Malikussaleh Journal of Mathematics Learning (MJML)

Journal Information
ISSN / EISSN : 2620-6315 / 2620-6323
Current Publisher: LPPM Universitas Malikussaleh (10.29103)
Total articles ≅ 47
Current Coverage
Archived in

Latest articles in this journal

Mursalin Mursalin
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3; doi:10.29103/mjml.v3i2.3477

Front Matter include that Cover, Editorial team, Indexing List, and Table of Contents
Rachmaniah Mirza Hariastuti, Mega Teguh Budiarto, Manuharawati Manuharawati
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 62-69; doi:10.29103/mjml.v3i2.2482

House of Using Banyuwangi is one of the cultural components of the Using tribe in Banyuwangi-Indonesia which contains a lot of mathematical concepts. The existence of mathematical concepts in culture, commonly known as ethnomathematics, can be the basis for the development of mathematics teaching materials for elementary school. In addition to the application of cultural components in the form of Using traditional houses, the use of Using language as a language of learning can also be a bridge for students to be able to more easily understand mathematical concepts that are still
Nazan Mersin, Mehmet Akif Karabörk, Soner Durmuş
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 57-61; doi:10.29103/mjml.v3i2.2904

This study seeks to analyse the awareness of the pre-service teachers on the counting methods, systems and tools used in the prehistoric method and the Ancient period and to examine the distribution of this awareness by gender. A total of 42 sophomore-level students studying at a university in the Western Black Sea region, Turkey, participated in this exploratory case study. The data were obtained through a form consisting of 6 questions, one of which is open-ended, after the 14-week course of history of mathematics. The data collection tool included questions on the counting methods used in the pre-historic period and the Ancient Egyptian, Ancient Roman, Babylonian, Ancient Greek and Mayan number systems. The data were analysed through descriptive analysis and content analysis. The findings indicated that the pre-service teachers most reported the methods of tallying, tying a knot, token, circular disc. Also, the question on the Ancient Egyptian number system was answered correctly by all pre-service teachers, the lowest performance was observed in the question on the Mayan number system. Analysis of the answers by gender revealed that the male pre-service teachers were more likely to give false answers compared to the female pre-service teachers.
Agus Syafrizal, Edi Syahputra, Irvan Irvan
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 51-56; doi:10.29103/mjml.v3i2.2422

This study was conducted to determine whether there were significant differences between students 'reasoning abilities taught using the PBL model and with the Computer Multimedia Assisted GI, and to determine whether or not there was an influence of interaction between learning models and students' initial abilities on mathematical reasoning abilities . This research is a comparative research with treatment. The population in this study were students of MTs Al-Washliyah 28 Sergai. The variables in this study are mathematical reasoning abilities by collecting data using a questionnaire and tests of mathematical reasoning abilities as well as student achievement tests. The analysis prerequisite test uses the Kolmogorov-Smirnov normality test with a sig (2-tailed) value for the Computer Multimedia Assisted PBL class is 0.200*>0.005 and the sig (2-tailed) value for the computer multimedia-assisted GI class is 0.132>0.005. Hypothesis testing uses 2 path analysis of variance (Anova) with SPSS aids. The results showed that there were significant differences between students' reasoning abilities taught with the PBL and with the Computer Multimedia Assisted GI with a sig value of 0,0000.05.
Nwoke Bright Ihechukwu
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 46-50; doi:10.29103/mjml.v3i2.3168

The study investigated the impact of instructional scaffolding approach on secondary school students’ achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students’ achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students’ achievement.
Unamba Unamba, Okwara Kalu, Ibe Georgeline
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 70-75; doi:10.29103/mjml.v3i2.3172

The study aimed at comparing levels of academic self-esteem and academic achievement in mathematics among students of two and single parent families. Based on the purposes of the study two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. The design of the study was comparative survey research design. The population of the study comprised all 1,267 SS2 students in Owerri Municipal Council Area of Imo State. The instruments used for data collection were Academic Self Esteem Questionnaire (ASEQ) and Mathematics Achievement Test (MAT) to obtain relevant data. The validity of the instruments was done by experts in Measurement and Evaluation and one expert each from Educational psychology and Mathematics Education. The reliability of the instruments was 0.72 and 0.85, determined using Pearson Product Moment Correlational (PPMC) statistics were used. Data collected were analyzed using t-test at 0.05 level of significance. There is a statistically significant difference in levels of academic self-esteem and academic achievement in mathematics among students from single parent families and those from two parent families.
Mursalin Mursalin
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3; doi:10.29103/mjml.v3i2.3478

Mehmet Akif Karabörk,
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 34-45; doi:10.29103/mjml.v3i2.2895

In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student’s view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student’s view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This difference has been influenced by the presentation of the learning environment in which the students' attitudes and beliefs towards themselves and the lessons will be positively affected, and mathematical skills will be supported to increase success.
M Zaiyar, Irfan Rusmar, Trisna Yuniarti
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 76-79; doi:10.29103/mjml.v3i2.3005

This study aims to determine the relationship of junior high school students’ spatial and mathematical logical intelligence based on understanding the concepts. Spatial intelligence indicators in this study are reviewed from students’ abilities in using images as a tool for solving problems, connecting data with concepts that have been held, and finding patterns in solving problems. On the other hand, the indicators of students’ mathematical logical intelligence is observed by looking at students' abilities to mention and understand information that is known in a problem, to draw up a plan of completion and to do mathematical calculations correctly. The indicators of understanding concepts are restating a concept, providing examples and non-examples of concepts, and applying concepts or algorithms in problem solving. The research method in this research is the Ex Post Facto correlational type, with using a purposive sampling as the sampling technique. The results of the data analysis obtained a correlation coefficient is around 0.93 with 86% R square. The relationship between the spatial intelligence variables is shown by the understanding of concepts by 86%, the level of the relationship, with the correlation coefficient is 0.93, where mathematical logical intelligence with an understanding of 80%, with the level of the relationship of 0.89, and the relationship of spatial intelligence with a mathematical logical is described by a 77% level of the relationship, with 0.88, as the correlation coefficient. The results showed that there was a very strong relationship between spatial intelligence and logical mathematics in terms of understanding students' concepts.
Usmadi Usmadi, Hayatul Hasanah, Ergusni Ergusni
Malikussaleh Journal of Mathematics Learning (MJML), Volume 3, pp 8-12; doi:10.29103/mjml.v3i1.2447

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.
Back to Top Top