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[The PISA View of Mathematical Literacy in Indonesia ]]>
<![CDATA[Kaye Stacey]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.746.95-126
<![CDATA[PISA, the OECD’s international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students’ attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment.Keyword: PISA View, Mathematical Literacy, Indonesia DOI: http://dx.doi.org/10.22342/jme.2.2.746.95-126]]>
<![CDATA[Spatial Visualization Tasks To Support Students' Spatial Structuring In Learning Volume Measurement ]]>
<![CDATA[Shintia Revina]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>;
<![CDATA[Frans van Galen]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.745.127-146
<![CDATA[Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume packing measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed the errors that students made on the volume measurement tasks with threedimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read off" two-dimensional representation of solid objects. For those reasons, this research is aimed to develop classroom activities with the use of spatial visualization tasks to support students' spatial structuring in learning volume measurement. Consequently, design research was chosen as an appropriate means to achieve this research goal. In this research, a sequence of instructional activities is designed and developed based on the hypothesis of students' learning processes. This research was conducted in grade 5 of SD Pupuk Sriwijaya Palembang, Indonesia.Keywords: volume measurement, spatial structuring, spatial visualization, design research.]]>
<![CDATA[Helping Students Acquainted with Multiplication in Rectangular Model ]]>
<![CDATA[Fridgo Tasman]]>;
<![CDATA[Jaap den Hertog]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.747.185-198
<![CDATA[Usually, multiplication is introduced to students to represent quantities that come in group. However there is also rectangular array model which is also related to multiplication. Barmby et al (2009) has shown that the rectangular model such as array representations encourage students to develop their thinking about multiplication as a binary operation with row and column representing two inputs. Considering that finding, this study focusses on a design research that was conducted in Indonesia in which I investigate second grade students’ (between 7 and 8 years old) in Madrasah Ibtidaiyah Negeri (MIN) 2 Palembang, Indonesia, ability to structuring the situation and their ability to represent rectangular model into multiplication sentence. The results shows us that students activity to structuring the situation, looking the number of objects in row or in column, lead them to repeated addition and transform it into multiplication sentence.Keywords: Rectangular pattern, Multiplication DOI: http://dx.doi.org/10.22342/jme.2.2.747.185-198]]>
<![CDATA[Design Research on Mathematics Education: Investigating The Progress of Indonesian Fifth Grade Students' Learning on Multiplication of Fractions With Natural Numbers ]]>
<![CDATA[Nenden Octavarulia Shanty]]>;
<![CDATA[Yusuf Hartono]]>;
<![CDATA[Ratu Ilma]]>;
<![CDATA[Dede de Haan]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.749.147-162
<![CDATA[This study aimed at investigating the progress of students' learning on multiplication fractions with natural numbers through the five activity levels based on Realistic Mathematics Education (RME) approach proposed by Streefland. Design research was chosen to achieve this research goal. In design research, the Hypothetical Learning Trajectory (HLT) plays important role as a design and research instrument. This HLT tested to thirty-seven students of grade five primary school (i.e.SDN 179 Palembang). The result of the classroom practices showed that measurement (length) activity could stimulate students’ to produce fractions as the first level in learning multiplication of fractions with natural numbers. Furthermore, strategies and tools used by the students in partitioning gradually be developed into a more formal mathematics in which number line be used as the model of measuring situation and the model for more formal reasoning. The number line then could bring the students to the last activity level, namely on the way to rules for multiplying fractions with natural numbers. Based on this findings, it is suggested that Streefland's five activity levels can be used as a guideline in learning multiplication of fractions with natural numbers in which the learning process become a more progressive learning.Keywords: multiplication fractions with natural numbers, measurement (length) activity, design research, Hypothetical Learning Trajectory, model of, model for]]>
<![CDATA[A Concrete Situation For Learning Decimals ]]>
<![CDATA[Puri Pramudiani]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>;
<![CDATA[Barbara van Amerom]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.750.215-230
<![CDATA[Learning about decimals is an important part in mathematics. However at the same time, decimals are known as the  abstract numbers for students. Mostly in Indonesia, decimal is taught only as another notation for fractions or percentages. There are no meaningful references  for  them  such as  the  use of  concrete  situations. This study aimed at investigating one situation that enables students to learn about decimals in a meaningful way,  i.e.  measurement  activities.  Design research was chosen to reach the research goal. Realistic Mathematics Education (RME) underlies  the design  of  context and activities. Our findings are that the students could discover decimals and  get meaningful situation from it. Measurement activities can promote the students’ notion of decimals which, then, provoke the students’ thinking into the idea of using number line as a model for placing the magnitude of decimals. Based on these findings, it is recommended that RME be implemented as an approach of teaching and learning decimals.Keywords: decimals, Realistic Mathematics Education (RME), number line, design research. DOI: http://dx.doi.org/10.22342/jme.2.2.750.215-230]]>
<![CDATA[Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach ]]>
<![CDATA[Rippi Maya]]>;
<![CDATA[Utari Sumarmo]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.751.231-250
<![CDATA[This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250]]>
<![CDATA[Structured Arrangement Supporting The Development of Splitting Level in Doing Multiplication By Number Up To 20 ]]>
<![CDATA[Meryansumayeka Meryansumayeka]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>;
<![CDATA[Ratu Ilma]]>;
<![CDATA[Jaap den Hertog]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.748.199-214
<![CDATA[In guiding students to construct a mathematical concept themselves, learning process should be started by a context which is suit with the concept. In this research, we focused on structured arrangement which was believed to be able to support students ages 8 – 9 years old developing splitting strategy in doing multiplication. This study was a design research underlined by tenets of Realistic Mathematics Education (RME). The result show that giving structured objects, recognizing number relation in multiplication, and maintaining flexible calculation have important roles in supporting the development of mental calculation achieving splitting level.Key words: design research, mental calculation, splitting level, structured arrangement DOI: http://dx.doi.org/10.22342/jme.2.2.748.199-214]]>
<![CDATA[Developing Student's Notion of Measurement Unit For Area ]]>
<![CDATA[Kurnia Rahmi Yuberta]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>;
<![CDATA[Frans van Galen]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.775.173-184
<![CDATA[Many researchers found that students have difficulties in understanding area measurement. Students mostly focus on applying formula to find the area of certain shapes without knowing what the area is and why the formula works. It is important for the students to know what attribute being measured and to construct the unit for area measurement. Therefore, the aim of this research is to develop activities that support students to know the attribute of area and the notion of measurement unit in learning area measurement. For this purpose, design research is chosen for achieving the research goal. Realistic Mathematics Education (RME) underlies the design of context and activities. A teacher and students in grade 3 in elementary school (SDN 21) in Palembang Indonesia will be involved in this research.Keywords: Area measurement, unit, design research, RME]]>
<![CDATA[Supporting First Grade Students Learning Number Facts Up To 10 Using A Parrot Game ]]>
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>;
<![CDATA[Ratu Ilma]]>;
<![CDATA[Jaap den Hertog]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.776.163-172
<![CDATA[Knowing number facts up to 10 become crucial if we want students to solve addition and subtraction problems  using more abbreviated strategies. Otherwise, students will keep counting one-by-one until they get an answer. One of important number facts is number pairs that make ten because it is an important ‘benchmark’ that students will refer to constantly. Considering the important of number facts up to 10, we designed a parrot game activity to supports students learning process. We designed an instructional activity based on Realistic Mathematics Education (RME) approach. We tried this instructional activity with twenty seven first grade students in SDN 179 Palembang. As a result, we found that many first grade students were able to know number facts up to 10, but they still need models to support their thinking.Keywords: number facts up to 10, number pairs that make 10, and parrot game. DOI: http://dx.doi.org/10.22342/jme.2.2.776.163-172]]>
