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
241 Documents
<![CDATA[The Relationship between Emotional Intelligence and Mathematical Competency among Secondary School Students ]]>
<![CDATA[Nurul Adibah Khairiyah Mohd Nor]]>;
<![CDATA[Zaleha Ismail]]>;
<![CDATA[Yudariah Mohammad Yusof]]>
<![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.7.2.3534.91-100
<![CDATA[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]]>
<![CDATA[Learning Materials Design Pattern Numbers Context Making Kemplang in Class IX ]]>
<![CDATA[Yayan Eryandi]]>;
<![CDATA[Somakim Somakim]]>;
<![CDATA[Yusuf Hartono]]>
<![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.7.2.3535.101-108
<![CDATA[This study aims to clarify the role of making kemplang can help students understand the concept of number patterns, and generate Learning Trajectory. The methodology used in this research is the design of the research by the research subject class IX students of SMP Negeri 2 South Indralaya, Ogan Ilir, South Sumatra. Researchers designing learning activities that sensing, drafting kemplang class simulated using circular paper prepared by the researcher. Exploration proportional situations using everyday life issues are close to students' lives, such as creating kemplang can make students more interested in learning mathematics and easily understand the math problems are given. Collecting data in this study using video, observation, written tests, documentation and records during the activity. The results of this study indicate that context kemplang and paper-making circles as a model really helps students to understand the concept of a pattern of numbers.Keywords: pattern numbers, manufacture Kemplang, PMRI, design research DOI: http://dx.doi.org/10.22342/jme.7.2.3535.101-108]]>
<![CDATA[Development A Constructivist Module and Web on Circle and Sphere Material with Wingeom Software ]]>
<![CDATA[Hamdunah Hamdunah]]>;
<![CDATA[Alfi Yunita]]>;
<![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[Investigating Students' Development of Learning Integer Concept and Integer Addition ]]>
<![CDATA[Nenden Octavarulia Shanty]]>
<![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.7.2.3538.57-72
<![CDATA[This research aimed at investigating students' development of learning integer concept and integer addition. The investigation was based on analyzing students' works in solving the given mathematical problems in each instructional activity designed based on Realistic Mathematics Education (RME) levels. Design research was chosen to achieve and to contribute in developing a local instruction theory for teaching and learning of integer concept and integer addition. In design research, the Hypothetical Learning Trajectory (HLT) plays important role as a design and research instrument. It was designed in the phase of preliminary design and tested to three students of grade six OASIS International School, Ankara – Turkey. The result of the experiments showed that temperature in the thermometer context could stimulate students’ informal knowledge of integer concept. Furthermore, strategies and tools used by the students in comparing and relating two temperatures were gradually be developed into a more formal mathematics. The representation of line inside thermometer which then called the number line could bring the students to the last activity levels, namely rules for adding integer, and became the model for more formal reasoning. Based on these findings, it can be concluded that students' learning integer concept and integer addition developed through RME levels.Keywords: integer concept, integer addition, Realistic Mathematics Education]]>
<![CDATA[Cultivating Upper Secondary Students' Mathematical Reasoning-Ability and Attitude towards Mathematics Through Problem-Based Learning ]]>
<![CDATA[E. Elvis Napitupulu]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Yaya S. Kusumah]]>
<![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.7.2.3542.117-128
<![CDATA[This paper reports some results of a research attempted to cultivate students' mathematical reasoning ability (MRA) by means of implementing problem-based learning (PBL) model. The population was upper secondary students of public schools in Bandung. Cluster sampling technique applied to take sample of amount 158 students from middle-level schools. Data were teachers' assessment on students’ performance in last two months, prior mathematical knowledge (PMK) and MRA test, observations, and interview. Two-factors ANOVA then used to analyze the data. Findings showed that overall students in PBL-classroom achieved better MRA than their counterparts in conventional one though the category in both classrooms was low. Interaction between PBL and PMK factor towards MRA did not emerge. Most part of the participants viewed PBL neither positive nor negative. On the contrary, they assessed that the tasks given made and demanded them thinking and learning more actively than ever. The findings showed adopting PBL in schools to facilitate students getting their higher order thinking skills is a reasonable choice, especially schools having middle or high ability students.Keywords: problem-based learning (PBL), mathematical reasoning ability ]]>
<![CDATA[Graphic Organizer in Action: Solving Secondary Mathematics Word Problems ]]>
<![CDATA[Khoo Jia Sian]]>;
<![CDATA[Masitah Shahrill]]>;
<![CDATA[Norashikin Yusof]]>;
<![CDATA[Georgina Chua Ling Ling]]>;
<![CDATA[Roslinawati Roslan]]>
<![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]]>
<![CDATA[METAPHORICAL THINKING LEARNING AND JUNIOR HIGH SCHOOL TEACHERS' MATHEMATICAL QUESTIONING ABILITY ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Euis Eti Rohaeti]]>;
<![CDATA[Wahyu Hidayat]]>
<![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.8.1.3614.55-64
<![CDATA[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]]>
<![CDATA[ETHNOMATHEMATICS IN PERSPECTIVE OF SUNDANESE CULTURE ]]>
<![CDATA[Atje Setiawan Abdullah]]>
<![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.8.1.3877.1-16
<![CDATA[This study is an exploratory research aims to find and know about a phenomenon by exploration. Therefore, the approach used in this study is ethnographic approach, an empirical and theoretical approach to get description and deep analysis about a culture based on field study. From the sustainable interviews and confirmation about field research with some community leaders in Cipatujah district, Tasikmalaya regency and in Santolo Pameungpeuk beach, Garut regency; it is found that Ethnomathematics is still widely used by Sundanese people especially in rural areas: the use of measurement units, mathematical modeling, and the use of clock symbols. The results of this study can be useful for Sundanese people and the government of West Java in education, cultural services, and tourism. Keywords: Ethnomathematics, Unit Calculation, Modeling, Symbolic Time DOI: http://dx.doi.org/10.22342/jme.8.1.3877.1-15]]>
<![CDATA[OUR PROSPECTIVE MATHEMATIC TEACHERS ARE NOT CRITICAL THINKERS YET ]]>
<![CDATA[Abdur Rahman As'ari]]>;
<![CDATA[Ali Mahmudi]]>;
<![CDATA[Elah Nuerlaelah]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3961.145-156
<![CDATA[In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers’ readiness in critical thinking dispositions are available in the field of mathematics education. This study was intended to investigate the level of critical thinking disposition of prospective mathematics teachers. Using case study methods, three studies were done in Malang.Three levels of critical thinkers were identified from these case studies namely: non-critical thinker, emergent critical thinker, developing critical thinker. Majority of prospective mathematics teachers’ critical thinking dispositions are at the non-critical thinker level. Only a few of them are at the emergent critical thinker, and very rare at the developing critical thinker level. It can be concluded that prospective mathematics teachers are not critical thinker yet. Teacher education institutions need to reform their curriculum and instructional practices to improve their students critical thinking skills and dispositions.DOI: http://dx.doi.org/10.22342/jme.8.2.3961.145-156]]>
<![CDATA[EXAMINING OF MODEL ELICITING ACTIVITIES DEVELOPED BY MATHEMATICS STUDENT TEACHERS ]]>
<![CDATA[Ayse Tekin Dede]]>;
<![CDATA[Çaglar Naci Hidiroglu]]>;
<![CDATA[Esra Bukova Guzel]]>
<![CDATA[ Journal on Mathematics Education Vol 8, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.8.2.3997.223-242
<![CDATA[The purpose of this study is to examine the model eliciting activities developed by the mathematics student teachers in the context of the principles of the model eliciting activities. The participants of the study conducted as a case study design were twenty one mathematics student teachers working on seven groups. The data collection tools were the developed model eliciting activities and semi-structured interviews. The model eliciting activities and the transcriptions of the interviews were deeply analyzed based on the principles. The results showed that while one group’s activity was not a model eliciting activity, the ones of two groups were appropriate to the all principles. Other model eliciting activities were completely or partly appropriate to the principles. It was seen that the reality and model construction principles were binding role in developing these activities. The self-assessment and construct documentation principles were directly related to each other. The construct share ability and reusability, and effective prototype principles were the principles which were associated with the others and could be elicited effectively by tracking future implementations.]]>
