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Journal of Research and Advances in Mathematics Education
Published by Universitas Muhammadiyah Surakarta
ISSN : 25033697     EISSN : 25412590     DOI : -
Core Subject : Education,
Education Mathematics
JRAMathEdu (Journal of Research and Advances in Mathematics Education) is open-access and peer-reviewed scholarly online journal managed by Department of Mathematics Education, Universitas Muhammadiyah Surakarta and published by Muhammadiyah University Press (MUP). The journal is published twice a year in January and July.
Arjuna Subject : -
Articles 226 Documents
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Challenging primary school students’ attitude toward calculators Sri Padmi, Russasmita
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10061

Abstract

Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.
Students’ mathematics achievement in Mindanao context: A meta-analysis Callaman, Roar Abalos; Itaas, Estela Corro
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10282

Abstract

Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.
Students’ visual thinking ability in solving the integral problem Sholihah, Ummu; Maryono, Maryono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10286

Abstract

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  
Front Matter (Cover, Editorial Board, Journal Profile and Citations, Indexing and Abstracting, Table of Content) Editorial, Editorial
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 1 February 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i1.10394

Abstract

Front Matter (Cover, Editorial Board, Journal Profile and Citations, Indexing and Abstracting, Table of Content)
Promoting prospective teachers’ conceptual knowledge through web-based blended learning Yurniwati, Yurniwati; Yarmi, Gusti
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10418

Abstract

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.
Pre-service teacher’s mathematical knowledge for teaching in problem-based learning Novikasari, Ifada
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10556

Abstract

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.
Pre-service mathematics teachers’ nature of understanding of the tangent function Malambo, Priestly
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10638

Abstract

Mathematics teachers’ ability to translate and make connections between representations of functions requires investigation. Consequently, this qualitative case study article focuses on pre-service mathematics teachers’ nature of understanding of the tangent function; a function bearing unique characteristics compared with the sine and cosine functions. Twenty-two finalist pre-service teachers were conveniently selected and assessed concerning the ability to translate a tangent function to the graphical representation. Likewise, participants’ abilities to correctly explain this function and provide appropriate justifications for espoused perspectives were investigated. Although the teachers learned higher mathematics, their assessment was school mathematics-based. Descriptive analyses showed that only one teacher (5%) accurately completed the task. Eleven teachers (50%) did not provide graphs; suggesting a lack of knowledge required to change representation. Ten (45%) drew flawed graphs depicting a lack of understanding of discontinuity of the tangent function at certain angles and the role of a domain. Essentially, these demonstrated mere memorization of the appearance of the tangent graph. A purposive sub-sample of size six then participated in exploratory semi-structured interviews. The interviews allowed participants to elucidate their answers to the initial task. Content analysis of the transcripts corroborated the earlier finding as the interviewees could not coherently explain the tangent function, and failed to justify their reasoning. The teachers demonstrated a superficial understanding despite having studied advanced mathematics. This reinforces the view that studying advanced mathematics does not assure a relational understanding of school mathematics. Therefore, it is necessary for trainee teachers to explore school mathematics.
The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions Fatahillah, Arif; Puspitasari, Irsalina Dwi; Hussen, Saddam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10692

Abstract

The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations.  The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions
Improving student’s mathematical problem solving skills through Quizizz Setiyani, Setiyani; Fitriyani, Nur; Sagita, Laela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10696

Abstract

The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.
Improving student’s mathematical problem solving skills through Quizizz Setiyani, Setiyani; Fitriyani, Nur; Sagita, Laela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10696

Abstract

The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of Grade10 students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.

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