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Eduma : Mathematics Education Learning and Teaching
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 20863918     EISSN : 25025309     DOI : https://doi.org/10.24235/eduma
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EduMa Mathematics Education Learning and Teaching ISSN 2502 5309 electronic ISSN 2086 3918 print is a peer reviewed journal dedicated to the dissemination of research outcomes developmental initiatives studies and innovative ideas in the field of Mathematics Education. EduMa is an open platform welcoming researchers academics practitioners and observers of mathematics education. The journal promotes high quality research and scholarly contributions that advance Mathematics Education. Focus EduMa publishes cutting edge research in mathematics education with emphasis on student learning innovative use of media and multimedia effective didactic design curriculum development assessment teacher professional development and practical applications of mathematics. Particular attention is given to the context of Indonesia and Southeast Asia including regional challenges solutions and best practices that can inform mathematics education globally. Scope Research on effective mathematics teaching and learning strategies Development of mathematics teaching materials and learning resources Development and evaluation of mathematics education curricula Application of statistical methods in mathematics education research Technological innovation and multimedia based learning in mathematics Assessment and evaluation of mathematics learning outcomes Professional development in mathematics education Practical applications of mathematics in various contexts
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Articles 10 Documents
 1 
Search results for , issue "vol. 11 no. 2 (2022)" : 10 Documents clear
Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles Mohamad Gilar Jatisunda; Dede Salim Nahdi; Ujiati Cahyaningsih; Dela Rohimatunnisa
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9277

Abstract

It is the role of teachers to increase the quality of learning. When the instructor wants to increase the quality of learning, reflective practice is an option. However, instructors' current practice of learning reflection is based only on classroom action research and is primarily concerned with enhancing learning models rather than paying attention to student replies. As a result, prospective mathematics teachers must be able to engage in reflection techniques based on didactical design research that emphasizes student reactions. This study employs a descriptive qualitative technique, with the subjects being Mathematics Education students at the University of Majalengka who are enrolled in the Kapita Selekta Mathematics course. Students experience translating scientific, mathematical knowledge into mathematics ready to be taught in schools based on the study findings. Every step in the process of becoming a mathematics teacher has an impact on pedagogical content understanding
Analysis of Students' Errors in Solving the Least Common Multiple and Greatest Common Divisor Word Problems Ana Puji Lestari; Inti Nahdataeni S
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9324

Abstract

Students' ability to solve word problems has an essential role in learning mathematics. However, some junior high school students still have difficulty in solving word problems. The difficulties experienced by students cause errors when solving mathematical word problems. This qualitative study aims to analyze students' errors in solving the Least Common Multiple and Greatest Common Divisor word problems. Fifty-nine students of Integrated Islamic Junior High School Al-Fahmi in Palu were involved in this study. Two students were selected to participate in the interview process. The interview was conducted to obtain in-depth information about how students solve word problems and the types of errors experienced by students. Students' errors in solving word problems were analyzed based on Newman's theory. The errors experienced by students are comprehension errors, transformation errors, process skills errors, and encoding errors
Ethnomathematics Eksploration of The Traditional Game of Congklak Nurzahro Tusolihah; Muhamad Ali Misri; Indah Nursuprianah
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.10300

Abstract

Congklak is a traditional game that has a long history and contains philosophies in its development. The aim of this study is to explore congklak from ethnomathematics side so that they can know the cultural value of traditional congklak games and their connection to mathematics, describe the mathematical elements contained in congklak and to find out the role of congklak in mathematics learning. This research uses qualitative research approach with type of ethnographic research supported by literature research methods. Data collection techniques that researchers do use interviews, observations, documentation, and literatur studies. This research instrument is the researcher himself using recorder aids, cameras, and stationery. The results of ethnomathematic exploration in traditional congklak games are seen from the mathematical elements, namely there are arithmetic, geometry, graphs, and probability. Cultural elements in congklak are honesty (sportive), accuracy, patience, and sharing. Congklak in mathematic learning act as ethnomatematics-based learning media. The results of this study are as information for teachers to make congklak as a medium of mathematics learning both as conventional and digital games 
Factors Influencing Mathematics Learning: Path Analysis Anggun Badu Kusuma; Heri Retnawati
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.10514

Abstract

The factors that influence the learning of mathematics are very diverse. On this occasion, the focus is on gender, learning styles, learning independence, and motivation. These factors are fascinating because they always appear in learning and research themes. This study aimed to examine how the influence of these factors on learning achievement. This research is associational research which is a descriptive research methodology. The research subjects are 5th-semester students who take calculus courses, mathematics education study program, Universitas Muhammadiyah Purwokerto. The instruments used in this study were questionnaires and learning outcomes tests. To analyze the data used, LISREL (Linear Structural Relationship) software. The results showed that not all variables affect each other directly. Gender influences learning motivation. Learning style has an impact on learning motivation. Learning motivation affects learning independence. Learning independence influences learning achievement. Learning motivation influences learning achievement. If it is seen how they influence learning achievement, then learning motivation has the most significant impact compared to gender, learning style, and learning independence.
Modeling of Traffic Flow Schemes at Road Intersections in Pekanbaru City Using Compatible Graphs Sarbaini Sarbaini
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.10859

Abstract

Congestion is one of the few issues that has always been the center of attention at crossroads. One of them is at the intersection of Tuanku Tambusai, Nangka and Soekarno Hatta road. This congestion can be reduced by optimizing the duration of pauses at road intersections and collecting a compatible traffic flow when a red light occurs. The two traffic flows are said to be compatible if the two flows are running together without anyone crashing. A compatible graph is a graph that has two sets in which the object to be arranged is indicated by its points, and the corresponding pair of objects is indicated by its sides. This study obtained the optimal pause duration, which assumes a left turn following a red light for 75 seconds, by applying a compatible graph. Furthermore, the optimal duration of the pause assumes that the left turn does not follow the red light for 45 seconds. The pause duration is smaller than the duration now used on Soekarno Hatta Road, which is 115 seconds, using the assumption of following the red light to turn left. So obtained, the duration of the pause is much more optimal when compared to the duration of the pause used on the current Soekarno Hatta road
Bibliometric Analysis: Trend of ICT and RME Researches Edi Supriyadi; Jarnawi Afgani Dahlan; Darhim Darhim; Joseph Taban
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11023

Abstract

Research in both ICT and RME is expanding at a breakneck pace. The growth of research in engineering can be tracked by one type of analysis known as bibliometric analysis. This analysis can be used to identify the number of scholarly publications on ICT and RME. This study is of a quantitative and descriptive nature. Researchers are interested in examining the development of ICT and RME, as well as the distribution pattern of publications in Scopus, which is based on research affiliations, research themes, and scientific journals. For the goals of data analysis, reduction, visualization, and mapping, respectively, Bibliometrix R-tool and BiblioShiny were utilized throughout the course of this research. Scopus bibliometric study finds that between the years 1999 and 2022, there was a shift in the number of research articles that could be located in the Scopus online database that were associated with ICT and RME. The year 2020 was the year that this publication - Journal on Education and Information Technologies - reached its zenith. In terms of the quantity of documents generated, research in the fields of ICT  is dominated by writers from the Czech Republic and the Netherlands.
Students’ Error Analysis in Solving Word Problems in Exponential Number Topic Based on Newman’s Error Analysis (NEA) Theory Anita Ummu Hidayah; Sri Rejeki
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11123

Abstract

In mathematics, students usually experience errors in solving word problems. Previous studies found that students’ skills in solving word problems were not good enough. Therefore, exploring students’ errors to be a consideration in designing efforts to minimize these errors is necessary. This study aimed to describe the errors made by students in solving word problems in exponential numbers based on Newman’s theory. Based on Newman’s view, there are five stages of student error: reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. This research is a descriptive qualitative study involving grade nine with two students in each category, namely high, medium, and low levels of mathematics ability. The data collection was conducted through documentation and interview. The study’s data analysis involved data reduction, display, and conclusion drawing. Based on the data analysis, it could be concluded that: 1) students with high mathematical ability still committed errors in the transformation, process skill, and encoding stages, 2) students with moderate mathematical ability were still experiencing errors in the transformation, process skill, and encoding stages, but one of the subjects also made errors at the reading and comprehension stages, 3) students with the low mathematical ability experienced quite a lot of errors in solving the word problems, namely at the comprehension, transformation, process skill, and encoding stages but one of the subjects also made errors at the reading stage. These findings could be used as consideration in planning teaching and learning activities to minimize the occurrence of similar errors in students with various levels of mathematical ability.
The Effect of Learning Videos on Students' Mathematical Abilities: A Meta-Analysis Study Dinar Riaddin
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11463

Abstract

This study aims to determine the influence of learning videos on mathematical ability. The design used to test the research questions is a meta-analysis. Based on searches on the ERIC, SAGE, SpringerLink, and Google Scholar Databases, 28 measures of effect were found that met the specified inclusion criteria. Data analysis was carried out with the help of JASP 0.16.1.0 software. The results of the analysis showed that the use of learning video media had a major effect on mathematical ability when compared to conventional learning media (d = 1.12; p < 0.01). The results of the analysis based on moderator variables found that the influence of the flipped classroom model compared to conventional teaching on mathematics ability differed according to the level of education (Qb = 36.25; p < 0.05), and the measured ability (Qb = 15.7; p < 0.05), but did not differ according to the sample size group (Qb = 0.98; p > 0.05) and the year of study (Qb = 2.31; p < 0.05)
Instrumental Student Cognitive Conflict in Solving Mathematical Problems Ratnah Lestary; Ahbi Mahdianing Rum
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11468

Abstract

This research was a case study research with a qualitative approach. The subject of this study was 6 class VIII students of SMPN 1 Kota Malang. The instruments of this study were cognitive quest conflict test sheets, general interview instructions, validation sheets, and record tools. The data obtained in the form of the results of the subject's work, interview data on the subject, and field notes. The results of this study indicated that cognitive conflict of students with instrumental understanding in solving comparison problems occurs when: (1) students determine the formula matching the problem and (2) students do algorithmic calculations. Student cognitive conflict when determining the appropriate comparison formula was the awareness of the contradiction between the answers obtained from applying a comparison formula worth the concept of a reverse value comparison. Student cognitive conflict when performing algorithmic calculations were (a) awareness that the initial scheme is to simplify the comparison of the number of people, tables and days was incorrect because it cannot be applied to solve all problems of comparison and (b) awareness that the calculation scheme was looking for multiplication patterns the known comparison cannot be applied because it produces an answer that was not an integer
Digital Competence of Post-Pandemic Teachers Based on Gender, Work Period, and Certification Factors Saluky Saluky; Onwardono Rit Riyanto; Siti Rahmah
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11751

Abstract

Technological developments must be balanced with the skills of mastering these technological products. Digital competence is highly correlated with the use and awareness of teachers in applying technology to their professional activities. This article presents diagnostic results on Teachers' self-perceptions of their digital competence. The digital competency framework based on DigiComp has five dimensions as an evaluation tool. The sample of this study consisted of 11 upper-middle-level teachers with various characteristics. Questionnaires were used to collect teacher response data. Descriptive analysis is used to diagnose teacher competence. The results showed that teachers have good skills in the aspects of information and data literacy as well as communication and collaboration. Digital content creation and problem solving skills related to the use of technology still need improvement efforts through improving soft skills. Increasing digital competency skills really needs to be pursued to integrate technology into the learning process

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