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INDONESIA
Journal on Mathematics Education (JME)
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).
Arjuna Subject : -
Articles 241 Documents
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USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY Iman Chafik Chahine; Norman Robinson; Kimbeni Mansion
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (601.133 KB) | DOI: 10.22342/jme.11.2.11099.319-332

Abstract

This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.
MATHEMATICAL CONTENT ON STEM ACTIVITIES Aitzol Lasa; Jaione Abaurrea; Haritz Iribas
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11327.333-346

Abstract

In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
CHARACTERISTICS OF STUDENTS’ ABDUCTIVE REASONING IN SOLVING ALGEBRA PROBLEMS Indriati Nurul Hidayah; Cholis Sa'dijah; Subanji Subanji; Sudirman Sudirman
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11869.347-362

Abstract

When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth,  mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.
LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES Muslimin Muslimin; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Nyimas Aisyah
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11721.363-384

Abstract

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.
A COMPARISON OF MATHEMATICAL TASKS TYPES USED IN INDONESIAN AND AUSTRALIAN TEXTBOOKS BASED ON GEOMETRY CONTENTS Miftahul Hidayah; Helen Forgasz
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11754.385-404

Abstract

This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features, the information provided, the number of steps required, and the numbers of answers. Both the similarities and differences in the mathematical tasks provided in the selected textbooks were analysed. The coding results reveal that the majority of tasks in both the Australian and Indonesian textbooks were presented in verbal and combined forms. Routine and closed tasks were still dominant in the four textbooks. More than 93% of tasks in the four textbooks had sufficient information for students to solve the problem. One of the Australian textbooks had a higher proportion of tasks with real-world contexts than the other textbooks. One of the Indonesian textbooks showed a high proportion of tasks requiring multiple steps or procedures. These results were used to explore the learning opportunities offered by the textbooks, and the possible influence on students’ performances in international assessments. Some recommendations for the refinement of the textbooks and future research are also outlined at the end of the study.
GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL Kismiantini Kismiantini; Ezra Putranda Setiawan; Adi Cilik Pierewan; Osval Antonio Montesinos-Lopez
Journal on Mathematics Education Vol 12, No 2 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.13690.279-294

Abstract

Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.
ETHNOMATHEMATICS: PRANATAMANGSA SYSTEM AND THE BIRTH-DEATH CEREMONIAL IN YOGYAKARTA Rully Charitas Indra Prahmana; Wahid Yunianto; Milton Rosa; Daniel Clark Orey
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : 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

Abstract

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.
HOW STUDENTS WORK WITH PISA-LIKE MATHEMATICAL TASKS USING COVID-19 CONTEXT Zulkardi Zulkardi; Meryansumayeka Meryansumayeka; Ratu Ilma Indra Putri; Zahra Alwi; Duano Sapta Nusantara; Sahala Martua Ambarita; Yulianita Maharani; Linda Puspitasari
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.12915.405-416

Abstract

School students can use a sequence of contextual tasks to learn mathematics. We can use Covid-19 as a phenomenon or context to exploit in learning mathematics. This article describes how students learn with mathematical problems that adapted PISA tasks and used the Covid-19 context. This study involved 29 secondary-level students, 15 years old, and each has different levels of mathematical skills. We use three phases of design research as the research method. Data were collected using observation, interviews, and documents. Then, they were analyzed descriptively. The result showed there were ten problems developed, and students were asked to work with those problems.  We found that there are steps in how students understand and solve the problem. First, if students find a picture in the task, then they observe at the picture, read the question, and then start working to solve the problem. Second, if students find a table with less data, students refer to all data in solving the problem. Third if students find a table which has a lot of data, then some students calculate all of the data and other only compared among them. We’d like to encourage students to understand the problem before solving the problem. They do this by observing the pictures, comprehending the tables and also the questions.
FACTORS INFLUENCING TEACHERS’ INTENTIONS TO USE REALISTIC MATHEMATICS EDUCATION IN VIETNAM: AN EXTENSION OF THE THEORY OF PLANNED BEHAVIOR Thi-Trinh Do; Kien Cong Hoang; Tung Do; Thao Phuong Thi Trinh; Danh Nam Nguyen; Trung Tran; Trung Thien Bao Thai Le; Thanh Chi Nguyen; Tien-Trung Nguyen
Journal on Mathematics Education Vol 12, No 2 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.14094.331-348

Abstract

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.
TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES Cholis Sa'dijah; Wasilatul Murtafiah; Lathiful Anwar; Rini Nurhakiki; Ety Tejo Dwi Cahyowati
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : 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

Abstract

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.

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