International Journal of Trends in Mathematics Education Research

Journal Information
EISSN : 2621-8488
Current Publisher: IIES Independent (10.33122)
Total articles ≅ 49
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Latest articles in this journal

, Noor Laila Atini, Rolina Amriyanti Ferita
International Journal of Trends in Mathematics Education Research, Volume 2, pp 112-115; doi:10.33122/ijtmer.v2i3.66

This study aims to determine the relationship between gender and students’ thinking skills and compare their score between male and female based on their level of thinking skills. Moreover, the result of this study can also be used to evaluate the implementation of the 2013 Curriculum on mathematics junior high school especially Higher-Order Thinking Skills. The method used in this study is ex-post facto, with a population of all 7th grade public junior high schools students in Banjarmasin city. Sample taken were 391 students, divided into 6 schools that were selected randomly. The instrument used is 16 multiple choice test that is valid and reliable. This developed test respectively focused on measuring thinking skills, namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The result showed that female students were better than male students in almost all of the thinking skills, except Creating. However, there is no relationship between gender and thinking skills.
Tri Rahmah Hayati, Kamid Kamid
International Journal of Trends in Mathematics Education Research, Volume 2, pp 116-119; doi:10.33122/ijtmer.v2i3.70

The results of the Programme for International Students Assessment (PISA) survey published by the Organization for Economic Cooperation and Development (OECD) show that Indonesia is still a country with low mathematical literacy skills. The ability of mathematical literacy is closely related to interpreting contextual problems into mathematical language. In modern times like today, what is needed is not only mathematics as arithmetic, but also mathematical literacy is needed related to mathematical reasoning and problem solving. The government has included contextual aspects of the curriculum applied in schools. However, in reality many schools still do not have contextual abilities that are in line with the still low literacy abilities of students in Indonesia. The purpose of this study is to describe the mathematical literacy process in senior high schools which in this study were students with majoring in science and students with majoring in social studies. This type of research is descriptive qualitative research. The research subjects were grade X students majoring in science and majoring in social studies. The instruments used in this study were the authors themselves, math literacy questions sheets, and interview guidelines. The results showed that the mathematics literacy process of high school students obtained was both students with majoring in Natural Sciences and students with majoring in Social Sciences are 1) The social science students have been able to reasoning and planning to solve the problem well, even though there still mistakes. The natural science students well in calculation and use formula. However, the natural science students are unable not to argue mathematically and express opinions. 2) the social science students are not good at reasoning and planning to solve the problem, however well in express what students thought verbally. For diagrams translate and solve to math language, the students from social science still difficult. Use of formula in natural science students still not right.
International Journal of Trends in Mathematics Education Research, Volume 2, pp 142-148; doi:10.33122/ijtmer.v2i3.97

This study aimed to describe the process of critical thinking of students in solving mathematical problems in algebraic viewed from the differences in cognitive styles-Verbalizer Visualizer. The description of the thinking process was based on Polya’s problem-solving indicator namely understanding the problems, developing plans, implementing problem-solving activities, and to re-examining the results obtained. The research instrument includes the researcher himself, tests of cognitive style, problem-solving task, and the interview guideline. The data analysis was performed by means of data reduction, data presentation, interpretation of data, and drawing conclusions. The study concluded that the visualizer subject disclosed the acknowledged information and asked to use the images and algebraic notation, used a variety of strategies to solve problems, performed calculations by taking into account the things we need and recheck the answer in detail. Verbalizer Subject, however, was able to disclose the acknowledged information and questioned using mathematics formula without using pictures and notation. In terms of making plans for the completion, the subject merely used one step-finishing process. In determining the final outcome, verbalizer subject rechecked every step of the finishing by recalling and paying attention to the proper answers
Syukma Netti, Khairul Khairul, Puspa Amelia
International Journal of Trends in Mathematics Education Research, Volume 2, pp 133-137; doi:10.33122/ijtmer.v2i3.79

The objective of this study was to describe the mathematical communication skill of junior high school students to solve mathematical problem using an assimilation and accomodation framework. This study use qualitative research method. The research data were obtained by giving a mathematical problem to 7th grade students of SMPN 40 Padang, West Sumatera. Methods use for data collection, were test, think aloud and interview. Data that had been collected were analyzed using an assimilation and accommodation framework. Based on data analysis, it was found that were three forms of student’s mathematical communication skill, namely (1) pseudo mathematical communication skill, (2) Inappropriate pseudo mathematical communication skill, and (3) imitation mathematical communication skill.
, Supahar Supahar
International Journal of Trends in Mathematics Education Research, Volume 2, pp 138-141; doi:10.33122/ijtmer.v2i3.81

This study aims to develop an assessment instrument of mathematical problem-solving skills in senior high school. The developed assessment instrument includes instrument outlines, items of mathematical problem-solving skill in senior high school instrument, and scoring guidelines. The development procedures include 1) Planning the test, 2) Trying out the test, and 3) Establishing the Validity Test, 4) Establishing Test Reliability, and 5) Interpreting the Test Score. The trial was conducted on 508 respondents involving 4 experts and 1 practitioner as raters. The interpretation of the results of the trial is intended to find out the instrument construction and the validity and reliability of the assessment instrument. A problem-solving skill assessment instrument has been validated by the raters. Indicators to be measured include understanding problems, formulating strategies, implementing the strategies, and interpreting the results. The reliability coefficient of the results of the trial is categorized as good in which the Cronbach Alpha value is 0.82. Therefore, the developed instrument can be used to measure the mathematical problem-solving skills in senior high school.
International Journal of Trends in Mathematics Education Research, Volume 2, pp 153-156; doi:10.33122/ijtmer.v2i3.120

The Numbered Heads Together (NHT) model of learning enables students to grasp the purpose behind the teacher’s instruction in order for the students to become motivated to learn from the teacher. The subjects in this study were students from class A, a total of 28 students. Each of the conducted studies involved planning, implementation, observation and reflection stages. Data collection was performed using both observation and tests. According to the results of the initial test (pre-test)-before the action-the grade average was 56.4 with the level of students’ learning outcomes as many as 7 students (25%) still scoring very low, but the action-incorporating the Numbered Heads Together (NHT) learning model by the teacher in the first cycle-led to some improvement. Improved learning outcomes obtained following the first cycle, with the class average score being 62.3, indicating that the level of mastery under standard instruction amounted to as many as 13 students (46.4%) still classified as moderate, whereas students’ activities or actions based on observations made by peers were relatively low at 60.5%. As the aforementioned increase did not reach the set standard values, efforts needed to be made to improve and develop during the second cycle. Following the second cycle, the post-test revealed further improvement in the average grade value, which increased to 70.4, and the level of students’ learning outcomes under standard instruction with as many as 19 students (67.9%) belonging to the good category; the standard instruction underwent changes in learning and students’ actions or activities were classified as good, reaching as high as 80.3.
Al Husaini, Hendra Syarifuddin, Usmadi Usmadi
International Journal of Trends in Mathematics Education Research, Volume 2, pp 157-160; doi:10.33122/ijtmer.v2i3.121

Less active and low learning outcomes of students learning by the learning model used by the teacher. Among the variations that can be done is to take advantage of existing technological developments. Therefore, a study was conducted involving the development of learning devices. The research carried out was the development of cooperative learning mathematical learning tools in the form of Blended Learning Based Student Worksheets (LKPD). This study aims to produce a blended learning based learning tool that is practical to improve student learning outcomes. This development research uses the Plomp model which consists of three phases namely the initial investigation phase, the development phase, and the improvement phase. The subjects of this study were 10th-grade religion students of MA KMM Kauman Padangpanjang. Based on the learning outcomes, students are active in learning. The results of the interview show that the devices are easily developed and motivate students in learning and the results of the practicality questionnaire that shows the learning tools developed have met the practical requirements in terms of implementation, ease and time needed. The value of each meeting also increases with an average value of 83 daily test scores. Based on these results it can be concluded that the cooperative mathematics learning model based on blended learning to improve learning outcomes of class X MA students can be used practically.
, Caswita Caswita, Suharsono Suharsono
International Journal of Trends in Mathematics Education Research, Volume 2, pp 120-123; doi:10.33122/ijtmer.v2i3.73

The purpose of this study is to develop a mathematical learning design based on metacognitive strategies that are oriented to critical thinking skills that are valid, practical and effective in solid geometry. The research was carried out with stages in Nieveen's model that begins with preliminary research, prototyping stage, and assessment stage. The field test design uses the pretest-posttest control group design. Data collection used a validation sheet, student and teacher questionnaire responses, and test instruments of critical thinking skills. Respectively to determine the validity of learning design, the level of practicality, and the effectivity of learning design. Validity and practicality were analyzed by using deskiptif statistics, while effectivity were analyzed by Mann Whitney U. Classical completeness, critical thinking skills, and improving critical thinking skills of students who apply learning based on metacognitive strategies are better than conventional learning. Therefore the design of learning based on metacognitive strategies is feasible because it meets the criteria of valid, practical and effective to improve students' critical thinking skills.
, Supahar Supahar
International Journal of Trends in Mathematics Education Research, Volume 2, pp 128-132; doi:10.33122/ijtmer.v2i3.77

Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.
, Jefri Marzal, Eko Kuntarto
International Journal of Trends in Mathematics Education Research, Volume 2, pp 149-152; doi:10.33122/ijtmer.v2i3.119

This study aims to describe the characteristics of storyboard design and to find out the multimedia storyboard design of mathematics learning in the production of BTIKP (Center for Information and Communication Technology Education) of the Jambi Provincial Education Office according to the rules based on ADDIE framework learning design. The researcher uses the ADDIE framework learning design because this design is more effectively used as a reference for the creation and development of a learning media. From the results of the identification carried out by the researcher in three stages. For the characteristics of the multimedia storyboard design of mathematics learning produced by the BTIKP (Center for Educational Information and Communication Technology) of the Jambi Provincial Education Office, there is one storyboard that satisfies the assessment, namely in the third stage (evaluating and revising) for multimedia storyboards learning mathematics with Geometry Transformation material. Overall the design of the five multimedia storyboards of mathematics learning produced by the BTIKP (Center for Educational Information and Communication Technology) of the Jambi Provincial Education Office which has been investigated by researchers is still a design that is not in accordance with the design of ADDIE framework learning.
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