Mathematics Research and Education Journal

Journal Information
ISSN / EISSN : 2620-4169 / 2621-3885
Current Publisher: UIR Law Review (10.25299)
Total articles ≅ 3

Articles in this journal

Leo Adhar Effendi, Sindi Amelia
Mathematics Research and Education Journal, Volume 4, pp 17-23; doi:10.25299/mrej.2020.vol4(1).4204

The Abstract Algebra is one of the most difficult subjects for students. In this course, students are required to have several textbooks as their reading source. However, the existing textbooks do not guide students in carrying out the process of preparing evidence and tend to speak non-Indonesian languages. The purpose of this research is to design and develop textbooks on abstract algebra courses which contain proofs in full step by step that can improve the ability to organize evidence. This type of research is development research with formative evaluation design consisting of self-evaluation, prototyping (expert reviews, one-to-one, and small groups), and field tests. The validity of the development of abstract algebra textbook is passed through the stages of self-evaluation and expert reviews. The results showed that the prototype of abstract algebra teaching books had a very high level of validity (89.29%).
Endang Istikomah
Mathematics Research and Education Journal, Volume 4, pp 1-6; doi:10.25299/mrej.2020.vol4(1).4149

. The purpose of this research is to give information to educators and students that the use of modules accompanied by IT can make learning more effective. Furthemore, the purpose of using the integral calculus module through mobile learning is to be able to change the way students learn, make it easier for students to understand integral concepts, be able to study anywhere and without lecturers, change the smartphone function from just playing social media to learning. This type of research is a qualitative descriptive study through in-depth observation and interviews. The mathematics module is a reference that can facilitate students in learning. Integral calculus for one of the courses that require modules to make learning easier and more enjoyable. Moreover, the module is juxtaposed with mobile learning. Modules are designed by lecturers who teach based on their experience while teaching, so that the language, content, sentence modules that are paired by mobile learning are more favored by students and can follow the speed of their mathematics learning. Therefore, educators can use modules and mobile learning applications in learning mathematics.
Leo Adhar Effendi, Sindi Amelia
Mathematics Research and Education Journal, Volume 4, pp 7-16; doi:10.25299/mrej.2020.vol4(1).2776

Mathematics education students’ ability on developing evidence needs to be reviewed by lecturers. 50% of the subjects in the mathematics education departement require students' accuracy in analyzing mathematical statements. This is increasingly important because the Indonesian National Qualifications Framework (KKNI) for the Bachelor level requires graduates to become technicians / analysts. The diversity of levels of students’ ability, gender, and learning styles are assumsed to be the discrepancy abilities to develop evidence. This study aims to describe the evidence developing ability based on the levels of achievement, gender, and student learning styles. The subjects of this study were abstact algebra students in the mathematics education department. Type of this research was descriptive qualitative with data collection techniques using test and non-test techniques. Students were given five questions about abstact algebra that demanded the evidence developing ability. The achivement levels and gender were obtained from students’ academic achievement data. The learning styles were attained from questionnaires. The results of the study is higher the students’ academic achievement, better the evidence developing ability on Abstract Algebra. The gender does not affect the evidence developing ability on Abstact Algebra. Students with visual learning styles have the ability to develop evidence better than students with other learning styles.
Back to Top Top