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Journal of Research and Advances in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : -
Core Subject : Education,
Education Mathematics
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.
Arjuna Subject : -
Articles 18 Documents
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Search results for , issue "Vol. 3, No. 2, July 2018" : 18 Documents clear
Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach Hayatun Nufus; M. Duskri; Bahrun Bahrun
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6367

Abstract

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.   
Acknowledgement for Reviewers Editorial Board
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.7716

Abstract

Acknowledgement for reviewers
Mathematical Communication Characteristics of Pre-Service Primary School Teacher in Explaining the Area of Trapezoid Reviewed from School Origin Zainal Abidin
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6784

Abstract

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.   
Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia Yurniwati Yurniwati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6374

Abstract

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  
Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building Achmad Fahrurozi; Suci Maesaroh; Imam Suwanto; Farida Nursyahidah
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6616

Abstract

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.
The Imagery Models of Mathematics Teacher Candidates on Graph of Rational and Irrational Functions Darmadi Darmadi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.7310

Abstract

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.
Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning Endang Istikomah; Astri Wahyuni
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6364

Abstract

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,
Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content) Editorial Board
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.7711

Abstract

Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content)

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