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JME (Journal of Mathematics Education)最新文献

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STUDENT'S ABILITY IN EXPLAINING THE CONCEPT OF SOLID FIGURE'S VOLUME REVIEWED FROM VISUALIZER VERBALIZER COGNITIVE STYLE 从形象化、语言化的认知方式看学生对立体图形体积概念的解释能力
JME (Journal of Mathematics Education) Pub Date : 2022-06-01 DOI: 10.31327/jme.v7i1.1733
A. Introduction, Fetty Nuritasari
{"title":"STUDENT'S ABILITY IN EXPLAINING THE CONCEPT OF SOLID FIGURE'S VOLUME REVIEWED FROM VISUALIZER VERBALIZER COGNITIVE STYLE","authors":"A. Introduction, Fetty Nuritasari","doi":"10.31327/jme.v7i1.1733","DOIUrl":"https://doi.org/10.31327/jme.v7i1.1733","url":null,"abstract":"in","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114933993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Effect of Quantum Learning Model on Mathematics Learning Outcomes of Elementary School Students 量子学习模式对小学生数学学习成果的影响
JME (Journal of Mathematics Education) Pub Date : 2022-06-01 DOI: 10.31327/jme.v7i1.1722
Ahmad Rustam, Ashari Usman
{"title":"Effect of Quantum Learning Model on Mathematics Learning Outcomes of Elementary School Students","authors":"Ahmad Rustam, Ashari Usman","doi":"10.31327/jme.v7i1.1722","DOIUrl":"https://doi.org/10.31327/jme.v7i1.1722","url":null,"abstract":"The background of this research is the low learning outcomes on the content of learning mathematics in fourth grade elementary school students. The purpose of this study was to determine the differences in learning outcomes of the quantum learning model and the conventional learning model. This type of research is a quasi-experimental nonequivalent control group design. The population of this research is the fourth grade students of SD Negeri 2 Mowila and SD Negeri 5 Mowila as many as 83 students. The sample of this research is the fourth grade students of SD Negeri 2 Mowila (57 students) as the experimental group and the fourth graders of SD Negeri 5 Mowila (26 students) as the control group. The research findings indicate that the quantum learning model has an effect on students' mathematics learning outcomes. This is indicated by the results of the one sample t-test with sig. (2-tailed) of 0.00 (p 0.05). The effect of quantum learning model on mathematics learning outcomes with independent sample t-test test with sig value. (2-tailed) of 0.008 0.05 .","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122320419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
ASSESSMENT OF PRE-SERVICE TEACHERS’ PERCEIVED USEFULNESS, EASE OF USE AND BEHAVIOURAL INTENTION TO USE ICTs FOR MATHEMATICS INSTRUCTION: A CASE STUDY 职前教师在数学教学中使用ict的感知有用性、易用性及行为意向之评估:个案研究
JME (Journal of Mathematics Education) Pub Date : 2022-06-01 DOI: 10.31327/jme.v7i1.1729
A. Introduction, O. T. Omole
{"title":"ASSESSMENT OF PRE-SERVICE TEACHERS’ PERCEIVED USEFULNESS, EASE OF USE AND BEHAVIOURAL INTENTION TO USE ICTs FOR MATHEMATICS INSTRUCTION: A CASE STUDY","authors":"A. Introduction, O. T. Omole","doi":"10.31327/jme.v7i1.1729","DOIUrl":"https://doi.org/10.31327/jme.v7i1.1729","url":null,"abstract":"The need to enhance mathematics instruction through the use ICTs for improving the performance of students in the subject in Nigeria can no longer be paid lip service. ICTs have proven to be a veritable instrument that can actively engage and improve students’ mathematical learning experience. This study examined preservice teachers’ perceived usefulness, ease of use and behavioural intention to use ICTs for mathematics instruction in Nigeria. The study adopted a descriptive research design of a survey type and 315 students who enrolled in a college of education to become mathematics teachers were selected through a multi-stage sampling technique. Data was collected through a self-designed questionnaire and the generated data were analysed using frequency counts, simple percentages, mean and standard deviation. Results reveal among others that preservice teachers’ perception of the usefulness of ICTs to enhance mathematics instruction is very high","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116003810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes 基于学生数学学习成果的CORE与PBL学习模式比较
JME (Journal of Mathematics Education) Pub Date : 2022-06-01 DOI: 10.31327/jme.v7i1.1742
Nurlinda Sari
{"title":"Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes","authors":"Nurlinda Sari","doi":"10.31327/jme.v7i1.1742","DOIUrl":"https://doi.org/10.31327/jme.v7i1.1742","url":null,"abstract":"This study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX. A with 20 students as the class utilizing the CORE model and class IX B with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained t count = 2.743 > t table = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcomes.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134332206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-Regulated Online Learning and Students’ Attitude as Predictors of Skill Proficiency Development in Mathematics 自我调节在线学习和学生态度对数学技能熟练度发展的影响
JME (Journal of Mathematics Education) Pub Date : 2022-06-01 DOI: 10.31327/jme.v7i1.1738
Ken Clyde, O. Longos, Rey M. Regidor
{"title":"Self-Regulated Online Learning and Students’ Attitude as Predictors of Skill Proficiency Development in Mathematics","authors":"Ken Clyde, O. Longos, Rey M. Regidor","doi":"10.31327/jme.v7i1.1738","DOIUrl":"https://doi.org/10.31327/jme.v7i1.1738","url":null,"abstract":"This study aimed to determine if self-regulated online learning and student’s attitude were predictors of skill proficiency development in Mathematics. 200 GE 4 students of UM North Campuses were the respondents of this research. The statistical tools used were Mean, Pearson-r, and Regression Analysis. Quantitative non-experimental research utilizing correlational technique with regression analysis was the research design of this paper. Results revealed high self-regulated online learning among GE 4 students in terms of metacognitive skill, time management, environmental structuring, persistence, and help seeking was high. The level of students’ attitude towards learning Mathematics yielded a descriptive equivalent of high confidence in Mathematics, the importance of Mathematics, and engagement in Mathematics. The level of skill proficiency development of the students in Mathematics yielded a high-level result in terms of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. There was a positive significant relationship between self-regulated online learning and students’ attitude to skill proficiency development in Mathematics. However, between the two independent variables, students’ attitude was the only predictor of skill proficiency development in Mathematics.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126344423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical Thinking Analysis of Students in Problem Based Mathematics Learning through TBLA 基于TBLA的学生问题型数学学习的批判性思维分析
JME (Journal of Mathematics Education) Pub Date : 2021-12-01 DOI: 10.31327/jme.v6i2.1604
Siti Maghfirotun Nikmah, Nur Fauziyah, Syaiful Huda
{"title":"Critical Thinking Analysis of Students in Problem Based Mathematics Learning through TBLA","authors":"Siti Maghfirotun Nikmah, Nur Fauziyah, Syaiful Huda","doi":"10.31327/jme.v6i2.1604","DOIUrl":"https://doi.org/10.31327/jme.v6i2.1604","url":null,"abstract":"Mathematics is related to numbers and formulas, as well as its abstract nature. So that understanding it is not by memorizing. It requires the ability to solve mathematical problems. In solving mathematical problems it requires critical thinking skills. Problem-based learning is the right way to train students to think critically, so problem-based learning according to the purpose of improving critical thinking. To find out problem-based learning is able to improve students' critical thinking skills, the Transcript Based Lesson Analysis (TBLA) learning analysis method is used. This research is an exploratory qualitative research that aims to describe critical thinking and tendencies in problem-based mathematics learning using TBLA for students in class VIII-D at SMP Negeri 1 Gresik. The supporting instrumens in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it appears that students are active in communicating with other students, only occasionally asking the teacher about things that need more explanation. Likewise, the results of the TBLA analysis based on categorization show that students have critical thinking skills, namely students can show 6 critical thinking indicators in this study, namely focus, reason, inference, situation, clarity and overview.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130165128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Interest in Gamification Learning Based on Student Learning Styles 基于学生学习风格的游戏化学习兴趣
JME (Journal of Mathematics Education) Pub Date : 2021-12-01 DOI: 10.31327/jme.v6i2.1586
{"title":"Interest in Gamification Learning Based on Student Learning Styles","authors":"","doi":"10.31327/jme.v6i2.1586","DOIUrl":"https://doi.org/10.31327/jme.v6i2.1586","url":null,"abstract":"This study aims to analyze student interest in gamification-assisted learning in terms of student learning styles. This research is a type of descriptive research using a qualitative approach. The subjects are students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, USN Kolaka, a research course program with 20 students. The data collection technique used in this research is to use a questionnaire. The instrument used in this study was a questionnaire of learning styles and interest in learning in gamification-assisted learning. According to Miles and Huberman, the data analysis technique used in this study is a qualitative data analysis technique, namely data reduction, data presentation, and conclusion drawing. The results showed (1) the average student interest in gamification-assisted learning with word walls was in the high category, (2) student learning styles in research subjects mostly tended to be multimodal (60%), and (3) students with unimodal learning styles have high interest, bimodal, and trimodal learning styles have a very high interest in learning with gamification-assisted learning.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130268802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Student Comprehension of The Concept of a Geometrical Figure: The Case of Straight Lines and Parallel Line 学生对几何图形概念的理解:以直线与平行线为例
JME (Journal of Mathematics Education) Pub Date : 2021-12-01 DOI: 10.31327/jme.v6i2.1408
Patrick Tchonang Youkap
{"title":"Student Comprehension of The Concept of a Geometrical Figure: The Case of Straight Lines and Parallel Line","authors":"Patrick Tchonang Youkap","doi":"10.31327/jme.v6i2.1408","DOIUrl":"https://doi.org/10.31327/jme.v6i2.1408","url":null,"abstract":"The objective of this paper is to identify some student’s conceptions of the straight line and two parallel lines. This will allow us to evaluate the distance that exists between their conceptions and the theory of these concepts. In doing so, we analyzed the students’ answers to a questionnaire: the questionnaire concerned the explication of the straight line and two parallel lines. The results indicate that the students have difficulties to produce an acceptable definition of a straight line and two parallel lines. They have difficulties to find appropriate terms to express their comprehension of these concepts. The definitions they produce are ambiguous and seem to be related to the drawings they have encountered in the classroom. Their answers indicate that their comprehension on the straight line and two parallel lines seem to be in conflict with the theory of these concepts .","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116569153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of Numbers Material Test Using the Item Response Theory (IRT) Approach for SD Students 用项目反应理论(IRT)方法开发SD学生数字材料测验
JME (Journal of Mathematics Education) Pub Date : 2021-12-01 DOI: 10.31327/jme.v6i2.1585
Rustam Kasmawati, Ahmad Rustam
{"title":"Development of Numbers Material Test Using the Item Response Theory (IRT) Approach for SD Students","authors":"Rustam Kasmawati, Ahmad Rustam","doi":"10.31327/jme.v6i2.1585","DOIUrl":"https://doi.org/10.31327/jme.v6i2.1585","url":null,"abstract":"The purpose of the research is to produce a product in the form of a valid and reliable measuring instrument for student numeracy that can be used in schools and in the general public. The research stages will be carried out based on the test development design, namely Preparing Test Specifications, Preparing Test Items, Testing Test Items in the Field, Revision of Test Items","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122882952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Analysis of Communication in Problem-Based Mathematics Learning through Transcript Based Lesson Analysis (TBLA) 基于文本的课堂分析(TBLA)分析基于问题的数学学习中的交流
JME (Journal of Mathematics Education) Pub Date : 2021-12-01 DOI: 10.31327/jme.v6i2.1603
Filda Wulan, Damayanti, Nur Fauziyah, Syaiful Huda
{"title":"Analysis of Communication in Problem-Based Mathematics Learning through Transcript Based Lesson Analysis (TBLA)","authors":"Filda Wulan, Damayanti, Nur Fauziyah, Syaiful Huda","doi":"10.31327/jme.v6i2.1603","DOIUrl":"https://doi.org/10.31327/jme.v6i2.1603","url":null,"abstract":"This study aims to describe communication in problem-based mathematics learning through TBLA and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA). This type of research is descriptive exploratory research with a qualitative approach. The subjects of this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students. The supporting instruments in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it can be seen that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121794409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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