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JournalISSN: 2407-8530

Idealmathedu: Indonesian Digital Journal of Mathematics and Education 

Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika
About: Idealmathedu: Indonesian Digital Journal of Mathematics and Education is an academic journal published by Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika. The journal publishes majorly in the area(s): Mathematics education & Flipped classroom. It has an ISSN identifier of 2407-8530. Over the lifetime, 4 publications have been published. The journal is also known as: Indonesian Digital Journal of Mathematics and Education & Indonesian digital journal of mathematics and education.

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TL;DR: In this paper , the authors discuss how coding can be integrated in mathematics learning to achieve its goals, grounded on some references tracing and empirical observations in a limited scope, and several examples of coding activities and their forms of integration with mathematics lessons at school are discussed.
Abstract: Coding or computer programming is believed to promote students' computational thinking skills, one of the essential skills in the 21st century. Nowadays, computational thinking is even considered as a new type of literacy that students need to master. By means of coding, students are trained to be competent in problem solving through various activities that stimulate logical, creative, critical, and analytical thinking. These qualities make coding widely promoted as medium and means of learning mathematics. This paper discusses how coding can be integrated in mathematics learning to achieve its goals, grounded on some references tracing and empirical observations in a limited scope. Furthermore, several examples of coding activities and their forms of integration with mathematics lessons at school are discussed.
Journal ArticleDOI
TL;DR: In this paper , the author analyzes the implications of everyday statements based on the relationship between cause and effect statements using set theory which is described by a Venn Diagram, and the pattern of compound statement relationships in the Venn diagram is used to determine the truth value of the implications.
Abstract: This study aims to facilitate the understanding of if-then statements or implications in everyday statements based on mathematical logic. The research method used is applied literature study and concept analysis. The researcher analyzes the implications of everyday statements based on the relationship between cause and effect statements using set theory which is described by a Venn Diagram. The pattern of compound statement relationships in the Venn Diagram is used to determine the truth value of the implications. There are seven patterns of causal statement relationships in everyday statements depicted in the Venn Diagram. Based on the pattern of the relationship, there are seven types of implications in everyday statements, namely: (1) Section Implications which in mathematical logic are called Implications, (2) Scope Implications, (3) Intersecting Implications, (4) Equivalence Implications, which in Mathematics called Biimplications, (5) Independence Implication, (6) Different Universal Implication, and (7) Negation Implication. The results of this study indicate that giving examples of mathematical logic statements using everyday statements must consider the pattern of causal statements to make it easier to determine the truth value.
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TL;DR: In this article , the authors developed learning activities to contribute to the theory based on empirical activities in learning the topic of summation involving negative numbers, which can help students understand the concept of negative numbers and use the number line model to count.
Abstract: This study aims to develop learning activities to contribute to the theory based on empirical activities in learning the topic of summation involving negative numbers. This research also develops learning activities that combine context and models that students can apply to understand the topic. The type of research used to attain the objectives in this study is design research, each cycle consists of three steps, namely preliminary study, classroom experiment and retrospective method. The subjects of the study were grade 4 students and teachers at SD Islam Athirah Makassar. The results showed that to help students understand the concept of summation involving negative numbers, students must understand the concept of negative numbers and use the number line model to count. This can be supported by the context of equilibrium and the number line as a representation of the negative numbers. In classroom learning, the use of context stimulates students to think informally, furthermore, by indicating a state using numbers and with the help of a number line model, students can solve mathematical problems at a formal level.
Journal ArticleDOI
TL;DR: In this paper , a literature review aimed to explore the effectiveness of flipped classroom in mathematics learning specifically in Indonesia through the rapid review method, which is applied to a number of former research results.
Abstract: This literature review aimed to explore the effectiveness of Flipped Classroom in mathematics learning specifically in Indonesia through the rapid review method. It is applied to a number of former research results on the effectiveness of the Flipped Classroom in mathematics learning at junior high school, senior high school, and vocational school levels, each with 2 research results respectively. The reviewed articles were limited to research results published in national journals accredited by SINTA, from 2018 to the present to sustain the novelty and quality of the articles. The six articles were then summarized, analyzed, evaluated, and interpreted descriptively to be further synthesized and concluded to answer the purpose of the writing. The results of the study show that the Flipped Classroom method was effective in improving the learning outcomes, the concepts understanding, and the mathematical reasoning with positive effects, namely students become more active, enthusiastic, and independent in mastering the material. Thus, the Flipped Classroom method can be used as an alternative to blended learning, which can be applied during the pandemic and the new normal, to improve the quality of mathematics learning, in the cognitive, affective, and psychomotor aspects.
Journal ArticleDOI
TL;DR: In this paper, the authors explore the various challenges of learning mathematics in the flipped classroom model in the pandemic era and find several problems regarding the way to manage and design the flipped classrooms model in their teaching practice.
Abstract: The existence of technology in the teaching and learning process has changed the way teachers transfer their knowledge to their students. Moreover, the COVID-19 pandemic has impelled the use of technology in learning. The existence of flipped classroom has positive influences on the effectiveness of learning in understanding the basic concepts, joyful learning, student’s achievement, and collaborative learning between students. Some challenges arise in the employment of flipped classroom in the actual classroom. Therefore, this article is intended to explore the various challenges of learning mathematics in the flipped classroom model in the pandemic era. Teachers, who generally use traditional teaching as their method, find several problems regarding the way to manage and design the flipped classroom model in their teaching practice. To learn more about the flipped classroom design, teachers should expand their knowledge through training or collaborative study with professionals or experts in the flipped classroom. This is essential because it supports teachers to organize learning well.
Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20225