cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mursalin
Contact Email
mursalin@unimal.ac.id
Phone
-
Journal Mail Official
ijtmer@gmail.com
Editorial Address
-
Location
Kota lhokseumawe,
Aceh
INDONESIA
International Journal of Trends in Mathematics Education Research
Published by Institute of Indonesian Education Studies Independent
ISSN : -     EISSN : 26218488     DOI : -
Core Subject : Education,
Education
International Journal of Trends in Mathematics Education Research (IJTMER) E-ISSN 2621-8488 DOI Prefix 10.33122/ijtmer by is a peer-reviewed open-access international journal who aims to the sharing, dissemination and discussion of current trends research results, experience and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four issue per year in March, June, September and December published by the IIES Independent.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue " Vol 1, No 2 (2018)" : 5 Documents clear
Analysis of Student Difficulties in Statistics Courses Kurniawan, Dydik; Wahyuningsih, Tri
International Journal of Trends in Mathematics Education Research Vol 1, No 2 (2018)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.258 KB) | DOI: 10.33122/ijtmer.v1i2.39

Abstract

The educational implementation is a learning process at all levels, students are required to follow certain lectures, including mathematics courses. Learning difficulties are a barrier to learning where children are not well educated, due to disturbances, both from student factors and external factors. learning, thus students are expected to catch up because of these obstacles. This research is classified into qualitative descriptive research that seeks to describe the analysis of student learning difficulties in statistical subjects. The subjects in this study were the fourth-semester students of 2018/2019 Mulawarman University. Research reveals things that are considered as a barrier factor for students in Statistics. In this study, the researcher collected information through documentation, tests, and interviews with students. The results of the analysis show that the difficulties of students in studying Statistics basically lie in the weakness of the concept. The results of the research conducted by the researcher were the existence of errors in process skills, errors in understanding questions, and errors in using notation. The solution to overcoming these problems is: for the eye teacher of Statistics to be able to develop learning strategies so that students can be more honed in their thinking skills and provide continuous problem training to students.
Implementation of Geometry Multimedia Based on Van Hiele's Thinking Theory for Enhancing Critical Thinking Ability for Grade V Students Primasatya, Nurita; Jatmiko, Jatmiko
International Journal of Trends in Mathematics Education Research Vol 1, No 2 (2018)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.536 KB) | DOI: 10.33122/ijtmer.v1i2.40

Abstract

This study is a advances study of the development of geometry multimedia based on Van Hiele's thinking theory with the aim of for enhancing critical thinking ability using the ADDIE development model. In this study, a difference test was conducted to determine the effect of using geometry multimedia on students' critical thinking abilities. This experiment was conducted at SDN Mojoroto 1 and SDN Mojoroto 6 Kota Kediri. The results of the t-test analysis show that there are significant differences between the critical thinking abilities of students who use geometry multimedia based on Van Hiele's thinking theory and those who do not use geometry multimedia based on Van Hiele's Thinking Theory.
Improving Students’ Learning Outcomes Using 4Me Module with Cooperative Learning Suprapti, Endang; Mursyidah, Himmatul; Inganah, Siti
International Journal of Trends in Mathematics Education Research Vol 1, No 2 (2018)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (4189.184 KB) | DOI: 10.33122/ijtmer.v1i2.12

Abstract

Based on the evaluation result on the course of linear algebra, the result of mathematics student’s learning outcome, faculty of teacher training and education, University of Muhammadiyah Surabaya, from 26 students indicate that 30,76 % of students complete learning and 69,24% did not complete the target with average value 55,60. Based on the student's opinion, the course of linear algebra was difficult because has a high difficulty level, the learning system uses direct learning, and it causes the boredom. Furthermore, the reference material does not support completely for linear algebra. Thus we need additional learning models, so the students do not get bored and difficult by direct learning model that we used. In this case, we use “The Cooperative Learning Type TPS” model with 4 Me module in order to help the student to be able to work and shared with their friend to find problem solutions so that the interaction among learners occurs and the learning process becomes more active. We use the classroom action research method in this research. Based on the result of the research, we can improve 30% student’s learning result, 21 % of student’s activity and 95 % positive student’s response.
Effect of Problem Based Learning Model on Mathematical Learning Outcomes of 6th Grade Students of Elementary School Accredited B in Kendari City Kaharuddin, Andi
International Journal of Trends in Mathematics Education Research Vol 1, No 2 (2018)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.487 KB) | DOI: 10.33122/ijtmer.v1i2.14

Abstract

The purpose of this study was to determine the effect of problem-based learning models towards the mathematics learning outcomes of 6th-grade students of an Elementary School accredited B in Kendari City. This study is quantitative experimental research. The population in this were all 6th-grade students of an Elementary School accredited B in Kendari City. The technique of determining the sample was done by cluster random sampling. Data analysis used is descriptive statistics and inferential statistics where the hypothesis test used is the t-test. The results showed the effect of problem-based learning models better than direct instruction and problem-based learning model positive effect on mathematics learning outcomes of 6th-grade students of an Elementary School Accredited B in Kendari City.
Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe Matorevhu, Alois
International Journal of Trends in Mathematics Education Research Vol 1, No 2 (2018)
Publisher : IIES Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (632.892 KB) | DOI: 10.33122/ijtmer.v1i2.38

Abstract

Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media.  One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest.  In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed.  Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2018 2018


Reset
Filter By Issues
All Issue Vol 3, No 2 (2020) Vol 3, No 1 (2020) Vol 2, No 4 (2019) Vol 2, No 3 (2019) Vol 2, No 2 (2019) Vol 2, No 1 (2019) Vol 1, No 3 (2018) Vol 1, No 3 (2018) Vol 1, No 2 (2018) Vol 1, No 1 (2018)