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<![CDATA[INVESTIGATION OF CONTINGENCY PATTERNS OF TEACHERS' SCAFFOLDING IN TEACHING AND LEARNING MATHEMATICS ]]>
<![CDATA[Anwar, Anwar]]>;
<![CDATA[Yuwono, Ipung]]>;
<![CDATA[Irawan, Edy Bambang]]>;
<![CDATA[As'ari, Abdur Rahman]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.1.3410.65-76
<![CDATA[The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, non-contingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers.Keywords: Contingency, Contingent Dominant, Non-Contingent Dominant, Pseudo Contingent, Scaffolding DOI: http://dx.doi.org/10.22342/jme.8.1.3410.65-76]]>
<![CDATA[UNDERSTANDING PROFILE FROM THE PHILOSOPHY, PRINCIPLES, AND CHARACTERISTICS OF RME ]]>
<![CDATA[Julie, Hongki]]>;
<![CDATA[Suwarsono, St.]]>;
<![CDATA[Juniati, Dwi]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.5.2.1499.148-159
<![CDATA[The aim of this study is to create understanding profiles of elementary school teachers who have been and have not been following the workshop PMRI, before and after they learned the learning resource about philosophy, principles, and characteristics of realistic mathematics approach. This type of research used in this study is a combination of qualitative research and developmental research. The results shown in this paper is the understanding profile of onesubject who is an elementary school teacher. Research subjects involved in the trial for the first task, the learning resource, and second task are six persons, which consists of three PGSD students who are working on the final project, and three elementary school teachers.Keywords: Understanding Profile, Realistic Mathematics Education (RME), the Realistic Mathematics Education Learning Resource. DOI: http://dx.doi.org/10.22342/jme.5.2.1499.148-159]]>
<![CDATA[Development A Constructivist Module and Web on Circle and Sphere Material with Wingeom Software ]]>
<![CDATA[Hamdunah, Hamdunah]]>;
<![CDATA[Yunita, Alfi]]>;
<![CDATA[Zulkardi, Zulkardi]]>;
<![CDATA[Muhafzan, Muhafzan]]>
<![CDATA[ Journal on Mathematics Education Vol 7, No 2 (2016) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.7.2.3536.109-116
<![CDATA[This research aims to develop constructivist module and web on circle and sphere material with wingeom software are valid, practice and effective. The type of this research is development research. This research constitute development research utilize Plomp design that comprise of three phases: 1) the preliminary research, 2) prototyping phase, and 3) assessment phase. The research results obtained constructivist module and web on circle and sphere material with software wingeom are 1) valid in aspects of content, presentation, linguistic and kegrafikaan, 2) practice in the aspect of easy to use, efficient time and benefit, 3) effective based on the results of the final test student of mathematics education in STKIP PGRI West Sumatra on circle and the sphere material.Keywords: constructivist module, the web, circle and sphere, software Wingeom DOI: http://dx.doi.org/10.22342/jme.7.2.3536.109-116]]>
<![CDATA[MATHEMATICS EDUCATION IN SINGAPORE - AN INSIDER'S PERSPECTIVE ]]>
<![CDATA[Kaur, Berinderjeet]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 1 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.5.1.1444.1-16
<![CDATA[Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore during the same period. The curriculum, teachers, leaners and the learning environment may be said to contribute towards Singapore's performance in international benchmark studies such as TIMSS and PISA.Keywords: Mathematics Education, Singapore, Differentiated Curriculum, TIMSS, PISA]]>
<![CDATA[THE LEARNING TRAJECTORY OF NUMBER PATTERN LEARNING USING BARATHAYUDHA WAR STORIES AND UNO STACKO ]]>
<![CDATA[Risdiyanti, Irma]]>;
<![CDATA[Prahmana, Rully Charitas Indra]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.1.10225.157-166
<![CDATA[In recent years, several researchers have tried to use stories and games as a starting point for learning mathematics. This is allegedly able to increase students' mathematical abilities and make learning mathematics more enjoyable. Therefore, this research is aimed to design a mathematics learning trajectory in pattern number using Barathayudha War Stories and Uno Stacko games as a starting point or context in the learning process with the Indonesian Realistic Mathematics Education (IRME) approach. The research method used is a design research that contains three stages, preliminary design, teaching experiment, and retrospective analysis. The result of this research is the learning trajectory design of number pattern learning using Barathayudha war stories and Uno Stacko. The design consists of four activities, which is a detective of Barathayudha war; rebuilt Abimayu fortress at the battlefield of Kurusetra; find the unique secret number code of Abimayu fortress; and built another fort using number pattern. The results showed Barathayudha war stories and Uno Stacko can stimulate students to understand their knowledge of pattern number concept which is the stages in the learning trajectory of student have an essential role in understanding the concept.]]>
<![CDATA[THE NEUTRALIZATION ON AN EMPTY NUMBER LINE MODEL FOR INTEGER ADDITIONS AND SUBTRACTIONS: IS IT HELPFUL? ]]>
<![CDATA[Sari, Puspita]]>;
<![CDATA[Hajizah, Mimi Nur]]>;
<![CDATA[Purwanto, Swida]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.1.9781.1-16
<![CDATA[The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well as additions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students’ written work, conducting interviews and observations during the teaching experiment. This paper focuses on students’ perceptions of the NNL model and what factors that might contribute to students’ achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural method instead of as a model for thinking. Moreover, students’ mathematical beliefs and conceptions on the use of the column strategy and the absence of a discussion on the need of using the model are found to be some factors that could cause students’ misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions.]]>
<![CDATA[THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY ]]>
<![CDATA[Widyatiningtyas, Reviandari]]>;
<![CDATA[Kusumah, Yaya S.]]>;
<![CDATA[Sumarmo, Utari]]>;
<![CDATA[Sabandar, Jozua]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.6.2.2165.107-116
<![CDATA[The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.]]>
<![CDATA[IMPROVING MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF-CONFIDENCE OF HIGH SCHOOL STUDENTS THROUGH CONTEXTUAL LEARNING MODEL ]]>
<![CDATA[Surya, Edy]]>;
<![CDATA[Putri, Feria Andriana]]>;
<![CDATA[Mukhtar, Mukhtar]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.1.3324.85-94
<![CDATA[The purposes of this study are: (1) to know if students’ mathematical problem-solving ability taught by contextual learning model is higher than students taught by expository learning, (2) to know if students’ self-confidence taught by contextual learning model is higher than students taught by expository learning, (3) to know if there is interaction between learning model and students’ early mathematical ability to improve students' mathematical problem-solving ability, (4) to know if there is interaction between learning model and students’ early mathematical to improve students' self-confidence. This study is a quasi-experimental research. The population in this study consists of 180 students in grade VIII SMP Muhammadiyah 11 Pangkalan Brandan. Two classes (60 students) are taken as sample. Data were analyzed by two way Anova. The results of this study indicate that (1) students’ capability of solving mathematical problems taught with contextual learning model is higher than students taught by expository, (2) students’ self-confidence taught by contextual learning model is higher than students taught by expository, (3) there is interaction between learning model and students’ early mathematical ability to improve students' mathematical problem-solving ability, (4) there is interaction between learning model and students’ early mathematical to improve students' self-confidence. Keywords: Contextual Learning Model, Mathematical Problem-Solving, Self-Confidence DOI: http://dx.doi.org/10.22342/jme.8.1.3324.85-94]]>
<![CDATA[PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR INTRODUCING SOCIAL NORMS ]]>
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Dolk, Maarten]]>;
<![CDATA[Zulkardi, Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.6.1.1900.11-19
<![CDATA[This paper reports implementation results of designing a workshop for mathematics teacher in introducing classroom social norms. The participants are eight mathematics teachers in primary and junior secondary level. Teachers learned and did some activities about social norms during the workshop. First, they watched an example of learning videos about social norms. Then they discussed and shared in the group about their experiences in using social norms in the classroom. Finally, they made a commitment to try their knowledge about social norms in their classroom. This research used the design research method. Data were collected using videotaped, interview, and focus group discussion and were analyzed qualitatively. Results show that: (1) Teachers satisfied in following all activities relating to the social norms in the workshop. (2) Teachers realized that they had used some activities of social norms such as guiding students to communicate, asking questions and giving argumentation. (3) Teachers have more confidence to use social norms in their mathematics classroom.Keywords: Classroom Social Norms, Teacher’s Workshop, Design Research, PMRI DOI: dx.doi.org/10.22342/jme.61.11]]>
<![CDATA[Graphic Organizer in Action: Solving Secondary Mathematics Word Problems ]]>
<![CDATA[Sian, Khoo Jia]]>;
<![CDATA[Shahrill, Masitah]]>;
<![CDATA[Yusof, Norashikin]]>;
<![CDATA[Ling, Georgina Chua Ling]]>;
<![CDATA[Roslan, Roslinawati]]>
<![CDATA[ Journal on Mathematics Education Vol 7, No 2 (2016) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.7.2.3546.83-90
<![CDATA[Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90]]>
