cover
Contact Name
Wahid Yunianto
Contact Email
yunianto_wahid@yahoo.co.id
Phone
+6285643763865
Journal Mail Official
seamej@qitepinmath.org
Editorial Address
SEAMEO Regional Centre for QITEP in Mathematics Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman Yogyakarta, Indonesia
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Southeast Asian Mathematics Education Journal
ISSN : 20894716     EISSN : 27218546     DOI : https://doi.org/10.46517/seamej
Core Subject : Education,
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. There are two important points in RME; mathematics must be connected to reality and mathematics as a human activity. RME is implemented three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics, they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. Joyful Learning in Mathematics Education The main goal of mathematics education in school is the mathematization of the child’s thought process through joyful learning. Learning should be something joyful because it is a perpetual growth process and self-reflection. Mathematics teachers are expected to develop ideas to motivate students by joyful activities, such as discovering, exploring, constructing, designing, setting strategy, and solving problems that are wrapped in mathematics games, puzzles, and hands-on activities. Integrating ICT in Mathematics Education The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness. The researches (ideas of research) on related topics could be traced to the works of Paul Drijvers, Willem J. Pelgrum, Tjeerd Plomp, Jean-Baptiste Lagrange, Michèle Artigue, Colette Laborde, Luc Trouche, and published books in Springer or other publishers. STEM Education Science, Technology, Engineering, and Mathematics (STEM) has been major topic of discussion in the field of education, due to the most esteemed fields to respond to the demand of 21st century. STEM education will be an important knowledge for teachers to educate future high-quality workforce. STEM education can be implemented in any level of education. The main principle of STEM education is Engineering Design Process (EDP). This principle consists of cyclic process: (1) Identifying problem, (2) Researching the problem, (3) Developing possible solutions, (4) Selecting promising solution, (5) Building the prototype, (6) Evaluating the prototype, (7) Redesigning. The idea research of STEM Education can be explored in Breiner, Harkness, Johnson, and Koehler; Sanders; and Bybee. Lesson Study Lesson Study is a well-known approach originated from Japan for action research in classroom by teachers. It is an effective model for teachers to join their activities to improve their teaching. This approach emphasizes the improvement of students’ mathematical thinking which involves three steps namely Plan-Do-See. The research (ideas of research) on related topics could be traced to the works of Fernandez and Yoshida, Lewis and Wang-Iverson and Yoshida. Teacher-made Mathematics Teaching Aids Students at times struggle with mathematics due to the abstract concepts involved. To help address this issue teachers can use physical objects, such as teaching aids, to make the concepts more relatable and understandable. It also provides opportunity for students to understand and internalize basic mathematial concepts through concrete objects and situations. A paper is eligible for this topic if it comprehensively explains the mathematics teaching aid made by the teachers and the learning opportunities offered to the students. Clinical Supervision Having strong educational leadership is known to be a major factor in improving student learning. By providing vision and development opportunities, educational leaders can help facilitate the conditions necessary for teachers to perform at their best. A good supervision involves activities that aids, directs and informs teachers of what should be done or have been done and not merely finding faults in the teachers’ teaching. A paper is eligible for inclusion in the clinical supervision if it provides a comprehensive description and analysis of every stage in the supervision process Differentiated Instruction Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Many classes consisting of students with diverse learning abilities require a teacher capable of designing teaching strategies that accommodate all learning styles. Therefore, the scope of differentiated instruction is an important part of the focus and scope of the journal. Teacher Professional Development Teacher professional development is defined as activities that develop an teacher’s skills, knowledge, expertise and other characteristics. The definition recognizes that development can be provided in many ways, ranging from the formal to the informal. It can be made available through external expertise in the form of courses, workshops or formal qualification programs, through collaboration between schools or teachers across schools (e.g. observational visits to other schools or teacher networks) or within the schools in which teachers work. In this last case, development can be provided through coaching/mentoring, collaborative planning and teaching, and the sharing of good practices. Classroom Action Research Classroom action research is a reflective process which helps teachers to explore and examine aspects of teaching and learning and to take action to change and improve. It begins with a question or questions about classroom experiences, issues, or challenges. Generally, classroom action research is consisting of 4 steps, namely, planning, action, observation, and reflection. Authors could submit their work, with a comprehensive description and analysis of every step.
Articles 105 Documents
Students’ Creativity Profiles in Constructing Independent Gates Learning Activity Using 4Dframe Agus Setio; Gusnandar Yoga Utama
Southeast Asian Mathematics Education Journal Vol 12, No 1 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i1.137

Abstract

Creativity is one of the 21st century skills that students require for the future. The implementation of STEAM education in teaching and learning, whether in content or learning activities, has contributed to the creativity development. The objective of the study is to investigate the students’ creativity profiles by employing STEAM approach and 4Dframe to construct a miniature independence-day memorial gate. This activity was selected because Indonesian Independence Day, organized in August, is very special. Many activities are frequently conducted to celebrate this annual event. One of which is by building a gate in front of the village. This research utilized a qualitative research method with a narrative design. There was twelve 8th-grade students who were recruited as respondents with various abilities grouped into high, medium, and low. The student’s products were evaluated by CPAM (Creative Product Analysis Matrix) instrument. The CPAM assessment score presented 88% in novelty, 72% in resolution, and 88% in elaboration. Overall, their creativity profile is 82%, included in the high category. The conclusion is that student creativity profile through the STEAM approach assisted by 4Dframe is in the high category and can be applied in learning.
Vanuatu's Typical Approach of Mathematics vs the TUAM Approach of Mathematics Kency Obed SAWAH
Southeast Asian Mathematics Education Journal Vol 12, No 1 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i1.177

Abstract

There are multiple factors contributing to the low level of mathematics in basic education in the Republic of Vanuatu. Results through the Vanuatu Standard Test of Achievement (VANSTA) in 2017 and 2019 unveiled that there were gaps in the performance of mathematics which cause the overall achievement to stagnant which were below the expected minimum standard (Curriculum Development Unit, 2020). This study investigated the current situation of the teaching mathematics approach in the country recognised as the ‘I Do-We Do-You Do’ teaching model. In comparison, the study also examined the influence of the ‘Try-Understand-Apply-Master’ (TUAM) discovery learning process on students in Vanuatu. The study compared these two teaching approaches through pre and post-test interventions among the control and experimental group of two grade five classes. The findings of the study discovered a possibility that the TUAM discovery learning process could be effective in improving the mathematics level in the basic education in the Republic of Vanuatu.
The Effect of Implementing STEAM and 4Dframe Learning in Developing Students’ Computational Thinking Skills Rio Mardani Suhardi; Gusnandar Yoga Utama
Southeast Asian Mathematics Education Journal Vol 12, No 1 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i1.138

Abstract

Computational thinking skills have been a popular term for teachers worldwide, and PISA 2022 will become the first PISA in evaluating them. Computational thinking helps students enhance their potential in contributing to other disciplines. However, students’ computational thinking skills at SMP Negeri 8 Batam were low. In overcoming the problem, the teacher employed STEAM learning as an alternative approach in stimulating students’ computational thinking skills. A teaching aid, named 4Dframe, was utilised to support the STEAM-based teaching. The objective of this action research study is to illustrate the effect of employing STEAM approach and the 4Dframe as the teaching assistance in developing students' computational thinking skills. The study involved 40 students of 9th grade in SMP Negeri 8 Batam, Indonesia. Three STEAM activities incorporating Warka water tower, Batam-Bintan straw bridge, and planting machine were performed in eight online meetings. In each activity, the students administered decomposition, abstraction, pattern recognition, and algorithm as the cornerstones of computational thinking. The data were gathered through observational forms during the learning and test to evaluate students’ computational thinking skills. The results present that 73% and 88% of students acquired the minimum score for the computational thinking post-tests on the first and second cycle respectively. Although sample and methodology limitations prevent any claim to generalisation, this learning strategy could be implemented as an alternative for conducting mathematics learning activities in elevating students’ computational thinking skills with students in similar contexts.
Enhancing Mathematics Learning by Integrating Growth Mindset Principles in Ninth-Grade Supplementary Materials Christian Renales Repuya; Jedh Esterninos
Southeast Asian Mathematics Education Journal Vol 12, No 1 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i1.179

Abstract

This paper determined the supplementary materials in ninth-grade mathematics which may be enhanced to integrate growth mindset principles to improve students’ procedural fluency and foster their growth mindset in mathematics. This study employed a descriptive-developmental method by administering a quasi-experimental design and mixed-method research approach to determine the research questions. The respondents in this study were the 60 ninth-grade students at a state secondary high school in the Philippines. The study implemented the validated researcher-made procedural fluency test and growth mindset questionnaire in determining students’ performance in procedural fluency and mindset in mathematics, respectively. Thematic analysis was employed to investigate students’ responses in Focus Group Discussions (FGD), informal interviews and learning journals in scrutinising the learning experiences and mindsets of the students. Findings displayed that the supplementary materials which can be developed in incorporating growth mindset principles were motivational activities, reflection activities, and instructional videos. Utilising the developed supplementary materials elevates students’ procedural fluency. It influences students to shift from fixed mindsets to growth mindsets in mathematics by providing them with significant learning experiences that help students enhance a growth mindset. Furthermore, the implementation group performed better than the comparison group, particularly with developing growth mindsets. The study results are limited to the participants encompassing; similar research employing the developed supplementary materials to other learning areas with a larger sample is recommended for more generalisable results.
Understanding Students’ Perceptions of Doing Mathematics: A Cultural Comparison Gabriel T Matney; Corrinne Fischer; Jack L Jackson II
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.185

Abstract

Garnering different kinds of data from students about their perceptions of mathematics helps teachers, teacher leaders, districts and researchers better understand students’ perceptions.  In this study, we investigate and compare students’ perceptions of doing mathematics from samples of students from the United States, China, and Fiji.  We administered the Draw Yourself Doing Mathematics instrument to students at three grade levels in China, Fiji, and the United States of America.  Statistically significant differences among perceptions in the three countries and the three grade levels were observed.  Student drawings were further analysed for other qualitative components including factors affecting the learning environment such as the presence of desks and working with others.  Discussion is given about the instrument’s connection to other forms of perceptions research and implications for the use of the instrument by teachers, teacher leaders, and researchers.
Enhancing Students’ Understanding of Operation in Integers through Joyful Learning with GeoGebra™ Applet Sanni Merdekawati
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.165

Abstract

This paper demonstrates a teacher-as-researcher intervention study by utilizing GeoGebra™ activities in the teaching and learning of arithmetical operations with integers. The researcher evaluated how the applet can elevate students understanding of the concepts of arithmetic integer operations. The data was collected through recordings of students’ worksheets and communications in a virtual classroom. The teacher monitored students’ progress and provided immediate suggestions and assistance via several methods. As a result, students could communicate and interact with each other and the teacher through the applet. Students were working on online activities as it happened during the COVID-19 pandemic period. A joyful and meaningful context was implemented in the lessons. The results were tremendously significant and hopefully will inspire readers and teachers.
Algebra Tiles as Physical Manipulatives to Support Students’ Understanding of Linear Equations in One Variable Dyah Sinto Rini
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.121

Abstract

To help students in solving the linear equations in one variable, teacher can use a learning media such as algebra tiles. Algebra tiles are square and rectangle-shaped tiles that represent numbers and variables. Algebra tiles consist of three different-size pieces. The smallest tile is square shape and represents ± 1, the other tile is rectangular shape and represents ± x and the largest tile is large square shape that represents ± x2. The pieces are usually colour-coded so that one colour represents positive values and another color represents negative values. This research is a best practice that was conducted at class VII.7 SMPN 18 Tangerang.  The aim of this research is to describe how the algebra tiles supports students’ understanding in solving linear equations in one variable. The competence achievement indicators are: modelling algebraic expressions using algebra tiles; solving linear equations in one variable using algebra tiles; solving linear equations in one variable without use algebra tiles. Data collection through photos, videos, worksheet and students’ work. Students did reducing and balancing ways to find the simple form of algebra tiles. The purpose of reducing or balancing of both sides of linear equations in one variable is to get how many square tiles that equals to one rectangular tile. Algebra tiles made students to be easier in solving linear equations in one variable. Students were very happy to learn mathematics using algebra tiles. The algebra tiles supports students’ understanding in solving linear equations in one variable.  
Multilevel Model Analysis to Investigate Predictor Variables in Mathematics Achievement PISA Data Fani Yunida Anggraheni; Kismiantini Kismiantini; Fajar Ediyanto
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.184

Abstract

This study aims to examine the relationship between predictor variables at the student and school levels and the interaction between variables in predicting mathematics achievement in Indonesia. Stratified analysis was implemented in Indonesia’s Programme for International Student Assessment (PISA) 2018 data. The variables of student level encompassed gender, economic, social, and cultural status (ESCS), metacognition, and learning time. This study revealed that the variables of ESCS, metacognition and learning time possessed a significant positive effect on mathematics achievement. The variables of school level are class size, school type, school size, and student-teacher ratio. This study demonstrated that only the data of class size produced a significant effect on mathematics achievement. Furthermore, the interaction between the learning time and class size also significantly affected learning achievement in mathematics. Therefore, variables increasing students’ mathematics achievement are ESCS, metacognition, learning time, class size, and interaction of learning time and class size.
Disability-Friendly Environment with Ramp: STEM Activity in Mathematics Classroom for Promoting Social Justice Russasmita Sri Padmi; Titik Subarni; Farida Nurhasanah
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.195

Abstract

Mathematics is not only for educating functional members of society and producing a competent workforce but also for instilling social values and responsible citizenship. STEM is a potential learning approach to teaching social justice because it encourages students to integrate knowledge and skills from different subjects to solve real-life problems. This paper reports the first phase of design research to develop a STEM activity incorporating social justice issues for 8th-grade mathematics classrooms. The result of the first phase is a set of learning materials that integrates the subject content gradient in mathematics and simple machine in science in the context of designing an effective and efficient ramp for public use. The study confirmed that by designing in such a way that mathematics and science knowledge and skills are used in solving problems, social justice issues could be meaningful contexts for STEM lessons.
The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching Rosni Othman; Masitah Shahrill; Roslinawati Roslan; Farida Nurhasanah; Nordiana Zakir; Daniel Asamoah
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.198

Abstract

Questioning is one of the critical repertoires in dialogic teaching. Teachers who set dialogic classrooms need to be able to use questioning effectively. Effective questioning techniques by teachers improve teacher-student instructional dialogues in primary school mathematics classrooms. In this study, the questioning practices of three primary school mathematics teachers were analysed in their journey to incorporate dialogic teaching. Data were gathered through lesson observations, video recordings and teacher interviews. The three teachers’ classroom discourses were transcribed verbatim, and teachers’ questions were analysed to find out the types of questions, how the teachers asked the questions and the feedback given to the student’s responses. Findings from this study indicated that the three teachers used effective questioning techniques in ensuring dialogic teaching, with focusing, genuine enquiry, and closed testing questions being the most predominant. The teachers portrayed positive attitudes towards dialogic teaching and shared their comprehensive understanding of the approach.

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