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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 237 Documents
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Self-efficacy in creativity and curiosity as predicting creative emotions Wajeeh Daher; Faaiz Gierdien; Ahlam Anabousy
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i2.12667

Abstract

Self-efficacy constructs could predict students’ practices and affect in learning the sciences. Researchers have pointed at such constructs as predictors of students’ mathematics achievement and performance. Self-efficacy was also studied as predictor of emotions in learning mathematics, though little research has done so regarding self-efficacy as predictor of creative emotions. Another predictor of creative emotions could be curiosity. The present study has a regression-based modelling design, where it examined whether a set of constructs of self-efficacy in creativity or/and a set of constructs of curiosity predict significantly creative emotions in mathematical problem solving. Five hundred Grade 8-10 students participated in the study. Data were collected using three self-report questionnaires that measured the research constructs. Data analysis used SPSS 21. Results from multiple regression indicated that the set of constructs of self-efficacy in creativity explained significantly 29.6% of the variance in creative emotions. Moreover, the set of constructs of curiosity explained 17.8% of the variance in creative emotions. Furthermore, three of the five independent variables had best prediction of creative emotions, explaining 32.9% of the variance in creative emotions. The results of the stepwise regression showed that self-efficacy in originality and stretching curiosity were the first two variables in a set of three variables that best explained the variance in creative emotions. The research results lead to the recommendation of developing the previous two constructs in classroom setting to cultivate students’ creative emotions and thus their creative practices.
Exploring the students’ adversity quotient in online mathematics learning during the Covid-19 pandemic Tiara Wahyu Anggraini; Ali Mahmudi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.13617

Abstract

Adversity Quotient (AQ) is a person's ability to overcome difficulties someone faces. It shows how students overcome their difficulties. This study aims to describe the students’ AQ in online mathematics learning during the Covid-19 pandemic era and see if there is an effect of the number of platforms used when learning on students' AQ. A survey method is used with 2093 respondents consisting of Senior High School, Islamic Senior High School, and Vocational High School students from 32 provinces in Indonesia. The instrument of the Adversity Response Profile (ARP) questionnaire consists of 30 statements with two questions each. However, two open-ended questions were given before proceeding to the ARP questionnaire. The ARP questionnaire was made in and distributed through Google Form. The results show that students’ AQ in online mathematics learning was Camper. This means that the respondents were sufficient in overcoming difficulties when learning mathematics online, but they were quickly satisfied with the results which led them not to develop themselves further. Furthermore, there is no effect of the number of platforms used when learning mathematics online on the students' AQ.
The mediating effect of students’ attitude to student career aspiration and mathematics achievement Quiliano Jr Gonzales Oracion; Ivy Lyt Sumugat Abina
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.13784

Abstract

Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region.  The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents.  In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.
Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving Alper Yorulmaz; Hümeyra Uysal; Halil Çokçaliskan
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.14349

Abstract

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.
Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation Ricki Yuliardi; Rizky Rosjanuardi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.13338

Abstract

The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, and how to develop HLT (Hypothetical Learning Trajectory)in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty  9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.
Introducing a measure of perceived self-efficacy for proof (PSEP): Evidence of validity Benjamin Shongwe; Vimolan Mudaly
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.14138

Abstract

It is widely recognized that students encounter difficulties with proof across all grades and beyond, yet standardized instruments related specifically to students’ perceived self-efficacy for mathematical proof have not been readily available. The purpose of this study was to develop and investigate preliminary validity evidence for a new instrument for measuring self-efficacy for mathematical proof that can be of importance to the field. The new Perceived Self-Efficacy for Proof (PSEP) questionnaire is a self-administered, 8-item questionnaire that quantifies experimentation, conjecturing, inductive reasoning, justification, and validation. To validate the PSEP, two studies with 260 eleventh grade students—recruited from three Dinaledi schools in EThekwini metropolitan area, South Africa—were conducted. In Study 1 (n=128), face and content validity were evaluated, and an exploratory factor analysis (EFA) was performed. In Study 2 (n=132), a confirmatory factor analysis (CFA) was conducted and external validity was investigated. In both samples, the PSEP was found to possess good internal consistency reliability with relatively high factor loadings on a single component. Although the findings in this report represent preliminary validation evidence, it can be concluded that the PSEP is a valid, reliable and sensitive measure of 11th grade students’ perceptions of their ability to construct a proof and may serve as a meaningful outcome in mathematical proof research and classroom proof education.
The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra Munyaradzi Chirove; Ugorji Iheanachor Ogbonnaya
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i4.14785

Abstract

The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.
Chess, visual memory and geometric transformations Jorge Jhonattan Castellanos Sosa; Francy Karina Maldonado Aguilar
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i4.14269

Abstract

This work shows how playing chess creates capacities in the student such as increasing visual memory. This helps to classify information in an orderly manner in the mind and contributes to a better understanding of geometric transformations such as displacements, turns and similarities. This was done with a mixed technique (Quantitative and Qualitative), starting with a structured questionnaire that was applied to 487 students. A case study was carried out with two students (one with and the other without notable chess skills) in two schools in Bogotá-Colombia, with the aim of understanding chess as a tool that can help the teacher to teach mathematics¡. In the quantitative part, data were collected by a structured questionnaire, and in the qualitative part, recordings and transcripts were made of what the two students reported in the case study.  So, favorable results were achieved for students who usually play chess, because they show a great capacity for visual memory (in the long and short term) that contributes to a more optimal learning of displacements and similarities in the Cartesian plane. This research shows a powerful tool (chess) that can be used in the teaching of mathematics, thanks to the skills and concepts that are generated in the experience with the game.
Investigating spatial skills and math anxiety as mediators in a sequential mediation model: A pilot study Lu Wang
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i4.15157

Abstract

Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that testedthe mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships, one with spatial ability as a mediator, gender as a predictor, and math anxiety as an outcome variable; the other with math anxiety as a mediator, spatial ability as a predictor, and math achievement as an outcome variable. In addition, the study tested the relative strengths of the relationship between specific spatial skills that included perspective-taking, spatial imagery, and mental rotation and collegiate math achievement that included trigonometry, calculus, and linear algebra) via canonical correlations. Lastly, gender differences in spatial skills, math anxiety, and math achievement were investigated. The results of the independent t-tests showed that none of the well-documented gender differences in spatial ability was found. Canonical correlation analysis showed that a single canonical variable is sufficient in accounting for math-spatial relationship. The sequential mediation model, with spatial ability and math achievement serving as themediators in the model, fitted reasonably well. However, none of the mediation effects was statistically significant. Implications of these findings and future directions of this research are discussed
Learning design of lines and angles for 7th -grade using Joglo traditional house context Hartono Hartono; Farida Nursyahidah; Widya Kusumaningsih
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 4 October 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i4.14592

Abstract

Lines and angles are essential for students because of geometry and its many applications in daily life. However, there are still many students who have difficulty grasping the material. Therefore, it is necessary to design learning using the right approach, context, and media. This study aims to produce a learning trajectory that can assist students in understanding the concept of lines and angles, maximize the effectiveness and efficiency of learning, create meaningful learning, and motivate student learning. This study used the Joglo Traditional House context as a starting point and the design research method developed by Gravemeijer and Cobb with three main steps: preparing for the experiment, designing the experiment (pilot experiment and teaching experiment), and retrospective analysis. However, in design experiment step is limited to the pilot experiment. In this study, all activities were designed based on Indonesian Realistic Mathematics Education. It involves six 7th-grade students from one of the junior high schools at Juwana Resident with three different abilities, namely two students for each level with high, moderate, and low ability. The learning trajectory generated in this study consists of a series of learning processes in four activities that can be used to develop local instructional theories and develop designs for further activities. Those are observing Joglo traditional house video for understanding lines and angles concepts, deducing line positions, discovering the angles' properties on parallel lines intersected by other lines, and solving lines and angles problems.

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