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[EXPERT-BASED ATTRIBUTE IDENTIFICATION AND VALIDATION ON FRACTION SUBTRACTION: A COGNITIVELY DIAGNOSTIC ASSESSMENT APPLICATION ]]>
<![CDATA[Lokman Akbay]]>;
<![CDATA[Ragip Terzi]]>;
<![CDATA[Mehmet Kaplan]]>;
<![CDATA[Katibe Gizem Karaaslan]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4341.103-120
<![CDATA[In this study we describe the methodology used to identify and validate a set of expert-defined fraction subtraction related attributes. These attributes are expected to be mastered by 6th grade students toward proficiency. This research argues and demonstrates that state standards guiding subject instruction plays an important role in identification of the domain related fundamental attributes. This study also illustrates throughout implementation of cognitive diagnosis model framework, which is used to extract diagnostic information about students' specific strengths and weaknesses.DOI: http://dx.doi.org/10.22342/jme.9.1.4341.103-120]]>
<![CDATA[CULTURE-BASED CONTEXTUAL LEARNING TO INCREASE PROBLEM-SOLVING ABILITY OF FIRST YEAR UNIVERSITY STUDENT ]]>
<![CDATA[Damianus Dao Samo]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Bana Kartasasmita]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4125.81-94
<![CDATA[The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly.DOI: http://dx.doi.org/10.22342/jme.9.1.4125.81-94]]>
<![CDATA[THE DEVELOPMENT OF A STUDENT SURVEY ON ATTITUDES TOWARDS MATHEMATICS TEACHING-LEARNING PROCESSES ]]>
<![CDATA[Toho Cholik Mutohir]]>;
<![CDATA[Tom Lowrie]]>;
<![CDATA[Sitti Maesuri Patahuddin]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4193.1-14
<![CDATA[This study aimed to develop a survey instrument to measure student attitudes towards mathematics teaching-learning processes that is appropriate for the Indonesian context. This study consisted of two phases: Phase 1 (n=320) was a pilot study to assess the suitability of the instrument items for Indonesian students. Phase 2 (n=1001) was conducted to examine the construct validity of the instrument. The data collected from Phase 1 were analysed using descriptive statistics (i.e., frequency counts, simple correlation, and one-way ANOVA for item analysis). Factor analysis was utilised to select items and for scale construction. The result of the screening process (44 items) was piloted to assess its reliability and validity. The instrument, consisting of 22 items, is a reliable and valid rating scale that measures three distinct factors: Teacher Presentation, Mathematics Interest, and Mathematics Value. The data from Phase 2 were analysed by employing confirmatory factor analysis (CFA) and the results confirmed that the three factors identified in the previous factor analysis underlie the student attitudes instrument.DOI: http://dx.doi.org/10.22342/jme.9.1.4193.1-14]]>
<![CDATA[GEOGEBRA APPLETS DESIGN AND DEVELOPMENT FOR JUNIOR HIGH SCHOOL STUDENTS TO LEARN QUADRILATERAL MATHEMATICS CONCEPTS ]]>
<![CDATA[Nisiyatussani Nisiyatussani]]>;
<![CDATA[Vidya Ayuningtyas]]>;
<![CDATA[Maman Fathurrohman]]>;
<![CDATA[Nurul Anriani]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4162.27-40
<![CDATA[This design and development research was motivated by the rapid expansion and use of GeoGebra by mathematics educators (teachers and lecturers) in Indonesia. One of GeoGebra features is GeoGebra Applet that can be used, modified, and/or developed by educators for dynamic and interactive mathematics teaching and learning. At the time of research project, there is no GeoGebra Applets closely linked and aligned to the Indonesia national curriculum. The availability would be benefit for mathematics teaching and learning aligned to this curriculum. This research proceeds through seven steps of the Need, Capability, and Analysis (NCA) Model of Design and Development: 1) User Need Analysis; 2) Researcher as Developer Capability; 3) GeoGebra Applets Design; 4) GeoGebra Applets Development; 5) Experts Judgements; 6) Field testing in its Natural Setting Environment; and 7) the Prototype. The field testing was conducted with 8th grade students in a junior high school. The field testing shows that the developed Quadrilateral GeoGebra Applets can work as expected in its purposed natural setting environment.DOI: http://dx.doi.org/10.22342/jme.9.1.4162.27-40]]>
<![CDATA[MATHEMATICS SKILL OF FIFTEEN YEARS OLD STUDENTS IN YOGYAKARTA IN SOLVING PROBLEMS LIKE PISA ]]>
<![CDATA[Nidya Ferry Wulandari]]>;
<![CDATA[Jailani Jailani]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4231.129-144
<![CDATA[The aims of this research were to describe mathematics skill of 8th fifteen-year old students in Yogyakarta in solving problem of PISA. The sampling was combination of stratified and cluster random sampling. The sample consisting of 400 students was selected from fifteen schools. The data collection was by tests. The research finding revealed that mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was low in category but it was better than Indonesian students in PISA 2012. Mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was below the OECD average of PISA 2012.DOI: http://dx.doi.org/10.22342/jme.9.1.4231.129-144]]>
<![CDATA[THE PROCESS OF STUDENT COGNITION IN CONSTRUCTING MATHEMATICAL CONJECTURE ]]>
<![CDATA[I Wayan Puja Astawa]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[Dwi Juniati]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4278.15-26
<![CDATA[This research aims to describe the process of student cognition in constructing mathematical conjecture. Many researchers have studied this process but without giving a detailed explanation of how students understand the information to construct a mathematical conjecture. The researchers focus their analysis on how to construct and prove the conjecture. This article discusses the process of student cognition in constructing mathematical conjecture from the very beginning of the process. The process is studied through qualitative research involving six students from the Mathematics Education Department in the Ganesha University of Education. The process of student cognition in constructing mathematical conjecture is grouped into five different stages. The stages consist of understanding the problem, exploring the problem, formulating conjecture, justifying conjecture, and proving conjecture. In addition, details of the process of the students’ cognition in each stage are also discussed.DOI: http://dx.doi.org/10.22342/jme.9.1.4278.15-26]]>
<![CDATA[IMPROVING THE REASONING ABILITY OF ELEMENTARY SCHOOL STUDENT THROUGH THE INDONESIAN REALISTIC MATHEMATICS EDUCATION ]]>
<![CDATA[Muhamad Saleh Ginting]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Muhammad Isa]]>;
<![CDATA[Murni Murni]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.5049.41-54
<![CDATA[By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students’ mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students’ reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning.DOI: http://dx.doi.org/10.22342/jme.9.1.5049.41-54]]>
<![CDATA[THE EFFECT OF BRAIN BASED LEARNING ON SECOND GRADE JUNIOR STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING ON POLYHEDRON ]]>
<![CDATA[I Made Suarsana]]>;
<![CDATA[Ni Putu Santhi Widiasih]]>;
<![CDATA[I Nengah Suparta]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.5005.145-156
<![CDATA[The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types. The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of Brain-Based Learning on second grade junior students’ conceptual understanding in polyhedron.DOI: http://dx.doi.org/10.22342/jme.9.1.5005.145-156]]>
<![CDATA[ERRORS OF STUDENTS LEARNING WITH REACT STRATEGY IN SOLVING THE PROBLEMS OF MATHEMATICAL REPRESENTATION ABILITY ]]>
<![CDATA[Delsika Pramata Sari]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Rizky Rosjanuardi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4301.121-128
<![CDATA[The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation). In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation).DOI: http://dx.doi.org/10.22342/jme.9.1.4301.121-128]]>
<![CDATA[THE ANALYSIS OF PROPORTIONAL REASONING PROBLEM IN THE INDONESIAN MATHEMATICS TEXTBOOK FOR THE JUNIOR HIGH SCHOOL ]]>
<![CDATA[Rahmah Johar]]>;
<![CDATA[Sri Yusniarti]]>;
<![CDATA[Saminan Saminan]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.1.4145.55-68
<![CDATA[The lack of Indonesian students achievement in the international assessment is due to several factors. Students are not familiar with the problems requiring reasoning, in particular the proportional reasoning. This research aims to identify the distribution and the Level of Cognitive Demands (LCD) of the proportional reasoning problems found in the Year 7 and Year 8 mathematics textbooks based on the 2013 curriculum (revised edition 2014). The data collection was conducted by identifying the proportional reasoning problems found in the whole chapters of the textbooks which are then analysed and classified using the Smiths and Stein’s criteria of LCD (1998). The results reveal that the proportional reasoning problems were only found in the three of 17 chapters namely ratio and proportion, rectangle and triangle, and Pythagorean Theorem, which represent different LCD including Lower-LCD (Low-M and Low-P) and Higher-LCD (High-P). Out of 69 proportional reasoning problem found in the textbooks, the percentage of higher-LCD problems (n=29 ; 42.03%) is less than lower-LCD (n=40;57.97%). In addition, the higher-LCD problems found were only the high-P type. None was found to meet the requirement of High-DM demanding students to conduct ‘doing mathematics’, complex approach and self-monitoring or self regulation of students’ cognitive process. It is recommended that the proportional reasoning problems, including some High-DM problems, should be provided in each topic in Indonesian mathematics textbooks.DOI: http://dx.doi.org/10.22342/jme.9.1.4145.55-68]]>
