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Journal on Mathematics Education (JME)
Published by Universitas Sriwijaya
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 227 Documents
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IMPLEMENTATION OF REACT STRATEGY TO DEVELOP MATHEMATICAL REPRESENTATION, REASONING, AND DISPOSITION ABILITY Sari, Delsika Pramata; Darhim, Darhim
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 (830.789 KB) | DOI: 10.22342/jme.11.1.7806.145-156

Abstract

The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.
ELPSA AS A LESSON DESIGN FRAMEWORK Lowrie, Tom; Patahuddin, Sitti Maesuri
Journal on Mathematics Education Vol 6, No 2 (2015)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.587 KB) | DOI: 10.22342/jme.6.2.2166.77-92

Abstract

This paper offers a framework for mathematics lesson design that is consistent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter-connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theorem and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.
JUSTIFICATION FOR THE SUBJECT OF CONGRUENCE AND SIMILARITY IN THE CONTEXT OF DAILY LIFE AND CONCEPTUAL KNOWLEDGE Dundar, Sefa; Gunduz, Nazan
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 (494.229 KB) | DOI: 10.22342/jme.8.1.3256.35-54

Abstract

This study aims to examine prospective elementary mathematics teachers' conceptual knowledge level for congruence and similarity in triangles subject and to examine their ability to represent the knowledge, to associate the knowledge with daily life, and to justify and solve the geometry problems about this subject. The study is designed in a characteristic pattern. Total of 46 prospective elementary mathematics teachers were selected using purposive sampling method. The instruments used to collect data in this study are: GJP (Geometry Justification Problems), GCKQ (Geometry Conceptual Knowledge Questions) and GQDLE (Geometry Questions of Daily Life Examples). The data were analyzed using descriptive statistics method. The results of the study show that 1) the prospective teachers are successful in geometry conceptual knowledge questions but had difficulty in the justification problems; 2) there is a relationship between the theoretical knowledge levels and the argument standards of the prospective teachers; 3) the prospective teachers had difficulty in the daily life examples of congruence and similarity in triangles subject.Keywords: Congruence and Similarity, Justification, Conceptual Knowledge, Daily Life Association
MATHEMATICAL CRITICAL THINKING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING APPROACH Kurniati, Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang
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 (130.62 KB) | DOI: 10.22342/jme.6.1.1901.53-62

Abstract

This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one  university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both the student who received the CTL and TTL; and (3) There is no interaction between learning factors (CTL and TTL) with MPA (high, medium and low) toward the enhance of MCTA.Keywords: Critical Thinking Ability in Mathematics, Contextual Teaching and Learning Approach, Prior Mathematical Ability DOI: dx.doi.org/10.22342/jme.61.53
Cultivating Upper Secondary Students' Mathematical Reasoning-Ability and Attitude towards Mathematics Through Problem-Based Learning Napitupulu, E. Elvis; Suryadi, Didi; Kusumah, Yaya S.
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 (269.239 KB) | DOI: 10.22342/jme.7.2.3542.117-128

Abstract

This paper reports some results of a research attempted to cultivate students' mathematical reasoning ability (MRA) by means of implementing problem-based learning (PBL) model. The population was upper secondary students of public schools in Bandung. Cluster sampling technique applied to take sample of amount 158 students from middle-level schools. Data were teachers' assessment on students’ performance in last two months, prior mathematical knowledge (PMK) and MRA test, observations, and interview. Two-factors ANOVA then used to analyze the data. Findings showed that overall students in PBL-classroom achieved better MRA than their counterparts in conventional one though the category in both classrooms was low. Interaction between PBL and PMK factor towards MRA did not emerge. Most part of the participants viewed PBL neither positive nor negative. On the contrary, they assessed that the tasks given made and demanded them thinking and learning more actively than ever. The findings showed adopting PBL in schools to facilitate students getting their higher order thinking skills is a reasonable choice, especially schools having middle or high ability students.Keywords: problem-based learning (PBL), mathematical reasoning ability 
TEACHING MULTIPLICATION OF NUMBERS FROM 1 TO 10 TO STKIP SURYA STUDENTS USING MATEMATIKA GASING Kusuma, Josephine; Sulistiawati, Sulistiawati
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 (392.221 KB) | DOI: 10.22342/jme.5.1.1450.66-84

Abstract

Multiplication of numbers from 1 to 10 is very important as it provides the basis for learning multiplication of other larger numbers as well as other related mathematical operations. How do students learn multiplication? Usually students just memorize the results of multiplication. This is often performed without a complete comprehension of the concept of multiplication. This study aimed to discuss how to teach multiplication of numbers from 1 to 10 to STKIP Surya students using Matematika GASING. GASING stands for Gampang, ASyIk dan menyenaNGkan which is translated as easy, fun and enjoyable. The materials are taught according to its unique way of teaching mathematics which follows three stages: concrete, abstract and mental calculation. The first stage (concrete) encourages students to explore using concrete objects. This is done prior to the second stage called the abstract stage. Students are then able to move on to the third stage where they can do mathematical calculation mentally and instantly. By following these stages in this order, students can understand mathematics more easily and clearly. The research method used in this study was design research. It consists of three phases; they are preliminary design, teaching experiment and retrospective analysis.The sample was fourteen first-year undergraduate students (matriculation level) at STKIP Surya (Surya College of Education), Tangerang, Banten. The instruments used were both oral and written tests. They were used to measure the ability of performing mental computation as well as the ability to teach this material. This study showed that Matematika GASING helpedthese students to understand and be able to teach multiplication of numbers from 1 to 10 better.Keywords: multiplication of numbers from 1 to 10, Matematika GASING, design research DOI: http://dx.doi.org/10.22342/jme.5.1.1450.66-84
GENERALIZATION STRATEGY OF LINEAR PATTERNS FROM FIELD-DEPENDENT COGNITIVE STYLE Setiawan, Yayan Eryk; Purwanto, Purwanto; Parta, I Nengah; Sisworo, Sisworo
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 (862.209 KB) | DOI: 10.22342/jme.11.1.9134.77-94

Abstract

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.
DEVELOPING PISA-LIKE MATHEMATICS TASK WITH INDONESIA NATURAL AND CULTURAL HERITAGE AS CONTEXT TO ASSESS STUDENTS MATHEMATICAL LITERACY Oktiningrum, Wuli; Zulkardi, Zulkardi; Hartono, Yusuf
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 (332.491 KB) | DOI: 10.22342/jme.7.1.2812.1-8

Abstract

The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students’ mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10 experts were involved in this research to assess the feasibility of prototyping in terms of content, context and language. Walk through, documentation, questionnaire, test result, and interviews are way to collect the data. This research produced a PISA-like math task is as many 12 category of content, context, and process valid, practical and has potential effect. The validity came empirical evaluation of validation and reliability testing during small group. From the field test, we conclude that the tasks also potentially effect to the students’ mathematical literacy in activating the indicators of each Fundamental Mathematical Capabilities.Keywords: development research, PISA task, mathematics literacy, fundamental mathematical capabilities DOI: http://dx.doi.org/10.22342/jme.7.1.2812.1-8
LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES Cheng, Qiang; Hsu, Hsien-Yuan
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.8.2.4066.115-132

Abstract

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132
USING RASCH ANALYSIS TO EXPLORE WHAT STUDENTS LEARN ABOUT PROBABILITY CONCEPTS Mahmud, Zamalia; Porter, Anne
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 (204.928 KB) | DOI: 10.22342/jme.6.1.1937.1-10

Abstract

Students’ understanding of probability concepts have been investigated from various different perspectives. This study was set out to investigate perceived understanding of probability concepts of forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW. Rasch measurement which is based on a probabilistic model was used to identify concepts that students find easy, moderate and difficult to understand.  Data were captured from the e-learning Moodle platform where students provided their responses through an on-line quiz. As illustrated in the Rasch map, 96% of the students could understand about sample space, simple events, mutually exclusive events and tree diagram while 67% of the students found concepts of conditional and independent events rather easy to understand.Keywords: Perceived Understanding, Probability Concepts, Rasch Measurement Model DOI: dx.doi.org/10.22342/jme.61.1

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