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[Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building ]]>
<![CDATA[Fahrurozi, Achmad]]>;
<![CDATA[Maesaroh, Suci]]>;
<![CDATA[Suwanto, Imam]]>;
<![CDATA[Nursyahidah, Farida]]>
<![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.v3i2.6616
<![CDATA[This research aims to produce a Learning Trajectory Based Instruction (LTBI) that can help the ninth grade students understand the concept of congruence of the two-dimensional shape by examining Lawang Sewu as one of Central Java historical buildings. LTBI is defined as a teaching and learning trajectory that uses Hypothetical Learning Trajectory (HLT) for instructional decisions. The present research uses the design research developed by Gravemeijer and Cobb that consists of three phases; the preliminary design, design of the experiment (pilot experiment and teaching experiment), and retrospective analysis. In this study, a series of learning activities is designed and developed based on the Realistic Mathematics Education (PMRI) approach. This research produced LTBI that consists of a series of learning processes embodied in three activities of (1) identifying and finding the properties which shapes are congruent shapes by watching Lawang Sewu video, (2) proofing two shapes are congruent through transformation (translation and rotation), and (3) solving problem related to the congruence of two-dimensional shape. The activity can help to improve the students’ understanding of the concept of congruence. Nevertheless, the present study is limited to the first stage of Gravemeijer and Cobb’s design research, namely preliminary design.]]>
<![CDATA[Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building Context ]]>
<![CDATA[Fahrurozi, Achmad]]>;
<![CDATA[Maesaroh, Suci]]>;
<![CDATA[Suwanto, Imam]]>;
<![CDATA[Nursyahidah, Farida]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v3i2.6444
<![CDATA[This research aims to produce a Learning Trajectory Based Instrucsion (LTBI) that can help students understand the concept of congruence of two-dimensional shape using the context of central java historcal building that it is known as Lawang Sewu in the ninth grade. LTBI is defined as a teaching and learning trajectory that used HLT for instructional decisions. The type of the research used by the researcher in this study is the design research developed by Gravemeijer and Cobb, that consist of three phases, namely (1) the preliminary design, (2) design of the experiment (pilot experiment and teaching experiment), and (3) the retrospective analysis. In this study, a series of learning activities designed and developed based on the approach of Realistic Mathematics Education or in Indonesian version is PMRI. This research produced Learning Trajectory Based Instruction that consist of a series of learning process in three activities, namely identifying and finding the properties of congruence shapes by watching Lawang Sewu vidoe, proofing two congruence shape with transformation (translation and rotation), and solving problem related to congruence of two-dimensional shape. From the activity being performed can help to improve the understanding of the students in the material of congruence. The researcherâ exposure in this paper is limited to the first stage of the design research developed by Gravemeijer and Cobb namely preliminary design.]]>
<![CDATA[Communication and Mathematical Disposition Ability throughDiscovery Learning Model in Junior High Schools ]]>
<![CDATA[Dina, Zinatun Hayati]]>;
<![CDATA[Ikhsan, Muhammad]]>;
<![CDATA[Hajidin, Hajidin]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 4, No. 1, January 2019: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i1.7295
<![CDATA[Mathematics is a very abstract lesson and is always connected with numbers and formulas. Many students feel unhappy about mathematics and find difficulties in solving problems in the form of tables, stories, and diagrams. Learning method that can help students in improving mathematical communication and mathematical dispositions can be done through the application of discovery learning models. The purpose of this study was to determine the improvement of students mathematical communication and disposition abilities taught with discovery learning models. This study useda quantitative approach with the type of experimental research and the research design usedtrue pretest and posttest design type experiments. The population in this study were all eighth grade students of SMP N 2 Sigli. The sample was chosen randomly from two classes:classes VIII2 and VIII3. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there wasno interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, mathematics teachers in SMP N 2 Sigli who teach in class VIII can use discovery learning models in learning to build the next flat side space. Futureresearchers should conduct research at other schools in order to improve students mathematical communication skills in mathematics learning.]]>
<![CDATA[Developing the Ability of Understanding and Self-confidence the Mathematical Students with VBA for Excel ]]>
<![CDATA[Bernard, Martin]]>;
<![CDATA[Senjayawati, Eka]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 4, No. 1, January 2019: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i1.7292
<![CDATA[Visual Basic Application for Excel is a simple program language and has the power to process data quickly, let alone the utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel compared to mathematical software are the many math functions and images available in the form of shapes or pictures. With the availability of VBA, math and image functions in Microsoft Excel, teachers can design the creation of media related to mathematics learning especially helping to develop the ability of junior high school students who have difficulty connecting mathematics lessons with basic mathematics knowledge requirements. In general, that most students in Indonesia have not solved mathematical problems, therefore, by using VBA for Excel the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 <0.05 and there is an association between Trust self-comfidence student with students mathematical comprehension skills with a contingency value with a significant amount of 0.016 <0.05 with a contingency coefficient of 0.525 including a moderate association.]]>
<![CDATA[Geometry Concept on the Motifs of Woven Fabric in Kefamenanu Community ]]>
<![CDATA[Deda, Yohanis Ndapa]]>;
<![CDATA[Amsikan, Stanislaus]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 4, No. 1, January 2019: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i1.7293
<![CDATA[The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools.]]>
<![CDATA[Students Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph ]]>
<![CDATA[Triana, Mailis]]>;
<![CDATA[Zubainur, Cut Morina]]>;
<![CDATA[Bahrun, Bahrun]]>
<![CDATA[ (JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 4, No. 1, January 2019: Issue In Press ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v1i1.7294
<![CDATA[Studentsâ ability in expressing mathematical ideas in various ways is still not as expected. Teachers need to apply learning method that gives students the opportunity to express mathematical ideas based on their own mindset. Learning with the Brain-Based Learning approach assisted by Autograph software is expected to help students to grow their mathematical communication skills. This study aims to analyze the development of students mathematical communication skills. The subjects of this study were 28 students of class X in one high school in Banda Aceh. The instrument used was a mathematical communication ability test problem. Data analysis techniques was done using descriptive analysis. The results of the study showed that mathematics learning with an Autograph-assisted BBL approach can improve students mathematical communication skills.]]>
<![CDATA[Geometry Concept on the Motifs of Woven Fabric in Kefamenanu Community ]]>
<![CDATA[Deda, Yohanis Ndapa]]>;
<![CDATA[Amsikan, Stanislaus]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v4i1.6253
<![CDATA[For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. Collecting data were conducted using interviews and documentation. Interviews were conducted with several informants selected based on the consideration of researcher and suggestion by previous informant. Documentation was done using video recordings and photos. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools. ]]>
<![CDATA[Can Mathematics and Statistics Perception Explain Students' Statistical Literacy? ]]>
<![CDATA[Auliya, Risma Nurul]]>
<![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.v3i2.5983
<![CDATA[The aim of this research is intended to examine the effect of mathematics and statistics perception towards students’ 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 “Mathematics and Statistics Perception Scale (MSPS)†was intended to examine undergraduate students’ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The initial scale consisted of 15 items and the final version 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. The result of the analyses showed mathematics and statistics perception has an influence in the way students’ statistical literacy skills.]]>
<![CDATA[Developing the Students’ Ability in Understanding Mathematics and Self-confidence with VBA for Excel ]]>
<![CDATA[Bernard, Martin]]>;
<![CDATA[Senjayawati, Eka]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 4, No. 1, January 2019 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v4i1.6349
<![CDATA[Visual Basic Application for Excel is a simple program language and has the power to process data quickly. The utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel than other mathematical software are the many math functions and images available in the form of shapes or pictures. The availability of VBA, math and image functions in Microsoft Excel help teachers to design the creation of media related to mathematics learning, especially to develop the ability of junior high school students who have difficulty to connect mathematics lessons with basic mathematics knowledge requirements. By using VBA for Excel, the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 0.05.  Furthermore, there is an association between the students’ self-confidence and their mathematical comprehension skills with a contingency coefficient of 0.525 including a moderate association.]]>
<![CDATA[Mathematical Communication Characteristics of Pre-Service Primary School Teacher in Explaining the Area of Trapezoid Reviewed from School Origin ]]>
<![CDATA[Abidin, Zainal]]>
<![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.v3i2.6784
<![CDATA[Abstract. This study aims to know the characteristics of mathematical communication of pre-service primary school teachers. The material used as the object of research is geometry. It requires the ability of algebra and spatial skills. The area of trapezoid is selected as the topic since it is perceived as the most complex of all plane shapes studied in primary school. It is because the calculation of the area of trapezoid entails three variables. The ability of mathematical communication involves the ability to write and explain. This ability is examined based on the background of students’ secondary school. The subjects of this study were 15 students of Primary Teacher Education, STKIP Al Hikmah Surabaya in academic year 2017-2018. The types of mathematical communication are grouped according to their characteristics. Written communication is sharpened by oral communication. The results were analyzed to investigate the relevance of such abilities with the subjects’ background of their secondary school (SMA, SMK, or MA). The results indicate that the characteristics of written communication consist of: (1) narrative, (2) procedure, and (3) dialogue. Meanwhile, the characteristics of oral communication consist of: (1) lecture, (2) instructional, and (3) discussion. Pre-service teachers graduated from SMA have better mathematical communication skills than those from SMK and MA. Keywords: Pre-service primary school teacher, mathematical communication, the area of trapezoid.   ]]>
