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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.
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Articles 7 Documents
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Search results for , issue "IJEME, Vol. 6 No. 1, March 2022" : 7 Documents clear
Prospective Mathematics Teachers’ Digital Literacy through Web-based Learning Ratu Mauladaniyati; Nenden Suciyati Sartika; Krisna Satrio Perbowo; Wahyudin Wahyudin; Endang Cahya
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21485

Abstract

This study aims to describe the digital literacy of prospective mathematics teachers who are conducting web-based learning in the new normal era. This research is classified as a qualitative descriptive research, data collected through surveys and interviews. The research subjects were 4th semester students of the mathematics education study program. Subjects were taken using purposive sampling technique for filling out the questionnaire and then 5 students were randomly selected to be interviewed. The results showed that the digital literacy of prospective mathematics teachers in web-based learning in the new normal era was quite good, this was evidenced by the results of student questionnaires which showed positive categories on each indicator. In addition, the cumulative percentage of students on the indicator of basic ability to use the internet (81.08%), on the indicator of the ability to seek and obtain information (75.32%), on the indicator of skills in choosing frequently used information sources (59.49%) and cumulative percentage of ability to use information effectively (81.87%). This is reinforced by the results of interviews with students which showed that the five students were able to achieve these four indicators.
Analyzing Students’ Problem-Solving Ability Based on Mathematics Disposition During the Covid-19 Pandemic Asmaul Husna; Yudhi Hanggara
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21062

Abstract

This study aims at describing students' mathematical problem-solving skills based on mathematical dispositions during the Covid-19 Pandemic. This research belongs to a qualitative descriptive study that involved 27 students in the fourth semester as the research subject. The research data were collected from questionnaires, test descriptions, and interviews. The questionnaire results were used to categorize students' mathematical dispositions. It was followed by an interview with two students selected from each group of mathematical disposition categories. The results of tests and interviews were analyzed based on the category of students' mathematical dispositions. The results of this study showed the three categories of students' mathematical dispositions i.e high, moderate, and low. The students with high mathematical dispositions show good mathematical problem-solving skills because they can perform all indicators of mathematical problem-solving abilities. The students of moderate mathematical disposition were only able to perform the 2-3 indicators. The students of the low mathematical disposition category only fulfilled the 1-2 indicators.
Rasch Model Study on Mathematics Examination Test Using Item Response Theory Approach Vegi Intan Futri; Raden Rosnawati; Abdul Rahim; Marlina Marlina
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21761

Abstract

This study was conducted to analyze the test instrument used to measure the ability of students in the odd final exam in mathematics. Sampling using purposive sampling technique. These students consist of 398 students. The questions given are in the form of multiple-choice questions with a total of 40 items. The data analysis technique used quantitative descriptive analysis. Data analysis was carried out using the Item Response Theory (IRT) Rasch model approach with the help of QUEST software. The results of the analysis show, from 40 items there are 39 items fit with the Rasch model. Judging from the level of difficulty, items with very difficult categories are 0%, difficult categories are 8 items or 21%, moderate item categories are 23 items or 59%, easy categories are 8 items or 21%, and very easy categories are 0 %. The reliability of the estimatedvalue of the item is 0.95 with a very good category so that it affects the items that fit the model. Thehigher reliability, the more items that fit the model. The reliability of the case estimate value is 0.00with a weak category. This value indicates an inconsistency in the answers of the test takers, whichmeans that the test takers are careless in answering the questions, thus affecting the reliability ofthe questions.
Influence of Teacher-Student Relationships on Mathematics Problem-Solving Louida Penera Patac; Adriano, Jr. Villarosa Patac; Shiela Gales
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.20186

Abstract

Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we explored the lived experiences of forty-five (45) student’s in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the student’s experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbach’s α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.
Prototyping PISA-like Mathematics Problems for 8th-grade Students Using Javanese Context Afit Istiandaru; Vita Istihapsari
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.22786

Abstract

Javanese context is rich of phenomena potentially used as a starting point to learn mathematics. On the other hand, the Indonesian students’ performance in PISA is consistently low due to the small number of PISA-like problems which can be used to foster the students’ mathematical literacy measured in PISA. Therefore, this research aims to develop a set of PISA-like problems using the Javanese context targeted for 8th-grade students of Junior High School. It is a development study using Plomp’s framework in the stage of need analysis and prototyping. We have successfully developed a prototype of PISA-like mathematics problems using Javanese context. There are six items covering seven basic competences in the 8th-grade of junior high school. The items used various mathematics skills such as communication, representation, mathematization, devising strategies, and reasoning. We could explore some Javanese contexts such as traditional building, transportation, calendar system, community meeting, and historical place. Meanwhile the school mathematics materials include number sequence, Cartesian coordinate, relation, linear function, linear equation system in two variables, and Pythagorean theorem.
Characteristics of Different Strategies in Problems Solving of Linear Pattern Yayan Eryk Setiawan
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.17336

Abstract

Generalization is the core of mathematical activities that are important to be taught to students. One of the material generalizations that are emphasized at the level of junior high school in Indonesia is the generalization of linear patterns. One strategy that is often used by students in generalizing linear patterns is a different strategy. However, many students do not know the usefulness of the difference in making general formulas, so that they are trapped in a recursive relationship. This problem can be overcome by analyzing the results of student work that has succeeded in generalizing linear patterns using different strategies. For this reason, this study aims to get a description of the characteristics of the different strategies of students who have succeeded in generalizing linear patterns. The approach that fits this research is a case study approach to 6 grade VIII junior high school students who successfully solved the problem of generalizing linear patterns using a different strategy. The results showed that there were six characteristics of different strategies used to generalize linear patterns, namely: (1) using the difference to be substituted into the nth term formula of an arithmetic sequence, (2) using the difference to substitute into linear pattern formula, (3) using difference as a multiple, (4) using the difference as a jump number, (5) using the difference to be placed in a different column, and (6) using the difference to determine the formula for generalizing linear patterns directly.
Teachers’ Competence, Classroom Environment, Learning Style of Students: A Structural Model on Mathematical Ability Mervin Amba Osic
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21215

Abstract

The study was conducted to develop the best fit model of mathematical ability.  Specifically, it established the relationship among teachers’ competence, classroom environment, learning styles, and mathematical ability. Descriptive, correlational and causal comparative designs were utilized in this study.  The data were gathered from senior high school students. Moreover, sets of adopted survey questionnaires were used as instruments to obtain information from the participants. Mean, Pearson product moment correlation, multiple regression analysis and structural equation modeling were the statistical tool used.  The findings revealed that reflector and activist learner and role of students/peers found to be significant predictors of mathematical ability.  The best fit model of mathematical ability is best predicted by their learning styles and the classroom environment. The model suggests that that the more structured the learning style coupled with a conducive classroom environment the better the mathematical ability of the students.

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