Publisher: Universitas Muhammadiyah Surakarta   (Total: 33 journals)   [Sort alphabetically]

Showing 1 - 33 of 33 Journals sorted by number of followers
JRAMathEdu : J. of Research and Advances in Mathematics Education     Open Access   (Followers: 5)
J. of Community Services and Engagement     Open Access   (Followers: 2)
Pharmacon : Jurnal Farmasi Indonesia     Open Access  
Emitor : Jurnal Teknik Elektro     Open Access  
Media Mesin : Majalah Teknik Mesin     Open Access  
Sinektika : Jurnal Arsitektur     Open Access  
Iseedu : J. of Islamic Educational Thoughts and Practices     Open Access  
J. of Nutraceuticals and Herbal Medicine     Open Access  
Profetika Jurnal Studi Islam     Open Access  
Komuniti : Jurnal Komunikasi dan Teknologi Informasi     Open Access  
J. of Islamic Economic Laws     Open Access  
Indonesian J. on Learning and Advanced Education     Open Access  
Kajian Linguistik dan Sastra     Open Access  
Law and Justice     Open Access  
Suhuf     Open Access  
Jurnal Varidika     Open Access  
Benefit : Jurnal Manajemen dan Bisnis     Open Access  
Jurnal Kesehatan     Open Access  
Jurnal Jurisprudence     Open Access  
Jurnal Manajemen Dayasaing     Open Access  
Biomedika     Open Access  
Manajemen Pendidikan     Open Access  
Indigenous : Jurnal Ilmiah Psikologi     Open Access  
Riset Akuntansi dan Keuangan Indonesia     Open Access  
Forum Geografi     Open Access  
Tajdida : Jurnal Pemikiran dan Gerakan Muhammadiyah     Open Access  
Jurnal Pendidikan Ilmu Sosial     Open Access  
Warta LPM     Open Access  
Bioeksperimen : Jurnal Penelitian Biologi     Open Access  
Profesi Pendidikan Dasar     Open Access  
Khazanah Informatika     Open Access  
Jurnal Ekonomi Pembangunan : Kajian Masalah Ekonomi dan Pembangunan     Open Access  
Jurnal Ilmiah Teknik Industri     Open Access  
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JRAMathEdu : Journal of Research and Advances in Mathematics Education
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2503-3697 - ISSN (Online) 2541-2590
Published by Universitas Muhammadiyah Surakarta Homepage  [33 journals]
  • Describing prospective teacher’s promote action In online
           mathematics learning

    • Authors: Jauhara Dian Nurul Iffah, Lia Budi Tristanti
      Abstract: Online teaching brought its own challenge to every teacher. The procedures of teaching should be carefully selected in order to attain the expected teaching goals. It was a must for prospective teacher to prepare themselves as well as possible to become a professional teacher since they decided to take their educational major. Hence, this study aimed to describe the promote action of prospective teachers in mathematics teaching. It was a descriptive-qualitative research that took four students who were in peer-teaching program as the subject. They were selected based on the criteria of subject’s PCK (Pedagogical Content Knowledge) which categories involved 0-0, 0-1, 1-0,1-1 on content-knowledge-pedagogical knowledge. It used vignette yang, which was a sheet that identified prospective teachers’ Pedagogical Content Knowledge, in addition to observation sheet of teaching. The author gave the vignette to subject candidates and then classified them based on their responses to vignette. The author finally selected four subjects and observed their mathematics online teaching. The result found that every subject showed their promote action in every single phase of students’ learning. However, those with highest pedagogical knowledge had more various promote actions rather than those with highest content knowledge who were good at delivering materials but less in having interaction with students
      PubDate: 2022-07-31
      DOI: 10.23917/jramathedu.v7i3.17258
      Issue No: Vol. 7, No. 3 (2022)
  • GeoGebra-based flipped learning model: An alternative panacea to improve
           student’s learning independency in online mathematics learning

    • Authors: Naufal Ishartono, Adi Nurcahyo, Mohamad Waluyo, Rafiza Abdul Razak, Suliadi Firdaus Sufahani, Millenia Hanifah
      Abstract: There have been many efforts from previous studies who tried to improve students' independence during online mathematics learning. However, there have been a scant in the study related to these efforts that use Flipped Learning model integrated with GeoGebra since no syntax accommodates the model. Therefore, this research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. This research is a Research and Development research with Design-Based Research (DBR) model involving 125 second-year undergraduate students from a private university in Indonesia in the process of application. As a result, the syntax results were obtained that there was an increase in the average value of student independence in learning mathematics reviewed from learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. From this developed syntax, it is expected to help teachers to be able to streamline and streamline the learning process of mathematics online.
      PubDate: 2022-07-31
      DOI: 10.23917/jramathedu.v7i3.18141
      Issue No: Vol. 7, No. 3 (2022)
  • College students’ perceived teaching presence in emergency remote
           online mathematics teaching

    • Authors: Isaac Bengre Taley
      First page: 116
      Abstract: In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amid concerns about the presence of teaching. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. Through an online survey, 452 students from three education colleges responded to the Arbaugh et al. (2008) teaching presence scale. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
      PubDate: 2022-07-31
      DOI: 10.23917/jramathedu.v7i3.17589
      Issue No: Vol. 7, No. 3 (2022)
  • A constructivist analysis of Grade 8 learners’ errors and misconceptions
           in simplifying mathematical algebraic expressions

    • Authors: Eunice Kolitsoe Moru, Motlatsi Mathunya
      First page: 130
      Abstract: Algebra is a very important branch of mathematics because of its applicability in a number of fields that are mathematics related. The reported study explored the types of errors that grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to these errors. Ninety five grade 8 learners in one secondary school in Lesotho were the subjects of the study. The constructivist theory was used as the lens for data analysis. Most of the types of errors that the learners committed were similar to those found in other studies conducted elsewhere. There were however some which were unique to the group of learners who took part in the study. The implications for teaching to minimise the errors have been suggested as encouraging the teachers to familiarise themselves with the skill of error analysis. This involves being able to identify the error, diagnose the error, and remedy the misconception that resulted in producing the error. Another important implication is that of teachers making an attempt to find out the prior knowledge the learners have before introducing any new knowledge. This does not only involve posing questions to students but it also entails knowing the mathematics content that the learners covered in the previous classes and the environment they interacted with so that the teaching takes all these into account when planning instruction.
      PubDate: 2022-07-31
      DOI: 10.23917/jramathedu.v7i3.16784
      Issue No: Vol. 7, No. 3 (2022)
  • A Ruppert’s framework: How do prospective teachers develop analogical
           reasoning in solving algebraic problems'

    • Authors: Siti Lailiyah, Kusaeri Kusaeri, Endah Retnowati, Erman Erman
      First page: 145
      Abstract: It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is important. Some problem solving is domain specific and require particular ways of analogical reasoning skill, therefore this study aims to reveal the development of analogical reasoning and strategies used by prospective teachers. The research design use a qualitative method. As many as 69 mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used the Ruppert’s framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined strategy of multiplication and addition. Their strategies varied according to the subjects’ general ability. The more strategies employed in solving problems, the better their analogical reasoning becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided by many solving strategies in problem solving to develop students’ analogical reasoning.
      PubDate: 2022-07-31
      DOI: 10.23917/jramathedu.v7i3.17527
      Issue No: Vol. 7, No. 3 (2022)
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