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[Supporting Studentsâ Reasoning About Multiplication of Fractions by Constructing an Array Model ]]>
<![CDATA[Rifandi, Ronal]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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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 studentsâ written works and the transcript of video recording during the lesson. The data were analyzed retrospectively by confronting the conjecture of studentsâ 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[Perbedaan Kemampuan Menyelesaikan Soal Cerita antara Siswa Bergaya Kognitif Reflektif dan Impulsif ]]>
<![CDATA[Fadiana, Mu'jizatin]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 1, No. 1, January 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Muhammadiyah Surakarta ]]>
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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.]]>
<![CDATA[Mathematics Communication Characteristics Pre-Service Teacher of Primary School in Explaining Trapesium Area Reviewed From School Origin ]]>
<![CDATA[Abidin, Zainal]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 3, No. 2, July 2018: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6378
<![CDATA[This study aims to know the characteristics of mathematical communication of pre-service teacher of primary school. The material used as the object of research is the material of geometry. This material in addition requires the ability of algebra and spatial skills. The trapezoidal area is chosen as the topic because among all the flat planes studied in primary school, the trapezoidal area is considered as the most complex. This is because to calculate the trapezoidal area involving 3 variables. The ability of mathematical communication involves the ability to write and the ability to explain. These abilities are reviewed from the background of students in secondary school. The subjects of this study are 15 students of PGSD STKIP Al Hikmah Surabaya in academic Year 2017 - 2018. The way of mathematical communication will be grouped according to their characteristics. The way of written communication will be sharpened by oral communication. The results will be analyzed whether there is relevance to the subject background in their secondary school (SMA, SMK, MA). The results showed that the characteristics of written communication in the form of (1) narrative, (2) procedure, (3) dialogue. While the characteristics of oral communication are shaped (1) lecture (2) Instructional (3) discussion. Pre-service teachers with high school background have better mathematical communication skills than those from SMK and MA background.Keywords: Pre-service primary school teacher, Mathematical Communication, Trapezoidal Area. Â Â ]]>
<![CDATA[Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia ]]>
<![CDATA[Yurniwati, Yurniwati]]>
<![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 ]]>
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DOI: 10.23917/jramathedu.v3i2.6374
<![CDATA[Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  ]]>
<![CDATA[Can Mathematics and Statistics Perception Explain Studentsâ Statistical Literacy? ]]>
<![CDATA[Auliya, Risma Nurul]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 3, No. 2, July 2018: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6379
<![CDATA[The aim of this research is intended to examine the effect of mathematics and statistics perception towards studentsâ statistical literacy. The research utilized a survey method with quantitative approach. The research population was undergraduate students from major informatics in one of university in Jakarta. The sample consisted of 80 students, 50 of students were male, while 30 of the students were female. All the participants belonged to similar grade level and enrolled in a statistics course. A survey instrument entitled âMathematics and Statistics Perception Scale (MSPS)â was intended to examine undergraduate studentsâ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The final version scale consists of 11 items. A multiple-choice survey with 22 questions measuring statistical literacy skills and consisted of items measuring skills on interpreting or critiquing the prevalence of statistical phrases and ideas in the media. The data collected were analyzed using linear regression and independent sample t-test. The result revealed that studentsâ mathematics and statistics perception was found to be significantly and positively related to statistical literacy skills, while there is no significant differences between gender, perception, and statistical literacy. Keywords: Mathematics and statistics perception, statistical literacy.]]>
<![CDATA[Imagery Model of Pre-service Mathematics Teacher on Graphing Rational and Irrational Functions ]]>
<![CDATA[Darmadi, Darmadi]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 3, No. 2, July 2018: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6375
<![CDATA[Students of mathematics teacher candidates are required to have good math and communication skills. Therefore, students of mathematics teacher candidates need to have good imagery modalities. With descriptive qualitative research method on the students of mathematics education program of FKIP Universitas PGRI Madiun, obtained the result that there are 10 models of students imaginary student of mathematics to graph of rational-irrational function. Mathematics learning or lectures need to be emphasized to enrich students imaginings on rational-irrational function graphs.Keywords: imagery, irrational-rational function    ]]>
<![CDATA[The Ability of Senior High School Student to Propose Linear Equations Systems of Two Variables Problem ]]>
<![CDATA[Rachmawati, Yemima Indah]]>;
<![CDATA[Sugandi, Eko]]>;
<![CDATA[Prayitno, Lydia Lia]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 3, No. 2, July 2018: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6376
<![CDATA[The purpose of this research is to describe the ability of senior high school student in proposing LESTV problem. This research is quantitative descriptive research. The data collecting used in this research is through proposing problem in the area of LESTV material. The subjects participating in this research are 60 students of senior high school in the Surabaya Eastern. Based on the problem proposed by the students then it is classified into three groups namely, mathematical question, non-mathematical question, or statement. If the problem proposed is mathematical question, the analysis will be done by grouping the problem into the problem can be solved or can not be solved. Then, the problem can be solved will be classified based on the structure of syntax and semantics. The results show that in proposing the problem the subjects mostly can solve the problem, in proposing the problem tends to add new information and relevant to the problem. Based on the structure of semantics, it is found that the students can restate, classify, and compare and also modify the problem from information provided. Meanwhile, in terms of the structure of semantics, the students can propose the problem contains assignment, comparison, and use of additional information (new information). Keywords: Proposing problem; SPLDV; Syntax; Semantics.]]>
<![CDATA[Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning ]]>
<![CDATA[Istikomah, Endang]]>;
<![CDATA[Wahyuni, Astri]]>
<![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 ]]>
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DOI: 10.23917/jramathedu.v3i2.6364
<![CDATA[This study aim to describe the student’s mathematics anxiety on the use of technology in mathematics learning. It is a quantitative descriptive research by involving second year students of Mathematics Education Program in Universitas Islam Riau (UIR) who took Technology-based Mathematics Learning course. They were selected based on saturation sampling. Data were collected through questionnaire, in-depth interview and documentation. The results show the high level of each dimension of mathematics anxiety among students. The average score in each indicator of cognitive, affective, and physiological dimension were high. In addition, interview revealed that most of the students expressed their anxiety in the first lecture and when obtained the task of applying particular software in mathematics learning. It is mainly due to unpreparedness and lack of knowledge about the application of software. Based on the results, it can be concluded that the level of students’ mathematics anxiety is relatively high.  Keywords: Mathematics anxiety, Technology-based, Mathematics learning,]]>
<![CDATA[The Processes of Students Thinking Based on Linguistic Intelligence on Straight-line Equations ]]>
<![CDATA[Oktaviani, Lulu Eka]]>;
<![CDATA[Prayitno, Lydia Lia]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 3, No. 2, July 2018: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6377
<![CDATA[This research is motivated by the students problem in solving the mathematic essay. Completing the story surely using the right steps to make the process work clearly. Linguistic intelligence can help students in solving the mathematic essay, because linguistic intelligence is an intelligence that can help students in understanding the story. The purpose of this research is to describe to  process of students thinking in solving the essay based on linguistic intelligence. The research ia a descriptive qualitative which has main instrument is a researcher and supporting instrumentss is a identification of multiplle inteligence, essay test, and interview guidance.The results of this study indicate that the students with the lowest linguistic intelligence can only complete the stage of understanding the problem and devising a plan of the essay test. Students with the highest linguistic intelligence are be able to complete the stage of understanding the problem, devising of a plan, carring out of the plan, and looking back of the essay test.  Keywords: Thinking Process, Linguistic Intelligence, Essay]]>
<![CDATA[Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach ]]>
<![CDATA[Nufus, Hayatun]]>;
<![CDATA[Duskri, M.]]>;
<![CDATA[Bahrun, Bahrun]]>
<![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 ]]>
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DOI: 10.23917/jramathedu.v3i2.6367
<![CDATA[The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence.   ]]>
