Journal on Mathematics Education (JME)
Journal on Mathematics Education (IndoMS-JME) is peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under collaboration between Indonesian Mathematical Society and Sriwijaya University. Starting from 2019, IndoMS-JME would be published three times in a year (January, Mei, and September).
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<![CDATA[ELEMENTARY STUDENTS MATHEMATICAL PROBLEM-SOLVING VIEWED FROM INTERPERSONAL INTELLIGENCE ]]>
<![CDATA[Permataari, Desty Ratna]]>;
<![CDATA[Soegiyanto, Heribertus]]>;
<![CDATA[Usodo, Budi]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5387.%p
<![CDATA[Problem-solving ability is one of the fundamental skills that must be mastered by students because problem-solving skills will help to solve problems in other subjects as well as everyday life. Therefore, the problem-solving ability is a common goal of learning mathematics. Success in mathematical problems solving is influenced by student abilities and skills in creating social relations. Student abilities and skills in creating social relations and to work effectively with others called interpersonal intelligence. This research aims to describe mathematical problem solving of elementary students used the descriptive qualitative method which data was collected through questionnaire, test, and interview. Results showed that students with high interpersonal intelligence could master four indicators of problem-solving, namely understand the problem, devise a plan, carry out the idea, and lock back. Students with average interpersonal intelligence can master understands the problem and design a plan indicator, but sometimes they cant carry out the plan correctly. Students with low interpersonal intelligence just understanding the problem, but they cant devise the plan well.]]>
<![CDATA[USING HANDOUT FOR LEARNING MEDIA COURSE: CAN WE INTEGRATE LOCAL WISDOM IN MATHEMATICS LEARNING? ]]>
<![CDATA[Setiyani, Setiyani]]>;
<![CDATA[Ferdianto, Ferry]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5381.%p
<![CDATA[The aims of this research are to know the mastery of studentsâ mathematics learning in subjects instructional media both mastery of individual and classical completeness and how the response of students in teaching materials media based on local wisdom. This research uses descriptive qualitative approach. Data collection conducted on 25 students selected by purposive sample then the learning done using handout based on local wisdom. Students make teaching aids in groups, then asked to respond the course using a handout. Completeness of learning in the subject obtained through the project in the form of the teaching aids they have made. Data collection is done by observation learning, questionnaires, and documentation. Data analysis was done by quantitative and qualitative descriptive method. The result showed that studentâs learning mastery both classical and individual had achieved and the average result of studentâs response to teaching material of 76,35 shows a reliable interpretation. So that can be interpreted that the student response to learning media lectures using teaching materials get a good response from students.]]>
<![CDATA[PISA-LIKE PROBLEMS USING THE CONTEXT OF SWIMMING SPORTS IN ASIAN GAMES ]]>
<![CDATA[Putra, Eko Septiansyah]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Susanti, Ely]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.1.5244.%p
<![CDATA[This study aimed to produce items of PISA mathematics using the context of swimming sports that was valid, practical and had potential effects of the problem on students mathematical literacy ability. The method used was designed research type development study. This method consisted of two stages, preliminary and formative evaluation. The data collection techniques used walkthrough interviews, documentation, and tests. The items were validated by four experts for the expert review and three students on one-to-one. The validity of this developed problem was seen from its compatibility with the PISA framework. Practicality seen from small group test results involved six students. The developed items were practical because they were easily understood and used by the students. The potential effects were identified based on the analysis of students answers on the field test stage. The field test was conducted in SMA Negeri 1 Palembang for 31 students. The results of this study generated PISA-like problems using the context of swimming sports that were valid, practical and had potential effects on students mathematical literacy skills. In this study, the students mathematical literacy skills arose to include mathematical ability, reasoning and argumentation ability, and ability to choose strategies to solve problems]]>
<![CDATA[GENDER REVIEWED MATHEMATICAL INTUITION AT 7th GRADE STUDENTS THROUGH OPEN-ENDED BASED-INQUIRY LEARNING ]]>
<![CDATA[Yuni, Yatha]]>;
<![CDATA[Darhim, Darhim]]>;
<![CDATA[Turmudi, Turmudi]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.1.5402.%p
<![CDATA[This study aims to examine the differences in studentsâ mathematical intuition abilities. Differences were reviewed by gender, through Open-ended Inquiry-Based Learning. The design of this study was a Pretest-Posttest Control Group Experiment. The subject of this study was 156 seventh graders of Madrasah Tsanawiyah in Bekasi, 77 male, and 79 female students. Data were analyzed with the help of SPSS. The result of this study showed p-value > ? (0,174 < 0,05). That means there was not different in mathematical intuition ability of male and female students.]]>
<![CDATA[THE EFFECT OF USING RING THEORY MOBILE APPLICATION ON STUDENT INVOLVEMENT AND REASONING ABILITY ]]>
<![CDATA[Suryanti, Sri]]>;
<![CDATA[Sutaji, Deni]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5398.%p
<![CDATA[This study aims to determine the influence of the use of ring theory mobile application on student involvement in learning and the students reasoning ability. The subject of research is sixth-semester students who take the subject of Ring Theory that is 30 people. The research instrument used is observation sheet, student involvement questionnaire, and test questions to know students reasoning ability. The research method used is descriptive quantitative to know the involvement of students, while to know the effect on students reasoning ability used independent sample t-test with SPSS 15.0. The results showed that the use of ring theory mobile application caused a very positive engagement, from the overall indicator of student involvement in learning, gets an average score 4.74 (score range 1-5). Also, there was a significant influence of the use of ring theory mobile application on students reasoning ability, which is 0.721]]>
<![CDATA[THE KINDS OF QUESTIONS ASKED BY NOVICE TEACHERS IN LEARNING MATHEMATICS ]]>
<![CDATA[Zahra, Labiba]]>;
<![CDATA[Kusmayadi, Tri Atmojo]]>;
<![CDATA[Usodo, Budi]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5267.%p
<![CDATA[This study described the kinds of questions asked by novice teachers during mathematics learning process in senior high school. This study used descriptive analysis. The subjects of this study were 2 novice teachers who teach mathematics in 10th grade. The result shows that the frequent questions asked by novice teacher based on the objective were compliance questions, rhetorical questions and sometimes prompting questions and probing questions. The frequent questions asked by novice teacher based on the cognitive process dimension of Revised Bloomâs Taxonomy were questions of remembering, questions of understanding, questions of applying, questions of analyzing and questions of evaluating. The novice teacher asked the routine questions which had same thinking level. The question with the highest level in thinking didnât ask by the novice teacher. ]]>
<![CDATA[DESCRIBING STUDENTâS MATHEMATICAL COMPETENCE: DO COGNITIVE STYLES MAKE ANY DIFFERENCE? ]]>
<![CDATA[Fitriyani, Harina]]>;
<![CDATA[Setyawan, Fariz]]>;
<![CDATA[Istiandaru, Afit]]>;
<![CDATA[Hendroanto, Aan]]>;
<![CDATA[Istihapsari, Vita]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5399.%p
<![CDATA[Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school studentsâ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis usedthe model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.]]>
<![CDATA[MAKE A MATCH MODEL, HIGH ORDER THINKING SKILLS QUESTIONS, AND THE STUDENTSâ CURIOSITY ]]>
<![CDATA[Sari, Putri Permata]]>;
<![CDATA[Budiyono, Budiyono]]>;
<![CDATA[Slamet, Isnandar]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5405.%p
<![CDATA[Geometry has an important role in mathematics study. Make A Match high order thinking skills questions aims to improve the students curiosity and students HOTS for understanding the material. This research aims to find out the effect of learning model and emotional intelligence toward students mathematics achievement.This research is quasi-experimental research with a 2x3factorial design. Population on this research was State Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia. The data collection were collected by using questionnaire and test. Furthermore, data were analyzed by two-way ANOVA. According to the research findings, shows that: students taught by MAM HOTS questions have better mathematics learning achievement than those taught by using direct learning model. Students having high emotional intelligence category have better mathematics learning achievement than those having medium and low emotional intelligence category, and they who have medium emotional intelligence category have mathematics learning achievement as good as those with low emotional intelligence category.Therefore, MAM HOTS questions can improve students learning achievement.]]>
<![CDATA[CIRCUIT LEARNING MODEL-BASED HIGHER ORDER THINKING SKILLS TO IMPROVING STUDENTSâ PROBLEM SOLVING ]]>
<![CDATA[Rosaini, Rosaini]]>;
<![CDATA[Budiyono, Budiyono]]>;
<![CDATA[Pratiwi, Hasih]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.12.2.5384.%p
<![CDATA[The 2013 curriculum emphasizes the application of Higher Order Thinking (HOTS) questions in learning, and it is also necessary for teachers to use student learning models. Teachers as supporters of both aspects mentioned need to be given attention because of difficulties applying the model of learning and hots in learning mathematics. This is due to the unfamiliarity of students with HOTS type questions in the learning model. The purpose of this research is to know the effectiveness of the HOTS-based learning model in facilitating the problem-solving ability of the students. The research subject is the seventh-grade student of SMP in Sleman, Yogyakarta. The result of this research is there is a change when using HOTS-based circuit learning in mathematics learning. The results of this study indicate that students pretest and posttest results are increasing, meaning that students completion abilities increase after using HOTS-based circuit learning model.]]>
<![CDATA[PISA TASK: WHAT IS THE WEIGHT OF A WEIGHTLIFTING DISC? ]]>
<![CDATA[Fitra, Dian]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Susanti, Ely]]>
<![CDATA[ Journal on Mathematics Education Online First ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.5247.%p
<![CDATA[One way to improve the quality of mathematics learning in Indonesia, achievement in PISA in particular, is by conducting PISA related researches. This study aims to generate a valid, practical, and having potential effect PISA task using a weight-lifting context. It is design research in which the development process was done by the Tessmers formative evaluation. The data were collected through walkthrough, interviews, documentation, and tests. The test items validation process involved three experts at expert review stage and three students in the one-to-one phase. The validity of the items was checked from its compatibility with the PISA framework regarding content, context, literacy process and level of questions. The practicality was examined from small group test results of the six students. The developed items are practical since students easily understand them and they are easy to use. The potential effects of the developed items were seen based on the capabilities students engaged in during their process of solving the given problem. The developed PISA task capable of generating fundamental mathematical competences, i.e., communication; representation; mathematization; reasoning and arguments; choosing strategies to solve problems; using language and symbolic, formal and technical operations.]]>
