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[UNDERSTANDING PROFILE FROM THE PHILOSOPHY, PRINCIPLES, AND CHARACTERISTICS OF RME ]]>
<![CDATA[Hongki Julie]]>;
<![CDATA[St. Suwarsono]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (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.5.2.1499.148-159
<![CDATA[The aim of this study is to create understanding profiles of elementary school teachers who have been and have not been following the workshop PMRI, before and after they learned the learning resource about philosophy, principles, and characteristics of realistic mathematics approach. This type of research used in this study is a combination of qualitative research and developmental research. The results shown in this paper is the understanding profile of onesubject who is an elementary school teacher. Research subjects involved in the trial for the first task, the learning resource, and second task are six persons, which consists of three PGSD students who are working on the final project, and three elementary school teachers.Keywords: Understanding Profile, Realistic Mathematics Education (RME), the Realistic Mathematics Education Learning Resource. DOI: http://dx.doi.org/10.22342/jme.5.2.1499.148-159]]>
<![CDATA[LEARNING THE CRITICAL POINTS FOR ADDITION IN MATEMATIKA GASING ]]>
<![CDATA[Johannes Hamonangan Siregar]]>;
<![CDATA[Wiwik Wiyanti]]>;
<![CDATA[Nur Safitri Wakhyuningsih]]>;
<![CDATA[Ali Godjali]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (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.5.2.1500.160-169
<![CDATA[We propose learning Matematika GASING to help students better understand the addition material. Matematika GASING is a way of learning mathematics in an easy, fun and enjoyable fashion. GASING is short for GAmpang, aSyIk, and menyenaNGkan (Bahasa Indonesia for easy, fun and enjoyable). It was originally developed by Prof. Yohanes Surya at the Surya Institute in Indonesia to improve the mathematics education in Indonesia. In Matematika GASING, there is a step called “the critical point†that needs to be mastered for each topic. The focus of our research is the critical point for addition, that is addition of two numbers between 1 − 10 with a sum less than 20. The subject is a matriculation class at STKIP Surya and the research method used is Classroom Action Research. The statistics obtained is described using Qualitative Descriptive Statistics.Keyword: Matematika GASING, Addition, Critical Points, Classroom Action Research. DOI: http://dx.doi.org/10.22342/jme.5.2.1500.160-169]]>
<![CDATA[A COGNITIVE THEORY DRIVEN NEW ORIENTATION OF INDONESIAN LESSONS ]]>
<![CDATA[Edyta Nowinska]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (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.5.2.1501.170-190
<![CDATA[The main focus of this design research was on students’ mathematical thinking and skills and on their understanding of mathematical concepts and methods. The mathematical content our project starts with is the introduction of integers. For this content new learning environments have been developed, implemented and evaluated. An important question for the design of teaching and learning activities is how to establish appropriate models of mathematical concepts and methods for students and how they operate in students’ minds. In the lecture the use of those methodological concepts and theories in our approach will be explained and justified. The results indicate that the means and methods used in our project have a positive influence on the quality of teaching and learning processes in the class and on students’ mathematical thinking and skills.Keywords: Cognitive Theory, Indonesian Lessons, Mathematical Concept DOI: http://dx.doi.org/10.22342/jme.5.2.1501.170-190]]>
<![CDATA[BUILDING STUDENTS' UNDERSTANDING OF QUADRATIC EQUATION CONCEPT USING NAÏVE GEOMETRY ]]>
<![CDATA[Achmad Dhany Fachrudin]]>;
<![CDATA[Ratu Ilma]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>
<![CDATA[ Journal on Mathematics Education Vol 5, No 2 (2014) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (518.064 KB)
|
DOI: 10.22342/jme.5.2.1502.191-202
<![CDATA[The purpose of this research is to know how Naive Geometry method can support students' understanding about the concept of solving quadratic equations. In this article we will discuss one activities of the four activities we developed. This activity focused on how students linking the Naive Geometry method with the solving of the quadratic equation especially on how student bring geometric solution into algebraic form. This research was conducted in SMP Negeri 1 Palembang. Design research was chosen as method used in this research that have three main phases. The results of this research showed that manipulating and reshaping the rectangle into square could stimulate students to acquire the idea of solving quadratic equations using completing perfect square method. In the end of the meeting, students are also guided to reinvent the general formula to solve quadratic equations.Keywords: Quadratic Equations, Design Research, Naive Geometry, PMRI]]>
<![CDATA[ENHANCING STUDENTS' COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL ]]>
<![CDATA[Idrus Alhaddad]]>;
<![CDATA[Yaya S. Kusumah]]>;
<![CDATA[Jozua Sabandar]]>;
<![CDATA[Jarnawi A. Dahlan]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (263.014 KB)
|
DOI: 10.22342/jme.6.1.1856.31-39
<![CDATA[This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCSÂ students that used TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model]]>
<![CDATA[MATHEMATICAL CRITICAL THINKING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING APPROACH ]]>
<![CDATA[Kurniati Kurniati]]>;
<![CDATA[Yaya S. Kusumah]]>;
<![CDATA[Jozua Sabandar]]>;
<![CDATA[Tatang Herman]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
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.6.1.1901.53-62
<![CDATA[This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both the student who received the CTL and TTL; and (3) There is no interaction between learning factors (CTL and TTL) with MPA (high, medium and low) toward the enhance of MCTA.Keywords: Critical Thinking Ability in Mathematics, Contextual Teaching and Learning Approach, Prior Mathematical Ability DOI: dx.doi.org/10.22342/jme.61.53]]>
<![CDATA[UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS ]]>
<![CDATA[Rina Oktaviyanthi]]>;
<![CDATA[Yani Supriani]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
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.6.1.1902.63-76
<![CDATA[The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.Keywords: Calculus, Educational Technology, Mathematics Education, Microsoft Mathematics, Technology Application DOI: dx.doi.org/10.22342/jme.61.63]]>
<![CDATA[Learning Multiplication Using Indonesian Traditional game in Third Grade ]]>
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Journal on Mathematics Education Vol 3, No 2 (2012) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (4015.404 KB)
|
DOI: 10.22342/jme.3.2.1931.115-132
<![CDATA[Several previous researches showed that students had difficulty in understanding the basic concept of multiplication. Students are more likely to be introduced by using formula without involving the concept itself. This underlies the researcher to design a learning trajectory of learning multiplication using Permainan Tradisional Tepuk Bergambar(PT2B) as a context based on the student experience. The purpose of this research is to look at the role of PT2B in helping students'understanding in learning multiplication, which evolved from the informal to formal level in third grade with Pendidikan MatematikaRealistik Indonesia (PMRI) approach. The method used is design research starting from preliminary design, teaching experiments, and retrospective analysis. This research describes how PT2B make a real contribution to the third-grade students of SDN 179 Palembang to understand the concept of multiplication. The results showed PT2Bcontext can stimulate students to understand their knowledge of the multiplication concept. The whole strategy and model that students discover, describe and discuss shows how the students' construction or contribution can use to help their initial understanding of that concept. The stages in the learning trajectory of student have an important role in understanding the concept of the operation number from informal to the formal level.]]>
<![CDATA[The Legend of Kemaro Island for Supporting Students in Learning Average ]]>
<![CDATA[Lestariningsih Lestariningsih]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>
<![CDATA[ Journal on Mathematics Education Vol 3, No 2 (2012) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (3732.136 KB)
|
DOI: 10.22342/jme.3.2.1932.165-174
<![CDATA[This research is aimed to determine the role of Indonesian folklore context namely the Legend of Kemaro Island in supporting average learning on 6-grade students with Pendidikan Matematika RealistikIndonesia (PMRI) approach. The method used is design research that contains three stages namely preliminary design, teaching experiment, and retrospective analysis. Results from the research show that Indonesian folklore context can support students to develop their knowledge in the concept of average. Strategy and model (emergent modeling) that students discover, describe and discuss the construction or contribution shows how students can use to help their initial understanding of the concept of average.]]>
<![CDATA[USING RASCH ANALYSIS TO EXPLORE WHAT STUDENTS LEARN ABOUT PROBABILITY CONCEPTS ]]>
<![CDATA[Zamalia Mahmud]]>;
<![CDATA[Anne Porter]]>
<![CDATA[ Journal on Mathematics Education Vol 6, No 1 (2015) ]]>
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.6.1.1937.1-10
<![CDATA[Students’ understanding of probability concepts have been investigated from various different perspectives. This study was set out to investigate perceived understanding of probability concepts of forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW. Rasch measurement which is based on a probabilistic model was used to identify concepts that students find easy, moderate and difficult to understand. Data were captured from the e-learning Moodle platform where students provided their responses through an on-line quiz. As illustrated in the Rasch map, 96% of the students could understand about sample space, simple events, mutually exclusive events and tree diagram while 67% of the students found concepts of conditional and independent events rather easy to understand.Keywords: Perceived Understanding, Probability Concepts, Rasch Measurement Model DOI: dx.doi.org/10.22342/jme.61.1]]>
