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Ijarme
Published by Papanda Publisher
ISSN : -     EISSN : 3025616X     DOI : https://doi.org/10.56916/ijr.v1i1.456
Core Subject : Education,
Mathematics
The International Journal of Advanced Research in Mathematics Education (IJARME) is a peer-reviewed open-access journal established to disseminate advanced knowledge in the theory and application of mathematics education. The journal is committed to maintaining high academic standards by ensuring that all submitted manuscripts undergo an initial editorial screening followed by a rigorous double-blind peer-review process involving at least two reviewers. IJARME publishes high-quality original research articles derived from empirical and theoretical studies in mathematics education. The journal seeks to represent the diversity of research topics and methodological approaches within the field, encompassing quantitative, qualitative, mixed methods, and alternative paradigms. The scope of the journal includes, but is not limited to, methodological innovations, pedagogical and didactical strategies, as well as political and socio-cultural dimensions of mathematics teaching and learning across educational levels. IJARME serves as a platform for scholars, educators, and practitioners to exchange ideas and findings that contribute to the development of theory, policy, and practice in mathematics education globally.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 2 No 2 (2024)" : 5 Documents clear
Exploring Students’ Learning Obstacles in Understanding Rational and Irrational Numbers: A Qualitative Study Diana, Nanang
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2279

Abstract

This study aims to identify and analyze the learning obstacles encountered by students in understanding the concepts of rational and irrational numbers. Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving eighth-grade students at a junior high school. The findings reveal three predominant types of obstacles: epistemological, ontogenic, and didactical. Epistemological obstacles are evident in students’ misconceptions regarding irrational numbers, particularly in interpreting them as recurring decimals. Ontogenic obstacles stem from students’ limited prior experiences, especially in connecting fractional concepts with square roots. Meanwhile, didactical obstacles relate to instructional approaches that fail to bridge students’ conceptual understanding. These findings underscore the need for learning designs that align with students’ cognitive structures and incorporate visual representations to facilitate comprehension of rational and irrational number concepts. The study recommends the adoption of constructivist-based instructional strategies to minimize such learning obstacles.
Critical Thinking in Geometry: An Analysis of Eighth-Graders Solving Quadrilateral Problems Fitriyani, Cantika; Khoirunissa, Khoirunissa; Pujianti, Amelia
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2466

Abstract

This study investigates the critical thinking skills of eighth-grade students in solving quadrilateral problems in mathematics. A qualitative descriptive approach was employed, with three students selected purposively to represent high, medium, and low levels of critical thinking. Data were collected through written tests and semi-structured interviews and analysed using the Miles and Huberman interactive model, which includes data collection, reduction, display, and verification. The findings reveal significant variation in students’ critical thinking abilities. Students with high critical thinking skills demonstrated proficiency in interpretation, analysis, evaluation, and inference, providing accurate solutions to problems and logical conclusions. Medium-level students performed well in interpretation, analysis, and evaluation but partially lacked in inference. Students with low critical thinking skills struggled across all indicators, resulting in incomplete or incorrect solutions to problems. These findings underscore the importance of integrating instructional strategies that promote all dimensions of critical thinking in mathematics learning.
The effectiveness of open-ended worksheet-based learning in exponential material to enhance middle school students’ mathematical conceptual understanding Amelia, Rosa; Nurlaela, Nurlaela
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2467

Abstract

This study investigates the effectiveness of open-ended LKPD (Lembar Kerja Peserta Didik) on the topic of exponents in enhancing the mathematical conceptual understanding of middle school students. The research employed a pre-experimental design using the One-Group Pretest-Posttest Design. This design was chosen because the study involved a single experimental group, and the comparison was made between students’ pre-test and post-test scores. Data analysis using the t-test revealed a t-count of 7.741. At a significance level of 5%, the t table value was 1.711, indicating that t count ≥ t table (7.741 ≥ 1.711). Based on hypothesis testing, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. These results suggest that the use of open-ended LKPD significantly improves students’ ability to solve mathematical problems related to exponents. The findings imply that incorporating open-ended worksheets in mathematics instruction can effectively enhance students’ conceptual understanding and problem-solving skills.
Mapping research trajectories on didactics and praxeology in mathematics education: A bibliometric analysis Nurhaeni, Puput Indiriyani; Ismayanti, Syifa; Utami, Wulan Putri; Hartanto, Ahmad Iqbal
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2523

Abstract

This study presents a bibliometric analysis of research on didactics and praxeology in mathematics education between 2007 and 2024. Drawing on 312 Scopus-indexed publications, the analysis maps publication trends, citation performance, thematic clusters, and country-level contributions. Findings reveal three phases of research development: early epistemological debates (2007–2012), expansion into teacher education and professional development (2013–2018), and a recent focus on didactical design, learning obstacles, and cultural relevance (2019–2024). Citation indicators highlight foundational works by Chevallard, Straesser, and Winsløw, alongside emerging contributions linking theory to classroom practice. Thematic cluster analysis identifies four main domains: didactic foundations, teacher education, learning processes, and equity in mathematics education. Geographically, Europe remains the intellectual hub, but growing contributions from Indonesia, Brazil, and South Africa signal increasing global diffusion. The study concludes that didactics and praxeology have evolved into a legitimate and dynamic research domain that bridges theoretical discourse with practical applications, offering implications for researchers, teacher educators, policymakers, and classroom practice
An analysis of students’ learning difficulties in solving plane geometry problems among seventh-grade students Andini, Ina; Cahyaningsih, Ujiati
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2657

Abstract

This study aims to analyze the types and causes of learning difficulties among seventh-grade students in solving problems related to plane geometry. The research specifically focuses on identifying challenges in three major dimensions of mathematical learning: conceptual understanding, application of mathematical principles, and problem-solving skills. A descriptive qualitative method was employed to explore students’ learning behaviors and errors in depth. The participants consisted of three seventh-grade students from SMP Negeri 3 Sungai Ambawang, selected through purposive sampling to represent high, medium, and low academic ability groups. Data were collected through open-ended written tests on plane geometry (covering perimeter, area, and real-life applications of two-dimensional shapes) and semi-structured interviews designed to probe students’ reasoning and sources of error. The collected data were analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing, supported by data triangulation to enhance validity. The results reveal three dominant categories of learning difficulties: (1) conceptual misunderstanding, such as misinterpreting formulas for area and perimeter; (2) procedural inaccuracy, including misapplication of principles and arithmetic errors; and (3) problem-solving challenges, particularly in multi-step reasoning and contextual interpretation. These findings demonstrate that students’ errors are interconnected—conceptual weaknesses often trigger procedural and strategic failures. The study concludes that improving students’ geometry achievement requires integrated instructional strategies emphasizing conceptual clarity, contextualized learning, and guided problem-solving practice. Such approaches can enhance students’ reasoning, visualization, and confidence in mathematics learning.

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