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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : -
Core Subject : Education,
Education Mathematics
Indonesian Journal of Mathematics Educations is a scientific journal published by Mathematics Education Study Program, Faculty of Education and Teacher Training, Universitas Tidar. IJOME publishes the research issues on mathematics and mathematics education, could be experiments, research and development, or class action research. This journal is published twice a year in April and October.
Arjuna Subject : -
Articles 39 Documents
 1   2   3   4 
Development of Student Worksheet on Rectangular Based on Yogyakarta Culture for Grade VII of Junior High School Students Kintoko Kintoko; Wahyu Nurrohman
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.3497

Abstract

This research aims to develop and quality teaching materials for mathematics student worksheets based on Yogyakarta culture in rectangular materials for grade VII of junior high school students that can be valid, practical, and effective. This research is a development that refers to 3D development models, namely: define, design, and develop. The result shows that (1) there are the development of teaching materials for math worksheets (LKS) based on Yogyakarta culture on rectangular material fulfills the criteria of validity, practicality, and effectiveness; (2) based on the validity aspect of the math worksheets teaching materials, valid criteria were obtained which were reviewed from the material experts' assessment and it was obtained that the value is 3.1 and the results of the material experts' assessment by mathematics lectures and teachers obtained valid criteria with an average of 3.00; (3) based on the practical aspect of math worksheets teaching materials, students' responses were very practical with an average value 3.27; (4) based on the aspect of effectiveness by comparing the average value of students work and the Minimum Mastery Criteria (KKM) set by the school, the result of student value was more than the KKM. After using mathematics LKS teaching materials, 100% scored above the Minimum Mastery Criteria with an average of 88.57. The teaching materials for math worksheets based on Yogyakarta culture meet the criteria of validity, practicality, and effectiveness to improve the learning achievement of grade VII at SMP IT Masjid Syuhada.
A Note on Full and Complete Binary Planar Graphs Emily L Casinillo; Leomarich F Casinillo
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.2800

Abstract

Let G=(V(G), E(G)) be a connected graph where V(G) is a finite nonempty set called vertex-set of G, and  E(G) is a set of unordered pairs {u, v} of distinct elements from  V(G) called the edge-set of G. If  is a connected acyclic graph or a connected graph with no cycles, then it is called a tree graph. A binary tree Tl with l levels is complete if all levels except possibly the last are completely full, and the last level has all its nodes to the left side. If we form a path on each level of a full and complete binary tree, then the graph is now called full and complete binary planar graph and it is denoted as Bn, where n is the level of the graph. This paper introduced a new planar graph which is derived from binary tree graphs. In addition, a combinatorial formula for counting its vertices, faces, and edges that depends on the level of the graph was developed.
Students Mathematics Learning Achievement from Mathematics Teacher Performance and Principal Managerial Competencies Point of View Muhamad Galang Isnawan; Arief Budi Wicaksono
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.3375

Abstract

Principals and teachers are two important elements that must be at the forefront of improving the quality of students in the school. Do these two things affect learning achievement? It is what the researchers answered in this study. Therefore,this study aims to describe the influence of mathematics teacher performance and principal managerial competence on student mathematics learning achievement. The approach in this study is a quantitative (survey). The population was all mathematics teachers and public high school students in Central Lombok, about 793people. Using the purposive sampling technique obtained a sample of this study were all mathematics teachers in one of the public high schools in Central Lombok, totaling 187 people. The instruments used were mathematics teacher performance and principals managerial competency questionnaires, and computer-based national exam tests to measure student mathematics learning achievement. Data analysis was performed using a regression test, namely the t-test and the F-test, to see the effect of mathematics teacher performance and principal managerial competence (individually and together). The results showed that mathematics teacher performance affected mathematics learning achievement with a t-value of 16.295, and principal managerial competence affected mathematics learning achievement with a t-value of 18.831. Furthermore, mathematics teacher performance and principal managerial competence influence student mathematics learning achievement of public senior high school students in Central Lombok with an F-value of 211.482.
Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses Milica Videnovic
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.3079

Abstract

In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics, while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results showed that implementing oral assessment in mathematics courses at the university level in Canada and the United States might raise some students’ and professors’ concerns.
Study Literature of Development Model of Mathematics Curriculum in Queensland Zahid Abdush Shomad; Iwan Junaedi; Mulyono Mulyono
Indonesian Journal of Mathematics Education Vol 4, No 1 (2021): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v4i1.4122

Abstract

Australia grants individual states autonomy to develop school mathematics curricula. This article aims to find out a model for developing a school mathematics curriculum in Queensland. The method used in this research is Systematic Literature Review (SLR). This SLR method can be used to identify, review, evaluate, and interpret studies related to the topics discussed in this study, with specific relevant research questions. The SLR method in this research is carried out by systematically reviewing and identifying journals, which follow the steps or protocols that have been set in each process. The documents studied and researched include journals and professional scientific papers and Queensland mathematics curriculum documents for grades 11 and 12, namely the Queensland Curriculum & Assessment Authority (QCAA). Based on the results of the literature review, it was found that in Queensland, the mathematics curriculum in grades 11 and 12 is divided into three types, namely Mathematics A curriculum, Mathematics B curriculum, and Mathematics C curriculum. Each type of curriculum is developed according to the conditions and skills required by students.
Beliefs about Mathematics and Mathematics Assessment in Post-Secondary Education Milica Videnovic
Indonesian Journal of Mathematics Education Vol 5, No 1 (2022): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v5i1.5363

Abstract

This paper studied the beliefs about mathematics, mathematics assessment, and written and oral mathematics assessment in post-secondary education from the mathematics professors’ perspectives. Seven mathematics professors and instructors were interviewed and asked to explain how they perceive mathematics and mathematics assessment and how they compare the oral exam to the written exam. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced an oral examination in mathematics, while the other two had never been exposed to an oral examination in mathematics throughout their schooling. The results showed that similar beliefs about mathematics and mathematics assessment result in different beliefs about written and oral mathematics assessment. 
Teachers' and Students' Perceptions of Android-based Mathematics Learning Media Development by Integrating GeoGebra Ayu Mastura; M Ikhsan; Mailizar Mailizar
Indonesian Journal of Mathematics Education Vol 5, No 1 (2022): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v5i1.5561

Abstract

The utilization of technology as a learning resource or media has been widely used as an innovation to promote learning. It is expected to stimulate the thoughts, feelings, interests, and attention of students in learning. The purpose of this study is to find out teachers’ and students’ perceptions of the need for Android-based mathematics learning media on geometry transformation. This research used a descriptive qualitative approach. Data was collected using validated questionnaires for teachers and students. The subjects of this study were mathematics teachers and 2nd-grade students at a senior high school in Aceh, Indonesia. The data was analyzed using descriptive statistical methods. The results showed that the geometry transformation subject was difficult for students. The various formulas and the material's abstractness make understanding the transformation subject challenging. Less attractive learning sources or media and a lack of variety in learning approaches are also influential factors. This study also revealed that teachers were still not optimal in utilizing the various available technological media. Thus, teachers and students need interesting and innovative learning media that can assist students in exploring abstract mathematical concepts, especially geometry transformation. These results became an important reference in the development of Android-based learning media assisted by GeoGebra Software.
The Effect of Montessori Math Model Method in Learning Addition and Subtraction of Fractions in Grade V Pupils Jovenil Bacatan
Indonesian Journal of Mathematics Education Vol 5, No 1 (2022): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v5i1.5435

Abstract

The study was conducted to determine if the utilization of Montessori Math Model Method in learning the addition and subtraction of fraction has an impact to the improvement of students’ performance. A quantitative design was used in the study. The essential data were gathered from a total number of 67 respondents, 34 students from the experimental group and 33 students from the control  group, with the aid of validated questionnaire. Data were analyzed and interpreted using the Average Weighted Mean and T-test as statistical tools. According to the findings of the study, data revealed that the result of pre-test and post-test of both experimental and controlled group is significant. The result showed that there is a significant difference of the utilization of the Montessori Math Model Method in learning addition and subtraction of fraction in Grade 5 Pupils in Kaputian Elementary School.
The Effect of ARIAS Model Learning on Mathematical Writing Skills Reviewed from Self-Efficacy Hamidah Hamidah; Jaka Wijaya Kusuma
Indonesian Journal of Mathematics Education Vol 4, No 2 (2021): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v4i2.5604

Abstract

This study aimed to determine the influence of Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) learning models on students' mathematical writing skills reviewed from self-efficacy. The type of research conducted in this study is a quasi-experimental research with a post-test nonequivalent control group design. The population in this study was students majoring in mathematics education at Bina Bangsa University, then two classes are selected at random as research subjects. The data was obtained from mathematical writing ability tests and self-efficacy questionnaires, then processed with ANOVA (Analysis of Variance) tests. The results showed significant differences in mathematical writing skills between students who obtained ARIAS learning models with students who received regular learning, and there were significant differences in students' mathematical writing skills reviewed on their self-efficacy. The implication is known that students with high self-confidence have better writing skills than students whose confidence is low.

Page 4 of 4 | Total Record : 39

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