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.
Articles
150 Documents
<![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.]]>
<![CDATA[Promoting Self-Reflection Over Re-Teaching: Addressing Students’ Misconceptions With ‘My Favorite No’ ]]>
<![CDATA[Joanne Caniglia]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1230
<![CDATA[Misconceptions are an important aspect of learning and teaching mathematics. What are effective ways for teachers to confront misconceptions and prevent their reoccurrence? This mixed-methods study examined instrumental and conceptual understandings of students’ errors, mistakes, and misconceptions in a 7th grade mathematics classroom utilizing the ‘My Favorite No’ strategy. Fifty-five students from a Midwest middle school were divided into two groups with similar abilities, with one group confronting misconceptions using the ‘My Favorite No” strategy while the other group received information about a potential error directly from a teacher. A brief survey of questions followed for students in the “My Favorite No’ class. One group was concerned with conceptual understanding and making connections, and able to solve similar problems. In the second group, students improved from pretests, yet did not improve as much as students using ‘My Favorite No.’ Thus, teachers are encouraged to consider using “My Favorite No” a strategy where students are in an environment in which they discover their errors and believe in the value of making a mistake.]]>
<![CDATA[Validation of A Critical Thinking Test in Mathematics for Senior High School ]]>
<![CDATA[Ma. Rachel Kim L. Aure]]>;
<![CDATA[Enriqueta D. Reston]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1232
<![CDATA[Critical thinking equips a person with the competencies needed and develops the power of the mind extensively. The development of critical thinking is known as an essential goal in educational systems. However, the assessment of critical thinking is not an easy feat. This study validated the critical thinking skills test in mathematics for senior high school students based on a model of critical thinking skills and learning areas of the K to 12 Mathematics Curriculum. The instrument validation process to 902 respondents through cluster sampling from different senior high schools. With an initial 45 items on three dimensions of critical thinking, the test's final form consisted of only 30 items after the items were screened based on the validation process. The content validation was carried out through an expert examination of the items and a comparison of the test results developed with Cornell's critical thinking for criterion-related validity evidence (r = 0.299, p < 0.01). Construct validation by factor analysis, and results generated 13 factors accounting for 58.51% of the variance. These results indicated that the developed mathematics critical thinking test measured other than the specified critical thinking skills model used. The developed test may try to assess students' critical thinking in the context of mathematics. Furthermore, this may contribute to promoting teaching and assessment strategies gears towards the development of students' mathematical critical thinking.]]>
<![CDATA[Card Game Method to Improve the Number of Counting Operations of Elementary School Students in Buru District ]]>
<![CDATA[M. Yusran Zakaria]]>;
<![CDATA[Irma Magfirah]]>;
<![CDATA[Nur Fadhilah Amir]]>;
<![CDATA[Taufik Taufik]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1298
<![CDATA[This research aims to describe the counting operation capabilities of grade II elementary school students with card game methods. This type of research is classroom action research with Kemmis and Mc Taggart models. The research was conducted at public elementary school (Sekolah Dasar Negeri or “SDN”) 1 Teluk Kaiely, SDN 1 Lilialy, and SDN 3 Namlea. Data is collected with tests and observations. Furthermore, the data is analyzed with qualitative and quantitative techniques. The results showed that by using the card game method, the ability to calculate the grade II elementary school students improved from the beginning of the pre-cycle to cycle II. The average value in pre-cycle is 65 with the percentage of 42%. The average value increases to 66, with a percentage of 58%. The average score increased to 78 with the percentage of 81% reach the cut of score in cycle II]]>
<![CDATA[Supporting the Emergence of Mathematical Knowledge through Problem Posing ]]>
<![CDATA[Simone Passarella]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1259
<![CDATA[Problem posing represents a valuable strategy to create a bridge between mathematics classroom activities and everyday-life experiences. Despite the value of problem posing activities as opportunities for measuring students’ mathematical learning outcomes, more research is needed in investigating if and how problem posing could support the introduction of new mathematical knowledge promoting the development of mathematical concepts. The aim of this paper is to start investigating how problem posing can extend students’ mathematical knowledge. After having introduced the notion of emergent problem posing, some results from a teaching experiment conducted in a primary school class are reported. The design of the teaching experiment was explicated through the development of the three components of a Hypothetical Learning Trajectory: learning goal; hypothetical learning process; learning activities. Results from the study indicate that semi-structured problem posing activities that start from a suitable artifact could support the emergence of new mathematical knowledge, supporting students’ in re-inventing mathematical strategies to solve problems posed by themselves. However, further research is necessary, especially in: supporting the notion of emergent problem posing with more teaching experiments; investigating the role of different artifacts in supporting the process of emergent problem-posing; evaluating which characteristics an artifact should have in order to support the process of emergent problem posing; examining possible relations between students’ abilities and emergent problem posing performances]]>
<![CDATA[The Effect of Direct Instruction and Interactive Instructional Videos on Learning Effectiveness and Efficiency in Mathematics Education ]]>
<![CDATA[Andreas M. Zendler]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1137
<![CDATA[This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a sig nificant result in the digitization of instructional methods.]]>
