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).
Articles
10 Documents
Search results for
, issue
"Vol 12, No 1 (2021)"
:
10 Documents
clear
<![CDATA[ETHNOMATHEMATICS: PRANATAMANGSA SYSTEM AND THE BIRTH-DEATH CEREMONIAL IN YOGYAKARTA ]]>
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Wahid Yunianto]]>;
<![CDATA[Milton Rosa]]>;
<![CDATA[Daniel Clark Orey]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES ]]>
<![CDATA[Cholis Sa'dijah]]>;
<![CDATA[Wasilatul Murtafiah]]>;
<![CDATA[Lathiful Anwar]]>;
<![CDATA[Rini Nurhakiki]]>;
<![CDATA[Ety Tejo Dwi Cahyowati]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.13087.159-180
<![CDATA[This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.]]>
<![CDATA[A LEARNING TRAJECTORY FOR PROBABILITY: A CASE OF GAME-BASED LEARNING ]]>
<![CDATA[Ariyadi Wijaya]]>;
<![CDATA[Elmaini Elmaini]]>;
<![CDATA[Michiel Doorman]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.12836.1-16
<![CDATA[This research is aimed to describe a learning trajectory for probability through game-based learning. The research employed design research consisting of three stages: preparing for the experiment, design experiment, and retrospective analysis. A hypothetical learning trajectory (HLT) using Sudoku and Snake-and-ladder games was developed by collecting data through documentation, interviews, and classroom observations. The HLT was implemented in the classroom to investigate students’ actual learning trajectory. The results of this research indicate that the games helped students understand the concept of probability. The learning trajectory for probability based on game-based learning is seen from the perspective of four levels of emergent modeling. In the first level – ‘situational level’ – Sudoku and Ladder-and-Snake games were played by students. The second level is the ‘referential level’ where the rules of the games were used as a starting point to learn the concept of probability. Communication during game playing stimulated students' knowledge about random events, sample spaces, sample points, and events. At the third level – ‘general level’ – students used tree and table diagrams to generalize possible outcomes of an experiment and develop an understanding of sample spaces and sample points. Lastly, at the ‘formal level’ students developed their informal knowledge into formal concepts of probabilities.]]>
<![CDATA[DIGITAL TOOLS AND PAPER-AND-PENCIL IN SOLVING-AND-EXPRESSING: HOW TECHNOLOGY EXPANDS A STUDENT’S CONCEPTUAL MODEL OF A COVARIATION PROBLEM ]]>
<![CDATA[Hélia Jacinto]]>;
<![CDATA[Susana Carreira]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.12940.113-132
<![CDATA[This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.]]>
<![CDATA[PROJECT-BASED MATHEMATICS LEARNING: FRUIT SALAD RECIPES IN JUNIOR HIGH SCHOOL ]]>
<![CDATA[Poppy Trianti Rahayu]]>;
<![CDATA[Ratu Ilma Indra Putri]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.13270.181-198
<![CDATA[Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through Pendidikan Matematika Realistik Indonesia (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.]]>
<![CDATA[MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL ]]>
<![CDATA[Bed Raj Acharya]]>;
<![CDATA[Mukunda Prakash Kshetree]]>;
<![CDATA[Bishnu Khanal]]>;
<![CDATA[Ram Krishna Panthi]]>;
<![CDATA[Shashidhar Belbase]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.12955.17-48
<![CDATA[The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.]]>
<![CDATA[A CASE STUDY ON HOW PRIMARY-SCHOOL IN-SERVICE TEACHERS CONJECTURE AND PROVE: AN APPROACH FROM THE MATHEMATICAL COMMUNITY ]]>
<![CDATA[Aurora Fernández-León]]>;
<![CDATA[José María Gavilán-Izquierdo]]>;
<![CDATA[Rocío Toscano]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.12800.49-72
<![CDATA[This paper studies how four primary-school in-service teachers develop the mathematical practices of conjecturing and proving. From the consideration of professional development as the legitimate peripheral participation in communities of practice, these teachers’ mathematical practices have been characterised by using a theoretical framework (consisting of categories of activities) that describes and explains how a research mathematician develops these two mathematical practices. This research has adopted a qualitative methodology and, in particular, a case study methodological approach. Data was collected in a working session on professional development while the four participants discussed two questions that invoked the development of the mathematical practices of conjecturing and proving. The results of this study show the significant presence of informal activities when the four participants conjecture, while few informal activities have been observed when they strive to prove a result. In addition, the use of examples (an informal activity) differs in the two practices, since examples support the conjecturing process but constitute obstacles for the proving process. Finally, the findings are contrasted with other related studies and several suggestions are presented that may be derived from this work to enhance professional development.]]>
<![CDATA[DESIGNING A HEALTHY MENU PROJECT FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Ninik Purwaning Setyorini]]>;
<![CDATA[Agyta Meitrilova]]>;
<![CDATA[Ranni Permatasari]]>;
<![CDATA[Sulafah Ansya Saskiyah]]>;
<![CDATA[Duano Sapta Nusantara]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.13239.133-146
<![CDATA[Project-based learning (PjBL) is an appropriate learning model that can shape students’ scientific, social and higher-order thinking. Implementing PjBL in education gives students the freedom to plan their own learning activities, conduct projects collaboratively and produce products. In a healthy menu project, PjBL can help students calculate their excess weight. The purpose of this study was thus to design a healthy menu that assists Indonesian junior high school students solve numeracy problems using obesity context. The method followed a design research type validation studies using observation and document reviews as data collection techniques. This study produced a learning trajectory that can help grade VII students solve arithmetic operations using obesity context through two activities. In the first, the students were asked to record their respective heights and weights, then use them to determine their body mass index (BMI) and body mass ratio (BMR). Then, the students confirmed their necessary daily caloric intake, and categorized their BMI and BMR results as underweight, normal, overweight or obese. In the second activity, the students developed healthy menus per their respective tastes based on their weight categories from the first activity. The study concluded with the students successfully producing healthy menus that they designed according to their calculated required daily caloric intake.]]>
<![CDATA[MEDIATING EFFECT OF SELF-EFFICACY ON THE RELATIONSHIP BETWEEN INSTRUCTION AND STUDENTS’ MATHEMATICAL REASONING ]]>
<![CDATA[Angel Mukuka]]>;
<![CDATA[Védaste Mutarutinya]]>;
<![CDATA[Sudi Balimuttajjo]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.12508.73-92
<![CDATA[Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.]]>
<![CDATA[AN INVESTIGATION OF STUDENTS’ ALGEBRAIC PROFICIENCY FROM A STRUCTURE SENSE PERSPECTIVE ]]>
<![CDATA[Al Jupri]]>;
<![CDATA[Ririn Sispiyati]]>;
<![CDATA[Kin Eng Chin]]>
<![CDATA[ Journal on Mathematics Education Vol 12, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.12.1.13125.147-158
<![CDATA[Structure sense can be interpreted as an intuitive ability towards symbolic expressions, including skills to perceive, to interpret, and to manipulate symbols in different roles. This ability shows student algebraic proficiency in dealing with various symbolic expressions and is considered important to be mastered by secondary school students for advanced study or professional work. This study, therefore, aims to investigate students’ algebraic proficiency in terms of structure sense. To reach this aim, we set up a qualitative case study with the following three steps. First, after conducting a literature study, we designed structure sense tasks according to structure sense characteristics for the topic of equations. Second, we administered an individual written test involving 28 grade XI students (16-17 year-old). Third, we analyzed students’ written work using a structure sense perspective. The results showed that about two-thirds of the participated students lack of structure sense in which they tend to use more procedural strategies than structure sense strategies in solving equations. We conclude that the perspective of structure sense provides a fruitful lens for assessing students’ algebraic proficiency.]]>
