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Math Didactic: Jurnal Pendidikan Matematika
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Banjarmasin
ISSN : 24423041     EISSN : 25793977     DOI : https://doi.org/10.33654/math
Core Subject : Education,
Mathematics
Math Didactic: Jurnal Pendidikan Matematika welcomes high-quality manuscripts resulted from a research project or literature review in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, Lesson Study for Learning Community, Cooperative Learning Models, Higher-Order Thinking Skills in Mathematics Education, Learning Evaluation, Metacognitive in Mathematics Education, and Ethnomathematics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol 4 No 2 (2018)" : 8 Documents clear
Peningkatan proses dan hasil belajar muatan matematika tema 8 subtema 1 melalui model Meaningful Instructional Design (MID) siswa kelas 2 SD Negeri Mangunsari 01 semester II tahun pelajaran 2017/2018 Marlinda Putri Maharani; Nyoto Harjono; Gamaliel Septian Airlanda
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.86

Abstract

The classroom action research using Kemmis and Taggart model which through 2 cycles, every cycle passing through planning, action-observation, and reflection which aim to see improvement of process and learning outcomes on theme 8 mathematics content using Meaningful Instructional Design (MID). Improved processes are divided into teacher activities and student activities. The subjects of the study were 2nd grade students of SDN Mangunsari 01 with 30 students. The success criteria is ≥75 and 80% of the total studentsare classical, and the learning process is at least good. The research suggerts that: (1) MID learning model can improve the score of learning process. This is seen from the score of teacher activity and student activity cycle I, cycle II. The score of teacher activity in cycle I was 2.94 or 73.5% and 3.68 or 92% in cycle II. While the score of student activity on the first cycle of 2.59 or 64.7% and 3.48 or 87% in cycle II. (2) Improvement of the process impact on improving learning outcomes, seen from the learning completeness in the first cycle of 53.33% or 16 students and cycle II increased to 83% or 25 students. Thus the MID model to improve processes and learning outcomesof mathematics load on 2nd grade students of SDN Mangunsari 01.
Pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan problem posing ditinjau dari kemandirian belajar siswa SMPN 4 Banjarbaru Asy'ari Asy'ari; Nonong Rahimah
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.87

Abstract

The purpose of this study are to determine the effect of the learning models on the learning achievement in Mathematics viewed from the learning independence of the students. The learning models compared were the Contextual Teaching and Learning (CTL) model, the Problem Posing learning model, and the conventional learning model. The type of this study was a quasi-experimental study with a 3×3 factorial design. The study population was all grade VIII students of State Junior Secondary School 4 Banjarbaru. The samples in this study amounted to 87 students with the details of 29 students for experiment 1 and 28 students for experiments 2 and 30 students for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning independence. Based on the hypothesis, the results could be concluded as follows, the learning achievement of the students treated with CTL model was as good as that of those with the Problem Posing learning model. In addition, students’ learning achievement treated by CTL model and Problem Posing better than students treated by conventional learning model.
Kemampuan pemecahan masalah mahasiswa pada mata kuliah kalkulus diferensial Mayang Gadih Ranti; Indah Budiarti
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.88

Abstract

This research aims to describe problem solving abillity of mathematics education departement students STKIP PGRI Banjarmasin in the academic year 2017/2018 on differential calculus. The populations of research were 21 of differential calculus students in the academic year 2017/2018. This research was a Total sampling Population Research. The research method was a descriptive method. Data Collection Technique was a test. The research instrument was a problem solving abillity test on maximum-minimum problem topic. Data was analyzed by using averages and percentages. The study found that problem solving abillity of students on differential calculus is in the middle level.
Keefektifan strategi konflik kognitif ditinjau dari kemampuan berpikir kritis Inggrid Marlissa; Kamariah Kamariah
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.97

Abstract

The purpose of this study was to describe the effectiveness of cognitive conflict strategy learning in terms of critical thinking skills. This study was a experimental research whose population consisted of all 10thgraders in State Senior High School 2 of Merauke which includes six classes. Out of the six classes, one groups of students was randomly selected to class X MIPA 1. The data collecting techniques were a test whereas the instrument used to the collect the data consisted of critical thinking skills test. To see the effectiveness of cognitive conflict strategy learning using univariate tests. The univariate test used is one sample t test. The results of the study, using significance level 5%, showed that the cognitive conflict strategy learning is effective in terms of critical thinking skills and the level of critical thinking ability is in the medium category.
Pengembangan modul berbasis riset pada mata kuliah kalkulus untuk meningkatkan kreativitas mahasiswa Alfiani Athma Putri Rosyadi
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.99

Abstract

This study aims 1) Develop research-based modules on calculus courses, 2) Know the effectiveness of research-based modules in the calculus course, and 3) Know the improvement of student creativity after using research-based modules on the calculus course. This type of research is research and development (research and development). Subjects in this study are students of mathematics education program of Calculus Differential course 2018. Data collection methods used questionnaires, interviews, tests and observation sheets. Data analysis used data collection, data presentation and data reduction. The research of this research-based module on the calculus course was developed through the following stages: a) Preliminary Analysis, b) developing research-based modules, c) Validation of media and material experts, d) Revision of research-based modules, e) Implementation of research-based modules, Data collection and g) Data Analysis. This module was included in the effective category based on the assessment of the validator and student questionnaire. After used this module there is an increased in student creativity especially at the stage of originality. The development of this module was said to be effective because the results of expert validation scores and student questionnaire dissemination obtained a score of 3.67 in either category. To increase the creativity of students after using the research-based module can be seen from the results of student scores. The score before used the module was 73.47 and the score after used the module was 82.36
Penerapan model pembelajaran direct instruction dipadukan dengan snowball drilling untuk meningkatkan hasil belajar matematika siswa kelas VI SDN Jejangkit Muara 2 Rahidatul Laila Agustina; Syarif Hidayatullah
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.100

Abstract

The purpose of this study was to see how teacher activity increases, student activity and student mathematics learning outcomes in the application of direct instruction learning models combined with snowball drilling. This research is used Classroom Action Research (PTK) and collaborative aproach. The results of data analysis showed an increase teacher activity in learning activities, teacher activity in the first cycle of the first meeting got a score of 24, while the second meeting got a score of 29. and in the second cycle the first meeting got a score of 32 while in the second meeting got a score of 36. Percentage of activity Classical students in the first cycle of the first meeting reached 52% while in the second meeting 62%, and in the second cycle the first meeting reached 76% while at the second meeting reached 89%. Learning outcomes based on the first cycle test I classically reached 65% and then increased in the second cycle reached 90%.
Deskripsi berpikir tingkat tinggi siswa SMP dalam menyelesaikan soal PISA konten change and relationship Mochamad Hendri Kusuma; Novisita Ratu
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.103

Abstract

This research is a qualitative descriptive which aims to determine how junior high school students’ higher order thingking skill to solve PISA mathematical problems on change and relationship content. Subjects in this research were two grade IX students of SMP N 1 Salatiga on academic year 2018/2019 who had high mathematical skill. Data collecting methods in this research are test, interview, and documentation. This research uses data reduction, data display and conclusion drawing in data analyzing. Based on the results of the analysis are gained (1) subject INA and subject PSP can achieve all level of higher order thinking starting from analyzing (C4), evaluating (C5), and creating (C6), (2) the two subject show different solving in the C5 and C6 problems but there’s no difference for the C4 problems. This research is expected to provide an overview for the teacher, especially in mathematics learning about students’ higher order thinking level that teachers are able to apply learning strategies which appropriate to students' thinking skills.
Kemampuan pemecahan masalah dalam menyelesaikan soal materi pecahan oleh siswa SMP ditinjau dari tahapan Polya Januar Rahmasari Saputri; Helti Lygia Mampouw
Math Didactic: Jurnal Pendidikan Matematika Vol 4 No 2 (2018)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v4i2.104

Abstract

This study aims to describe the problem solving ability in solving the matter of fractional by junior high school students by Polya’s step. The type of this research is descriptive research with qualitative approach. The subjects of the study consisted of 3 students of grade VII SMP namely 1 high-ability students, 1 medium-ability student, and 1 low-ability students. The results showed that: (1) High ability student were able to solving mathematical problem of fractional material by going through all stages of Polya. (2) Medium ability students to solving mathematical problems of fractional materials have not been able to go through all stages of Polya. They are only able to go through the stage of understanding the problem. (3) Low ability student to solving mathematical problems of fractional materials have not been able to go through all stages of Polya. They are only able to go through the stage of understanding the problem and making plans.

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