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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
Core Subject :
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
Arjuna Subject : -
Articles 269 Documents
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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
Dimensions of Cognitive Processes and Dimensions of Knowledge in School Exam Questions for Junior High School Mathematics in Subrayon 05, Semarang Regency Enika Wulandari; Muhammad Afif; Nisa Fitriana
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.11741

Abstract

This study aims to describe the cognitive processes and knowledge dimensions that are measured on exam questions for junior high school mathematics in the Subrayon 05 Semarang Regency for the 2021/2022 academic year. This study uses a qualitative approach with content analysis techniques. Data collection is carried out through documentation. For further analysis of the contents of the data in the form of school exam questions. The research instrument includes a question review guide that is determined based on the dimensions of cognitive processes and the dimensions of knowledge. The results showed that the dimensions of cognitive processes and the dimensions of students' knowledge as measured through school exam questions for Mathematics subjects in Sub-Rayon 05 Semarang Regency ranged from understanding facts to creating which procedures; on questions that measure understanding facts, students are asked to classify facts in the form of notation, on questions that measure understanding of concepts, students are asked to classify related to certain mathematical concepts; on questions that measure applying concepts, students are asked to use or implement certain mathematical concepts in order to solve problems; on questions that measure applying procedures, students are asked to use or carry out certain mathematical procedures in order to solve problems; In questions that measure the ability to create procedures, students are asked to generate/hypothesizing specific skills and algorithms.
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
Influence of Application of Blended Learning Models with Video Conferences Media on Students' Mathematical Communication Skills Tia Utami; Hendri Handoko
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.11926

Abstract

Students' mathematical communication skills are an important element so that students are able to construct their own abilities in mathematics learning. In order for mathematical learning goals to be achieved, teachers must be able to create effective and efficient mathematical learning with the right learning model to be able to provide opportunities and encourage students to practice their mathematical communication skills. The purpose of this research is to find out the influence of the application of blended learning models with conferennces video media on students' mathematical communication skills. This learning model was tested on cirebon veteran vocational school students using experimental classes, namely grade 12 AKL as many as 20 students with a pre-test-post-test one group design. Data collection techniques in this study through tests and questionnaires. The data analysis techniques used are the T-Test paired sample test, the N-Gain test and the simple linear regression equation test with the help of SPSS. The results of this study showed an improvement in students' mathematical communication skills after the application of blended learning models with video conferences and there was a significant positive influence
Bibliometric Analysis: Research on Articulate Storylines in Mathematics Learning Ilham Muhammad; Elmawati Elmawati; Christina Monika Samosir; Febrinna Marchy
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.12607

Abstract

Articulate Storyline is part of the media authoring tools that can be used in making a product, especially for teaching tools that have been combined into one that contains images, videos, text, sound, drafts, and learning animations. This study aims to capture the landscape of previous research that is relevant to the Articulate Storyline in mathematics learning in the last decade, from 2013 to 2022 using bibliometric analysis. The data taken from the Google Scholar database was refined so that it became 111 publications. The publication trend related to Articulate Storyline in mathematics learning has increased every year, starting from 2019 to 2022, the most publications occurred in 2022 with 58 documents. Publications in 2020 have been cited in more than 180 citations. The focus of research related to Adobe Flash in learning mathematics is 1) critical thinking ability and motivation; 2) understanding mathematics, technology and elementary school; 3) development and junior high school; 4) mathematics and outcomes
An Analysis of Personality Styles; Does mathematics anxiety change with adversity Quotient? Widodo Winarso
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.12888

Abstract

This research aims to categorize the mathematics anxiety and adversity quotient in students and describe the profile of mathematics anxiety in students based on the adversity quotient. This research method is qualitative with a case study design. The subjects of this study were 45 students of SMPIT Sabilul Huda. The data collection instruments used were the Taylor Manifest Anxiety Scale (TMAS), the Adversity Quotient Response Profile (ARP) scale, and interview guidelines. Data analysis techniques used are data reduction, data presentation, and conclusion. From this study, it was found that (1) the level of mathematics anxiety at SMPIT Sabilul Huda was in the category of severe anxiety, (2) the level of AQ at SMPIT Sabilul Huda was in the category of campers, (3) the profile of mathematics anxiety based on AQ was divided into 9 categories, namely the category of severe anxiety and climbers (B-Cl), severe anxiety and campers (B-Cm), severe anxiety and quitters (BQ), moderate anxiety and climbers (S-Cl), moderate anxiety and campers (S-Cm), moderate anxiety and quitters ( SQ), mild anxiety and climbers (R-Cl), mild anxiety and campers (R-Cm), mild anxiety and quitters (RQ)
Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Students’ Self Efficacy Ananda Jullailatul Azizia; Imam Kusmaryono; Hevy Risqi Maharani; Ahmad Arifuddin
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13132

Abstract

This research focuses on the stages of students' computational thinking processes in solving PISA questions about change and relationship content in terms of self-efficacy. The subjects of this study were 15-year-old students of class X MIPA 3 MAN 1 Semarang City, totaling 22 students and selected 2 students who had high self-efficacy, 2 students who had moderate self-efficacy and 2 students who had low self-efficacy. This research method uses a qualitative descriptive approach. Data collection using questionnaires, test instruments and interviews. Data analysis in this study included data collection, data reduction presented in text form and drawing conclusions or verification. The results of the study show that students' computational thinking processes in solving PISA questions about change and relationship content that have high self-efficacy can reach the stages of decomposition, pattern recognition, abstraction and algorithmic thinking as well as students' thought processes in carrying out plans can link real problems into mathematical problems. Whereas students who have self-efficacy are reaching the stages of decomposition, pattern recognition, abstraction and algorithmic thinking and in carrying out plans do not connect real problems to mathematical problems but use logic. Whereas students who have low self-efficacy only reach the stages of decomposition and pattern recognition have not done abstraction and algorithmic thinking because students' thinking processes in carrying out plans use logic and in solving these problems do not provide conclusions of answers and logical steps

Page 22 of 27 | Total Record : 269

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