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[Geometry Concept on the Motifs of Woven Fabric in Kefamenanu Community ]]>
<![CDATA[Deda, Yohanis Ndapa]]>;
<![CDATA[Amsikan, Stanislaus]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6253
<![CDATA[For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. Collecting data were conducted using interviews and documentation. Interviews were conducted with several informants selected based on the consideration of researcher and suggestion by previous informant. Documentation was done using video recordings and photos. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools. ]]>
<![CDATA[Developing the Students’ Ability in Understanding Mathematics and Self-confidence with VBA for Excel ]]>
<![CDATA[Bernard, Martin]]>;
<![CDATA[Senjayawati, Eka]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6349
<![CDATA[Visual Basic Application for Excel is a simple program language and has the power to process data quickly. The utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel than other mathematical software are the many math functions and images available in the form of shapes or pictures. The availability of VBA, math and image functions in Microsoft Excel help teachers to design the creation of media related to mathematics learning, especially to develop the ability of junior high school students who have difficulty to connect mathematics lessons with basic mathematics knowledge requirements. By using VBA for Excel, the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 0.05.  Furthermore, there is an association between the students’ self-confidence and their mathematical comprehension skills with a contingency coefficient of 0.525 including a moderate association.]]>
<![CDATA[Senior High School Students’ Ability in Posing System of Linear Equations in Two Variables Problems ]]>
<![CDATA[Rachmawati, Yemima Indah]]>;
<![CDATA[Sugandi, Eko]]>;
<![CDATA[Prayitno, Lydia Lia]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6954
<![CDATA[Problem posing is a learning approach that trains students to be able to process and communicate mathematical problems based on information obtained. This study aims to describe the ability of high school students to pose problems on the topic of system of linear equations in two variables (SLETV). This study used a quantitative descriptive study involving 60 high school students in the East Surabaya area. The results showed that students were able to submit 60 problems, consisting of 54 problems can be categorized and 6 problems could not be categorized. Based on the semantic structure of mathematics, 17 students (31.48%) were able to pose problems using 1-relationship, 13 students (24.07%) were able to pose problems using 2-relationships, 13 students (24.07%) were able to raise problems using 3-relationships, and 11 students (20.37%) were able to pose problems using 4-relationships. Based on language structure (syntax), 13 students (24.07%) were able to pose problems using assignment propositions, as many as 17 students (31.48%) were able to pose problems using relationship propositions, and 14 students (25.93%) were able pose a problem using a presupposition proposition.]]>
<![CDATA[Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph ]]>
<![CDATA[Triana, Mailis]]>;
<![CDATA[Zubainur, Cut Morina]]>;
<![CDATA[Bahrun, Bahrun]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6972
<![CDATA[AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.]]>
<![CDATA[The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School ]]>
<![CDATA[Dina, Zinatun Hayati]]>;
<![CDATA[Ikhsan, M]]>;
<![CDATA[Hajidin, Hajidin]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6824
<![CDATA[The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study us quantitative approach with the type of experimental research and the research design us pretest and posttest design type experiments. The sample was chosen randomly from two classes of 7th grade in one of public junior high school in Sigli, Aceh. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students' communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students' mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there was no interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, the mathematics teachers can implement discovery learning models in learning to build the next polyhedron. Future researchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning]]>
<![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. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.7767
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and abstracting, table of content)]]>
<![CDATA[Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia ]]>
<![CDATA[Wahyu, Kamirsyah]]>;
<![CDATA[Ratnasari, Dwi]]>;
<![CDATA[Mahfudy, Sofyan]]>;
<![CDATA[Etmy, Desventri]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.7547
<![CDATA[This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.  ]]>
<![CDATA[Developing the Students’ Ability in Understanding Mathematics and Self-confidence with VBA for Excel ]]>
<![CDATA[Martin Bernard]]>;
<![CDATA[Eka Senjayawati]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.6349
<![CDATA[Visual Basic Application for Excel is a simple program language and has the power to process data quickly. The utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel than other mathematical software are the many math functions and images available in the form of shapes or pictures. The availability of VBA, math and image functions in Microsoft Excel help teachers to design the creation of media related to mathematics learning, especially to develop the ability of junior high school students who have difficulty to connect mathematics lessons with basic mathematics knowledge requirements. By using VBA for Excel, the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 0.05. Furthermore, there is an association between the students’ self-confidence and their mathematical comprehension skills with a contingency coefficient of 0.525 including a moderate association.]]>
<![CDATA[Senior High School Students’ Ability in Posing System of Linear Equations in Two Variables Problems ]]>
<![CDATA[Yemima Indah Rachmawati]]>;
<![CDATA[Eko Sugandi]]>;
<![CDATA[Lydia Lia Prayitno]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
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DOI: 10.23917/jramathedu.v4i1.6954
<![CDATA[Problem posing is a learning approach that trains students to be able to process and communicate mathematical problems based on information obtained. This study aims to describe the ability of high school students to pose problems on the topic of system of linear equations in two variables (SLETV). This study used a quantitative descriptive study involving 60 high school students in the East Surabaya area. The results showed that students were able to submit 60 problems, consisting of 54 problems can be categorized and 6 problems could not be categorized. Based on the semantic structure of mathematics, 17 students (31.48%) were able to pose problems using 1-relationship, 13 students (24.07%) were able to pose problems using 2-relationships, 13 students (24.07%) were able to raise problems using 3-relationships, and 11 students (20.37%) were able to pose problems using 4-relationships. Based on language structure (syntax), 13 students (24.07%) were able to pose problems using assignment propositions, as many as 17 students (31.48%) were able to pose problems using relationship propositions, and 14 students (25.93%) were able pose a problem using a presupposition proposition.]]>
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content) ]]>
<![CDATA[Editorial Board]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v4i1.7767
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and abstracting, table of content)]]>
