical concepts, applying arithmetic series to daily life, and connecting it with economics. Understanding these abilities helps teachers tailor strategies to enhance students' mathematical connections, aiding their problem-solving skills.
DIFFERENCES IN STUDENTS' MATHEMATICS LEARNING OUTCOMES BETWEEN OFFLINE AND ONLINE LEARNING AT SMP NEGERI 2 PALU Rifka Rifka; Muh. Rizal; Muhammad Hasbi; Welly M.
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1962

Abstract

This research aims to determine whether there are differences in student mathematics learning outcomes between offline and online learning at SMP Negeri 2 Palu. The research used a comparative method with a population of all students in class VIII, totalling 332 students. The sample was class VIII students who did offline and online learning, with different samples but the same abilities. The sampling technique is Purposive Sampling. The researchers took 60 samples consisting of 30 students each from classes A and B. The data collection technique was carried out by taking the even semester midterm test scores for the 2021/2022 academic year obtained by students during online learning and the even semester midterm test scores for the 2022/2023 academic year obtained by students during offline learning, with the same subject matter, namely the Pythagorean theorem. Provided that the material taught is equivalent during offline and online learning and has the same academic abilities: (1). Mathematics learning outcomes obtained an average score of 64.13 and 68.27 (2). Sig value. (2-tailed) 0.187 > 0.05. This means that H0 is accepted, and Ha is rejected. So, the research results show no difference in student mathematicslearning outcomes between offline and online learning.

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