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.
Articles
237 Documents
<![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. 3, No. 1, January 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v3i1.7710
<![CDATA[Front Matter (Cover, Editorial Board, Indexing and Abstracting, Table of Content)]]>
<![CDATA[Pre-service teacher’s mathematical knowledge for teaching in problem-based learning ]]>
<![CDATA[Ifada Novikasari]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v5i2.10556
<![CDATA[Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.]]>
<![CDATA[The Imagery Models of Mathematics Teacher Candidates on Graph of Rational and Irrational Functions ]]>
<![CDATA[Darmadi Darmadi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v3i2.7310
<![CDATA[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.]]>
<![CDATA[Promoting creative thinking for gifted students in undergraduate mathematics ]]>
<![CDATA[Parinya Sa Ngiamsunthorn]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v5i1.9675
<![CDATA[Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.]]>
<![CDATA[Development of Creative-Thinking Instrument in Mathematics Problem Solving Based on Logical Mathematics Intelligence ]]>
<![CDATA[Luh Putu Widya Adnyani]]>;
<![CDATA[Indra Kurniawan]]>;
<![CDATA[Ek Ajeng Rahmi Pinahayu]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 1, January 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v3i1.5201
<![CDATA[The aim of this research is knowing whether research instrument is feasible or no to get data of research. The instrument of this research is logical mathematics quotient test with 25 problems in multiple choice and mathematics problem solving test with 4 questions in essay. Testing the appropriateness of instrument of logical mathematics intelligence consist of content validity, level of problem difficulties, power differentiator, and reliability. Meanwhile, testing the appropriateness of instrument of mathematics problem solving use content validity. The validator for both of logical mathematics intelligence test and mathematics problem solving test is expert judgement. There are 39 students of Senior High School as respondent who are joining instrument try out. The results of appropriateness of instrument show: 1) there are 25 questions of logical mathematics quotient instrument which are feasible to take research data, and 2) instrument of mathematics problem solving in linier equation system material is feasible to use with some revisions from expert judgment.]]>
<![CDATA[Improving Students’ Productive Disposition through Realistic Mathematics Education with Outdoor Approach ]]>
<![CDATA[Saleh Haji]]>;
<![CDATA[Yumiati Yumiati]]>;
<![CDATA[Zamzaili Zamzaili]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 2, July 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v4i2.8385
<![CDATA[This study aimed to improve the students’ productive disposition (PD) through Realistic Mathematics Education (RME) learning with an outdoor approach based on school level. Productive disposition development is intended so that students can appreciate mathematics as a science needed for their lives. The method used in this research was a quasi-experimental study. The population was 210 students of the fifth grade of Elementary School from five schools. The sample was 75 fifth grade students. The data were collected by using a questionnaire. Data were analyzed using t-test to find out the difference between the experimental and the control group. The results of this study indicate that RME learning with the outdoor approach more influential than the conventional learning in improving PD in high school level. Otherwise, in medium and low level school, the conventional learning was more influential than the RME learning with the outdoor approach to improve the students’ PD. Therefore, it can be concluded that the school level needs to be considered in improving students’ productive disposition through RME learning with an outdoor approach. Moreover, RME learning with an outdoor approach as an alternative model to improve productive disposition of students.]]>
<![CDATA[Student with special needs and mathematics learning: A case study of an autistic student ]]>
<![CDATA[Sabaruddin Sabaruddin]]>;
<![CDATA[Rosnidar Mansor]]>;
<![CDATA[Irfan Rusmar]]>;
<![CDATA[Fadila Husna]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Supporting Students’ Reasoning About Multiplication of Fractions by Constructing an Array Model ]]>
<![CDATA[Ronal Rifandi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 2, July 2016 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i2.3385
<![CDATA[The aim of the research is to support students in constructing an array model as a bridge from their informal knowledge to the formal one in understanding the part-whole relation concept. The part-whole relation concept is important for students to reason about multiplication of fractions. Realistic Mathematics Education which is in Indonesia adapted as Pendidikan Matematika Realistik Indonesia (PMRI) is used as an approach in designing a series of lessons. For this purpose, hypothetical learning trajectory (HLT) became the base for conducting a teaching experiment and designing its learning materials. The research was conducted in the fifth grade of SD Al Hikmah Surabaya, an elementary school in Indonesia, with five students as the participants. The collected data were qualitative data in the form of students’ written works and the transcript of video recording during the lesson. The data were analyzed retrospectively by confronting the conjecture of students’ thinking in the HLT with the fact in the teaching experiment. The result of the research shows that most students could use the contextual problem in promoting their ability on constructing their own array model to reason about part-whole relation.]]>
<![CDATA[Promoting prospective teachers’ conceptual knowledge through web-based blended learning ]]>
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Gusti Yarmi]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v5i2.10418
<![CDATA[Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.]]>
<![CDATA[Perbedaan Kemampuan Menyelesaikan Soal Cerita antara Siswa Bergaya Kognitif Reflektif dan Impulsif ]]>
<![CDATA[Mu'jizatin Fadiana]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i1.1775
<![CDATA[Penelitian ini bertujuan untuk membandingkan dua variabel yaitu kemampuan menyelesaikan soal cerita pokok bahasan volume kubus-balok antara siswa yang bergaya kognitif Reflektif dan siswa yang bergaya kognitif Impulsif kelas V sekolah dasar. Sampel pada penelitian ini adalah 19 siswa kelas V MI Nurul Huda Ketambul Palang Tuban. Instrumen yang digunakan adalah tes MFF (Matching Familiar Figures) dan tes kemampuan menyelesaikan soal cerita. Statistik uji yang digunakan adalah Mann-Whitney. Hasil penelitian menunjukkan ada perbedaan kemampuan menyelesaikan soal cerita antara siswa bergaya kognitif reflektif dan siswa bergaya kognitif impulsif kelas V sekolah dasar.]]>
