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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 150 Documents
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UNVEILING HIDDEN MISCONCEPTIONS: A NEW PERSPECTIVE ON FIRST-YEAR STUDENTS' ALGEBRAIC UNDERSTANDING Fadhila Kartika Sari; Alfiani Alfiani; Isbadar Nursit; Ukhti Raudhatul Jannah; Raju Raju
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2231

Abstract

This study aims to uncover and analyze hidden misconceptions in algebraic understanding among first-year students in the Mathematics Education Department at a private university in Malang. Conducted from January to March 2024, the research involves two first-year students as subjects. The first subject exhibits the misconception known as "illegal canceling," while the second subject demonstrates the "assumption of distributivity of exponents." Utilizing a qualitative research methodology, diagnostic interviews and problem-solving tasks were employed to identify and understand these misconceptions. Our findings indicate that these hidden misconceptions significantly hinder the students' ability to correctly solve algebraic problems and understand underlying concepts. For the first subject, the error in illegal canceling often led to incorrect simplifications, while the second subject's erroneous application of exponent rules resulted in fundamentally flawed solutions. By systematically categorizing these misconceptions, the study offers tailored instructional strategies to effectively address and correct them. This research highlights the critical need for early detection and targeted intervention in mathematical education. By providing a deeper insight into specific algebraic misunderstandings, the study suggests practical approaches for educators to enhance their teaching methodologies, ultimately improving students' overall algebra comprehension. The novelty of this research lies in its detailed focus on hidden misconceptions and the provision of actionable solutions, offering a fresh perspective on improving algebra education for first year university students.
ANALYSIS OF THE CREATIVE THINKING ABILITY OF PGSD STUDENTS IN OPEN-ENDED PROBLEM-BASED GEOMETRY LEARNING I Ketut Suastika; Yovita Puspasari; Sri Hariyani; Nurita Prima
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2282

Abstract

Thinking creatively is an important skill in education, especially for Primary School Teacher Education Study Program (PGSD) students. This ability is crucial for understanding concepts in depth and solving problems innovatively in learning mathematics, especially geometry. However, many students still show limitations in generating creative ideas, especially in the aspects of originality and elaboration. Therefore, this research aims to analyze the creative thinking abilities of PGSD students in open problem-based geometry learning, which gives students the freedom to explore various solutions to solving geometric problems. This research uses descriptive qualitative methods with data obtained through interviews, observation, and document analysis. Research informants include lecturers, PGSD students, heads of study programs, librarians, and the curriculum development team at STKIP PGRI Trenggalek. The research results show that the open problem-based learning method effectively improves students' fluency and flexibility. However, several obstacles still required more intensive guidance and supporting technology in originality and elaboration. With the right approach, this method can be a solution to optimize students' creative thinking abilities in learning geometry.
DEVELOPING OF E-LEARNING BASED MATHEMATICS LEARNING MODULES TO IMPROVE PROBLEM SOLVING SKILLS OF STUDENTS Vera Riyanti; Yuli Budhiarti; Iis Istika
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2288

Abstract

The availability of learning modules that are valid and easy for students to understand is essential for achieving educational objectives. Limited problem solving skills in the fundamental concepts of ordinary differential equations pose a significant challenge in the learning process. This research aims to enhance students' problem-solving abilities in the topic of ordinary differential equations through the development of a mathematics e-learning modules for students in the Mathematics Education Study Program. The research method employed is the ADDIE development model. Based on the research findings, the developed e-learning modules was validated by subject matter experts, yielding a score of 3.61, categorized as very good, while validation by media experts resulted in a score of 3.42, also categorized as very good. The evaluation from students regarding the e-learning modules received a score of 3.81, which falls into the very good category. Based on the assessment of quiz responses, the average score was 78.9, indicating an improvement in students' problem-solving abilities prior to using the e-learning modules, which had an average score of 59.8. It can be concluded that the e-learning modules on the concepts of ordinary differential equations is suitable for use in learning and can enhance students' problem-solving skills.
COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM Evi Novita Wulandari; Dwi Juniati; Siti Khabibah
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Abstract

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and teacher and students participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.
SYSTEMATIC LITERATURE REVIEW: MATHEMATICAL COMMUNICATION ABILITY THROUGH QUANTUM LEARNING MODEL BASED ON SELF EFFICACY Hanif Jauhar Noor; Arief Agoestanto
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1906

Abstract

Mathematical communication skills are fundamental skills in learning mathematics. Mathematical communication skills are also linked to self-efficacy. This study aimed to determine the improvement and relationship of students' mathematical communication skills using Quantum Learning and self-efficacy. This study used the Systematic Literature Review approach with the PRISMA method. The electronic literature search source used is Google Scholar through Publish or Perish 8, which collects 994 articles, using national and international articles published from 2018-2023, indexed by Sinta 1-4 and indexedby Scopus, categorized as proceedings and journal articles, has full access and is classified as a field of mathematics education. The results showed that self-efficacy affects mathematical communication skills and Quantum learning models, and there is a relationship between self-efficacy and mathematical communication skills with Quantum learning models.
SYSTEMATIC LITERATURE REVIEW: MATHEMATICAL CONNECTIONS THROUGH PROBLEMBASED LEARNING IN TERMS OF ADVERSITY QUOTIENT Lilik Supono; Arief Agoestanto
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1922

Abstract

Mathematical connection is a skill needed to understand mathematical concepts and relate them to formulas taught, once taught, applied in other subjects, and applied to the real world. Every student has differences in terms of mathematical connection ability. This is known as the Adversity Quotient (AQ). AQ is divided into three groups: Climbers, Campers, and Quitters. Apart from the AQ review, an appropriate learning model to improve students' mathematical connections is the Problem-Based Learning (PBL) model. PBL is a learning model related to everyday problems. This study aims to (1) determine the effect of AQ on mathematical connection skills in the PBL learning model and (2) determine the influence of AQ onmathematical connection skills. The discussion in this article uses the SLR (System Literature review) method searched from Google Scholar, Scimago Journal Rank, and Publish or Perish from 2013 to 2023. The results of this study get 22 relevant articles. Of the 24 articles studied, 14 concluded that mathematical connections are appropriate for PBL learning models, andeight concluded that AQ's effect on students' mathematical connections is proportional or directly proportional. Students with a good AQ will have good math connections.
THE ROLE OF MOODLE IN EDUCATION: A BIBLIOMETRIC REVIEW Akbar Nasrum; Made Subawo; Ully Hidayati
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1903

Abstract

Moodle is a trendy digital learning platform in education widely used to create online courses. Moodle's role in education is crucial because it provides many benefits, including facilitating distance learning, increasing student participation, increasing teaching efficiency, enabling easy assessment, enabling personalized teaching, and so on. There have been many studies onMoodle in the form of articles from year to year. Therefore, in this research, a bibliometric study will be carried out on the roles of Moodle in the world of education, mapping research results, looking at research trends, and looking for possible gaps that can still be studied more deeply. The method used in this research is a Systematic Literature Review using bibliometric analysis with the help of VoS Viewer. The study results show that Moodle is widely used to benefit learning in various fields, especially STEM. Moodle is generally used to digitize learning, including, in this case, the assessment and gamificationprocess in learning.
RELATIONSHIP BETWEEN STUDENT DIFFERENTIAL AND INTEGRAL CALCULUS LEARNING OUTCOMES TO STUDENT DIFFERENTIAL EQUATIONS LEARNING OUTCOMES R.H. Yanti Silitonga
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1910

Abstract

Differential and integral calculus courses are the foundations of mathematics that are important in understanding and applying differential equations. Students can take the Differential Equation course after graduating from theDifferential Calculus and Integral Calculus courses. This study aims to determine the relationship between understanding differential and integral calculus and students' learning outcomes of differential equations. The population in this study were all 2020 Pattimura University Teaching and Teacher Training Faculty Mathematics Education students who had takendifferential calculus, integral calculus, and differential equations courses, with a total sample of 33 people. The research method used is quantitative research with correlational methods. This study uses multiple regression analysis to findthe form and influence between the independent and dependent variables. Based on the results of the data analysis, it was concluded that there was a significant contribution between learning outcomes of differential calculus on learning outcomes of differential equations seen in the relative contribution of learning outcomes of differential calculus on learning outcomes of differential equations based on the calculation results obtained 56.45% while the relative contribution of learning outcomes of integral calculus 43 .54% of the learning outcomes of differential equations. So it shows a significant influence betweenlearning outcomes of differential and integral calculus on learning outcomes of differential equations.
BASIC ALGEBRA ABILITY ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS WITH THE RASCH MODEL APPROACH Ahmad Rustam; Deni Iriyadi; Waode Ekadayanti; Ahmad Ahmad; Sasmin Sasmin
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1908

Abstract

The purpose of this study was to determine students' basic algebraic abilities based on the analysis of the items (items) and the analysis of students' abilities (person) using the Rasch modeling. The instrument used was a test instrument in the form of multiple choices about algebraic material. This test was given to 662 students of class VIII and IX at SMP Negeri 5 Kendari. Data analysis was performed by RASCH modeling using the Winstep application.The results of the person analysis stated that the overall ability of the students was greater than the difficulty level of the questions. The basic Algebra ability possessed by all students are higher than the difficulty level of all the algebra questions tested. This shows that the consistency of students' answers in solving multiple choice questions on algebraic material according to the level of difficulty is strong or good, but the quality of the items used in collecting data on students' algebraic abilities is of moderate quality.
MATH PICTURE STORY MEDIA: ITS IMPLEMENTATION ON LEARNING OUTCOMES AND MOTIVATION OF ELEMENTARY SCHOOL STUDENTS Marlin Blandy Mananggel; Widya Putri Ramdhani
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1911

Abstract

This study aims to find the effect of mathematics picture story media on elementary school students' learning outcomes and motivation. This research is a pseudo-experimental research with a post-test-only control group design. Samples were taken randomly from two elementary schools in Saparua District, namely 20 students of SDN 318 Central Maluku (experimentalclass) and 20 students of SD Kristen Tiouw (control class), with a total sample of 40 students. The research instruments used were the learning outcomes test and motivation questionnaire. The data were normally distributed and homogeneous based on the normality and homogeneity test results. The data obtained were analyzed using a t-test with a t-value of 3.429> 2.864 t table and sign. 0.020 (?< 0,05). The analysis results showed a significant difference in the mathematics learning outcomes of students taught with and without picture story media. At the same time, there is no difference in the learning motivation of students taught with and without picture story media. So there is a significant influence of picture story mediaon mathematics learning outcomes and student motivation. Another factor that affects student motivation is creating fun learning.

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