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[Designing learning trajectory of circle using the context of Ferris wheel ]]>
<![CDATA[Fitri, Nur Lailatul]]>;
<![CDATA[Prahmana, Rully Charitas Indra]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.10961
<![CDATA[Ferris wheel is one amusement playground that resembles a giant spinning wheel. Many students are familiar with the Ferris wheel in the mini version of it at night market festivals. This is the potential for learning mathematics. Furthermore, there is a mathematical learning approach called Indonesian Realistic Mathematics Education (IRME) where students learn with contexts which are close to students' life as starting points. Therefore, this study aims to design a learning trajectory using the IRME approach with the Ferris wheel as the context in the learning process to support students' understanding of the learning about circles. The research method is design research that consists of three stages: preliminary design, design experiments, and retrospective analysis. The subjects were 20 eighth-grade students from one of the private Junior High School in Yogyakarta. The instruments used are videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The research result explores the learning trajectory practiced using the Ferris wheel as the context seen in the student's daily activities. The learning trajectory consists of four events, namely assembling the Ferris wheel, drawing an illustration of the Ferris wheel, making a list of the circle parts, and solving a problem related to the parts of the circle. Lastly, this study shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.]]>
<![CDATA[Distributivity, partitioning, and the multiplication algorithm ]]>
<![CDATA[Hurst, Chris]]>;
<![CDATA[Huntley, Ray]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.10962
<![CDATA[Multiplicative thinking underpins much of the mathematics learned beyond the middle primary years. As such, it needs to be understood conceptually to highlight the connections between its many aspects. This paper focuses on one such connection; that is how the array, place value partitioning and the distributive property of multiplication are related. It is important that students understand how the property informs the written multiplication algorithm. Another component of successful use of the standard multiplication algorithm is extended number facts and the paper also explores students’ ability to understand and generate them. One purpose of the study was to investigate the extent to which students used the standard multiplication algorithm and if their use of it is supported by an understanding of the underpinning components of the array, partitioning, the distributive property, and extended number facts. That is, we seek to learn if students have a conceptual understanding of the multiplication algorithm and its underpinning mathematics that would enable them to transfer their knowledge to a range of contexts, or if they have procedurally learned mathematics. In this qualitative study, data were generated from the administration of a Multiplicative Thinking Quiz with a sample of 36 primary aged students. Data were analyzed manually and reported using descriptive statistics. The main implications of the study are that the connections among the multiplicative array, place value partitioning, base ten property of place value, distributive property of multiplication, and extended number facts need to be made explicit for children in terms of how they inform the use of the written algorithm for multiplication. ]]>
<![CDATA[The implementation of self-explanation strategy to develop understanding proof in geometry ]]>
<![CDATA[Maarif, Samsul]]>;
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Pradipta, Trisna Roy]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.9910
<![CDATA[Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a self-explanation strategy in basic geometry classes. This study used a quasi-experimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students’ mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the self-explanation strategy is effective to be used to improve the understanding of the geometric proof. ]]>
<![CDATA[Improving student’s mathematical problem solving skills through Quizizz ]]>
<![CDATA[Setiyani, Setiyani]]>;
<![CDATA[Fitriyani, Nur]]>;
<![CDATA[Sagita, Laela]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.10696
<![CDATA[The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.]]>
<![CDATA[Improving student’s mathematical problem solving skills through Quizizz ]]>
<![CDATA[Setiyani, Setiyani]]>;
<![CDATA[Fitriyani, Nur]]>;
<![CDATA[Sagita, Laela]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.10696
<![CDATA[The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.]]>
<![CDATA[A framework for designing mathematics instruction using comics at the primary school level ]]>
<![CDATA[Chu, Yun Li Lynnette]]>;
<![CDATA[Toh, Tin Lam]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.11373
<![CDATA[Developing primary school students’ interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students’ cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.]]>
<![CDATA[A framework for designing mathematics instruction using comics at the primary school level ]]>
<![CDATA[Chu, Yun Li Lynnette]]>;
<![CDATA[Toh, Tin Lam]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.11373
<![CDATA[Developing primary school students’ interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students’ cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.]]>
<![CDATA[The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions ]]>
<![CDATA[Fatahillah, Arif]]>;
<![CDATA[Puspitasari, Irsalina Dwi]]>;
<![CDATA[Hussen, Saddam]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.10692
<![CDATA[The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations. The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions]]>
<![CDATA[Student with special needs and mathematics learning: A case study of an autistic student ]]>
<![CDATA[Sabaruddin, Sabaruddin]]>;
<![CDATA[Mansor, Rosnidar]]>;
<![CDATA[Rusmar, Irfan]]>;
<![CDATA[Husna, Fadila]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.11192
<![CDATA[The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.]]>
<![CDATA[Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels ]]>
<![CDATA[Nur, Andi Saparuddin]]>;
<![CDATA[Waluya, Stevanus Budi]]>;
<![CDATA[Rochmad, Rochmad]]>;
<![CDATA[Wardono, Wardono]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i3.11679
<![CDATA[The differences in the development of students' thinking levels, especially in adolescence, impact the way they perceive problems. Contextual learning with ethnomathematics can provide opportunities for students to develop problem-solving abilities based on their level of thinking. This study examined the contextual learning with ethnomathematics to enhance problem-solving abilities based on thinking levels.This experimental research was conducted by posttest only control group design. The participants of this research were 60 students at a junior high school in Gowa Regency, South Sulawesi Province.Data were collected using observation sheets to determine local cultural characters that appeared at the time of treatment. The thinking level category uses the group assessment for logical thinking (GALT) test. The students' mathematical problem-solving abilities use the curved side space material to suit the local cultural context. The data analysis technique used descriptive statistics and covariance analysis (ANCOVA). This study results indicate that contextual learning with ethnomathematics influences problem-solving abilities based on the level of thinking. Furthermore, local cultural characters appear in each category of students' thinking levels. Students with formal thinking levels have better problem-solving abilities than transitional and concrete thinking levels. Contextual learning with ethnomathematics fosters problem-solving abilities based on the thinking levels]]>
