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Jurnal Magister Pendidikan Matematika (JUMADIKA) is provided for writers, teachers, students, professors, and researchers, who will publish their research reports or their literature review articles (only for invited contributors) about mathematics education and its instructional. Start from May 2019, this journal publishes two times a year, in May and October. Besides regular writers, for each volume, the contents will be contributed by invited contributors who experts in mathematics education either from Indonesia or abroad.
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics:
Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. Two of his important points of views are mathematics must be connected to reality and mathematics as human activity. RME is implemented following three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics, they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics.
Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage.
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school students' scholastic performance on mathematics, science, and reading. PISA tasks here refers to the mathematics tasks developed to measure the mathematical literacy. It is an individualâ€™s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individualâ€™s life as a constructive, concerned and reflective citizens. A paper is eligible for the inclusion in PISA task if it provides comprehensive analysis on the development or the use effect of the task considering the appropriate content, context, and process.
Mathematics ability refers to the ability (a human construct) to obtain, to process, and to retain mathematical information (cognitive) and to solve mathematics problem (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities.
The advance of the information and communication technology (ICT) has been the concern of all human life, including in the education. When all students use technology, the education must be the first one to utilize it for the sake of effectiveness and attractiveness. The Jumadika welcomes papers focus on the use of ICT in mathematics learning.
Ethnomathematics is the study of the relationship between mathematics and culture. In a deeper understanding, ethnomathematics refers to mathematics which is practiced by members of a cultural group who share similar experiences and practices with mathematics that can be in a unique form. Culture gives diverse and interesting contexts in mathematics learning to be discussed. Therefore, the scope of ethnomathematics is an important part of the focus and scope of the journal.