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Journal International Journal of Trends in Mathematics Education Research

18 articles
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Ani Afifah, Miftahul Khoiri, Nur Qomaria
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i3.45

Abstract:This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5) basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.
Sinta Dameria Simanjuntak, Imelda Imelda
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i3.42

Abstract:This study aims to describe students' difficulties in solving numerical patterns in the context of the Toba Batak ethnic culture after the implementation of the Realistics Mathematic Education Approach in the context of the Toba Batak Tribe Culture. Subjects in this study were students of class VIII Junior High School (SMP) totaling 32 people. The data collection tool used in this study is a test that totals ten questions in the form of a description. This type of research is a qualitative descriptive study. Data collection techniques are carried out by tests, observation, interviews, and documentation. Data analysis techniques were carried out by data reduction, data presentation, and concluding. The results showed that students had difficulty determining the sequence of numbers, determining the configuration of a sequence of numbers, determining the arithmetic series, determining the number of n first arithmetic series terms, determining the first term n row geometry, and determine the number of n first terms of the geometry series. The causal factor is that students are not able to distinguish the general formula concept of a sequence and the concept of configuration patterns from a sequence of numbers, operating error calculations and not understanding integer ranks.
Yunita Oktavia Wulandari, Nia Wahyu Damayanti
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i3.41

Abstract:Scaffolding is assistance provided so students can solve problems or understand concepts that can not be solved independently. When students are considered capable of completing their tasks independently, the assistance is eliminated. In this study, scaffolding was carried out by giving problems about graph theory. Problems given are closed and open contextual problems. The selection of this problem can be seen by students' understanding of graph theory. The results of this study, this problem-based scaffolding can help students who experience difficulties in the problem of graph theory. Students are enthusiastic because through this problem, they can explore and connect blood donation problems and regional tourism with the concept of graph.
Hartono Hartono, Marhadi Saputro
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i3.24

Abstract:The purpose of this study was to describe ethnomathematics on Dayak Tabun traditional tools in school mathematics learning. This study uses a qualitative approach, with descriptive research methods. Observation techniques are direct observation and communication techniques, namely interviews with Dayak Tabun community leaders, especially makers, users, and traditional stakeholders. the results of the research obtained are: 1) form, learning context in geometric concepts, namely flat and wake up space; 2) aspects of the motive, the learning context in the geometry concepts, like are two-dimensional, lines, and angles, besides that the algebraic concept is a number pattern in the form of a constant sequence; 3) the way of making, the learning context in the algebraic concept of numbers, namely fractions in dividing the material into two parts, calculating operations especially on natural numbers, sequential numbers through measurement of materials; 4) in terms of the use of tools, the context of calculating operating learning is the tool used in the dance, namely the tapping of movements and elevation angles in trigonometric material, namely the use of a Sangkuh Akai tool. Therefore, ethnomathematics on traditional Dayak Tabun ethnic instruments can be used as the context of school mathematics learning.
Dydik Kurniawan
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i2.39

Abstract:The educational implementation is a learning process at all levels, students are required to follow certain lectures, including mathematics courses. Learning difficulties are a barrier to learning where children are not well educated, due to disturbances, both from student factors and external factors. learning, thus students are expected to catch up because of these obstacles. This research is classified into qualitative descriptive research that seeks to describe the analysis of student learning difficulties in statistical subjects. The subjects in this study were the fourth-semester students of 2018/2019 Mulawarman University. Research reveals things that are considered as a barrier factor for students in Statistics. In this study, the researcher collected information through documentation, tests, and interviews with students. The results of the analysis show that the difficulties of students in studying Statistics basically lie in the weakness of the concept. The results of the research conducted by the researcher were the existence of errors in process skills, errors in understanding questions, and errors in using notation. The solution to overcoming these problems is: for the eye teacher of Statistics to be able to develop learning strategies so that students can be more honed in their thinking skills and provide continuous problem training to students.
Endang Suprapti, Himmatul Mursyidah, Siti Inganah
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i2.12

Abstract:Based on the evaluation result on the course of linear algebra, the result of mathematics student’s learning outcome, faculty of teacher training and education, University of Muhammadiyah Surabaya, from 26 students indicate that 30,76 % of students complete learning and 69,24% did not complete the target with average value 55,60. Based on the student's opinion, the course of linear algebra was difficult because has a high difficulty level, the learning system uses direct learning, and it causes the boredom. Furthermore, the reference material does not support completely for linear algebra. Thus we need additional learning models, so the students do not get bored and difficult by direct learning model that we used. In this case, we use “The Cooperative Learning Type TPS” model with 4 Me module in order to help the student to be able to work and shared with their friend to find problem solutions so that the interaction among learners occurs and the learning process becomes more active. We use the classroom action research method in this research. Based on the result of the research, we can improve 30% student’s learning result, 21 % of student’s activity and 95 % positive student’s response.
Alois Matorevhu
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i2.38

Abstract:Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media. One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest. In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed. Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.
Nurita Primasatya, Jatmiko Jatmiko
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i2.40

Abstract:This study is a advances study of the development of geometry multimedia based on Van Hiele's thinking theory with the aim of for enhancing critical thinking ability using the ADDIE development model. In this study, a difference test was conducted to determine the effect of using geometry multimedia on students' critical thinking abilities. This experiment was conducted at SDN Mojoroto 1 and SDN Mojoroto 6 Kota Kediri. The results of the t-test analysis show that there are significant differences between the critical thinking abilities of students who use geometry multimedia based on Van Hiele's thinking theory and those who do not use geometry multimedia based on Van Hiele's Thinking Theory.
Andi Kaharuddin
International Journal of Trends in Mathematics Education Research, Volume 1; doi:10.33122/ijtmer.v1i2.14

Abstract:The purpose of this study was to determine the effect of problem-based learning models towards the mathematics learning outcomes of 6th-grade students of an Elementary School accredited B in Kendari City. This study is quantitative experimental research. The population in this were all 6th-grade students of an Elementary School accredited B in Kendari City. The technique of determining the sample was done by cluster random sampling. Data analysis used is descriptive statistics and inferential statistics where the hypothesis test used is the t-test. The results showed the effect of problem-based learning models better than direct instruction and problem-based learning model positive effect on mathematics learning outcomes of 6th-grade students of an Elementary School Accredited B in Kendari City.
Usmadi Usmadi, Ergusni Ergusni
International Journal of Trends in Mathematics Education Research, Volume 1, pp 13-18; doi:10.33122/ijtmer.v1i1.28

Abstract:The study was aimed to obtain information regarding the design instructional of ARCSI learning model with the scientific approach for teaching mathematics in school. This learning model developed based on the learning conditions at Junior High School (SMP/MTs) in Bukittinggi City and Agam Districts of West Sumatera requiring a model of learning based on Islamic values, strategy in the motivation of ARCSI, and a scientific approach mandated in the curriculum of 2013. This learning model is designed for forming the character of learners in an Islamic way the learning process of mathematics that pleasant, and train students to think critically and comprehensively through a scientific approach. Synonymous ARCSI Learning Model with scientific approach, namely: (1) Attract the attention of learners by inviting praying/pleading to Allah Ta’ala, (2) Convey the purpose/benefit of learning and its application in daily activity, (3) The deliberations of the group to establish ukhuwah Islamiyah within the group, (4) a class discussion to establish ukhuwah Islamiyah classically, (5) Giving satisfaction to students with learning will make only because of Allah Ta’ala and the tradition of Prophet Muhammad SAW (6) Evaluate processes and the results of solving problems, and (7) Closing the learning by reading Hamdallah and greetings.
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