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Journal on Mathematics Education (JME)

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Published by Universitas Sriwijaya

ISSN : 20878885 EISSN : 24070610 DOI : -

Core Subject : Education,

Education Mathematics

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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Articles 5 Documents

Search results for , issue "Vol 1, No 1 (2010)" : 5 Documents clear

DESIGNING A MATHEMATICS CURRICULUM Lee Peng Yee
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

A decade of PMRI saw the changes in the classroom in some of the primaryschools in Indonesia. Based on observation, we can say that though themathematics syllabus in Indonesia did not change, its curriculum has changedunder the movement of PMRI. Â In this article, we put in writing some of theexperience gained through the involvement in designing curricula since 1971.Hopefully, some of the observations made may be of use to the colleagues inIndonesia. The discussion below will cover some deciding factors in designing acurriculum, some practices, and the latest trends. For convenience, we keep thediscussion general, and do not refer to a specific syllabus. Also, in many cases,we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

BIRTHDAY CAKE ACTIVITY STRUCTURED ARRANGEMENT FOR HELPING CHILDREN DETERMINING QUANTITIES Neni Mariana
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Few researches have been concerned about relation between childrenâ€™s spatialthinking and number sense. Narrowing for this small research, we focused onone component of spatial thinking, that is structuring objects, and onecomponent of number senses, that is cardinality by determining quantities. Thisstudy focused on a design research that was conducted in Indonesia in which weinvestigated pre-school childrenâ€™s (between 2 and 3.5 years old) ability inmaking structured arrangement and their ability to determine the quantities bylooking at the arrangements. The result shows us that some of the children wereable to make such arrangement. However, the children found difficulties eitherto determine quantities from those arrangements or to compare some structuresto easily recognize number of objects.

PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI): PERKEMBANGAN DAN TANTANGANNYA Robert K. Sembiring
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

This paper is about PMRI, the Indonesian version of realistic mathematics education developed in the Netherlands. It is a movement to reform mathematics education in Indonesia. What and why PMRI and the problems and challenges it faces in its development. It began as a small experiment ten years ago, now becomes a national movement.

DAMPAK PENDIDIKAN MATEMATIKA REALISTIK INDONESIA TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP Sugiman Sugiman; Yaya S. Kusumah
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

This quasi-experimental study aims to determine the impact of realistic mathematics education (RME) on increasing Mathematical Problem-Solving Abilities (MPSA). The research design used was the non-equivalent control group with the subject population of all junior high school students in the city of Yogyakarta originating from low (C), moderate (B), and high (A) levels. From each school level, one school was taken then from each school taken an experimental class that received RME and one class of control who received regular learning (PB). The instrument used is in the form of two sets of equivalent MPSA tests. Data analysis uses the t-test and Anava. The results of the research were: (1) an increase in the MPSA of RME students was higher than the increase in the MPSA of PB students for all students and all levels of the school; (2) the highest increase in MPSA for RME students occurs at level A schools; and (3) there is no interaction between learning at school level in increasing MPSA.

LEVELING STUDENTS' CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM Tatag Yuli Eko Siswono
Journal on Mathematics Education Vol 1, No 1 (2010)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8thgrade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.

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Contact Name
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Location
Kab. ogan ilir,

Sumatera selatan

INDONESIA