Journal of Research and Advances in Mathematics Education
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is open-access and peer-reviewed scholarly online journal managed by Department of Mathematics Education, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). The journal is published twice a year in January and July.
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<![CDATA[Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia ]]>
<![CDATA[Yurniwati, Yurniwati]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6374
<![CDATA[Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  ]]>
<![CDATA[Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning ]]>
<![CDATA[Istikomah, Endang]]>;
<![CDATA[Wahyuni, Astri]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6364
<![CDATA[This study aim to describe the student’s mathematics anxiety on the use of technology in mathematics learning. It is a quantitative descriptive research by involving second year students of Mathematics Education Program in Universitas Islam Riau (UIR) who took Technology-based Mathematics Learning course. They were selected based on saturation sampling. Data were collected through questionnaire, in-depth interview and documentation. The results show the high level of each dimension of mathematics anxiety among students. The average score in each indicator of cognitive, affective, and physiological dimension were high. In addition, interview revealed that most of the students expressed their anxiety in the first lecture and when obtained the task of applying particular software in mathematics learning. It is mainly due to unpreparedness and lack of knowledge about the application of software. Based on the results, it can be concluded that the level of students’ mathematics anxiety is relatively high.  Keywords: Mathematics anxiety, Technology-based, Mathematics learning,]]>
<![CDATA[Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach ]]>
<![CDATA[Nufus, Hayatun]]>;
<![CDATA[Duskri, M.]]>;
<![CDATA[Bahrun, Bahrun]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6367
<![CDATA[The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence.   ]]>
<![CDATA[Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building ]]>
<![CDATA[Fahrurozi, Achmad]]>;
<![CDATA[Maesaroh, Suci]]>;
<![CDATA[Suwanto, Imam]]>;
<![CDATA[Nursyahidah, Farida]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6616
<![CDATA[This research aims to produce a Learning Trajectory Based Instruction (LTBI) that can help the ninth grade students understand the concept of congruence of the two-dimensional shape by examining Lawang Sewu as one of Central Java historical buildings. LTBI is defined as a teaching and learning trajectory that uses Hypothetical Learning Trajectory (HLT) for instructional decisions. The present research uses the design research developed by Gravemeijer and Cobb that consists of three phases; the preliminary design, design of the experiment (pilot experiment and teaching experiment), and retrospective analysis. In this study, a series of learning activities is designed and developed based on the Realistic Mathematics Education (PMRI) approach. This research produced LTBI that consists of a series of learning processes embodied in three activities of (1) identifying and finding the properties which shapes are congruent shapes by watching Lawang Sewu video, (2) proofing two shapes are congruent through transformation (translation and rotation), and (3) solving problem related to the congruence of two-dimensional shape. The activity can help to improve the students’ understanding of the concept of congruence. Nevertheless, the present study is limited to the first stage of Gravemeijer and Cobb’s design research, namely preliminary design.]]>
<![CDATA[Can Mathematics and Statistics Perception Explain Students' Statistical Literacy? ]]>
<![CDATA[Auliya, Risma Nurul]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.5983
<![CDATA[The aim of this research is intended to examine the effect of mathematics and statistics perception towards students’ statistical literacy. The research utilized a survey method with quantitative approach. The research population was undergraduate students from major informatics in one of university in Jakarta. The sample consisted of 80 students, 50 of students were male, while 30 of the students were female. All the participants belonged to similar grade level and enrolled in a statistics course. A survey instrument entitled “Mathematics and Statistics Perception Scale (MSPS)†was intended to examine undergraduate students’ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The initial scale consisted of 15 items and the final version consists of 11 items. A multiple-choice survey with 22 questions measuring statistical literacy skills and consisted of items measuring skills on interpreting or critiquing the prevalence of statistical phrases and ideas in the media. The data collected were analyzed using linear regression. The result of the analyses showed mathematics and statistics perception has an influence in the way students’ statistical literacy skills.]]>
<![CDATA[Mathematical Communication Characteristics of Pre-Service Primary School Teacher in Explaining the Area of Trapezoid Reviewed from School Origin ]]>
<![CDATA[Abidin, Zainal]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6784
<![CDATA[Abstract. This study aims to know the characteristics of mathematical communication of pre-service primary school teachers. The material used as the object of research is geometry. It requires the ability of algebra and spatial skills. The area of trapezoid is selected as the topic since it is perceived as the most complex of all plane shapes studied in primary school. It is because the calculation of the area of trapezoid entails three variables. The ability of mathematical communication involves the ability to write and explain. This ability is examined based on the background of students’ secondary school. The subjects of this study were 15 students of Primary Teacher Education, STKIP Al Hikmah Surabaya in academic year 2017-2018. The types of mathematical communication are grouped according to their characteristics. Written communication is sharpened by oral communication. The results were analyzed to investigate the relevance of such abilities with the subjects’ background of their secondary school (SMA, SMK, or MA). The results indicate that the characteristics of written communication consist of: (1) narrative, (2) procedure, and (3) dialogue. Meanwhile, the characteristics of oral communication consist of: (1) lecture, (2) instructional, and (3) discussion. Pre-service teachers graduated from SMA have better mathematical communication skills than those from SMK and MA. Keywords: Pre-service primary school teacher, mathematical communication, the area of trapezoid.   ]]>
<![CDATA[The Imagery Models of Mathematics Teacher Candidates on Graph of Rational and Irrational Functions ]]>
<![CDATA[Darmadi, Darmadi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.7310
<![CDATA[Mathematics teacher candidates are required to have both expertise and communication skills. Therefore, they should have a good imagery model. The present study is a descriptive qualitative research that involved the students of mathematics education program, FKIP, Universitas PGRI Madiun. The result shows there are 10 models of rational-irrational function graphs that are proposed by the candidates of mathematics teacher involved in the present study.. Mathematics lectures should enrich learning activities and materials to stimulate and develop students' capability in devising the graphs of rational-irrational functions.]]>
<![CDATA[Acknowledgement for Reviewers ]]>
<![CDATA[Board, Editorial]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.7716
<![CDATA[Acknowledgement for reviewers]]>
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content) ]]>
<![CDATA[Board, Editorial]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.7711
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content)]]>
<![CDATA[Can Mathematics and Statistics Perception Explain Students' Statistical Literacy? ]]>
<![CDATA[Risma Nurul Auliya]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.5983
<![CDATA[The aim of this research is intended to examine the effect of mathematics and statistics perception towards students’ statistical literacy. The research utilized a survey method with quantitative approach. The research population was undergraduate students from major informatics in one of university in Jakarta. The sample consisted of 80 students, 50 of students were male, while 30 of the students were female. All the participants belonged to similar grade level and enrolled in a statistics course. A survey instrument entitled “Mathematics and Statistics Perception Scale (MSPS)” was intended to examine undergraduate students’ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The initial scale consisted of 15 items and the final version consists of 11 items. A multiple-choice survey with 22 questions measuring statistical literacy skills and consisted of items measuring skills on interpreting or critiquing the prevalence of statistical phrases and ideas in the media. The data collected were analyzed using linear regression. The result of the analyses showed mathematics and statistics perception has an influence in the way students’ statistical literacy skills.]]>
