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INDONESIA
KALAMATIKA Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Jurnal KALAMATIKA merupakan jurnal di bawah naungan Program Studi Pendidikan Matematika dan dipublikasikan oleh Universitas Muhammadiyah Prof. DR. HAMKA. Jurnal terdaftar dengan E-ISSN: 2527-5607 & P-ISSN: 2527-5615. Jurnal KALAMATIKA mempublikasikan naskah-naskah artikel ilmiah dalam cakupan bidang Pendidikan Matematika. Tulisan dapat berupa diseminasi hasil penelitian, telaah pustaka ilmiah yang komprehensif atau resensi dari buku ilmiah. Setiap naskah yang diterbitkan terlebih dahulu dilakukan proses peer-review dengan sifat double-blind review. Untuk terbitan per November 2017 Jurnal KALAMATIKA menggunakan template baru yang dilengkapi dengan identitas artikel yang lebih komprehensif.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol 9 No 2 (2024): KALAMATIKA November 2024" : 8 Documents clear
CHALLENGES IN DEVELOPING JUNIOR HIGH SCHOOL STUDENTS' COMPUTATIONAL THINKING SKILLS IN MATHEMATICS THROUGH PROBLEM-BASED LEARNING Ghifari, Muhammad Tareq; Nurjanah, Nurjanah; Herman, Tatang; Rahmah, Hania
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp135-146

Abstract

This research aims to analyze students' computational thinking abilities in mathematics learning through problem-based learning. A qualitative approach with a case study design was employed. The research was conducted at SMP Negeri 1 Cibinong, Bogor Regency, West Java. The subjects were three ninth-grade students who had studied material on exponents and roots, selected based on the teacher's recommendations. Data were collected through computational thinking tests and interviews. Based on the analysis, it was found that students, despite their teachers implementing problem-based learning, still lacked strong computational thinking skills. The suboptimal implementation of PBL and the students' unfamiliarity with problem-solving contributed to their difficulty in effectively applying computational thinking skills. In conclusion, the use of problem-based learning in mathematics, particularly in the topics of exponents and roots, has not yet enabled students to fully develop computational thinking skills.
UNDERSTANDING COMMON ERRORS IN LINEAR EQUATIONS SYSTEMS AMONG EIGHT GRADE STUDENTS Ikfini, Ikfini Aulia Hakika; Nurharunawati, Nurhanurawati; Rumite, Wayan
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp161-176

Abstract

This research employs a qualitative descriptive method. The average student score in the first semester final summative assessments indicates that the minimal completion criteria have been met; however, a review of the list of incorrect responses shows that many of the errors are related to two-variable linear equation systems. Additionally, it is common for students to struggle with converting a mathematical model from the problem. The purpose of this study is to describe the errors made by students in solving problems related to two-variable linear systems and to analyze the factors contributing to these errors. We used data analysis of student responses in this study because it allows us to observe the students' thought processes and ensures the accuracy of the information. According to the study's findings, students' errors in answering the questions stemmed from their inability to grasp relevant concepts. One possible solution is for students who struggle with conceptual understanding to focus more on mastering the material, practice answering questions frequently to become accustomed to various question types, and ultimately enhance their comprehension of mathematical concepts.
ANALYSING INTEGER DIVISION KNOWLEDGE AND SKILLS IN PROSPECTIVE PRIMARY TEACHERS Fu'adiah, Dzikra; Nurhayati, Pipih; Emilzoli, Mario
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp177-191

Abstract

This study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers.
ENHANCING HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN 3D POSITIONING THROUGH AUGMENTED REALITY Yuspira, Lidia; Agustiani, Riza; Zahra, Atika; Putri, Agustiany Dumeva
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp192-212

Abstract

This study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split into pilot and teaching phases), and retrospective analysis. The study incorporates three AR-based activities in a student worksheet. In the first activity, students observe the AR simulation of a futsal field to identify spatial elements. In the second, they interact with the AR to determine positions in three-dimensional space. In the third, students solve related spatial problems, applying their numeracy skills. The AR-based design aims to enhance students' understanding of three-dimensional positioning for Grade XII high school students and assess improvements in their numeracy literacy through these interactive, structured activities.
STUDENTS' DIFFICULTIES IN LEARNING THE CONCEPT OF CURVED-SIDED SPACES: A LITERATURE REVIEW Aprilia, Renisa Dwi; Haninah, Salwa; Salmaa, Yusriyyah Mardhiyyah; Arifin, Fatkhul
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp147-160

Abstract

This study aims to identify and review several articles discussing students' learning difficulties in understanding material related to curved-sided geometric shapes in elementary schools. The research method employed is a literature study, in which data is collected from various scientific journals relevant to students' learning difficulties in comprehending curved-sided spaces. The findings indicate that students face multiple challenges, including difficulties in understanding basic concepts, remembering formulas, and applying appropriate problem-solving strategies. Common errors include procedural mistakes, difficulties in transforming information, and improper use of mathematical symbols. Factors contributing to these difficulties include a lack of interest in mathematics, the abstract nature of mathematical concepts, and insufficient practice in applying the concepts learned. This research is expected to serve as a recommendation for teachers and education practitioners to improve teaching methods and provide more intensive exercises to help students better understand the concepts related to curved-sided spaces.
LEARNING OBSTACLES ANALYSIS ON MULTIPLICATION OF NATURAL NUMBERS IN ELEMENTARY SCHOOL Rohimah, Siti Maryam; Anaya, Salma Nur; Putri, Sarah Anida; Nurdiansah, Yusup
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp213-224

Abstract

This research aims to find learning obstacles students experienced during natural number multiplication lessons in third-grade elementary school. Learning obstacles were obtained from the Respondent Ability Test (RAT) analysis on students who had studied the lessons on multiplication of natural numbers. The method used in this research is a qualitative descriptive method. The subjects were respondents who participated in RAT, namely 22 third-grade elementary school students in Bandung, Indonesia. Data collection techniques use tests, interviews, and documentation. Data analysis techniques include data collection, reduction, display, and conclusion. Learning obstacles found in natural number multiplication lessons are categorized into three types, namely ontogenic, epistemological, and didactical obstacles. Ontogenic obstacles occur when there is a gap in the students' thinking when analyzing concrete to abstract concepts. Epistemological obstacles may occur if students need help to apply the concepts they have learned in the context of story problems. Didactical obstacles happen when the learning carried out by teachers is only procedural, so students only memorize each multiplication result. Therefore, it is essential to analyze these learning obstacles and find the causes as a reference in finding solutions to design future learning tools that prevent these learning obstacles from happening.
META-ANALYSIS OF CONSTRUCTIVISM’S APPROACHES TO STUDENTS’ MATHEMATICAL ABILITY Jumaida, Jumaida; Nuriadin, Ishaq; Jusra, Hella
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp225-232

Abstract

This study examined the effectiveness of the constructivist approach in enhancing students' mathematical abilities through meta-analysis. Data were gathered from 20 journal publications implementing constructivist teaching strategies in mathematics instruction for Indonesian primary and high school students. Cohen's criteria were applied to assess effect sizes on students' mathematical abilities. The findings indicated that 15 studies (75%) demonstrated small effect sizes (0.0–0.20), suggesting a limited influence on students' mathematical skills. However, all studies showed higher average scores between pretests and posttests, highlighting the potential benefits of the approach. The remaining five studies (25%) reported moderate effect sizes (0.51–1.00), indicating a more substantial positive impact of constructivist methods on students' mathematical aptitude.
STUDENTS' MATHEMATICAL CREATIVE THINKING SKILLS IN SOLVING PISA PROBLEMS: A CASE IN INDONESIA Putri, Riska Yolanda; Puspaningtyas, Nicky Dwi; Hadi, Windia
KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol9no2.2024pp233-249

Abstract

This study analyzes students' creative thinking skills in solving PISA questions involving spatial and geometric content. A descriptive qualitative approach was used, selecting three groups of students based on mathematical ability: high, medium, and low. Data were collected through tests, interviews, and documentation. The test consisted of three PISA items designed to assess students' creative thinking indicators: fluency, flexibility, originality, and elaboration. The conclusions of this study show that students with high mathematical ability exhibit a high level of creative thinking, as evidenced by the fulfillment of all indicators: fluency, flexibility, elaboration, and originality. Students with moderate mathematical ability demonstrate limited or moderate creative thinking, fulfilling only the fluency and originality indicators, while elaboration and flexibility are not optimal. Students with low mathematical ability fulfill only the originality indicator, with low fluency and elaboration, and do not demonstrate flexibility.

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