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JRAMathEdu : Journal of Research and Advances in Mathematics Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2503-3697 - ISSN (Online) 2541-2590
Published by Universitas Muhammadiyah Surakarta Homepage  [19 journals]
  • Improving the Conceptual and Procedural Knowledge of Prospective Teachers
           through Multisensory Approaches: Experience from Indonesia

    • Authors: Yurniwati Yurniwati
      Abstract: This research aims to find information about how to apply multisensory approaches to improve conceptual and procedural knowledge of prospective students of Jakarta State University. This research uses Classroom Action Research method using Kemmis and Taggart model which implemented in two cycles. The data were collected through questionnaires and observation sheets. Data is processed descriptively. The research findings show that multisensory approaches can enhance conceptual and procedural knowledge through concrete, visual and symbolic stages. The kinesthetic aspect is carried out through the use of visual aids, the visual aspect is carried out by making the image and the audytori aspects occur in the discussion. This research is expected to give input to the lecturer about the role of multisensory approaches to the improvement of conceptual and procedural knowledge of the prospective students.      Key Words: Pengetahuan konseptual, Pengetahuan Prosedural, Model Multisensori
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6374
      Issue No: Vol. 3, No. 2 (2018)
  • Imagery Model of Pre-service Mathematics Teacher on Graphing Rational and
           Irrational Functions

    • Authors: Darmadi Darmadi
      Abstract: Students of mathematics teacher candidates are required to have good math and communication skills. Therefore, students of mathematics teacher candidates need to have good imagery modalities. With descriptive qualitative research method on the students of mathematics education program of FKIP Universitas PGRI Madiun, obtained the result that there are 10 models of students' imaginary student of mathematics to graph of rational-irrational function. Mathematics learning or lectures need to be emphasized to enrich students' imaginings on rational-irrational function graphs.Keywords: imagery, irrational-rational function    
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6375
      Issue No: Vol. 3, No. 2 (2018)
  • The Ability of Senior High School Student to Propose Linear Equations
           Systems of Two Variables Problem

    • Authors: Yemima Indah Rachmawati, Eko Sugandi, Lydia Lia Prayitno
      Abstract: The purpose of this research is to describe the ability of senior high school student in proposing LESTV problem. This research is quantitative descriptive research. The data collecting used in this research is through proposing problem in the area of LESTV material. The subjects participating in this research are 60 students of senior high school in the Surabaya Eastern. Based on the problem proposed by the students then it is classified into three groups namely, mathematical question, non-mathematical question, or statement. If the problem proposed is mathematical question, the analysis will be done by grouping the problem into the problem can be solved or can not be solved. Then, the problem can be solved will be classified based on the structure of syntax and semantics. The results show that in proposing the problem the subjects mostly can solve the problem, in proposing the problem tends to add new information and relevant to the problem. Based on the structure of semantics, it is found that the students can restate, classify, and compare and also modify the problem from information provided. Meanwhile, in terms of the structure of semantics, the students can propose the problem contains assignment, comparison, and use of additional information (new information). Keywords: Proposing problem; SPLDV; Syntax; Semantics.
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6376
      Issue No: Vol. 3, No. 2 (2018)
  • The Processes of Students Thinking Based on Linguistic Intelligence on
           Straight-line Equations

    • Authors: Lulu Eka Oktaviani, Lydia Lia Prayitno
      Abstract: This research is motivated by the students problem in solving the mathematic essay. Completing the story surely using the right steps to make the process work clearly. Linguistic intelligence can help students in solving the mathematic essay, because linguistic intelligence is an intelligence that can help students in understanding the story. The purpose of this research is to describe to  process of students thinking in solving the essay based on linguistic intelligence. The research ia a descriptive qualitative which has main instrument is a researcher and supporting instrumentss is a identification of multiplle inteligence, essay test, and interview guidance.The results of this study indicate that the students with the lowest linguistic intelligence can only complete the stage of understanding the problem and devising a plan of the essay test. Students with the highest linguistic intelligence are be able to complete the stage of understanding the problem, devising of a plan, carring out of the plan, and looking back of the essay test.  Keywords: Thinking Process, Linguistic Intelligence, Essay
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6377
      Issue No: Vol. 3, No. 2 (2018)
  • Mathematics Communication Characteristics Pre-Service Teacher of Primary
           School in Explaining Trapesium Area Reviewed From School Origin

    • Authors: Zainal Abidin
      Abstract: This study aims to know the characteristics of mathematical communication of pre-service teacher of primary school. The material used as the object of research is the material of geometry. This material in addition requires the ability of algebra and spatial skills. The trapezoidal area is chosen as the topic because among all the flat planes studied in primary school, the trapezoidal area is considered as the most complex. This is because to calculate the trapezoidal area involving 3 variables. The ability of mathematical communication involves the ability to write and the ability to explain. These abilities are reviewed from the background of students in secondary school. The subjects of this study are 15 students of PGSD STKIP Al Hikmah Surabaya in academic Year 2017 - 2018. The way of mathematical communication will be grouped according to their characteristics. The way of written communication will be sharpened by oral communication. The results will be analyzed whether there is relevance to the subject background in their secondary school (SMA, SMK, MA). The results showed that the characteristics of written communication in the form of (1) narrative, (2) procedure, (3) dialogue. While the characteristics of oral communication are shaped (1) lecture (2) Instructional (3) discussion. Pre-service teachers with high school background have better mathematical communication skills than those from SMK and MA background.Keywords: Pre-service primary school teacher, Mathematical Communication, Trapezoidal Area.   
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6378
      Issue No: Vol. 3, No. 2 (2018)
  • Can Mathematics and Statistics Perception Explain Students’
           Statistical Literacy'

    • Authors: Risma Nurul Auliya
      Abstract: The aim of this research is intended to examine the effect of mathematics and statistics perception towards students’ statistical literacy. The research utilized a survey method with quantitative approach. The research population was undergraduate students from major informatics in one of university in Jakarta. The sample consisted of 80 students, 50 of students were male, while 30 of the students were female. All the participants belonged to similar grade level and enrolled in a statistics course. A survey instrument entitled “Mathematics and Statistics Perception Scale (MSPS)” was intended to examine undergraduate students’ perceptions of self-efficacy and their attitudes toward the application of statistics in real world settings. The final version scale consists of 11 items. A multiple-choice survey with 22 questions measuring statistical literacy skills and consisted of items measuring skills on interpreting or critiquing the prevalence of statistical phrases and ideas in the media. The data collected were analyzed using linear regression and independent sample t-test. The result revealed that students’ mathematics and statistics perception was found to be significantly and positively related to statistical literacy skills, while there is no significant differences between gender, perception, and statistical literacy. Keywords: Mathematics and statistics perception, statistical literacy.
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6379
      Issue No: Vol. 3, No. 2 (2018)
  • Developing Learning Trajectory Based Instruction of the Congruence for
           Ninth Grade Using Central Java Historical Building

    • Authors: Achmad Fahrurozi, Suci Maesaroh, Imam Suwanto, Farida Nursyahidah
      Abstract: This research aims to produce a Learning Trajectory Based Instruction (LTBI) that can help the ninth grade students understand the concept of congruence of the two-dimensional shape by examining Lawang Sewu as one of Central Java historical buildings. LTBI is defined as a teaching and learning trajectory that uses Hypothetical Learning Trajectory (HLT) for instructional decisions. The present research uses the design research developed by Gravemeijer and Cobb that consists of three phases; the preliminary design, design of the experiment (pilot experiment and teaching experiment), and  retrospective analysis. In this study, a series of learning activities is designed and developed based on the Realistic Mathematics Education (PMRI) approach. This research produced LTBI that consists of a series of learning processes embodied in three activities of (1) identifying and finding the properties which shapes are congruent shapes by watching Lawang Sewu video, (2) proofing two shapes are congruent through transformation (translation and rotation), and (3) solving problem related to the congruence of two-dimensional shape. The activity can help to improve the students’ understanding of the concept of congruence. Nevertheless, the present study is limited to the first stage of Gravemeijer and Cobb’s design research, namely preliminary design.
      PubDate: 2018-07-01
      DOI: 10.23917/jramathedu.v3i2.6616
      Issue No: Vol. 3, No. 2 (2018)
  • Mathematical Creative Thinking and Student Self-Confidence in the
           Challenge-Based Learning Approach

    • Authors: Hayatun Nufus, Muhammad Duskri, Bahrun Bahrun
      Pages: 57 - 68
      Abstract: The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence.  Keywords: Challenge-based Learning, Creative thinking ability, Self-confidence.
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6367
      Issue No: Vol. 3, No. 2 (2018)
  • Student’s Mathematics Anxiety on The Use of Technology in
           Mathematics Learning

    • Authors: Endang Istikomah, Astri Wahyuni
      Pages: 69 - 77
      Abstract: This study aim to describe the student’s mathematics anxiety on the use of technology in mathematics learning. It is a quantitative descriptive research by involving second year students of Mathematics Education Program  in Universitas Islam Riau (UIR) who took Technology-based Mathematics Learning course. They were selected based on saturation sampling. Data were collected through questionnaire, in-depth interview and documentation. The results show the high level of each dimension of mathematics anxiety among students. The average score in each indicator of cognitive, affective, and physiological dimension were high. In addition, interview revealed that most of the students expressed their anxiety in the first lecture and when obtained the task of applying particular software in mathematics learning. It is mainly due to unpreparedness and lack of knowledge about the application of software. Based on the results, it can be concluded that the level of students’ mathematics anxiety is relatively high.  Keywords: Mathematics anxiety, Technology-based, Mathematics learning,
      PubDate: 2018-07-06
      DOI: 10.23917/jramathedu.v3i2.6364
      Issue No: Vol. 3, No. 2 (2018)
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Heriot-Watt University
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