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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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ANALYSIS OF COLLEGE STUDENTS’ DIFFICULTIES IN MATHEMATICS EDUCATION OF THE CLASS 2013IN SEMBILANBELAS NOVEMBER UNIVERSITY INSOLVING THE PROBLEM OF ONE-WAY ANALYSIS OF VARIANCES(ONE WAY ANOVA)ON APPLIED STATISTICS COURSE Supratman Supratman; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 2 No. 2 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i.361

Abstract

Statistic is one of the branches of applied mathematical science developed by Karl Pearson (1857-1936). Applied statistic is the study of the application of statistical use. Many students think that applied statistic course are difficult, which can only masteredby smart students. Even the students’ anxiety arises every time they are dealing with the applied statistic course. This anxiety due to the acquisition of applied statistic value is generally lower compared to the acquisition of the other course’s value, it is seenthat many students who have not been able to solve the problem related to the analysis of one-way varience (One-Way Anova). This research is done to identify, recognize, analyze, then got a result of research about students’ difficulties in solving the problem of one-way variance analysis. Specifically the purpose of this study is to determine the difficulties that experienced by the students of mathematics education of sembilanbelas November University, Kolaka, in solving the problem of analysis of oneway variance inapplied statistic course, as well as the efforts that can be done to overcome these difficulties. To realize it in this research, the researcher use verifikatif qualitative design to describe the actual situation and verify it, this research tries todescribe the actual requirement for the learners of mathematics which of course through the requirement analysis process then verified in order to find an ideal learning design. This research will be conducted in scientific procedures in the academic realm. This research will be carried out at Sembilanbelas November University, kolaka, with active students of Teachers and Education Faculty on mathematics, alumni, and lecturer of Teacher and Education Faculty on mathematics study program will be chosen as informant with purposive sampling technique. In depth interview, unstructured observation, and dokumen analysis will be pplied as the technique of data collection in this research, while the instruments to be used in the data collection are semi-structured interview guides, observation sheets, and documents. In analyzing the data, the researcher uses content-analysis that systematically and objectively identifies a specific message characteristic. From the results obtained, that there are three types of mistakes made by the students, such as, there are ten students who make a conceptical mistake that is equal to 29,41%, twentytwo students or equal to 64,71% who make a mistake in principle, while those who make verbal errors as much as nineteen students or equal to 55,88%.
APPLYING EXIT SURVEY ANALYSIS IN ENSURING THE IMPROVING QUALITY OF ACADEMIC QUALITY Luki Yunita
JME (Journal of Mathematics Education) Vol. 2 No. 2 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i2.384

Abstract

Problems that become the study of this research is Exit Survey Analysis In Ensuring Quality Improvement of Academic Quality. This study aims to analyze the exit survey developed at UIN Syarif Hidayatullah Jakarta as part of the monitoring and evaluation efforts obtained from graduation students. Monitoring and evaluation conducted in this survey exit, thesis supervision, and  academic advisor. Analysis was done by considering four aspects of content, administration, analysis, and integration strategy. This research was conducted at UIN Syarif Hidayatullah Jakarta. The research was conducted from March to August 2016 at UIN Syarif Hidayatullah with respondents of the graduates from various faculties and study programs. The result of this research was: 1) Based on the content it can be seen that items in service survey, thesis supervision and academic advisor have medium reliability. This provides an opportunity for institutions to review the items that have not been done thoroughly and comprehensively, 2) Based on this online administration has several advantages such as the effectiveness of time, human resources and budget. Nevertheless, the potential weaknesses of the online system also need to be considered among them is the stability of the network and the system itself, 3) To provide a reading of data analysis results that are beneficial for service improvement, the exit survey data is analyzed using Rasch Model. It provides detailed analysis of items and respondents andmentors / advisers in detail, 4) integration strategies have great potential to have a significant impact on quality development efforts. Nevertheless, in this study the  integration strategy cannot be done considering the need for further steps such as thepublication of results to the leadership, the leadership commitment to the recommendations, as well as monitoring and evaluation of leadership commitments within the agreed timeframe.
IMPROVING THE STUDENTS’ MATHEMATICS LEARNING OUTCOMES THROUGHQUANTUM TEACHINGMETHOD Andi Mariani Ramlan
JME (Journal of Mathematics Education) Vol. 2 No. 1 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i1.258

Abstract

As educators must be professional in choosing strategies, learning methods and techniques in directing competent students, especially learning mathematics. Maximizing learning activities as one of the efforts of educators by using one of the learning methods as a tool to achieve the planned learning objectives, so that all the potentials of students in the end can optimize the results of learning mathematics. The formulation of the problem in this research is "Whether by using the method of learning Quantum Teaching on trigonometric basic competence can improve students' learning outcomes of grade X.3 SMA Negeri 1 Wundulako?" The procedures of this research are planning, action implementation, observation and evaluation, and reflection. Sources of data in this study are teachers of mathematics (teacher partners), observers and students. Type of data collected is quantitative data, in the form of student learning outcomes and qualitative data, namely the observation of teachers as researchers and students. Data collected, analyzed by using quantitative and qualitative analysis. The results showed that: (1) the average score of the students' mathematics learning outcomes in the first cycle was 60.13 with the standard deviation of 13.58 and was in the medium category. In cycle II obtained the average value of learning outcomes mathematics of 78.18 with standard deviation of 10.99 is in the high category; (2) the total number of students who completed the study 60.53% ie 23 of 38 students in the first cycle, to 94.74% or 36 of 38 students in cycle II and categorically completed classically; (3) Quantum Teaching learning method can also increase the spirit, motivation to succeed and enthusiasm of student at the time of learning, based on observation result of researcher, partner teacher and observer. From the results of this study can be concluded that with the implementation of learning methods Quantum Teaching on trigonometric basic competence can improve students' learning outcomes of grade X.3 SMA Negeri 1 Wundulako.
THE INFLUENCE OFINTELLECTUAL INTELLIGENCE AGAINST STUDENTS' ACHIEVEMENTINMATHEMATICS Fitriyani Hali; Muh. Iqbal Heryanto
JME (Journal of Mathematics Education) Vol. 2 No. 1 (2017): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i1.263

Abstract

This study aimed to determine: (1) the level of intellectual intelligence of students. (2) the level of student's mathematics learning achievement. (3) the presence or absence of significant influence of intellectual intelligence on student's mathematics learningachievement. This research was conducted on 12 April until 29 April 2013 which is located at SMP Negeri 2 Wundulako. The population in this study were all students of class VIII SMP Negeri 2 Wundulako Lesson Year 2012/2013 which amounted to 110people, where the samples used by researchers as much as 25% that is 28 people by using random sampling method. Data collection techniques for intellectual intelligence variables using intelligence test results, while for learning achievement variable using the value of report cards. Data analysis techniques used were statistical analysis and inferential statistical analysis. From the results of the study indicated that: (1) No students (0%) had intelligence on intelligent and very intelligent category, 1 student(3.75%) had intelligent intellectual intelligence, 5 students (17,86 %) had intelligent intellectual intelligence, 19 students (67.86%) had moderate intellectual intelligence, 1 student (3.57%) had average intellectual intelligence, 2 students (0% ) had less intellectual intelligence, and no students (0%) had very little intellectual intelligence; (2) The achievement of students' mathematics learning was in good category with the amount of 1 student (3,57%) had high learning achievement of math, 25 students (89,29%) got moderate learning achievement, 2 students 7.14%) got low mathematics learning achievement, and no students (0%) had very low mathematics learning achievement; (3). There was a significant influence between students' intellectual intelligence on mathematics learning achievement of students of grade VIII SMP Negeri 2 Wundulako.
THE EFFECTIVENESS OF LEARNING MODELS REALISTIC MATHEMATICS EDUCATION AND PROBLEM BASED LEARNING TOWARD MATHEMATICAL REASONING SKILLS AT STUDENTS OF JUNIOR HIGH SCHOOL Ahmad Rustam; Gemi Susanti
JME (Journal of Mathematics Education) Vol. 3 No. 1 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i1.534

Abstract

This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of gradeVIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at ? = 0,05 . Basedon the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematicalreasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is adifference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model;6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active.
Towards Flipped Learning in Upper Secondary Mathematics Education Robert Weinhandl; Zsolt Lavicza; Stefanie Schallert
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1114

Abstract

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.
Impact of Lesson Study on Motivation and Achievement in Mathematics of Malaysian Foundation Programme Students Hosseinali Gholami; Aida Suraya Md Yunus; Ahmad Fauzi Mohd Ayub; Nurzatulshima Kamarudin
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1179

Abstract

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.
The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan Der-Ching Yang
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1148

Abstract

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
Applying Cognitive Conflict Strategy to Develop Mathematical Critical Thinking Ability and Character of Students Luh Putu Arya Putri Adnyani
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1174

Abstract

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.
Analysis of Student Errors in Solving Trigonometry Problems Ully Hidayati
JME (Journal of Mathematics Education) Vol. 5 No. 1 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1181

Abstract

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.

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