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 EFFECT OF BRAIN BASED LEARNING ON SECOND GRADE JUNIOR STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING ON POLYHEDRON ]]>
<![CDATA[I Made Suarsana]]>;
<![CDATA[Ni Putu Santhi Widiasih]]>;
<![CDATA[I Nengah Suparta]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.5005.145-156
<![CDATA[The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types. The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of Brain-Based Learning on second grade junior students’ conceptual understanding in polyhedron.DOI: http://dx.doi.org/10.22342/jme.9.1.5005.145-156]]>
<![CDATA[ERRORS OF STUDENTS LEARNING WITH REACT STRATEGY IN SOLVING THE PROBLEMS OF MATHEMATICAL REPRESENTATION ABILITY ]]>
<![CDATA[Delsika Pramata Sari]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Rizky Rosjanuardi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4301.121-128
<![CDATA[The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation). In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation).DOI: http://dx.doi.org/10.22342/jme.9.1.4301.121-128]]>
<![CDATA[LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES ]]>
<![CDATA[Qiang Cheng]]>;
<![CDATA[Hsien-Yuan Hsu]]>
<![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.8.2.4066.115-132
<![CDATA[Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132]]>
<![CDATA[THE INNOVATION OF LEARNING TRAJECTORY ON MULTIPLICATION OPERATIONS FOR RURAL AREA STUDENTS IN INDONESIA ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 3 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.3.9257.397-408
<![CDATA[The rural area's student difficulties in learning the concept of number operation had been documented by several studies, especially for the case of multiplication. The teacher typically introduces the multiplication concepts using the formula without involving the concept itself. Furthermore, this study aims to design learning trajectory on multiplication operations in the Mathematics of GASING (Math GASING) by focusing more on the concept itself than the formula and by starting from the informal to a formal level of teaching. Design research used as the research method to solve this problem consisting of three phases, namely preliminary design, teaching experiment, and retrospective analysis. The research results show that the Math GASING has a real contribution for students to understanding and mastering in the concept of the multiplication operations. This research also explains the strategy and the model discovered by students in learning multiplication that the students used as a basic concept of multiplication. Finally, the students were able to understand the concept of multiplication more easily, and they showed interest in using this learning trajectory.]]>
<![CDATA[THE ANALYSIS OF PROPORTIONAL REASONING PROBLEM IN THE INDONESIAN MATHEMATICS TEXTBOOK FOR THE JUNIOR HIGH SCHOOL ]]>
<![CDATA[Rahmah Johar]]>;
<![CDATA[Sri Yusniarti]]>;
<![CDATA[Saminan Saminan]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4145.55-68
<![CDATA[The lack of Indonesian students achievement in the international assessment is due to several factors. Students are not familiar with the problems requiring reasoning, in particular the proportional reasoning. This research aims to identify the distribution and the Level of Cognitive Demands (LCD) of the proportional reasoning problems found in the Year 7 and Year 8 mathematics textbooks based on the 2013 curriculum (revised edition 2014). The data collection was conducted by identifying the proportional reasoning problems found in the whole chapters of the textbooks which are then analysed and classified using the Smiths and Stein’s criteria of LCD (1998). The results reveal that the proportional reasoning problems were only found in the three of 17 chapters namely ratio and proportion, rectangle and triangle, and Pythagorean Theorem, which represent different LCD including Lower-LCD (Low-M and Low-P) and Higher-LCD (High-P). Out of 69 proportional reasoning problem found in the textbooks, the percentage of higher-LCD problems (n=29 ; 42.03%) is less than lower-LCD (n=40;57.97%). In addition, the higher-LCD problems found were only the high-P type. None was found to meet the requirement of High-DM demanding students to conduct ‘doing mathematics’, complex approach and self-monitoring or self regulation of students’ cognitive process. It is recommended that the proportional reasoning problems, including some High-DM problems, should be provided in each topic in Indonesian mathematics textbooks.DOI: http://dx.doi.org/10.22342/jme.9.1.4145.55-68]]>
<![CDATA[MATH AND MATE IN JAVANESE PRIMBON: ETHNOMATHEMATICS STUDY ]]>
<![CDATA[Niken Wahyu Utami]]>;
<![CDATA[Suminto A Sayuti]]>;
<![CDATA[Jailani Jailani]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 3 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.3.7611.341-356
<![CDATA[Marriage is an essential part of life for most people. In the Javanese tradition, great attention is paid to the weton of the couple through Javanese Primbon. It predicts the fate of the couple in the marriage. This prediction of the Javanese outcome after the wedding has some numerical values. Therefore, this study aims to uncover these numerical values using ethnomathematics. This research uses a qualitative method. Analyzing the Javanese Primbon documents is meant to explore the numerical value of Javanese people. Also, analyzing the data using the Javanese Primbon documents was not only based on the interpretation of the researcher but also the result of discussions with cultural and mathematical experts. This study proposes numerical values such as number bases, remainder theorem, modulo, and modulus of the congruence in formal mathematics, which is associated with matchmaking using Javanese Primbon.]]>
<![CDATA[DEVELOPING OPEN-ENDED QUESTIONS FOR SURFACE AREA AND VOLUME OF BEAM ]]>
<![CDATA[Henry Kurniawan]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4640.157-168
<![CDATA[The purpose of this research was to show open-ended questions about surface area and beam volume which valid and practice, have potential effect. This research is research development which consists of two main phases: preliminary phase (preparation phase and problem design) and formative evaluation phase (evaluation and revision phases). The objective of the study is the students of VIII.2 class of Junior High School 55 Palembang. The result of the study got 9 questions open-ended of surface area and beam volume materials which valid and practical. In addition, there was the potential effect of students' mathematical ability on the open-ended questions that have been given. The result of open-ended problem in the concept potential effect was 77,53%, reasoning ability was 59,79%, the communication ability was 57,02%, and problem solving ability was 67,01 %.DOI: http://dx.doi.org/10.22342/jme.9.1.4640.157-168]]>
<![CDATA[THE EFFECT OF VARIOUS MEDIA SCAFFOLDING ON INCREASING UNDERSTANDING OF STUDENTS’ GEOMETRY CONCEPTS ]]>
<![CDATA[Sugeng Sutiarso]]>;
<![CDATA[Coesamin Coesamin]]>;
<![CDATA[Nurhanurawati Nurhanurawati]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4291.95-102
<![CDATA[This study is a quasi-experimental research with pretest-posttest control group design, which aims to determine (1) the tendency of students in using various media scaffolding based on gender, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts. Media scaffolding used this study is chart, props, and visual. The population was the fifth grade students of State Elementary School I Gunung Terang (total 40 students), Bandar Lampung, Indonesia of the academic year 2015-2016. The sample was total sampling, respectively 20 students in the experimental class (with media scaffolding) and control class (without media scaffolding). Data were collected through observation, interview and test. Analysis of the observation and interviews data with descriptive statistics (percentage). and the test data was analyzed by (a) measuring the level of effectiveness on increasing understanding of students’ geometry concepts with formula of Hake’s Normalized Gain (g) and its interpretation, and (b) examine of hypotesis on level of effectiveness with t-test. The results of research showed that (1) the tendency of male students using the media scaffolding props, and female students using scaffolding media chart, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts is effective enough.DOI: http://dx.doi.org/10.22342/jme.9.1.4291.95-102]]>
<![CDATA[IMPLEMENTING INQUIRY-BASED LEARNING AND EXAMINING THE EFFECTS IN JUNIOR COLLEGE PROBABILITY LESSONS ]]>
<![CDATA[Jessie Siew Yin Chong]]>;
<![CDATA[Maureen Siew Fang Chong]]>;
<![CDATA[Masitah Shahrill]]>;
<![CDATA[Nor Azura Abdullah]]>
<![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.8.2.3964.157-164
<![CDATA[This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.DOI:Â http://dx.doi.org/10.22342/jme.8.2.3964.157-164]]>
<![CDATA[TEACHERS EXPECTATION OF STUDENTS’ THINKING PROCESSES IN WRITTEN WORKS: A SURVEY OF TEACHERS’ READINESS IN MAKING THINKING VISIBLE ]]>
<![CDATA[Abdur Rahman As'ari]]>;
<![CDATA[Dian Kurniati]]>;
<![CDATA[Subanji Subanji]]>
<![CDATA[ Journal on Mathematics Education Vol 10, No 3 (2019) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.10.3.7978.409-424
<![CDATA[The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.]]>
