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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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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.
Effect of Quantum Learning Model on Mathematics Learning Outcomes of Elementary School Students Ahmad Rustam; I Made Rai Murdana; Ashari Usman
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1722

Abstract

The background of this research is the low learning outcomes on the content of learning mathematics in fourth grade elementary school students. The purpose of this study was to determine the differences in learning outcomes of the quantum learning model and the conventional learning model. This type of research is a quasi-experimental nonequivalent control group design. The population of this research is the fourth grade students of SD Negeri 2 Mowila and SD Negeri 5 Mowila as many as 83 students. The sample of this research is the fourth grade students of SD Negeri 2 Mowila (57 students) as the experimental group and the fourth graders of SD Negeri 5 Mowila (26 students) as the control group. The research findings indicate that the quantum learning model has an effect on students' mathematics learning outcomes. This is indicated by the results of the one sample t-test with sig. (2-tailed) of 0.00 (p 0.05). The effect of quantum learning model on mathematics learning outcomes with independent sample t-test test with sig value. (2-tailed) of 0.008 0.05.
Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes FARMAN Farman; Nurlinda Sari; Marniati Marniati
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1742

Abstract

This study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX.A with 20 students as the class utilizing the CORE model and class IXB with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained tcount = 2.743 > ttable = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcomes.
HOW EASY TO MAKE AN ONLINE EVALUATION Akbar Nasrum
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1763

Abstract

The purpose of this study is to explain the procedure for making online questions using the jeruq.com website and describe the advantages and disadvantages of the question maker website. This research is a qualitative descriptive study. The instruments used in collecting data were exam questions made using the jeruq.com website, interview guidelines, and most importantly the researchers themselves. Based on the results of trials and interviews conducted, several results were obtained including: (1) The fraud detector in the system has not functioned optimally, especially if the exam uses a smartphone. (2) In order for the conclusions in the item analysis to be more precise, the number of answer items in each item must be the same as the number in the system. The final conclusion obtained is that this website is very helpful for teachers or lecturers who want to make online exam questions quickly.
Self-Regulated Online Learning and Students’ Attitude as Predictors of Skill Proficiency Development in Mathematics Ken Clyde O. Longos; Rey M Regidor
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1738

Abstract

This study aimed to determine if self-regulated online learning and student’s attitude were predictors of skill proficiency development in Mathematics. 200 GE 4 students of UM North Campuses were the respondents of this research. The statistical tools used were Mean, Pearson-r, and Regression Analysis. Quantitative non-experimental research utilizing correlational technique with regression analysis was the research design of this paper. Results revealed high self-regulated online learning among GE 4 students in terms of metacognitive skill, time management, environmental structuring, persistence, and help seeking was high. The level of students’ attitude towards learning Mathematics yielded a descriptive equivalent of high confidence in Mathematics, the importance of Mathematics, and engagement in Mathematics. The level of skill proficiency development of the students in Mathematics yielded a high-level result in terms of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. There was a positive significant relationship between self-regulated online learning and students’ attitude to skill proficiency development in Mathematics. However, between the two independent variables, students’ attitude was the only predictor of skill proficiency development in Mathematics.
STUDENT'S ABILITY IN EXPLAINING THE CONCEPT OF SOLID FIGURE'S VOLUME REVIEWED FROM VISUALIZER VERBALIZER COGNITIVE STYLE Rohmah Indahwati; Fetty Nuritasari
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1733

Abstract

The purpose of this study was to describe student's ability to explain the concept of solid figure's volume reviewed from visualizer-verbalizer cognitive style using the Cognitive Style Test developed by Mendelson & Thorson. This study used a qualitative approach and the data collection technique was carried out by giving tests about the concept of solid figure's volume and interviews. The indicators used to measure students' ability to explain the concept of solid figure's volume are, (1) Providing information in accordance with mathematical concepts (2) Information systematically organized with the aim of showing a mathematical relationship (3) using and selecting procedures or operations certain exactly. The results showed that both visualizer subjects (SV) and verbalizer subjects (SB) were only able to fulfill the first indicator in explaining the concept, both of them just can mention the formula of pyramid's volume. Meanwhile, to explain the concept of ball's volume, SV does not meet the third indicator, SV did not use the right mathematical procedures or operations. Both subjects showed characteristics that matched their cognitive style, namely SV was more flexible in providing explanations through pictures and SB preferred to make explanations in the form of descriptions.
Assessment Of Pre-Service Teachers’ Perceived Usefulness, Ease of Use and Behavioural Intention to Use ICTs for Mathematics Instruction: A Case Study Olutayo Toyin Omole
JME (Journal of Mathematics Education) Vol. 7 No. 1 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i1.1729

Abstract

The need to enhance mathematics instruction through the use ICTs for improving the performance of students in the subject in Nigeria can no longer be paid lip service. ICTs have proven to be a veritable instrument that can actively engage and improve students’ mathematical learning experience. This study examined preservice teachers’ perceived usefulness, ease of use and behavioural intention to use ICTs for mathematics instruction in Nigeria. The study adopted a descriptive research design of a survey type and 315 students who enrolled in a college of education to become mathematics teachers were selected through a multi-stage sampling technique. Data was collected through a self-designed questionnaire and the generated data were analysed using frequency counts, simple percentages, mean and standard deviation. Results reveal among others that preservice teachers’ perception of the usefulness of ICTs to enhance mathematics instruction is very high. Equally, their perceived ease of use of ICTs for mathematics instruction is high. Power supply, lack of fast internet connection and high fees for internet access were perceived by the preservice teacher as the greatest challenge to the effective use of ICTs for mathematic instruction. The conclusion of the study was therefore drawn based on the results of the study

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