Maximus Tamur
@unikastpaulus.ac.id
Department of Mathematics Education, Faculty of Teacher Training and Education
Universitas Katolik Indonesia Santu Paulus Ruteng
I am an academic born on April 5 1983, my name is Maximus Tamur. I was born in a beautiful village in Kampung Ndoso Manggarai Indonesia. I was born to Mother Anastasia Paul and Pastor Ambrose Lamu. Since I was born I have lived in Ndoso Manggarai. Started elementary school education at SDI Beci Elementary School. While studying at SDI, I often took part in competitions in the field of mathematics.
After graduating from elementary school, I continued my junior high school at SMP 2 Ruteng. I continued to SMA Negeri 1 Komba City.
I had to continue my studies at Widya Mandira Catholic University, Kupang, the Catholic Mathematics Education study program, strata 1 in 2002 – 2006. Luck was like me because that year I passed the exam to become a lecturer. I then continued my Masters in Mathematics Education at the Indonesian University of Education from 2010 to 2012. Then I took a doctoral program in Mathematics Education at the same campus from 2018 and finished in 2021. To support my duties
EDUCATION
Mathematics Education Doctoral Program, Indonesian University of Education
RESEARCH INTERESTS
Meta Analysis, Mathematics Learning Research
Scopus Publications
Scopus Publications
Yohanis Ndapa Deda, Hermina Disnawati, Maximus Tamur, and Milton Rosa
IKIP Siliwangi Bandung
This study aims to investigate ethnomathematics research trends through bibliometric analysis on widely distributed Google Scholar (GS) and Scopus databases. One thousand seventy-seven papers were reviewed from GS and Scopus databases searched using Harzing's Publish on 9 January 2023. A descriptive study approach was used to investigate the data. The result of this study is that the number of ethnomathematics studies has increased over the last decade (2012-2022). The most productive author based on GS is Rosa from Brazil, and the full author based on Scopus is Widada from Indonesia. The principal authors with the highest citations are Ascher, based on GS, and Muhtadi, based on Scopus, with the highest citations. The Journal of Physics: Conference Series (JPCS) in the last decade is the most crucial source of ethnomathematics documents. Based on VosViewer visualization, Rosa is the author who has the most co-authorship papers and total link strength. The VosViewer displays four clusters related to Ethnomathematics: mathematics education, skills, ethnomathematics studies, and geometry. Our strong recommendations regarding this study are ethnomathematics research related to literacy, numeracy, technocracy, and mathematical abilities. The results can assist relevant researchers in understanding trends in ethnomathematics research and recommend guidelines for other studies.
Dadang Juandi, Maximus Tamur, and Suparman
AIP Publishing
Asri Ode Samura, Darhim, Dadang Juandi, Arwan M. Said, Alfian, and Maximus Tamur
AIP Publishing
Maximus Tamur, Dadang Juandi, and Subaryo
AIP Publishing
Maximus Tamur, Sabina Ndiung, Robert Weinhandl, Tommy Tanu Wijaya, Emilianus Jehadus, and Eliterius Sennen
IKIP Siliwangi Bandung
Computer-Based Mathematics Learning (CBML) has gone global in the last decade and is making a substantial impact for educational purposes. But the fact is that in the scientific literature, it is found that studies aimed at testing these theoretical assumptions have inconsistent results. In this regard, this meta-analysis was conducted to determine the effect of CBML and to analyze categorical variables to consider the implications. Data were retrieved from the Scopus database using Publish or Perish between 2010 and 2023. This study examined 29 independent samples from 28 eligible primary studies with 1179 subjects. The population estimate was based on a random effects model, and the CMA software was used as a calculation aid. The study's results provide an overall effect size of 1.03 (large effect). This indicates that applying CBML significantly affects students' mathematical abilities. The four categorical variables considered in the study are discussed to clarify research trends. Furthermore, the research implications are outlined and contribute to future CBML implementation arrangements.
Dadang Juandi, Maximus Tamur, Bambang A P Martadiputra, Suparman, and Valeria S Kurnila
AIP Publishing
Dadang Juandi, Suparman, Bambang Avip Priatna Martadiputra, Maximus Tamur, and Aan Hasanah
AIP Publishing
Jerito Pereira, Jianlan Tang, Tan Shiwei, Tommy Tanu Wijaya, Maximus Tamur, and Hermita Neni
AIP Publishing
Asri Ode Samura, Darhim, Dadang Juandi, Arwan Mhd. Said, Karman La Nani, and Maximus Tamur
AIP Publishing
Tommy Tanu Wijaya, Yiming Cao, Robert Weinhandl, and Maximus Tamur
Elsevier BV
Dadang Juandi, , Yaya Sukjaya Kusumah, Maximus Tamur, , and
Modestum Publishing Ltd
Jerito Pereira, Tang Jianlan, Tommy Tanu Wijaya, Aditya Purnama, Neni Hermita, and Maximus Tamur
IOP Publishing
Abstract Clock reading is a very important skill for students however there are still students that finds clock reading difficult to understand. Technology can help students to understand mathematics concepts. This research developed a learning media using the research and development method and the ADDIE framework. The sample of this research are 87 students from Bandung, Indonesia. The learning media is made based on the analysis of teachers’ and students’ difficulties on clock reading. The result of this research shows that Hawgent dynamic mathematics software can help students to understand clock reading. The learning media also received a positive response from the students. During the teaching and learning process, students were more active in answering the teachers’ questions and were able to follow the instruction given. This research proved that technology can help students in various aspects that includes getting students’ attention so that they more focused in learning mathematics. The use of technology can be used for various topics in various grades.
Chen Jihe, Zhou Ying, Jerito Pereira, Ma Yuehuan, Maximus Tamur, and Neni Hermita
IEEE
The study of mathematical formula plays an important role in mathematics education, but the traditional teaching tends to let the students remember the conclusion, but does not explore the mathematical ideas hidden in the formula, which is not conducive to the students' further study of other mathematical knowledge. In this study, ADDIE development research mode is adopted for teaching design, and Hawgent dynamic mathematics software is used to present the proof process of three kinds of difference of square formulas, so as to enhance students' learning interest and learning ability. At the same time, material experts and media experts are invited to develop and design teaching materials from the perspective of knowledge relevance. In the implementation process, the students in the experimental class (43) are much better than the students in the control class (42) in the expression ability and learning interest in class. Therefore, using Hawgent Dynamic Mathematics software can improve students' understanding of knowledge and mathematical literacy. This means that dynamic mathematics software has achieved very good results. The math teacher should be good at using dynamic mathematics software, design interesting teaching materials.
M Tamur, Y S Ksumah, D Juandi, V S Kurnila, E Jehadus, and A O Samura
IOP Publishing
H R P Negara, Syaharuddin, J W Kusuma, Saddam, D Apriansyah, Hamidah, and Maximus Tamur
IOP Publishing
M Tamur, S Fedi, E Sennen, Marzuki, A Nurjaman, and S Ndiung
IOP Publishing
M D Siagian, D Suryadi, E Nurlaelah, M Tamur, and R Sulastri
IOP Publishing
R Sulastri, D Suryadi, S Prabawanto, E Cahya, M D Siagian, and M Tamur
IOP Publishing
H R P Negara, E Nurlaelah, Wahyudin, T Herman, and M Tamur
IOP Publishing
Dadang Juandi, Yaya S. Kusumah, Maximus Tamur, Krisna S. Perbowo, and Tommy Tanu Wijaya
Elsevier BV
Today, hundreds of studies on mathematics learning have been found in various literature, supported by the use of GeoGebra software. This meta-analysis aims to determine the overall effect of using GeoGebra software and the extent to which study characteristics moderate the study effect sizes to consider the implications later. This study analyzed 36 effect sizes from 29 primary studies identified from ERIC documents, Sage Publishing, Google Scholar, and repositories from 2010 to 2020, and a total of 2111 students. In order to support calculation accuracy, a Comprehensive Meta-analysis (CMA) software was used. The effect size is determined using the Hedges equation, with an acceptable confidence level of 95%. It is known that the overall effect size of using GeoGebra software on the mathematical abilities of students is 0.96 based on the estimation of the random-effect model, and the standard error is 0.08. These findings indicate that, on average, students exposed to GeoGebra-based learning outperformed math abilities, which was initially equivalent to 82% of students in traditional classrooms. This study considers the five characteristics of the study. It showed that the GeoGebra software used was more effective in sample conditions less than or equal to 30. Providing classrooms with sufficient numbers of computers allowed students to use them individually, which was necessary to achieve a higher level of effectiveness. GeoGebra software is more effective when the treatment duration is set to less than or equal to four weeks. These findings help educators consider the characteristics of studies that moderate effect sizes using the GeoGebra software in the future.
M Tamur, Y S Kusumah, D Juandi, T T Wijaya, A Nurjaman, and A O Samura
IOP Publishing
Suparman Suparman, Dadang Juandi, and Maximus Tamur
ACM
There have been many literatures presenting a meta-analysis on the overall effect of problem-based learning (PBL). However, there has been no specific meta-analysis on the overall effect of PBL on higher-order thinking skills (HOTS). The suggestion to promote HOTS supported by PBL leads to the need to consider the implications of related primary studies' heterogeneity level. This study aims to summarize, estimate, and evaluate the effect of PBL on Indonesian students’ HOTS in Mathematics learning using systematic review and meta-analysis that synthesize nine relevant primary studies published in Scopus journals and proceedings during 2016 - 2020. The Hedge equation was chosen to determine its effect size using Comprehensive Meta-Analysis (CMA) software. The result revealed that the overall implementation of PBL had a very high positive effect significantly in enhancing Indonesian students’ HOTS in Mathematics learning based on random effect model. Moreover, the characteristics of HOTS did not cause the heterogeneity of the study results on the effect of PBL on students’ HOTS. These results suggest that Indonesian Mathematics teachers and lecturers should select PBL as one of the best solutions to enhance students’ HOTS in Mathematics learning.
Yohannes Yohannes, Dadang Juandi, and Maximus Tamur
LP2M Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Numerous similar studies have been conducted to evaluate the effect of problem-based learning models (PBL) on students' mathematical critical thinking skills. However, the findings from these studies are inconsistent. Highlighting this gap, this study comprehensively evaluates the effectiveness of implementing the PBL model on junior high school students’ critical thinking skills. This meta-analysis study was conducted by analyzing a sample of 15 journal papers that met the feasibility. Empirical data collection uses several journal search engines, and the instruments used are coding categories. Data analysis to obtain effect size value was performed with Comprehensive Meta-Analysis (CMA) software, and the estimation method used a random-effect model. Overall, the results showed that the effect size of PBL model implementation on mathematical critical thinking skills of junior high school students is 0.970, which means the PBL model's implementation had a high effect on students' critical thinking skills. Besides, the effect size of implementing the PBL model on junior high school students' critical thinking skills did not differ based on differences in class, year of study, and sample size. However, there were significant differences in effect sizes between study groups based on treatment duration. Thus, PBL will achieve a higher level of effectiveness, taking into account the treatment duration.