cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. ogan ilir,
Sumatera selatan
INDONESIA
Journal on Mathematics Education (JME)
Published by Universitas Sriwijaya
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 227 Documents
 12   13   14   15   16 
Investigating Students' Development of Learning Integer Concept and Integer Addition Shanty, Nenden Octavarulia
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1050.893 KB) | DOI: 10.22342/jme.7.2.3538.57-72

Abstract

This research aimed at investigating students' development of learning integer concept and integer addition. The investigation was based on analyzing students' works in solving the given mathematical problems in each instructional activity designed based on Realistic Mathematics Education (RME) levels. Design research was chosen to achieve and to contribute in developing a local instruction theory for teaching and learning of integer concept and integer addition. In design research, the Hypothetical Learning Trajectory (HLT) plays important role as a design and research instrument. It was designed in the phase of preliminary design and tested to three students of grade six OASIS International School, Ankara – Turkey. The result of the experiments showed that temperature in the thermometer context could stimulate students’ informal knowledge of integer concept. Furthermore, strategies and tools used by the students in comparing and relating two temperatures were gradually be developed into a more formal mathematics. The representation of line inside thermometer which then called the number line could bring the students to the last activity levels, namely rules for adding integer, and became the model for more formal reasoning. Based on these findings, it can be concluded that students' learning integer concept and integer addition developed through RME levels.Keywords: integer concept, integer addition, Realistic Mathematics Education
USING THE INTERNET IN HIGH SCHOOL MATHEMATICS Loong, Esther Yook-Kin
Journal on Mathematics Education Vol 5, No 2 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (117.421 KB) | DOI: 10.22342/jme.5.2.1496.108-126

Abstract

Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers’ use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacher of a Year 11class who used web-based simulated contexts and interactive web objects in a Mathematics Studies course. The findings indicate aspects of TPK relating to academic learning time and the transformational mode of the technology were not fully realised in this case study. The implications these has for teacher professional development are discussed.Keywords: Classroom Teaching, Interactive Learning Environments, TPACK, Mathematics Education, Pedagogical Issues. DOI: http://dx.doi.org/10.22342/jme.5.2.1496.108-126
STUDENTS' POSITIONING AND EMOTIONS IN LEARNING GEOMETRIC DEFINITION Daher, Wajeeh
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.854 KB) | DOI: 10.22342/jme.11.1.9057.111-134

Abstract

The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of students’ emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.
SUPPORTING STUDENTS' UNDERSTANDING OF LINEAR EQUATIONS WITH ONE VARIABLE USING ALGEBRA TILES Saraswati, Sari; Putri, Ratu Ilma Indra; Somakim, Somakim
Journal on Mathematics Education Vol 7, No 1 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.535 KB) | DOI: 10.22342/jme.7.1.2814.19-30

Abstract

This research aimed to describe how algebra tiles can support students' understanding of linear equations with one variable. This article is a part of a larger research on learning design of linear equations with one variable using algebra tiles combined with balancing method. Therefore, it will merely discuss one activity focused on how students use the algebra tiles to find a method to solve linear equations with one variable. Design research was used as an approach in this study. It consists of three phases, namely preliminary design, teaching experiment and retrospective analysis. Video registrations, students' written works, pre-test, post-test, field notes, and interview are technic to collect data. The data were analyzed by comparing the hypothetical learning trajectory (HLT) and the actual learning process. The result shows that algebra tiles could supports students' understanding to find the formal solution of linear equation with one variable.Keywords: linear equation with one variable, algebra tiles, design research, balancing method, HLT
ENHANCING STUDENTS' COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.
Journal on Mathematics Education Vol 6, No 1 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.014 KB) | DOI: 10.22342/jme.6.1.1856.31-39

Abstract

This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCS  students that used  TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model
IMPROVING MATHEMATICS ACHIEVEMENT OF INDONESIAN 5TH GRADE STUDENTS THROUGH GUIDED DISCOVERY LEARNING Yurniwati, Yurniwati; Hanum, Latipa
Journal on Mathematics Education Vol 8, No 1 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.056 KB) | DOI: 10.22342/jme.8.1.3209.77-84

Abstract

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is obtained by check list and is descriptive analyzed. Learning results data is obtained by conducting test and is analyzed by simple statistics. The result shows that student's ability of observation, discussion and knowledge acquisition are improved with guided discovery learning. Hence, guided discovery learning improves students’ mathematics learning outcomes. Keywords: Mathematics Achievement, Guided Discovery Learning DOI: http://dx.doi.org/10.22342/jme.8.1.3209.77-84
A COGNITIVE THEORY DRIVEN NEW ORIENTATION OF INDONESIAN LESSONS Nowinska, Edyta
Journal on Mathematics Education Vol 5, No 2 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (718.978 KB) | DOI: 10.22342/jme.5.2.1501.170-190

Abstract

The main focus of this design research was on students’ mathematical thinking and skills and on their understanding of mathematical concepts and methods. The mathematical content our project starts with is the introduction of integers. For this content new learning environments have been developed, implemented and evaluated. An important question for the design of teaching and learning activities is how to establish appropriate models of mathematical concepts and methods for students and how they operate in students’ minds. In the lecture the use of those methodological concepts and theories in our approach will be explained and justified. The results indicate that the means and methods used in our project have a positive influence on the quality of teaching and learning processes in the class and on students’ mathematical thinking and skills.Keywords: Cognitive Theory, Indonesian Lessons, Mathematical Concept DOI: http://dx.doi.org/10.22342/jme.5.2.1501.170-190
Students' Information Literacy: A Perspective from Mathematical Literacy Wijaya, Ariyadi
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.724 KB) | DOI: 10.22342/jme.7.2.3532.73-82

Abstract

Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students' information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students' low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA)
DEVELOPING MATHEMATICS PROBLEMS BASED ON PISA LEVEL OF CHANGE AND RELATIONSHIPS CONTENT Ahyan, Shahibul; Zulkardi, Zulkardi; Darmawijoyo, Darmawijoyo
Journal on Mathematics Education Vol 5, No 1 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (490.656 KB) | DOI: 10.22342/jme.5.1.1448.47-56

Abstract

This research aims to produce mathematics problems based on PISA level with valid and practical content of change and relationships and has potential effect for Junior High School students. A development research method developed by Akker, Gravemeijer, McKenney and Nieveen is used this research. This development research consists of three stages; analysis, design, and evaluation. In the first stage, the researcher analyzed students, algebra material in school based curricula (KTSP) and mathematics problems of PISA 2003 of change and relationships content. The second stage, the researcher designed 13 problems with content of change and relationships. The last, the researcher used formative evaluation design developed by Tessmer which includes self evaluation, one-to-one, expert review, small group, and field test. The data collect by walk through (step of expert review) to get valid problems in aspect of content, construct, and language; interview (steps of one-to-one, small group,and field test) to know problems practicality; questionnaire (step of field test) to know problems’ potential effects. The result of this research indicated that 12 mathematical problems based on PISA level of change and relationships content that developed have validity, practically, and potential effects for Junior High School students.Keywords: Development Research, Mathematical Problems Based On PISA Level, Change and Relationships. DOI: http://dx.doi.org/10.22342/jme.5.1.1448.47-56
GEOMETRY REPRESENTATION TO DEVELOP ALGEBRAIC THINKING: A RECOMMENDATION FOR A PATTERN INVESTIGATION IN PRE-ALGEBRA CLASS Apsari, Ratih Ayu; Putri, Ratu Ilma Indra; Sariyasa, Sariyasa; Abels, Mieke; Prayitno, Sudi
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (802.926 KB) | DOI: 10.22342/jme.11.1.9535.45-58

Abstract

The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students’ algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase.  The data were gathered from students’ worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization.

Page 14 of 23 | Total Record : 227

 12   13   14   15   16 

Filter by Year

2010 2021


Reset
Filter By Issues
All Issue Vol 12, No 3 (2021) Vol 12, No 2 (2021) Vol 12, No 1 (2021) Vol 11, No 3 (2020) Vol 11, No 2 (2020) Vol 11, No 1 (2020) Vol 10, No 3 (2019) Vol 10, No 2 (2019) Vol 10, No 1 (2019) Vol 9, No 2 (2018) Vol 9, No 1 (2018) Vol 8, No 2 (2017) Vol 8, No 1 (2017) Vol 7, No 2 (2016) Vol 7, No 1 (2016) Vol 6, No 2 (2015) Vol 6, No 1 (2015) Vol 5, No 2 (2014) Vol 5, No 1 (2014) Vol 4, No 2 (2013) Vol 4, No 1 (2013) Vol 3, No 02 (2012): Journal on Mathematics Education (JME) Vol 3, No 2 (2012) Vol 3, No 1 (2012) Vol 2, No 2 (2011) Vol 2, No 1 (2011) Vol 1, No 1 (2010) More Issue