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INDONESIA
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 22 Documents
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Search results for , issue "Volume 5 Issue 3 October 2020" : 22 Documents clear
Student with special needs and mathematics learning: A case study of an autistic student Sabaruddin Sabaruddin; Rosnidar Mansor; Irfan Rusmar; Fadila Husna
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11192

Abstract

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.
The implementation of self-explanation strategy to develop understanding proof in geometry Samsul Maarif; Fitri Alyani; Trisna Roy Pradipta
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.9910

Abstract

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. 

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