Journal on Mathematics Education (JME)
Journal on Mathematics Education (IndoMS-JME) is peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under collaboration between Indonesian Mathematical Society and Sriwijaya University. Starting from 2019, IndoMS-JME would be published three times in a year (January, Mei, and September).
Articles
10 Documents
Search results for
, issue
"Vol 11, No 1 (2020)"
:
10 Documents
clear
<![CDATA[PROSPECTIVE MATHEMATICS TEACHERS’ COGNITIVE COMPETENCIES ON REALISTIC MATHEMATICS EDUCATION ]]>
<![CDATA[Rezan Yilmaz]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (630.559 KB)
|
DOI: 10.22342/jme.11.1.8690.17-44
<![CDATA[Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive competency in that sense. For that purpose, at the end of the process, in which the approaches used in mathematical education including RME are examined and interpreted, 32 prospective teachers were asked various open-ended questions. Moreover, they were expected to pose contextual problems that could be used in RME. After analysing the obtained data via qualitative research techniques, it is seen that the majority of the prospective teachers possesses theoretical knowledge on RME. However, it is also observed that their ability to present its differences and similarities with other approaches and to pose contextual problems suitable to RME has been decreased.]]>
<![CDATA[STUDENTS' POSITIONING AND EMOTIONS IN LEARNING GEOMETRIC DEFINITION ]]>
<![CDATA[Wajeeh Daher]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.11.1.9057.111-134
<![CDATA[The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of students’ emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.]]>
<![CDATA[GEOMETRY REPRESENTATION TO DEVELOP ALGEBRAIC THINKING: A RECOMMENDATION FOR A PATTERN INVESTIGATION IN PRE-ALGEBRA CLASS ]]>
<![CDATA[Ratih Ayu Apsari]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Sariyasa Sariyasa]]>;
<![CDATA[Mieke Abels]]>;
<![CDATA[Sudi Prayitno]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (802.926 KB)
|
DOI: 10.22342/jme.11.1.9535.45-58
<![CDATA[The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students’ algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase. The data were gathered from students’ worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization.]]>
<![CDATA[DESIGNING PISA-LIKE MATHEMATICS TASK USING ASIAN GAMES CONTEXT ]]>
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (626.652 KB)
|
DOI: 10.22342/jme.11.1.9786.135-144
<![CDATA[This study aimed to produce a set of valid, practice and had potential effects of PISA-like mathematics tasks using Asian Games context to support students learning. Design research and lesson study were used as the method both during the design and implementation stages. Target users are 15th years old middle school students from PMRI pilot schools in Palembang. Results show that a set of PISA-like problems on uncertainty and data content are valid, practical, and had a potential effect. Students were doing mathematics in a collaborative, and the learning process becomes meaningful and easily.]]>
<![CDATA[ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS ]]>
<![CDATA[Roslinda Rosli]]>;
<![CDATA[Dianne Goldsby]]>;
<![CDATA[Mary Margaret Capraro]]>;
<![CDATA[Anthony J Onwuegbuzie]]>;
<![CDATA[Robert M Capraro]]>;
<![CDATA[Elsa Gonzalez Y Gonzalez]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (572.637 KB)
|
DOI: 10.22342/jme.11.1.9482.59-76
<![CDATA[Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.]]>
<![CDATA[IMPLEMENTATION OF REACT STRATEGY TO DEVELOP MATHEMATICAL REPRESENTATION, REASONING, AND DISPOSITION ABILITY ]]>
<![CDATA[Delsika Pramata Sari]]>;
<![CDATA[Darhim Darhim]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (830.789 KB)
|
DOI: 10.22342/jme.11.1.7806.145-156
<![CDATA[The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable.]]>
<![CDATA[GENERALIZATION STRATEGY OF LINEAR PATTERNS FROM FIELD-DEPENDENT COGNITIVE STYLE ]]>
<![CDATA[Yayan Eryk Setiawan]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[I Nengah Parta]]>;
<![CDATA[Sisworo Sisworo]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (862.209 KB)
|
DOI: 10.22342/jme.11.1.9134.77-94
<![CDATA[Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.]]>
<![CDATA[THE LEARNING TRAJECTORY OF NUMBER PATTERN LEARNING USING BARATHAYUDHA WAR STORIES AND UNO STACKO ]]>
<![CDATA[Irma Risdiyanti]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (694.031 KB)
|
DOI: 10.22342/jme.11.1.10225.157-166
<![CDATA[In recent years, several researchers have tried to use stories and games as a starting point for learning mathematics. This is allegedly able to increase students' mathematical abilities and make learning mathematics more enjoyable. Therefore, this research is aimed to design a mathematics learning trajectory in pattern number using Barathayudha War Stories and Uno Stacko games as a starting point or context in the learning process with the Indonesian Realistic Mathematics Education (IRME) approach. The research method used is a design research that contains three stages, preliminary design, teaching experiment, and retrospective analysis. The result of this research is the learning trajectory design of number pattern learning using Barathayudha war stories and Uno Stacko. The design consists of four activities, which is a detective of Barathayudha war; rebuilt Abimayu fortress at the battlefield of Kurusetra; find the unique secret number code of Abimayu fortress; and built another fort using number pattern. The results showed Barathayudha war stories and Uno Stacko can stimulate students to understand their knowledge of pattern number concept which is the stages in the learning trajectory of student have an essential role in understanding the concept.]]>
<![CDATA[THE NEUTRALIZATION ON AN EMPTY NUMBER LINE MODEL FOR INTEGER ADDITIONS AND SUBTRACTIONS: IS IT HELPFUL? ]]>
<![CDATA[Puspita Sari]]>;
<![CDATA[Mimi Nur Hajizah]]>;
<![CDATA[Swida Purwanto]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.11.1.9781.1-16
<![CDATA[The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well as additions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students’ written work, conducting interviews and observations during the teaching experiment. This paper focuses on students’ perceptions of the NNL model and what factors that might contribute to students’ achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural method instead of as a model for thinking. Moreover, students’ mathematical beliefs and conceptions on the use of the column strategy and the absence of a discussion on the need of using the model are found to be some factors that could cause students’ misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions.]]>
<![CDATA[SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT ]]>
<![CDATA[Christine Wulandari Suryaningrum]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Subanji Subanji]]>;
<![CDATA[Hery Susanto]]>;
<![CDATA[Yoga Dwi Windy Kusuma Ningtyas]]>;
<![CDATA[Muhammad Irfan]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (593.937 KB)
|
DOI: 10.22342/jme.11.1.9766.95-110
<![CDATA[Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.]]>
