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
 17   18   19   20   21 
UNDERGRADUATE MATHEMATICS STUDENTS' UNDERSTANDING OF THE CONCEPT OF FUNCTION Bardini, Caroline; Pierce, Robyn; Vincent, Jill; King, Deborah
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 (271.994 KB) | DOI: 10.22342/jme.5.2.1495.85-107

Abstract

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function, despite the emphasis it receives in the secondary mathematics curriculum. Whilst most students were familiar with families of functions, many were unable to give an appropriate definition or recognize whether a given graph or rule represents a function; and could not make correct connections between function graphs and tables of values.Keywords: Algebra, Functions, Secondary School Mathematics, Undergraduate Mathematics
SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT Suryaningrum, Christine Wulandari; Purwanto, Purwanto; Subanji, Subanji; Susanto, Hery; Ningtyas, Yoga Dwi Windy Kusuma; Irfan, Muhammad
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 (593.937 KB) | DOI: 10.22342/jme.11.1.9766.95-110

Abstract

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
OPEN-ENDED APPROACH: AN EFFORT IN CULTIVATING STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITY AND SELF-ESTEEM IN MATHEMATICS Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi, Turmudi
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 (125.703 KB) | DOI: 10.22342/jme.7.1.2813.9-18

Abstract

The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten Province. In every school category, two classes were chosen; one class was the experimental group which was taught by open-ended approach, while another class was a control group which was taught by conventional way. This quasi-experimental research employed MCTA test and SE in mathematics scale as the instruments. In general, the research result shows that the MCTA improvement and SE level of the students who are taught by open-ended approach is better than those who are taught conventionally. The results of students' MCTA and SE viewed from school category will be further discussed.Keywords: mathematical creative thinking ability, self-esteem, open-ended approach
IMPLEMENTING INQUIRY-BASED LEARNING AND EXAMINING THE EFFECTS IN JUNIOR COLLEGE PROBABILITY LESSONS Chong, Jessie Siew Yin; Chong, Maureen Siew Fang; Shahrill, Masitah; Abdullah, Nor Azura
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 | Full PDF (205.637 KB) | DOI: 10.22342/jme.8.2.3964.157-164

Abstract

This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.DOI: http://dx.doi.org/10.22342/jme.8.2.3964.157-164
PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM Putra, Mulia; Novita, Rita
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 (77.015 KB) | DOI: 10.22342/jme.6.1.1940.20-30

Abstract

This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on  shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20
METAPHORICAL THINKING LEARNING AND JUNIOR HIGH SCHOOL TEACHERS' MATHEMATICAL QUESTIONING ABILITY Hendriana, Heris; Rohaeti, Euis Eti; Hidayat, Wahyu
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 (478.923 KB) | DOI: 10.22342/jme.8.1.3614.55-64

Abstract

This control-group posttest-only experimental design study aims to investigate the role of learning that teaches metaphorical thinking in mathematical questioning ability of junior high school teachers. The population of this study was mathematics junior high school teachers in West Java province. The samples were 82 mathematics junior high school teachers selected using random purposive sampling for experimental class and control class. It was concluded that: 1) the teacher‘s mathematical questioning ability who received metaphorical thinking learning is better than those who received conventional learning; 2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers’ mathematical questioning ability; there is an interaction effect between learning and KAM in developing teachers’ mathematical questioning ability; 4) teachers’ mathematical questioning ability does not reach optimal for submitting non-routine and open-ended questions indicator.Keywords: KAM, Mathematical Questioning Ability, Metaphorical Thinking DOI: http://dx.doi.org/10.22342/jme.8.1.3614.55-64
LEARNING THE CRITICAL POINTS FOR ADDITION IN MATEMATIKA GASING Siregar, Johannes Hamonangan; Wiyanti, Wiwik; Wakhyuningsih, Nur Safitri; Godjali, Ali
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 (407.82 KB) | DOI: 10.22342/jme.5.2.1500.160-169

Abstract

We propose learning Matematika GASING to help students better understand the addition material. Matematika GASING is a way of learning mathematics in an easy, fun and enjoyable fashion. GASING is short for GAmpang, aSyIk, and menyenaNGkan (Bahasa Indonesia for easy, fun and enjoyable). It was originally developed by Prof. Yohanes Surya at the Surya Institute in Indonesia to improve the mathematics education in Indonesia. In Matematika GASING, there is a step called “the critical point” that needs to be mastered for each topic. The focus of our research is the critical point for addition, that is addition of two numbers between 1 − 10 with a sum less than 20. The subject is a matriculation class at STKIP Surya and the research method used is Classroom Action Research. The statistics obtained is described using Qualitative Descriptive Statistics.Keyword: Matematika GASING, Addition, Critical Points, Classroom Action Research. DOI: http://dx.doi.org/10.22342/jme.5.2.1500.160-169
The Relationship between Emotional Intelligence and Mathematical Competency among Secondary School Students Nor, Nurul Adibah Khairiyah Mohd; Ismail, Zaleha; Yusof, Yudariah Mohammad
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 (105.653 KB) | DOI: 10.22342/jme.7.2.3534.91-100

Abstract

Anxiety towards mathematics among secondary school students have been reported. Anxiety creates strong negative emotions and can hinder a person's cognitive, learning and academic performance. Fear of mathematics came early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI) impacts on how a person deals with emotions, mathematics and the general self-regulations strategies that the person adopts. A study was carried out to access secondary students’ EI and their mathematical competency (MC). The EI was tested using an EI questionnaire for adolescents (IKEM-R/MEQI) consisting of 7 domains, while the MC was tested using selected questions from PISA (Programme for International Student Assessment) 2012 released items. Analysis shows that EI predict significantly students MC, but with low correlational value. Most of the respondents have moderate level of EI in all 7 domains whereby self awareness and self-regulation are the two domains with lowest scores. On the other hand, most of the students’ MC are poor. This particular research shows that EI is not a good predictor of MC which contradicts other reports. However it is suggested that the data collection can be improved by examining students’ EI while they are engaging in activities that call for MCs rather than doing it before or after the tasks. Keywords: Emotional Intelligence (EI), emotion, Mathematical Competency (MC), PISA (Programme for International Student Assessment), anxiety DOI: http://dx.doi.org/10.22342/jme.7.2.3534.91-100
LEARNING ONE-DIGIT DECIMAL NUMBERS BY MEASUREMENT AND GAME PREDICTING LENGTH Astuti, Puji
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 (243.139 KB) | DOI: 10.22342/jme.5.1.1447.35-46

Abstract

This paper aims to describe how students develop understanding of one-digit decimals. To achieve the aim, Local Instruction Theory (LIT) about the process of learning decimals and the means designed to support that learning are developed. Along with this idea, the framework of Realistic Mathematics Education (RME) is proposed. Based on the aim, design research methodology is used. This paper discusses learning activities of three meetings from teaching experiment of the focus group students of the fourth grade elementary school in Surabaya: SDIT Al Ghilmani. The data indicated that the learning activities promoted the students’ understanding of one-digit decimal numbers.Keyword: measurement, decimal numbers, number line DOI: http://dx.doi.org/10.22342/jme.5.1.1447.35-46
ETHNOMATHEMATICS: PRANATAMANGSA SYSTEM AND THE BIRTH-DEATH CEREMONIAL IN YOGYAKARTA Prahmana, Rully Charitas Indra; Yunianto, Wahid; Rosa, Milton; Orey, Daniel Clark
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.11745.93-112

Abstract

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning.  It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.

Page 19 of 23 | Total Record : 227

 17   18   19   20   21 

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