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All Journal JMM (Jurnal Masyarakat Mandiri) Ensiklopedia of Journal Ensiklopedia Education Review Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam MES: Journal of Mathematics Education and Science Journal of Didactic Mathematics Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jurnal Math-UMB.EDU TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Lattice Journal : Journal of Mathematics Education and Applied NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Lattice Journal : Journal of Mathematics Education and Applied Jurnal Pengabdian Masyarakat Bangsa Prosiding Seminar Nasional Hasil Penelitian dan Pengabdian Kepada Masyarakat Hexagon: Jurnal Ilmu dan Pendidikan Matematika
Helma Mustika
STKIP Insan Madani Airmolek
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Journal : Journal of Didactic Mathematics

 1 
Analisis kualitas pembelajaran matematika pada penggunaan platform google classroom materi kombinatorika Mustika, Helma; Nadela, Junita
Journal of Didactic Mathematics Vol 2, No 1 (2021): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i1.579

Abstract

Using the background of the problem is this research is the lack of knowledge of theachers and students about how use the application Google Classroom (GC) in learning activities, but there are still students do not have google account to log in the application GC. This research is a descriptive qualiative research. This study aims to determine how the quality of mathematics learning in the use of the application GC of combinatorics material for class XII IPA students of SMA Negeri 1 Pasir Penyu. The subjects of this study were selected based on the student’s daily test scores on combinatoric material using the application GC, where the subjects of this study included six students of class XII IPA 3 consisting of two students who had high test scores, two students who had mean test scores and two students who had low test scores. Data collection techniques are interview guidelines and questinnaire sheets. Furthermore, the data obtained will be analyzed based on indicators of the quality of mathematics learning. Data analyzed techniques in this study were data reduction, data presentation, and data verification. Based on the final results of the questionnaire sheets scores and the average posttest so that the average of both is 71,5 whit good categories, it can be concluded that the quality of mathematics learning in the use of the application GC of combinatorics material for class XII IPA 3 students of SMA Negeri 1 Pasir Penyu is good.
Hubungan frekuensi belajar dengan kemampuan matematis siswa Helma Mustika; Gundala Asri; Sukiyanto Sukiyanto
Journal of Didactic Mathematics Vol 3, No 1 (2022): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i1.1193

Abstract

This research is motivated by the student's interest in learning in developing the potential for mathematical understanding which is still low. The purpose of this study was to determine the relationship between learning frequency and students' mathematical abilities. This study uses a survey research design with a descriptive correlational method. The data in this study are the results of a study of documentation and questionnaires conducted on students in mathematics. Based on the results of the correlation hypothesis test, the relationship was 36.7%. It can be concluded that the frequency of learning with the mathematical ability of class X science students has a positive weak correlation. This means that there is a relationship between the frequency of learning with the mathematical ability of class X science students. Where if the frequency of student learning is high, the higher the student's mathematical ability.
PENGARUH PENGGUNAAN MODEL LEARNING STARTS WITH A QUESTION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Mustika Helma; Gigin Saipul Rahma
Journal of Didactic Mathematics Vol 1, No 2 (2020): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.183 KB) | DOI: 10.34007/jdm.v1i2.173

Abstract

The study began with observations at VIII Rengat Barat Middle School students of class VIII. This study aims to determine students' mathematical problem solving abilities using the Learnig Starts With A Question model. This type of research is experimental research (experimental research) with a quasi-experimental design research design. The research design used was The Randomized posttest-only control design. The sampling technique uses Simple Random Sampling. In this study the instrument used was a test of students' mathematical problem solving abilities. Data obtained on the problem-solving ability test were analyzed using the Independent Samples T-Test based on the results of the hypothesis test, the value of tcount = 2.014 and ttable = -1.999 with (df) n-2 and significance <0.05 (0.048 <0.05). As for the Independent Samples T-Test testing criteria, reject H0 if t> t table. Based on that, H0 is rejected because tcount = 2,014> ttable = -1,999. So it can be concluded that the students 'mathematical problem solving ability using the Learning Starts With A Question learning model is better than the students' mathematical problem solving ability using the conventional model in class VIII of SMP Negeri 4 Rengat Barat. Keywords: Problem Solving, Learnig Starts With A Question
Penerapan model pembelajaran take and give terhadap kemampuan komunikasi matematis siswa Sri Yunita Ningsih; Helma Mustika; Ramadhani Fitri; Puji Astuti; Yunisa Fadhilah Hartati; Della Armilasari Dalimunthe
Journal of Didactic Mathematics Vol 3, No 3 (2022): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i3.1471

Abstract

This study aims to determine differences in mathematical communication abilities between students in classes receiving take-and-give learning and students in classes receiving conventional learning. This research is experimental, with a quasi-experimental research design with a nonequivalent control group research design. The data collection technique used a five-problem student mathematical communication test, and the data analysis included prerequisite tests (normality test and homogeneity test), while the hypothesis test used a two-mean comparison test (t test). The results of the tests that have been carried out show that the calculated t value is greater than the t table value. Thus, it can be concluded that students' mathematical communication abilities with the application of the take and give learning model are better than their mathematical communication abilities with conventional learning on triangle material in grade 7.
The impact of project-based learning on enhancing students’ mathematical communication skills Mustika, Helma; Ningsih, Sri Yunita; Wahyuni, Wahyuni
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2143

Abstract

This study investigates the impact of the Project-Based Learning (PBL) model on the mathematical communication skills of eighth-grade students at SMP Negeri 3 Sungai Lala. The research was motivated by the need to improve students' ability to articulate mathematical ideas clearly and accurately, a skill often found lacking in conventional classroom settings. Adopting a quasi-experimental design with a posttest-only control group, two classes were selected: one as the experimental group receiving PBL instruction, and the other as the control group receiving conventional teaching methods. The PBL approach was implemented by engaging students in structured projects that required collaborative problem-solving, critical thinking, and the presentation of mathematical concepts in both oral and written forms. Data were collected through a standardized mathematical communication skills test designed to assess clarity of explanation, accuracy of reasoning, and the effective use of mathematical representations. Statistical analysis using the Independent Samples t-test revealed a significant difference in performance between the two groups (p < 0.05). Students exposed to the PBL model achieved notably higher scores, indicating superior proficiency in expressing and justifying mathematical ideas compared to their peers in the conventional group. These findings highlight the potential of PBL as an alternative instructional strategy to enhance mathematical communication skills, aligning with current educational goals that emphasize active learning and the development of 21st-century competencies. The study recommends broader application of PBL in mathematics education, particularly in contexts where fostering communication and reasoning is a priority.
Integrating ethnomathematics into challenge-based learning: A need assessment for enhancing students’ creative problem solving and scholarly zeal Helma, Mustika; Ningsih, Sri Yunita
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2882

Abstract

This study aims to conduct a comprehensive needs assessment as the foundational phase in the development of an ethnomathematics-integrated Challenge-Based Learning (CBL) model, designed to enhance students' creative problem-solving (CPS) abilities and scholarly interest in mathematics. A qualitative descriptive approach was employed, with data collected through student questionnaires, teacher interviews, and documentary analysis of curricular materials. The findings reveal a significant gap between the current state of instruction and desired learning outcomes. Students exhibited critical deficits in CPS, particularly in connecting concepts to real-world contexts and devising alternative strategies, alongside a pronounced lack of intrinsic motivation (scholarly enthusiasm). Teachers identified the dominance of procedural, routine-based instruction as a primary cause, while simultaneously expressing a strong demand (84.6%) for innovative, contextual pedagogical models. The analysis underscores the potent, yet underutilized, potential of local cultural elements (ethnomathematics) to serve as authentic contexts for meaningful challenges. The study conclusively establishes that the integration of ethnomathematics within a CBL framework is a theoretically sound and empirically warranted strategy to address the identified gaps. This integration is projected to foster a more engaging, relevant, and effective mathematics learning environment that cultivates essential 21st-century competencies.
Co-Authors Anton Nasrullah, Anton Arjelia, Hepni Tri Astuti , Puji Bambang Surianto Beni Junedi Beni Junedi Della Armilasari Dalimunthe Destri Wahyuningsih Devi Mei Riska Endang Sutriana Eni Tri Budianti Fadhilah Hartati, Yunisa Fajar Wirawan Fajar Wirawan Fitri, Ramadhani Gema Hista Medika Gigin Saipul Rahma Gundala Asri Gundary, Puspa Gusparia, Widya Sandi, Halim Musliman Hartati, Yunisa Fadhilah Hasanah, Musikatun Hepni Tri Arjelia Isma Fadli Aprilian Junedi, Beni Krisnawati Krisnawati Krysna Mawarty Lindra Buana Loly Novita Mariati Mawarty, Krysna Mira Marlina Mira Marlina Musikatun Hasanah Nadela, Junita Nike Tiara Dita Nina Kurniati Sari Nuri Kinanti Oktiviani, Selvi Sri Puji Astuti Puji Astuti Puji Astuti Puji Astuti Puspa Gundary R Deni Vermana Ramadhani Fitri SARI , YOLA WIDIA Sri Yunita Ningsih Sukiyanto Sukiyanto Surianto, Bambang Syafnentias, Widi Syaftinentias, Widi Tomi, Zebbil Billian Vermana, R Deni wahyuni wahyuni Widi Syafnentias Yunisa Fadhilah Hartati