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[How Concrete is Concrete? ]]>
<![CDATA[Koeno Gravemeijer]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 1 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (96.289 KB)
|
DOI: 10.22342/jme.2.1.780.1-14
<![CDATA[If we want to make something concrete in mathematics education, we are inclined introduce, what we call, ‘manipulatives’, in the form of tactile objects or visual representations. If we want to make something concrete in a everyday-life conversation, we look for an example. In the former, we try to make a concrete model of our own, abstract, knowledge; in the latter, we try to find an example that the others will be familiar with. This article first looks at the tension between these two different ways of making things concrete. Next another role of manipulatives, will be discussed, namely that of means for scaffolding and communication. In this role, manipulatives may function as means of support in a process that aims at helping students to build on their own thinking while constructing more sophisticated mathematics.]]>
<![CDATA[Building counting by traditional game: Mathematics Program for Young Children ]]>
<![CDATA[Nasrullah Nasrullah]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 1 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (251.505 KB)
|
DOI: 10.22342/jme.2.1.781.41-54
<![CDATA[In line with design research, the use of Bermain Satu Rumah (BSR) as traditional  game to support children’s counting classroom wherein students are encouraged to construct mathematical understanding. Number in traditional games is an interesting aspect that is helpful for children to encounter numerous situations that bring them into contact with sounds, symbols and meanings that relate to numbers. Bermain satu rumah as starting activity would be media to enhance student’s sense of number as well as to be used as learning material. By developing  model-of  problem of bermain  satu rumah as traditional context, resultative counting is counting a number of things with the aim of determining how many are there (the result) that can be showed by using addition and multiplication concepts. Student’s thinking on their level exhibited us their successful conservation when they were in the last grade. The progress of understanding by game, especially bermain  satu  rumah, is concrete effort to support number learning in primary school. Using game in learning process, for instance, mathematics learning for primary school can be a mathematics program for young children.]]>
<![CDATA[Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School ]]>
<![CDATA[Yullys Helsa]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 1 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (208.783 KB)
|
DOI: 10.22342/jme.2.1.782.79-94
<![CDATA[The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI), one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific) the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.]]>
<![CDATA[DESIGNING A MATHEMATICS CURRICULUM ]]>
<![CDATA[Lee Peng Yee]]>
<![CDATA[ Journal on Mathematics Education Vol 1, No 1 (2010) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (142.781 KB)
|
DOI: 10.22342/jme.1.1.789.1-10
<![CDATA[A decade of PMRI saw the changes in the classroom in some of the primaryschools in Indonesia. Based on observation, we can say that though themathematics syllabus in Indonesia did not change, its curriculum has changedunder the movement of PMRI. Â In this article, we put in writing some of theexperience gained through the involvement in designing curricula since 1971.Hopefully, some of the observations made may be of use to the colleagues inIndonesia. The discussion below will cover some deciding factors in designing acurriculum, some practices, and the latest trends. For convenience, we keep thediscussion general, and do not refer to a specific syllabus. Also, in many cases,we refer mainly to secondary schools, that is, Grade 7 to Grade 10.]]>
<![CDATA[BIRTHDAY CAKE ACTIVITY STRUCTURED ARRANGEMENT FOR HELPING CHILDREN DETERMINING QUANTITIES ]]>
<![CDATA[Neni Mariana]]>
<![CDATA[ Journal on Mathematics Education Vol 1, No 1 (2010) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (225.826 KB)
|
DOI: 10.22342/jme.1.1.790.53-70
<![CDATA[Few researches have been concerned about relation between children’s spatialthinking and number sense. Narrowing for this small research, we focused onone component of spatial thinking, that is structuring objects, and onecomponent of number senses, that is cardinality by determining quantities. Thisstudy focused on a design research that was conducted in Indonesia in which weinvestigated pre-school children’s (between 2 and 3.5 years old) ability inmaking structured arrangement and their ability to determine the quantities bylooking at the arrangements. The result shows us that some of the children wereable to make such arrangement. However, the children found difficulties eitherto determine quantities from those arrangements or to compare some structuresto easily recognize number of objects.]]>
<![CDATA[PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI): PERKEMBANGAN DAN TANTANGANNYA ]]>
<![CDATA[Robert K. Sembiring]]>
<![CDATA[ Journal on Mathematics Education Vol 1, No 1 (2010) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (136.049 KB)
|
DOI: 10.22342/jme.1.1.791.11-16
<![CDATA[This paper is about PMRI, the Indonesian version of realistic mathematics education developed in the Netherlands. It is a movement to reform mathematics education in Indonesia. What and why PMRI and the problems and challenges it faces in its development. It began as a small experiment ten years ago, now becomes a national movement.]]>
<![CDATA[DAMPAK PENDIDIKAN MATEMATIKA REALISTIK INDONESIA TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP ]]>
<![CDATA[Sugiman Sugiman]]>;
<![CDATA[Yaya S. Kusumah]]>
<![CDATA[ Journal on Mathematics Education Vol 1, No 1 (2010) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (230.394 KB)
|
DOI: 10.22342/jme.1.1.793.41-52
<![CDATA[This quasi-experimental study aims to determine the impact of realistic mathematics education (RME) on increasing Mathematical Problem-Solving Abilities (MPSA). The research design used was the non-equivalent control group with the subject population of all junior high school students in the city of Yogyakarta originating from low (C), moderate (B), and high (A) levels. From each school level, one school was taken then from each school taken an experimental class that received RME and one class of control who received regular learning (PB). The instrument used is in the form of two sets of equivalent MPSA tests. Data analysis uses the t-test and Anava. The results of the research were: (1) an increase in the MPSA of RME students was higher than the increase in the MPSA of PB students for all students and all levels of the school; (2) the highest increase in MPSA for RME students occurs at level A schools; and (3) there is no interaction between learning at school level in increasing MPSA.]]>
<![CDATA[LEVELING STUDENTS' CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM ]]>
<![CDATA[Tatag Yuli Eko Siswono]]>
<![CDATA[ Journal on Mathematics Education Vol 1, No 1 (2010) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (433.216 KB)
|
DOI: 10.22342/jme.1.1.794.17-40
<![CDATA[Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8thgrade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.]]>
<![CDATA[LOCAL INSTRUCTION THEORY ON DIVISION IN MATHEMATICS GASING ]]>
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Petra Suwasti]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 1 (2014) ]]>
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.5.1.1445.17-26
<![CDATA[Several studies on learning mathematics for rural area's student indicate that students have difficulty in understanding the concept of division operation. Students are more likely to be introduced by the use of the formula without involving the concept itself and learning division separate the concrete situation of learning process. This underlies the researcher to design division operation learning in the Mathematics of GASING (Math GASING), which always starts from concrete to abstract level. The research method used is a design research which describes how the Math GASING make a real contribution of students understanding in the concept of division operation. Keywords: Division Operation, Design Research, Math GASING, Rural Area’s Student DOI: http://dx.doi.org/10.22342/jme.5.1.1445.17-26]]>
<![CDATA[MATHEMATICS EDUCATION IN SINGAPORE - AN INSIDER'S PERSPECTIVE ]]>
<![CDATA[Berinderjeet Kaur]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 1 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (199.624 KB)
|
DOI: 10.22342/jme.5.1.1444.1-16
<![CDATA[Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore during the same period. The curriculum, teachers, leaners and the learning environment may be said to contribute towards Singapore's performance in international benchmark studies such as TIMSS and PISA.Keywords: Mathematics Education, Singapore, Differentiated Curriculum, TIMSS, PISA]]>
