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).
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<![CDATA[LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK? ]]>
<![CDATA[Adi Nur Cahyono]]>;
<![CDATA[Yohanes Leonardus Sukestiyarno]]>;
<![CDATA[Mohammad Asikin]]>;
<![CDATA[Miftahudin Miftahudin]]>;
<![CDATA[Muhammadi Ghozian Kafi Ahsan]]>;
<![CDATA[Matthias Ludwig]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.10729.181-192
<![CDATA[The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.]]>
<![CDATA[STUDENT ENGAGEMENT AND MATH TEACHERS SUPPORT ]]>
<![CDATA[Tahani Salman Alrajeh]]>;
<![CDATA[Beth Winfrey Shindel]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.10282.167-180
<![CDATA[This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.]]>
<![CDATA[DESIGNING A DIGITAL TEACHING MODULE BASED ON MATHEMATICAL COMMUNICATION IN RELATION AND FUNCTION ]]>
<![CDATA[Setiyani Setiyani]]>;
<![CDATA[Dian Permana Putri]]>;
<![CDATA[Ferry Ferdianto]]>;
<![CDATA[Sandi Hermana Fauji]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.7320.223-236
<![CDATA[The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students’ low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms.]]>
<![CDATA[PARTITIVE FRACTION DIVISION: REVEALING AND PROMOTING PRIMARY STUDENTS’ UNDERSTANDING ]]>
<![CDATA[Kamirsyah Wahyu]]>;
<![CDATA[Taha Ertugrul Kuzu]]>;
<![CDATA[Sri Subarinah]]>;
<![CDATA[Dwi Ratnasari]]>;
<![CDATA[Sofyan Mahfudy]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.11062.237-258
<![CDATA[Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students’ understanding of partitive fraction division (PFD) and explore ways to support their understanding through the use of sequenced fractions and context-related graphical representations. In a design-research study, forty-four primary students were involved in three cycles of teaching experiments. Students’ works, transcript of recorded classroom discussion, and field notes were retrospectively analyzed to examine the hypothetical learning trajectories. There are three main findings drawn from the teaching experiments. Firstly, context of the tasks, the context-related graphical representations, and the sequence of fractions used do support students’ understanding of PFD. Secondly, the understanding of non-unit rate problems did not support the students’ understanding of unit rate problems. Lastly, the students were incapable of determining symbolic representations from unit rate problems and linking the problems to fraction division problems. The last two results imply to rethink unit rate as part of a partitive division with fractions. Drawing upon the findings, four alternative ways are offered to support students’ understanding of PFD, i.e., the lesson could be starting from partitive whole number division to develop the notion of fair-sharing, strengthening the concept of unit in fraction and partitioning, choosing specific contexts with more relation to the graphical representations, and sequencing the fractions used, from a simple to advanced form.]]>
<![CDATA[DEVELOPING PMRI LEARNING ENVIRONMENT THROUGH LESSON STUDY FOR PRE-SERVICE PRIMARY SCHOOL TEACHER ]]>
<![CDATA[Anna Fauziah]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Somakim Somakim]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.10914.193-208
<![CDATA[Teachers’ pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walkthrough, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study.]]>
<![CDATA[MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE ]]>
<![CDATA[Nurul Shahhida Abu Bakar]]>;
<![CDATA[Siti Mistima Maat]]>;
<![CDATA[Roslinda Rosli]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.10818.259-276
<![CDATA[This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.]]>
<![CDATA[EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS ]]>
<![CDATA[Citra Putriarum Tanudjaya]]>;
<![CDATA[Michiel Doorman]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.11000.277-300
<![CDATA[Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.]]>
<![CDATA[PROSPECTIVE PRIMARY SCHOOL TEACHERS’ ACTIVITIES WHEN DEALING WITH MATHEMATICS MODELLING TASKS ]]>
<![CDATA[Floriano Viseu]]>;
<![CDATA[Paula Mendes Martins]]>;
<![CDATA[Laurinda Leite]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.7946.301-318
<![CDATA[The current teaching of mathematics is guided by recommendations that suggest the implementation of various activities in order to raise the understanding of mathematical knowledge. This diversity is related to the characteristics of the tasks proposed in the learning contexts. Among all tasks, the modelling ones call for the application of activities through different representations. So, it is important that teacher training courses promote experiences involving prospective teachers with this type of task. Based on this assumption, we intend to identify the activities that prospective primary school teachers perform in solving modelling tasks, the difficulties experienced in these tasks and the value of the models they determine. From the analysis of the resolutions of two tasks, we find that the prospective teachers translate the information of the data available in tables through graphs and analytical expressions. Some discuss models that determine which best fits the data. In the activities carried out, difficulties arise in determining the proportionality constant that best translates the problem situation, discussing the reasonableness of the values generated by the model, and sketching the graph of the model that best fits the experimental data. As for the usefulness of the model they determine, few prospective teachers are predicting outcomes.]]>
<![CDATA[STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE ]]>
<![CDATA[Aloisius Loka Son]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Siti Fatimah]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.10744.209-222
<![CDATA[The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.]]>
<![CDATA[USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY ]]>
<![CDATA[Iman Chafik Chahine]]>;
<![CDATA[Norman Robinson]]>;
<![CDATA[Kimbeni Mansion]]>
<![CDATA[ Journal on Mathematics Education Vol 11, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.11.2.11099.319-332
<![CDATA[This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.]]>
