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International Journal on Emerging Mathematics Education
Published by Universitas Ahmad Dahlan
ISSN : 25494996     EISSN : 25485806     DOI : 10.12928
Core Subject : Education,
Education
International Journal on Emerging Mathematics Education (IJEME) is a peer-reviewed open access journal published twice in a year (March and September). The IJEME aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online (e-ISSN 2548-5806) and a printed (p-ISSN 2549-4996) version. The IJEME welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : -
Articles 117 Documents
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Android-based Teaching Material for Statistics Integrated with Social Media WhatsApp Anggit Prabowo; Uki Rahmawati; Rostien Puput Anggoro
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1083.491 KB) | DOI: 10.12928/ijeme.v3i1.11961

Abstract

The purpose of this study was to develop teaching material in the form of Android-based application for junior high school mathematics subjects in statistical material that are integrated with WhatsApp social media platform. The procedure for developing teaching materials was carried out through the stages of defining, designing, developing, and disseminating. The platform used to develop teaching material was MIT App Inventor. The teaching materials developed have been validated by two media experts and material experts. The trial of teaching material was carried out to educators and prospective mathematics educators in the Special Region of Yogyakarta and students at Depok 3 State Junior High School. This study has succeeded in developing Android-based teaching materials for junior high school mathematics subjects in valid and effective statistical material. The menus contained in this application consist of material and competency test. On the competency test menu, students can do the test and after completion, the application will display the score of the test results. What interesting about this application, the test results can be sent to the teacher via WhatsApp.
The Gap between the Beginning and the End of Algebraic Thinking Transition Period Dian Permatasari; Idris Harta
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.255 KB) | DOI: 10.12928/ijeme.v2i1.8655

Abstract

Algebraic thinking is an important element in mathematics thinking and reasoning. All students experience a transition to algebraic thinking. It happens from elementary school grade V until junior high school grade VII. This study aims to describe the differences in algebraic thinking ability from the beginning of transition period, elementary school grade V, until the end of the transition period, junior high school grade VII. This research was a cross-sectional research using mixed method approach. The results showed that students' algebraic thinking ability at the beginning of the transition period and at the end of the transition period was in moderate criteria. The average score in algebraic thinking test at the end of the transition period, junior high school grade VII, was higher than the students in junior high school grade V, but the algebraic thinking ability of students in elementary school grade V did not have much different with the students of junior high school grade VII, that was in the moderate criteria.
Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students' Mathematical Critical Thinking Skills Runisah Runisah; Tatang Herman; Jarnawi Afgani Dahlan
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.274 KB) | DOI: 10.12928/ijeme.v1i1.5698

Abstract

This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students' mathematical critical thinking skills.
Game-Based Learning in Problem Solving Method: The Effects on Students’ Achievement Wahyu Setyaningrum; Loviga Denny Pratama; Mohamad Bilal Ali
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (606.686 KB) | DOI: 10.12928/ijeme.v2i2.10564

Abstract

This study compared the effects of game-based learning and textbook on students achievement. A problem solving method was employed in learning processes in the classroom. One hundred and thirteen students of grade eight from three junior high schools in the Province of Yogyakarta, who were selected using convenience sampling, participated in this study. The study employed a quasi experiment with a pretest-posttest control-group design. The data were collected through a pre-test, post-test, and questionnaire. The data were analysed using ANOVA, indicating that the students who were exposed to the game-based learning within problem solving approach significantly outperformed their counterparts who were exposed on the basis of textbook within problem solving. The data from questionnaire revealed that the students preferred game-based learning because they could understand the materials with enjoyable and easily.
Images of Mathematics Held by Undergraduate Students Basanta Raj Lamichhane; Shashidhar Belbase
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.947 KB) | DOI: 10.12928/ijeme.v1i2.6647

Abstract

The purpose of this study was to explore images of mathematics held by undergraduate students and possible influencing factors. The image of mathematics in this study was conceptualized as the mental representations or views of mathematics as undergraduate students experienced during their academic journey through the interaction largely at school. Pierre Bourdieu's construct of symbolic violence served as the theoretical lens to evaluate the students' images of mathematics. The design of this study was explorative qualitative and interpretive. Semi-structured interview was used to generate data texts from three participants who were senior undergraduate students studying mathematics at an affiliated college of Tribhuvan University in Kathmandu. From the thematic analysis and interpretation of the textual data, four common themes emerged as images of mathematics held by the participants. These themes were mathematics as difficult and abstract, as decontextualized, as mysterious subject, and as applicable in different fields. The influencing factors on the formation of these images were largely related to the curricular and pedagogical approaches from schools to university classes. These are conventional and disempowering methods of teaching, decontextualized curriculum and textbooks and other teaching learning resources, medium of instruction and nature of mathematics itself. 
Meanings, Dimensions, and Categories of Mathematics Teacher Beliefs: A Navigation through the Literature Shashidhar Belbase
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (857.612 KB) | DOI: 10.12928/ijeme.v3i1.11494

Abstract

This paper aimed to discuss the meanings, dimensions, and categories of teacher beliefs about teaching and learning mathematics. I reviewed the relevant literature about teacher beliefs in general, beliefs about mathematics, and beliefs about mathematics teaching and learning in particular. Based on the review of the literature, I outlined the meanings of teacher beliefs and conceptualized three dimensions of teacher beliefs – affective dimension, cognitive dimension, and pedagogical dimension. Then, I discussed three viewpoints to observe teacher beliefs – relational, institutional, and praxis lenses. I utilized these lenses to categorize belief constructs into three classes of beliefs about mathematics, teaching mathematics, and learning mathematics. These classes’ included-instrumentalist, constructivist, and integral beliefs. I addressed the pedagogical implications of these categorical beliefs in the end.
Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum Shintia Revina; Frederick Koon Shing Leung
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (626.56 KB) | DOI: 10.12928/ijeme.v2i1.8025

Abstract

Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.
Development of Student Worksheets to Improve the Ability of Mathematical Problem Posing Harry Dwi Putra; Tatang Herman; Utari Sumarmo
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.931 KB) | DOI: 10.12928/ijeme.v1i1.5507

Abstract

Activities posing and solving a problem are important parts in mathematics, so the problem posing is an activity that was instrumental in mathematical thinking and become an important part in solving the problem. This type of research is research and development that aims to develop student worksheets through scientific approach with what if not strategy. The research method consists of stages: literature study, observation, interviews, development of student worksheets, assessment of two experts, and restricted trial to the eleventh grade students in SMAN 2 Cimahi, SMAN 3 Cimahi, and SMAN 4 Cimahi. Based on the findings, it was concluded that the student worksheets through scientific approach with what if not strategy load some activities including observing, questioning, trying, reasoning, and concluding. The activity of questioning using what if not strategy involves changing data, adding data, changing data with the same question, or changing question with the same data. The student worksheets also presented some contextual problems in accordance with the experience of students. After tested using worksheet, the improvement of student mathematical problem posing in the three schools was in moderate criteria.
Generalization Strategies in the Problem Solving of Derivative and Integral Nourooz Hashemi; Hamidreza Kashefi; Mohd Salleh Abu
International Journal on Emerging Mathematics Education IJEME, Vol. 3 No. 1, March 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (791.084 KB) | DOI: 10.12928/ijeme.v3i1.11425

Abstract

This study proposes a learning strategy of derivatives and integrals (LSDI) based on specialized forms of generalization strategies to improve undergraduate students’ problem solving ofderivative and integral. The main goal of this study is to evaluate the effects of LSDI on students’ problem solvingofderivative and integral. The samples of this study were 63 undergraduate students who took Calculus at Islamic Azad University of Gachsaran, Iran. The students were divided into two classes based on their marks in the pre- test of derivative and integral. The results indicated that there was a significant difference between the achievements of students in experimental and control groupsafter treatment. Thus, the findings reveal that using generalization strategies improves students’ achievements in solving problems of derivative and integral.
Learning Combinations Through “Handshake” Rarri Bian Ryandi; Somakim Somakim; Ely Susanti
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1166.931 KB) | DOI: 10.12928/ijeme.v2i1.8693

Abstract

This research used design research. It was constructing a learning trajectory through handshake context to help students’ understanding of the Combination concept. This research used PMRI approach. The participants of the research were the students of 10th class SMA Negeri 15 Palembang. For retrospective analysis, the data were collected from a teaching experiment in form of student’s work, field notes, and interviews. The obtained data is a learning trajectory which is consists of 1) students do a role-play scene of the handshake activity; this activity supports students’ understanding that A do handshake with B is the same with B do handshake with A, which it indicates order does not matter in Combination. 2) students utilize their knowledge about factorial forms to analyze the general pattern of the Combination. 3) students solve problems related to the Combination concept to help them think about how to solve the similar problems in the daily life. The results of the study showed that the use of the handshake context can help students to understand of the Combination concept.

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