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<![CDATA[THE EFFECT OF VARIOUS MEDIA SCAFFOLDING ON INCREASING UNDERSTANDING OF STUDENTS’ GEOMETRY CONCEPTS ]]>
<![CDATA[Sutiarso, Sugeng]]>;
<![CDATA[Coesamin, Coesamin]]>;
<![CDATA[Nurhanurawati, Nurhanurawati]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4291.95-102
<![CDATA[This study is a quasi-experimental research with pretest-posttest control group design, which aims to determine (1) the tendency of students in using various media scaffolding based on gender, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts. Media scaffolding used this study is chart, props, and visual. The population was the fifth grade students of State Elementary School I Gunung Terang (total 40 students), Bandar Lampung, Indonesia of the academic year 2015-2016. The sample was total sampling, respectively 20 students in the experimental class (with media scaffolding) and control class (without media scaffolding). Data were collected through observation, interview and test. Analysis of the observation and interviews data with descriptive statistics (percentage). and the test data was analyzed by (a) measuring the level of effectiveness on increasing understanding of students’ geometry concepts with formula of Hake’s Normalized Gain (g) and its interpretation, and (b) examine of hypotesis on level of effectiveness with t-test. The results of research showed that (1) the tendency of male students using the media scaffolding props, and female students using scaffolding media chart, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts is effective enough.DOI: http://dx.doi.org/10.22342/jme.9.1.4291.95-102]]>
<![CDATA[ROWING SPORT IN LEARNING FRACTIONS OF THE FOURTH GRADE STUDENTS ]]>
<![CDATA[Nasution, Marhamah Fajriyah]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Zulkardi, Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4270.69-80
<![CDATA[This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis. Learning trajectory was designed from in-formal stage to the formal stage. At the informal stage, Rowing was used as a starting point to explore the students’ knowledge of fractions. Data collection conducted through video recordings and photos to see the learning process in the classroom, written tests, observation and interviews during the learning process with the students which is the subject of research. Research produced learning trajectory consisting of a series of learning addition and subtraction of fractions dealing with the rowing. The results showed that the use of the rowing can be a bridge of students' thinking and help students in understanding the operation of addition and subtraction of fractions.DOI: http://dx.doi.org/10.22342/jme.9.1.4270.69-80]]>
<![CDATA[EXPERT-BASED ATTRIBUTE IDENTIFICATION AND VALIDATION ON FRACTION SUBTRACTION: A COGNITIVELY DIAGNOSTIC ASSESSMENT APPLICATION ]]>
<![CDATA[Akbay, Lokman]]>;
<![CDATA[Terzi, Ragip]]>;
<![CDATA[Kaplan, Mehmet]]>;
<![CDATA[Karaaslan, Katibe Gizem]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4341.103-120
<![CDATA[In this study we describe the methodology used to identify and validate a set of expert-defined fraction subtraction related attributes. These attributes are expected to be mastered by 6th grade students toward proficiency. This research argues and demonstrates that state standards guiding subject instruction plays an important role in identification of the domain related fundamental attributes. This study also illustrates throughout implementation of cognitive diagnosis model framework, which is used to extract diagnostic information about students' specific strengths and weaknesses.DOI: http://dx.doi.org/10.22342/jme.9.1.4341.103-120]]>
<![CDATA[CULTURE-BASED CONTEXTUAL LEARNING TO INCREASE PROBLEM-SOLVING ABILITY OF FIRST YEAR UNIVERSITY STUDENT ]]>
<![CDATA[Samo, Damianus Dao]]>;
<![CDATA[Darhim, Darhim]]>;
<![CDATA[Kartasasmita, Bana]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4125.81-94
<![CDATA[The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly.DOI: http://dx.doi.org/10.22342/jme.9.1.4125.81-94]]>
<![CDATA[THE DEVELOPMENT OF A STUDENT SURVEY ON ATTITUDES TOWARDS MATHEMATICS TEACHING-LEARNING PROCESSES ]]>
<![CDATA[Mutohir, Toho Cholik]]>;
<![CDATA[Lowrie, Tom]]>;
<![CDATA[Patahuddin, Sitti Maesuri]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4193.1-14
<![CDATA[This study aimed to develop a survey instrument to measure student attitudes towards mathematics teaching-learning processes that is appropriate for the Indonesian context. This study consisted of two phases: Phase 1 (n=320) was a pilot study to assess the suitability of the instrument items for Indonesian students. Phase 2 (n=1001) was conducted to examine the construct validity of the instrument. The data collected from Phase 1 were analysed using descriptive statistics (i.e., frequency counts, simple correlation, and one-way ANOVA for item analysis). Factor analysis was utilised to select items and for scale construction. The result of the screening process (44 items) was piloted to assess its reliability and validity. The instrument, consisting of 22 items, is a reliable and valid rating scale that measures three distinct factors: Teacher Presentation, Mathematics Interest, and Mathematics Value. The data from Phase 2 were analysed by employing confirmatory factor analysis (CFA) and the results confirmed that the three factors identified in the previous factor analysis underlie the student attitudes instrument.DOI: http://dx.doi.org/10.22342/jme.9.1.4193.1-14]]>
<![CDATA[GEOGEBRA APPLETS DESIGN AND DEVELOPMENT FOR JUNIOR HIGH SCHOOL STUDENTS TO LEARN QUADRILATERAL MATHEMATICS CONCEPTS ]]>
<![CDATA[Nisiyatussani, Nisiyatussani]]>;
<![CDATA[Ayuningtyas, Vidya]]>;
<![CDATA[Fathurrohman, Maman]]>;
<![CDATA[Anriani, Nurul]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4162.27-40
<![CDATA[This design and development research was motivated by the rapid expansion and use of GeoGebra by mathematics educators (teachers and lecturers) in Indonesia. One of GeoGebra features is GeoGebra Applet that can be used, modified, and/or developed by educators for dynamic and interactive mathematics teaching and learning. At the time of research project, there is no GeoGebra Applets closely linked and aligned to the Indonesia national curriculum. The availability would be benefit for mathematics teaching and learning aligned to this curriculum. This research proceeds through seven steps of the Need, Capability, and Analysis (NCA) Model of Design and Development: 1) User Need Analysis; 2) Researcher as Developer Capability; 3) GeoGebra Applets Design; 4) GeoGebra Applets Development; 5) Experts Judgements; 6) Field testing in its Natural Setting Environment; and 7) the Prototype. The field testing was conducted with 8th grade students in a junior high school. The field testing shows that the developed Quadrilateral GeoGebra Applets can work as expected in its purposed natural setting environment.DOI: http://dx.doi.org/10.22342/jme.9.1.4162.27-40]]>
<![CDATA[MATHEMATICS SKILL OF FIFTEEN YEARS OLD STUDENTS IN YOGYAKARTA IN SOLVING PROBLEMS LIKE PISA ]]>
<![CDATA[Wulandari, Nidya Ferry]]>;
<![CDATA[Jailani, Jailani]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4231.129-144
<![CDATA[The aims of this research were to describe mathematics skill of 8th fifteen-year old students in Yogyakarta in solving problem of PISA. The sampling was combination of stratified and cluster random sampling. The sample consisting of 400 students was selected from fifteen schools. The data collection was by tests. The research finding revealed that mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was low in category but it was better than Indonesian students in PISA 2012. Mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was below the OECD average of PISA 2012.DOI: http://dx.doi.org/10.22342/jme.9.1.4231.129-144]]>
<![CDATA[THE PROCESS OF STUDENT COGNITION IN CONSTRUCTING MATHEMATICAL CONJECTURE ]]>
<![CDATA[Astawa, I Wayan Puja]]>;
<![CDATA[Budayasa, I Ketut]]>;
<![CDATA[Juniati, Dwi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4278.15-26
<![CDATA[This research aims to describe the process of student cognition in constructing mathematical conjecture. Many researchers have studied this process but without giving a detailed explanation of how students understand the information to construct a mathematical conjecture. The researchers focus their analysis on how to construct and prove the conjecture. This article discusses the process of student cognition in constructing mathematical conjecture from the very beginning of the process. The process is studied through qualitative research involving six students from the Mathematics Education Department in the Ganesha University of Education. The process of student cognition in constructing mathematical conjecture is grouped into five different stages. The stages consist of understanding the problem, exploring the problem, formulating conjecture, justifying conjecture, and proving conjecture. In addition, details of the process of the students’ cognition in each stage are also discussed.DOI: http://dx.doi.org/10.22342/jme.9.1.4278.15-26]]>
<![CDATA[IMPROVING THE REASONING ABILITY OF ELEMENTARY SCHOOL STUDENT THROUGH THE INDONESIAN REALISTIC MATHEMATICS EDUCATION ]]>
<![CDATA[Ginting, Muhamad Saleh]]>;
<![CDATA[Prahmana, Rully Charitas Indra]]>;
<![CDATA[Isa, Muhammad]]>;
<![CDATA[Murni, Murni]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.5049.41-54
<![CDATA[By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students’ mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students’ reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning.DOI: http://dx.doi.org/10.22342/jme.9.1.5049.41-54]]>
<![CDATA[THE EFFECT OF BRAIN BASED LEARNING ON SECOND GRADE JUNIOR STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING ON POLYHEDRON ]]>
<![CDATA[Suarsana, I Made]]>;
<![CDATA[Widiasih, Ni Putu Santhi]]>;
<![CDATA[Suparta, I Nengah]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.5005.145-156
<![CDATA[The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types. The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of Brain-Based Learning on second grade junior students’ conceptual understanding in polyhedron.DOI: http://dx.doi.org/10.22342/jme.9.1.5005.145-156]]>
