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[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[LONG JUMP IN ASIAN GAMES: CONTEXT OF PISA-LIKE MATHEMATICS PROBLEMS ]]>
<![CDATA[Ika Pratiwi]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 1 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.1.5250.81-92
<![CDATA[This study aimed to produce a set of PISA-like mathematics problems content of uncertainty and data using long jump context in Asian Games that were valid, practical and had potential effects on the ability of the students’ mathematical literacy. This study used the design research method of development studies type in two stages, preliminary and formative evaluation. The subject of this study involved 34 students of Senior High School. The result of this study was a set of PISA-like mathematics problems using long jump context in Asian Games which were valid, practical, and had potential effects. The result of students’ answer analysis showed some strategies and arguments used by students. In question 1, 3 out of 34 students were involved in representation, reasoning and argument ability, 31 out of 34 students were involved in reasoning and argument ability. In question 2, 30 out of 34 students were involved in representation and reasoning and argument ability, and 4 out of 34 students were involved in communication, representation, reasoning and argument ability. Also, using the PISA-like mathematics problems with long jump context made students more interested and active during the learning process.]]>
<![CDATA[ELEMENTARY SCHOOL TEACHER’S OBSTACLES IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN MATHEMATICS LEARNING ]]>
<![CDATA[Vivi Astuti Nurlaily]]>;
<![CDATA[Heribertus Soegiyanto]]>;
<![CDATA[Budi Usodo]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 2 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.2.5386.229-238
<![CDATA[This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.]]>
<![CDATA[CREATING MANIPULATIVES: IMPROVING STUDENTS' CREATIVITY THROUGH PROJECT-BASED LEARNING ]]>
<![CDATA[Siti Khoiruli Ummah]]>;
<![CDATA[Akhsanul In’am]]>;
<![CDATA[Rizal Dian Azmi]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 1 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.1.5093.93-102
<![CDATA[The purpose of this study is describing the implementation of project-based learning model and analysing the student’s creativity improvement in the subject of learning media. We describe the implementation of project-based learning based on our note of the learning syntax during one semester. Then, compared the students’ product to measure their creativity improvement in the aspects of originality, novelty, and flexibility. This study used descriptive-qualitative method and involved the students who took the learning media course as its subjects. The results showed that there was an improvement of the students’ creativity in the project-based learning implementation. The improvement was measured in the making of the manipulatives. The students’ flexibility and novelty were good, while their originality was fair.]]>
<![CDATA[DEVELOPING INTERACTIVE LEARNING MEDIA FOR SCHOOL LEVEL MATHEMATICS THROUGH OPEN-ENDED APPROACH AIDED BY VISUAL BASIC APPLICATION FOR EXCEL ]]>
<![CDATA[Euis Eti Rohaeti]]>;
<![CDATA[Martin Bernard]]>;
<![CDATA[Restu Bias Primandhika]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 1 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.1.5391.59-68
<![CDATA[This research is a merged descriptive and quasi-experiment research aimed to describe students’ creativity in developing interactive learning media with Visual Basic Application for Excel. Besides that, it had done to review students’ ability which learning used open-ended Visual Basic Application for Excel compared with the other students’ which learning used the expository method with Visual Basic Application for Excel based. The subject contained 35 students in experiment class and 33 students in the control class, where the creativity of their learning media is reviewed and is analysed using SPSS. The research result shows that: (1) Students’ creativity in creating interactive learning media that the learning used open-ended Visual Basic Application for Excel based is better than the one with expository method of Visual Basic Application for Excel found; (2) Students creativity in creating interactive learning media is the combination of their mastery towards school level mathematics and the ability in applying Visual Basic Application for Excel.]]>
<![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.]]>
<![CDATA[ETHNOMATHEMATICS IN SASAKNESE ARCHITECTURE ]]>
<![CDATA[Sri Supiyati]]>;
<![CDATA[Farida Hanum]]>;
<![CDATA[Jailani Jailani]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 1 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.1.5383.47-58
<![CDATA[This research is aimed to explore the cultural elements especially in Sasak architectures in Lombok Island such as a home living (Bale), worship building (masjid), lumbung (sambi) in ethnomathematics point of view. This research uses qualitative approach with cognitive (anthropology cognitive). The interviewees are the experienced custom leader and humanists who has conducted the research on Sasak society. Meanwhile, the data collection method used the participant, observation and documentation. Data analysis on this research is not only based on the researcher is interpretation but also the idea structure of the society. This research shows the evidence of sensitivity on the use of numbers practiced by Sasak ancestor long time ago in doing the measurement using their anthropometric ability (Ethnomathematics). The architecture products of sasak society also describe that sasak society is more focus on the process than the final products itself which describes the consistency in conducting role and cultural device which control the desire of individual construction.]]>
<![CDATA[UNDERSTANDING OF PROSPECTIVE MATHEMATICS TEACHERS OF THE CONCEPT OF DIAGONAL ]]>
<![CDATA[Ülkü Ayvaz]]>;
<![CDATA[Nazan Gündüz]]>;
<![CDATA[Figen Bozkus]]>
<![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.8.2.4102.165-184
<![CDATA[This study aims to investigate the concept images of prospective mathematics teachers about the concept of diagonal. With this aim, case study method was used in the study. The participants of the study were consisted of 7 prospective teachers educating at the Department of Mathematics Education. Criterion sampling method was used to select the participants and the criterion was determined as taking the course of geometry in the graduate program. Data was collected in two steps: a diagnostic test form about the definition and features of diagonal was applied to participants firstly and according to the answers of the participants to the diagnostic test form, semi-structured interviews were carried out. Data collected form the diagnostic test form and the semi-structured interviews were analyzed with descriptive analysis. According to the results of the study, it is understood that the prospective teachers had difficulties with the diagonals of parallelogram, rhombus and deltoid. Moreover, it is also seen that the prospective teachers were inadequate to support their ideas with further explanations although they could answer correctly. Ä°t is thought that the inadequacy of the prospective teachers stems from the inadequacy related to proof.DOI:Â http://dx.doi.org/10.22342/jme.8.2.4102.165-184]]>
