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KALAMATIKA Jurnal Pendidikan Matematika

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Published by Universitas Muhammadiyah Prof. Dr. Hamka

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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.

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Articles 158 Documents

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MARGINAL REGIONS MATHEMATICS TEACHERS’ PERCEPTION OF THE USE OF MANIPULATIVE TOOLS Krisna Satrio Perbowo; Dian Lestari; Syafika Ulfah; Rosida Rakhmawati
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Manipulative tool is one of the learning media most likely to be used by teachers, including those in marginal regions. This study aimed to determine the perception of mathematics teachers in marginal regions toward using manipulative tools as learning media. This study used surveys designed with two domains: the use of manipulative tools as learning media and the importance of manipulative tools as learning media. The sample for this study comprised 81 teachers who were either currently teaching or had previously taught at the elementary, middle, and high school levels in marginal regions. This study found that the manipulative tools mostly used by mathematics teachers in marginal regions are objects obtained from the surrounding environment (used cans, paperboard, coins, rulers, stones, and sticks). This study revealed that the mathematics teacher's perception of manipulative tools as learning media and the importance of manipulative tools as learning media are generally in the medium category.

THE EFFECT OF ONLINE LEARNING AND DIRECT FACE-TO-FACE TO MATHEMATICS LEARNING ACHIEVEMENT Annisa Putri Majidah; Leni Marlena
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aimed to determine the effect of learning media on student achievement in mathematics. The learning media used include learning using Zoom Meeting, Google Classroom, and face-to-face in class. The research method used was an experiment with a quantitative approach. The samples were 30 Year 9 students divided into three different treatments in learning: learning using Zoom Meeting, learning using Google Classroom, and face-to-face learning in class. The instrument used was a description of the essay questions used to measure student achievement. Data were analyzed using one-way ANOVA and Tukey's - HSD test. The results showed a significant or different effect between the use of learning media on student achievement (Fcount = 3.665 > Ftable = 3.35) of α= 5%. Furthermore, further tests were carried out using the Tukey's - HSD test to examine which learning media had a different effect. Further test results showed that learning using Google Classroom with face-to-face learning in the class had a different effect on students' mathematics learning achievement. Meanwhile, student achievement between Zoom Meeting and face-to-face learning and Zoom meeting and Google Classroom was not significantly different. The average student learning achievement in face-to-face learning was greater than those using Google Classroom.

HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS LESSONS USING THE PQ4R STRATEGY AND PROBLEM POSING MATHEMATICAL PROBLEMS Taufiqulloh Dahlan; Darhim Darhim; Dadang Juandi; Nia Gardenia; Thesa Kandaga
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis.

DEVELOPMENT OF LEARNING TRAJECTORY ON THE SET TOPIC FOR 7TH GRADE IN THE CONTEXT OF SEDEKAH LAUT TRADITION Hartono Hartono; Denti Zaedatul Khaeriyah; Dina Lita Sari; Mila Ilfiana; Farida Nursyahidah
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Set is an important topic to be mastered by students because it influences the development of mathematics in daily life. However, many students still have difficulty learning the topic. Therefore, it is necessary to design a learning trajectory using the appropriate approach, context, and media. This research resulted in the learning development using Sedekah Laut context to create meaningful learning and increase students' understanding of sets. The method used in this study was design research proposed by Gravemeijer & Cobb with three stages: preliminary design, experimental design (pilot experiments and teaching experiments), and retrospective analysis. However, this article only presented the results from the Preliminary design stage. The participants involved in this study were 7th-grade students of SMP Negeri 6 Semarang. The resulting hypothetical learning trajectory consists of a series of learning processes: observing context videos to find the concepts of sets, non-sets, empty sets, universal sets, and Venn diagrams; explaining the properties of the set; defining set operations; and solving problems related to sets.

STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE CLASSROOM FOR MATHEMATICS ONLINE LEARNING VIEWED FROM STUDENTS’ READINESS Pradipta Annurwanda; Rahmat Winata
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Google Classroom is an online learning app that can be used for free and offers many features to support the online learning system and the implementation of Google Classroom must consider the students' readiness in accessing Google Classroom because many students have difficulty in the learning process, which affects the decline in student assignments and exam scores. The purpose of this study was to describe students’ perception towards the use of Google Classroom in mathematics learning in terms of students' readiness to take online learning. This study was conducted using a survey on 91 mathematics education students of STKIP Pamane Talino. The instrument used in this study was a questionnaire. The survey results showed that the level of readiness of students was 74.60% in the very good category. The effectiveness of Google Classroom implementation on online learning was 71.24% (very good); the use of Google Classroom is effective in learning mathematics in terms of students’ readiness for online learning. The results also show that students can access Google Classroom online to ask the tutors, work on assignments and view the answers to their assignments independently and regularly. Students find learning using Google Classroom is effective and fun because students can study material, discuss with teachers, and send assignments remotely.

AN IMPLEMENTATION OF E-LEARNING BASED MOODLE TO DEVELOP MATHEMATICAL COMMUNICATION SKILL AND SELF-EFFICACY Linda Astriani; Dewi Setiyaningsih; Misriandi Misriandi; Anggi Yuliani
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Mathematical communication skills are important, and education should facilitate students to improve their mathematical communication skills. The purpose of this study was to develop e-learning based on Moodle to improve students' mathematical communication and self-efficacy and student self-efficacy and describe how to students’ mathematic communication and student self-efficacy. This study used mixed-method research. The population in this study were Year 5 students at a private primary school. Data collection techniques used in this study are observation and tests. The implementation with Moodle was effective to the students’ mathematic communication and self-efficacy student. Overall, the students’ mathematical communication skills and self-efficacy of students using E-learning based Moodle is better than those using conventional learning. Also, self-efficacy positively affects students' communication skills with a very strong correlation coefficient, meaning that the higher students' self-efficacy, the higher students' communication skills.

ANALYSIS OF STUDENT ERRORS IN SOLVING TRIGONOMETRY PROBLEMS BASED ON THE NEWMAN PROCEDURE Nur Isna Fauzi; Laela Sagita; Setiyani; Bintang Wicaksono
KALAMATIKA Jurnal Pendidikan Matematika Vol 7 No 1 (2022): KALAMATIKA April 2022
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study was motivated by student errors in trigonometry. This study aimed to describe the types of student errors in solving trigonometry problems using the Newman error analysis procedure. This research is descriptive qualitative with the subjects of vocational high school students. Data collection involved written tests, depth interviews, and documentation. The results show that most students made comprehension and transformation errors. The comprehension errors consisted of not writing down what was known and asked; immediately writing down the completion process with the wrong formula and incorrect understanding of the concept of the basic trigonometric formula. The transformation errors were not being able to transform information on the problem into the mathematical model, and incorrect in mentioning the formula.

QUIZIZZ AS A HOTS-BASED ASSESSMENT MEDIA IN INCREASING STUDENTS' MOTIVATION Priyanda R; Roni Priyanda; Trisna Roy Pradipta; Rizki Amalia; Iden Rainal Ihsan
KALAMATIKA Jurnal Pendidikan Matematika Vol 7 No 1 (2022): KALAMATIKA April 2022
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study describes the results of research on the implementation of the Quizizz application in learning with distance learning mode. It has three main objectives 1) to find out how to apply the Quizizz application as an assessment medium based on higher-order thinking skills; 2) the impact of the application of Quizizz as an assessment medium based on higher-order thinking skills on students' learning motivation; and 3) supporting and inhibiting factors for the implementation of Quizizz. This study used a qualitative descriptive approach and data were collected using observation, implementation, interviews, questionnaires, and documentation. The data analysis was carried out by grouping and presenting the data of 69 respondents and drawing conclusions. The use of Quizizz as an assessment medium based on HOT skills is carried out during daily tests, mid-semester, and end-semester tests. Based on the data, it was obtained information that the level of student learning motivation using Quizizz media based on higher-order thinking skills showed an average of 69.91. Furthermore, the supporting factor for the application of Quizizz media is that students are familiar with the use of Quizizz and the many tasks available on Quizizz. The inhibiting factor is that the internet connection at the student's residence still tends to be less supportive of online distance learning.

GHANAIAN STUDENT NURSES’ ATTITUDES TOWARDS MATHEMATICS Florence Christianah Awoniyi; Ugorji Iheanachor Ogbonnaya
KALAMATIKA Jurnal Pendidikan Matematika Vol 7 No 1 (2022): KALAMATIKA April 2022
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aimed to examine the attitudes of Ghanaian student nurses towards mathematics. A sample of 301 undergraduate nursing students at a university in Ghana, selected through census sampling techniques from the first to the third-year students, participated in the study. Data was collected using a 5-point Likert scale questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the students’ attitudes towards mathematics are determined by the value they attach to mathematics and their interest in mathematics. At α=0.01, Spearman's rho correlation coefficient of rs = 0.619 was significant. This indicates that the more value the student nurses attach to mathematics learning, the more interest they will likely have in learning the subject. The coefficient of determination (R2=38%), indicates that the students’ value for mathematics accounts for 38% of the variability in their interest in mathematics.

ANALISIS KESALAHAN MENURUT MODEL KIAT BERDASARKAN MINAT BELAJAR SISWA PADA MATERI PROGRAM LINIER SISWA SMK PERPAJAKAN RIAU Jefrizal Hasyim; Yenita Roza; Maimunah Maimunah
KALAMATIKA Jurnal Pendidikan Matematika Vol 7 No 1 (2022): KALAMATIKA April 2022
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

KIAT categorizes three types of mistakes: conceptual, procedural, and technical errors. This study analyzes student errors in solving mathematical problems on linear programming material based on student learning interests. The subjects of this study were 15 Year 10 students of Taxation Vocational High School majoring in business and management taken based on learning interests. This study employed a descriptive method with tests and questionnaires as the instruments. The outcomes confirmed that students with high interest in learning made 13 mistakes, while 19 and 20 errors were for students with moderate and low interest in learning, respectively. Of all the errors, based on the student's interest in learning, conceptual and procedural errors were the most common errors (20 errors each). It can be concluded that the more positive students’ attitudes, the lower the errors they make, especially on conceptual errors.

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