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[MATH AND MATE IN JAVANESE CULTURE: ETHNOMATHEMATICS STUDY ]]>
<![CDATA[Utami, Niken Wahyu]]>;
<![CDATA[Sayuti, Suminto A]]>;
<![CDATA[Jailani, Jailani]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5400.%p
<![CDATA[A Mate in Javanese culture needs to pay attention to weton of the two brides, to predict the fate of their marriage. This study aims to reveal the numerical value, ethnomathematical of a mate in Javanese culture. The method of this research is a qualitative method. In data collection and analysis we followed the literature recommendations for educational research in ethnomathematics to utilize different qualitative research tools. We interview three informants to collect the data and make ethnographic notes. The technique of data analysis is domains analysis, taxonomy analysis, component analysis, and theme analysis of Javanese Primbon. We proposed numerical value such remainder theorems in formal mathematics attributed a mate in Javanese culture.]]>
<![CDATA[DEVELOPING PISA-LIKE MATHEMATICS PROBLEM USING THE 2018 ASIAN GAMES FOOTBALL AND TABLE TENNIS CONTEXT ]]>
<![CDATA[Harisman Nizar]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5246.183-194
<![CDATA[The objective of this study was to produce valid and practical PISA-like mathematics problems on the content of uncertainty and data using football and table tennis contexts in the 2018 Asian Games. This study also aimed to find out the potential effect of the problems on the tenth-grade students’ mathematical literacy capability of the senior high school. This study was a design research with the type of development studies consisting of two stages, the preliminary and the formative evaluation. We obtained the data using walk-through, document, observation, interview, and test methods. We assessed the validity of the problems by using the validator assessment results towards the content, constructs, and language of the problems and also from the comments/suggestions of the students in one-to-one phase on the clarity/readability of the problems. The indicator of the problems’ practicality was reflected when the students were able to understand the problems well and it was shown in the small group phase. The answers of 33 students involved in the field test showed that the problems had the potential effect, showing the capability of communication and representation. On the problem with football context, six students answered with communication capability and three students with representation capability. On the problem with table tennis context, twenty students answered with communication capability, while five students with representation capability.]]>
<![CDATA[EXPLORING THE MENTAL STRUCTURE AND MECHANISM: HOW THE STYLE OF TRUTH-SEEKERS IN MATHEMATICAL PROBLEM-SOLVING? ]]>
<![CDATA[Dian Kurniati]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Abdur Rahman As'ari]]>;
<![CDATA[Dwiyana Dwiyana]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5377.311-326
<![CDATA[The Mathematics students who perform truth-seeking process upon solving mathematical problems were unique. Therefore, the study deems it necessary to know students’ mental structure and mechanism so that they can make the right decision by performing truth-seeking. However, no research has delved into the mental structures and mechanisms of Mathematics students, who tend to grapple with truth-seeking processes extensively. This study was explorative qualitative because the aims to describe the types of mental structure and mechanism of Mathematics students upon the truth-seeking process in solving mathematical problems. The research subjects are four Mathematics students at the University of Jember who perform truth-seeking and can communicate fluently when performing think-aloud. Their responses in the answer sheets drove the determination of research subjects' tendency in truth-seeking. Afterward, the results of think-aloud and task-based interview were put under analysis, so as to determine the types of mental structure and mechanism. The research findings have indicated that (1) all mental structures have been constructed by all research subjects and (2) two types of mental mechanism are evident among the subjects, including the process of interiorization coupled with coordination and another process encompassing interiorization, coordination, and reversal.]]>
<![CDATA[DEVELOPMENT OF A THREE DIMENSIONAL GEOMETRIC THINKING TEST FOR EARLY GRADERS ]]>
<![CDATA[Zeynep Akkurt Denizli]]>;
<![CDATA[Abdulkadir Erdogan]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5741.213-226
<![CDATA[This study aimed to develop a three-dimensional geometric thinking test to determine the geometric thinking of early graders in the paper-pencil environment. First, we determined the components of three-dimensional geometric thinking and prepared questions for each component. Then, we conducted the pilot studies of the test at three stages in six state schools located in the city of Ankara in Turkey. The first draft test consisting of 54 items was administered to 384 students; the second draft test consisting of 53 items was administered to 120 students and the third draft test consisting of 45 items was administered to 268 students. In order to establish the content validity of the test, prior to all the administrations, it was subsumed to the review of 13 experts and by considering the content validity rates, the items to be included in the test were determined. As the items in the test are scored as correct/false (1/0), KR-20 reliability coefficient was used in the calculation of the reliability of the test. In the last administration, KR-20 reliability coefficient was found to be 0.87; thus, it was concluded that the test is reliable.]]>
<![CDATA[THE ROLE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF CONFIDENCE ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Tri Johanto]]>;
<![CDATA[Utari Sumarmo]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5394.291-300
<![CDATA[This study is a pre test-post-test experimental control group design having a goal to analyze the role of problem-based learning on students’ mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.]]>
<![CDATA[PISA-LIKE: FOOTBALL CONTEXT IN ASIAN GAMES ]]>
<![CDATA[Ranni Permatasari]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5251.271-280
<![CDATA[This study aimed to develop a set of PISA-like mathematics problems on uncertainty and data content using football as a context which was valid, practical and had potential effects on students’ mathematical literacy ability. The method used in this study is design research with development studies type which had two stage: the preliminary and formative evaluation. Tenth-grade students of senior high schools in Palembang were involved in this research. This study produced a set of PISA-like mathematics problems at 3, 4, and 5 level. In this case, student’s strategies used some ability in solving one of the problems, namely mathematizing, representation, and communication ability. There were 16 out of 35 students using mathematizing and communication ability, 10 out of 35 students using representation and communication ability, and 9 out of 35 students only using communication ability. Also, the results of the interview with some students showed that they liked to do such PISA-like mathematics problems because they could improve their literacy ability in solving the PISA-like problem.]]>
<![CDATA[IMPROVING STUDENTS SPATIAL REASONING WITH COURSE LAB ]]>
<![CDATA[Tika Septia]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Pebrianto Pebrianto]]>;
<![CDATA[Rahma Wahyu]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.3462.327-336
<![CDATA[Geometry flat side material is crucial subject for students in senior high school. As the development of technology that increases very rapidly, it provides a chance to develop Media Interactive Learning (MPI) such as Course Lab MPI 2.4. This study was conducted to create a valid interactive multimedia teaching material, practical, and effective. Since there are correlated between spatial reasoning and student learning achievements, the influence of Course lab on the improvement of spatial reasoning is also seen. Spatial reasoning has three aspects that are mental rotation, spatial orientation, and spatial visualization. This study is a development model consisting plomp as design composed of three phases. The results obtained through this research interactive multimedia teaching material course lab based on geometry flat side were valid, practical, and effective. Students’ test scores average changed at 25 with a standard deviation of 7.07. The test results statistically demonstrated the value which means there were some differences in the average score of the initial test and final test. Course lab also led to improving students’ spatial reasoning. The multimedia developed was effective in improving both student learning achievements and spatial reasoning.]]>
<![CDATA[THE MATHEMATICAL ARGUMENTATION ABILITY AND ADVERSITY QUOTIENT (AQ) OF PRE-SERVICE MATHEMATICS TEACHER ]]>
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Wahyudin Wahyudin]]>;
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5385.239-248
<![CDATA[The Mathematical argumentation has been studied before, but no research has a focus on mathematical argumentation and adversity quotient of the pre-service mathematics teacher. This study is experimental research that aims to know and examine in depth about the influence of AQ of pre-service mathematics teacher toward the achievement of mathematical argument ability. The population of this study is the pre-service mathematics teacher in Cimahi City, West Java, Indonesia; while the sample is 60 pre-service mathematics teachers selected purposively. The instruments of this study are tests and non-tests. They are based on the assessment of good characteristics towards students' mathematical argumentation abilities, while the non-test instrument is based on the assessment of good characteristics towards AQ. The results of this research show that: (1) AQ gives positive influence to the development of mathematical argumentation ability of pre-service mathematics teacher with the influence of 60.2%, while the rest of it (39.8%) is influenced by other factors outside AQ; (2) The ability of mathematical argumentation of pre-service mathematics teacher is more developed on AQ of Climber type; (3) Students with the Quitter AQ type still tend to have less ability of mathematical argumentation.]]>
<![CDATA[TRIGONOMETRIC CONCEPTS: PRE-SERVICE TEACHERS’ PERCEPTIONS AND KNOWLEDGE ]]>
<![CDATA[Michael J. Nabie]]>;
<![CDATA[Peter Akayuure]]>;
<![CDATA[Ussif A. Ibrahim-Bariham]]>;
<![CDATA[Seidu Sofo]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5261.169-182
<![CDATA[This paper explored pre-service teachers’ perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 119 (25 females, 94 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Northern Region of Ghana. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers’ perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 50% of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher’s instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.]]>
<![CDATA[EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE ]]>
<![CDATA[Wasilatul Murtafiah]]>;
<![CDATA[Cholis Sa'dijah]]>;
<![CDATA[Tjang Daniel Chandra]]>;
<![CDATA[Susiswo Susiswo]]>;
<![CDATA[Abdur Rahman As'ari]]>
<![CDATA[ Journal on Mathematics Education Vol 9, No 2 (2018) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.9.2.5388.259-270
<![CDATA[This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are pre-service teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reason-giving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.]]>
