International Journal of Advance Research in Mathematics Education 2023-08-06T01:55:19+00:00 Mohamad Gilar Jatisunda Open Journal Systems <table class="data" style="height: 296px;" width="565" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td width="30%">Name of Journal</td> <td width="70%"><strong>International Journal of Advance Research in Mathematics Education</strong></td> </tr> <tr valign="top"> <td width="30%">Initials</td> <td width="70%"><strong>IJR</strong></td> </tr> <tr valign="top"> <td width="30%">Abbreviation</td> <td width="70%"><strong><em>IJARME</em></strong></td> </tr> <tr valign="top"> <td width="30%">Issued</td> <td width="70%"><strong>Twice Every Year | Juni and Desember</strong></td> </tr> <tr valign="top"> <td width="30%">DOI</td> <td width="70%"><strong>Prefix 10.56916</strong></td> </tr> <tr valign="top"> <td width="30%">ISSN (electronic)</td> <td width="70%"><strong>3025-616X</strong></td> </tr> <tr valign="top"> <td width="30%">Editor in-chief</td> <td width="70%"><strong>Mohamad Gilar Jatisunda</strong></td> </tr> <tr valign="top"> <td width="30%">Publisher </td> <td width="70%"><strong>Papanda Publisher</strong></td> </tr> <tr valign="top"> <td width="30%">Citation analysis</td> <td width="70%"><strong>DOAJ | SINTA |Google Scholar | MAS | Scopus</strong></td> </tr> </tbody> </table> <p><strong>The International Journal of Advance Research in Mathematics Education</strong> is a peer-refereed open-access journal established to disseminate state-of-the-art knowledge in the field of theory and applications of mathematics education. It is to ensure the quality of the published manuscripts in the journal. All submitted manuscripts will be initially reviewed by editors and evaluated by a minimum of two reviewers through the double-blind review process. </p> <p><strong>The International Journal of Advance Research in Mathematics Education</strong> accepts high-quality articles from research projects in mathematics education. It seeks to reflect the variety of research concerns within this field and the range of methods used to study them. It deals with methodological, pedagogical/didactical, political, and socio-cultural aspects of mathematics teaching and learning. The International Journal of Advance Research in Mathematics Education is open to all research approaches within this range.</p> The Mathematical Problem-Solving Processes Of Primary Students 2023-08-02T00:47:48+00:00 Ujiati Cahyaningsih Rintis Rizkia Pangestika Atikah Mumpuni Teguh Prasetyo <p style="text-align: justify;">The purpose of this study is to assess the mathematical problem-solving skills of students. Up to three fifth-grade students were selected to represent high, medium, and low mathematical problem-solving skills. This study uses a qualitative approach based on a case study methodology. Data collection methods included examinations, interviews, questionnaires, and records. Triangulation tests were carried out using triangulation procedures, analyzing informants, and designing member checks. The data analysis technique included data collection, reduction, presentation, inference, and verification. The results showed that students with above-average abilities can deal effectively with challenges. Pupils of average ability can only reach the planning stage, and when it comes to carrying out the plan, they often make mistakes in entering numbers and performing calculations.</p> <p> </p> 2023-08-02T00:00:00+00:00 Copyright (c) 2023 International Journal of Advance Research in Mathematics Education Statistical Literacy of Pre-Service Primary Teachers: A Pre-experimental Research 2023-08-03T15:15:37+00:00 Geri Syahril Sidik Milah Nurkamilah Ika Fitri Apriani <p>This study aims to investigate the effect of a problem-based learning (PBL) approach on statistical literacy in mathematics education, taking into account students' initial mathematical ability. The study used a pre-experimental research design with students categorized according to their initial mathematical ability (high, medium and low). The statistical literacy test scores of 60 students were analyzed using one-way ANOVA to assess differences between the groups. The results showed that students' initial mathematical ability significantly influenced their level of statistical literacy. The constructivism-based PBL approach shows potential for improving mathematical literacy, especially for students with low and medium initial mathematical ability. However, too much focus on constructivism theory and a lack of proper lesson planning may hinder the effectiveness of PBL implementation.</p> 2023-06-28T00:00:00+00:00 Copyright (c) 2023 Improving Mathematical Problem-Solving Junior High School Through Contextual Teaching and Learning 2023-08-04T01:34:23+00:00 Dela Rohimatunisa Sudianto Sudianto <p>This study aims to compare the improvement in mathematical problem-solving skills between students using a contextual approach and those using conventional learning. The research focuses on the Initial Mathematical Ability (KAM) category of high-ability students. A quasi-experimental design was employed, with a non-equivalent pre- and post-test control group. The Two-Way Anova test was utilized for data analysis, with a significance value of 0.003. The results showed a significant difference in improving mathematical problem-solving ability between the two groups. The contextual approach proved particularly beneficial for high-ability students. However, it is essential to consider other factors influencing improvement. This study provides insights into effective mathematics instruction, emphasizing the importance of relevant and applicable learning experiences to enhance problem-solving abilities. Further research should explore long-term effects and adaptation for students with varying initial abilities. These findings contribute to developing more effective mathematics curricula and learning strategies, ultimately improving students' problem-solving skills.</p> 2023-07-02T00:00:00+00:00 Copyright (c) 2023 Problem-Based Learning To Enhance Pupils' Conceptual Understanding In Geometry 2023-08-05T04:29:57+00:00 Herawati Herawati Geri Syahril Sidik <p>This study investigated students' understanding of the concept through a pre-test and a post-test. Analysis of the pre-test showed that the initial abilities of students in the experimental and control groups were comparable, allowing for a fair comparison. Variations in students' ability to solve mathematical problems were investigated through post-test and N-gain data using different learning approaches. Two main hypotheses were proposed in this study: firstly, the experimental group would show a higher level of conceptual understanding than the control group; secondly, there would be a significant difference in improving students' conceptual understanding at different levels of ability. The analysis showed that the experimental group had a significantly higher level of conceptual understanding than the control group, which supported the first hypothesis. This finding indicates that the intervention positively affects students' conceptual understanding. In addition, the analysis results also showed a significant difference in the improvement of students' conceptual understanding with different proficiency levels, which supports the second hypothesis. These findings highlight the importance of learning approaches tailored to student's needs and abilities. This study provides strong evidence that specific mathematics learning models and initial mathematics ability contribute to improving students' conceptual understanding. These findings highlight the importance of tailored learning approaches to maximize students' mathematical concept understanding. The findings have valuable implications for educators and curriculum developers to develop more effective teaching strategies according to students' needs.</p> 2023-06-29T00:00:00+00:00 Copyright (c) 2023 Enhancing Pre-service Mathematics Teachers' Mathematical Literacy Through Project-Based Learning 2023-08-06T01:55:19+00:00 Sudianto Sudianto Laelasari Laelasari Rida Julia <p>This quasi-experimental study investigates the effect of Project-Based Learning (PjBL) integration within an online platform on the mathematical literacy of 32 pre-service mathematics teachers at Majalengka University, Indonesia. Utilizing purposive sampling and categorizing participants based on their mathematical ability, the study assessed the impact of PjBL on enhancing mathematical literacy in real-world contexts. The one-group pretest-posttest design was adopted, and statistical analyses were performed using paired sample t-tests and one-way ANOVA. The results demonstrated a significant increase in post-test mathematical literacy scores, with initial mathematical ability positively correlating with these scores. A post hoc Least Significant Difference (LSD) test further highlighted significant differences across various initial mathematical ability levels. The study concludes that PjBL is an effective strategy for improving mathematical literacy, reflecting a meaningful distinction in pre-service primary school teachers' pretest and post-test scores. The research offers valuable insights into enhancing mathematical literacy in Indonesia, emphasizing the relevance of PjBL, particularly in the context of the pandemic, and preparing future educators to meet global challenges.</p> 2023-06-22T00:00:00+00:00 Copyright (c) 2023