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MaPan : Jurnal Matematika dan Pembelajaran
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 249 Documents
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Pengaruh Model Pembelajaran Pendidikan Matematika Realistik Indonesia (PMRI) berbantuan LKS Etnomatematika terhadap Kemampuan Literasi Numerasi Ditinjau dari Minat Belajar Siswa Nurul Aini Adiningsih; Fadhilah Rahmawati; Aprilia Nurul Chasanah
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 1 (2023): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n1a9

Abstract

Numerical literacy ability is an important ability that students must have. This study aims to analyze the impact of the Indonesian Realistic Mathematics Education learning model (PMRI) using ethnomathematics worksheet media on students' numeracy literacy skills related to students' learning interests. This research is quantitative research with a quasi-experimental design. The samples in this study were students of class VIII D and VIII F SMP Negeri 6 Magelang who were selected through cluster random sampling technique. In this study, the instrument used was numeracy literacy tests and student learning interest questionnaires. Based on data analysis calculations, the results show that: (1) The numeracy literacy skills of students who take PMRI learning assisted by ethnomathematics worksheets are better than students who take PMRI learning; (2) Students with high learning interest have better numeracy skills than students with moderate learning interest, students with moderate learning interest have the same good numeracy literacy skills as students who have low learning interest, and students with high learning interest have the ability better numeracy literacy than students with low interest in learning; (3) There is no interaction between the learning model and learning interest on students' numeracy literacy skills.
SYSTEMATIC LITERATURE REVIEW (SLR) : Teknologi dalam Pembelajaran Matematika selama Satu Dekade Terakhir Kurniati, Ratnah; Sugiarto, Sigit; Lestari
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/10.24252/mapan.2023v11n2a12

Abstract

The use of technology in learning Mathematics in the current digital era is very important. However, knowledge about technology in Mathematics learning is still lacking for the majority of teaching staff. Therefore, it is important to conduct basic research regarding technology in teaching Mathematics. This research is a literature review that aims to review articles about Technology in Mathematics Learning which includes applications, software, platforms, and online course providers used in Mathematics learning. The articles reviewed are English-language articles published from 2013 to 2022 on the Springer database. The process of determining the articles analyzed in this study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles. Based on the results of the analysis, it was obtained: 1) the highest distribution of article publications in 2022, namely 24 articles; 2) the most widely used technologies (applications, software, platforms and online course providers) are GeoGebra and Video (animated videos, learning videos, and video tutorials), Digital Games and Intelligent Tutoring Systems (ITS); 3) the most articles, namely articles with 3 authors, 23 articles; 4) that the countries with the most researchers conducting research on technology in teaching mathematics are the USA and UK with respective percentages of 35.06% and 12.99%; and 5) The publisher that publishes the most articles about technology in Mathematics learning is Digital Experiences in Mathematics Education. Researchers recommend conducting meta-analysis research on the impact of using technology on Mathematics learning.
ANALISIS KINERJA SISWA KELAS 8 SMP ADVENT MENTENG DALAM MEMAHAMI KONSEP SEGITIGA BERDASARKAN STANDAR GEOMETRI NCTM Prameswari, Balqis; Haryani, Faradillah
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a7

Abstract

Geometry plays a pivotal role in mathematics education, contributing significantly to the development of students' spatial awareness, intuition, and visualization skills. Despite its importance, there are reported challenges in students' understanding of geometry, with the Merdeka curriculum geometry standard noted for not adequately emphasizing the fundamental understanding of triangle properties before introducing congruence. Conversely, studies have highlighted the effectiveness of incorporating NCTM (National Council of Teachers of Mathematics) standards in fostering mathematical comprehension in this domain. This research study delves into the performance of eighth-grade students in comprehending triangle concepts, guided by the NCTM geometry standard. Employing a content analysis technique on student work, created based on NCTM indicators and assessed accordingly, the study reveals deficiencies in students' understanding. These challenges include difficulties in describing and categorizing triangles, identifying angle relationships, constructing logical arguments using both inductive and deductive reasoning, and recognizing relationships between side lengths. These findings underscore the urgent need to address these knowledge gaps and bridge the disparity between NCTM standards and students' current comprehension levels regarding triangle concepts.
VALIDITAS BAHAN AJAR E-MODUL PADA MATA KULIAH MATEMATIKA TERAPAN PADA MAHASISWA Halik, Fitriani; Bonitalia; Suardi; Saiful, Nur; Sulaiman, Najmawati
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a3

Abstract

This research is a type of research and development that aims to determine the validity of e-module teaching materials in applied mathematics courses for students. This research includes referring to the 4D development model which consists of several phases, namely the stages of defining, designing, developing, and disseminating. The product developed is in the form of e-module teaching materials in applied mathematics courses. The test subjects in this study were graphic engineering students at the State Polytechnic of Creative Media Makassar. The instrument used in this study was a validation sheet consisting of two validators from design experts and materials experts. Based on the results of the research that has been done, an analysis of the validation results: (1) graphic validity, namely 4.7 is in the very valid category; (2) language validity, which is 4.9, is in the very valid category; (3) construct validity is 4.9 is in the very valid category; and (4) e-module presentation that is 4.7, is in the very valid category so that the average value of all aspects is 4.8 which is in the very valid category. So that it can mean that the e-module teaching materials in applied mathematics courses that have been developed are declared valid to be used as teaching materials in the learning process.
ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY OF MIDDLE SCHOOL STUDENTS ON DATA PRESENTATION MATERIALS: ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMP PADA MATERI PENYAJIAN DATA Sari, Rika Mulyati Mustika; Iqbal, Rahmat
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a4

Abstract

This article is the result of research that aims to find out how students' mathematical creative thinking abilities solve questions related to data presentation material. This research uses a quantitative approach with descriptive methods. Data presentation material is one of the mathematical materials contained in the basic competencies that must be mastered by class VII students and is closely related to everyday life. In this study, the population consisted of students of class VII at a state junior high school in the city of Tangerang for the 2022/2023 academic year. Selection of the sample utilizing purposive sampling with 34 students of class VII-D. Data collection techniques by giving creative thinking tests in the form of descriptions that were previously validated. The results of this study showed that the students' mathematical creative thinking test scores were 20.6% in the high category, 67.6% in the medium category, and 11.4% in the low category.
ENHANCING MATHEMATICS LITERACY IN VOCATIONAL SCHOOLS: THE KEY ROLE OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) AMONG TEACHERS: MENINGKATKAN LITERASI MATEMATIKA DI SMK: PERAN KUNCI PENGETAHUAN KONTEN PEDAGOGIS (PCK) DI KALANGAN GURU Patimbangi, Andi; Kasmah; Hidayati, Rahma
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a2

Abstract

Pedagogical Content Knowledge (PCK) is an ability that is very necessary to improve students' mathematical literacy skills. For this reason, this research describes in depth the ability of Pedagogical Content Knowledge (PCK) teachers and the relationship between these abilities in building mathematical literacy. This type of research used a mixed method through data collection techniques using triangulation, namely interviews, observation, and questionnaires. The research results show that Pedagogical Content Knowledge (PCK) is still at level 1 in terms of the teaching knowledge component, student knowledge component, and content knowledge component. Besides that, the research results also found that Pedagogical Content Knowledge (PCK) teachers have a relationship with students' mathematical literacy skills. The better the ability of the Pedagogical Content Knowledge (PCK) teacher the greater the potential for students to have good mathematical literacy skills. One of the learning models needed to improve students' literacy skills is a learning model that can accommodate differences in student characteristics including differences in intelligence.
IMPLEMENTATION OF THE MERDEKA CURRICULUM THROUGH THE APPLICATION OF THE PROJECT-BASED BLENDED LEARNING MODEL IN MATHEMATICS LEARNING: IMPLEMENTASI KURIKULUM MERDEKA MELALUI PENERAPAN MODEL PROJECT-BASED BLENDED LEARNING DALAM PEMBELAJARAN MATEMATIKA Nurhidayah, Nurhidayah; Yahya, Amran
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a5

Abstract

This study aims to determine the effect of the implementation of the project-based blended learning model on improving students' mathematics learning outcomes as the implementation of the independent curriculum in mathematics learning. The research method used is quasi-experimental which consists of an experimental class and a control class. The experimental class applied the project-based blended learning model in learning mathematics, and the control class did not use the project-based blended learning model in learning mathematics. The instrument used is the test of students' mathematics learning outcomes given before and after the implementation of learning. The data analysis used was descriptive statistical data analysis and inferential statistical data analysis which consisted of the normality test, homogeneity test, and independent sample t-test for hypothetical testing using the N-gain value. The results of the data analysis show that the significance obtained is 0.000 <0.05 or in other words, H0 is rejected, so it can be concluded that there is a significant effect of applying the project-based blended learning model to improving students' mathematics learning outcomes.
THE IMPACTS OF REAL ACTION FEATURES IN THE MERDEKA MENGAJAR PLATFORM (PMM): MATHEMATICS TEACHER'S PERSPECTIVE: DAMPAK AKSI NYATA DALAM PLATFORM MERDEKA MENGAJAR (PMM): PERSPEKTIF GURU MATEMATIKA Fadhil Zil Ikram; Anaguna, Nursyam; Rosidah
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a1

Abstract

This research is a qualitative study that aims to describe the impact of using the real action feature on the Merdeka Mengajar (PMM) platform from the perspective of mathematics teachers. This research was conducted from August 2023 to September 2023. This research uses data obtained from documents or real action information from 22 mathematics teachers from West Sulawesi and South Sulawesi. Data are obtained from descriptions, reflections, and documents that can be accessed on the Merdeka Mengajar platform, especially in the resource person section in the community feature. The mathematics teachers referred to and selected in this study are teachers who are resource persons for the Merdeka curriculum because they are among the teachers who receive many benefits from using the real action feature in PMM. The data analysis used refers to three steps, namely data condensation, data display, and conclusion making. Based on the research results obtained, the real action feature on the Merdeka Mengajar platform has many positive impacts on mathematics teachers, students, and schools. These impacts include improving teacher competence, making teachers visionary person, making teachers accustomed to reflecting, improving the condition of education units, overcoming misconceptions, improving the quality of teacher learning tools, strengthening the relationship between teachers and students, having a positive impact on students, and deepening or adding new knowledge.
Analisis Pemahaman Konsep Pada Teorema Pythagoras Siswa SMPN 1 Kotabaru Yuliana , Rahmi; Novianty, Evi; Yusuf, Muhammad
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a8

Abstract

The aims of this study were 1) to analyze the conceptual understanding of students in class VIII F in understanding the Pythagorean theorem and 2) to find out the factors that cause misconceptions in class VIII F students in solving problems regarding the Pythagorean theorem. The approach used in this research is qualitative research. The method used in this research is the descriptive qualitative method. There are 3 subjects in this research. Data was collected using research instruments in the form of learning achievement tests and interviews. The results of the study stated that students' conceptual understanding subject S1 had a high conceptual understanding even though S1 was less thorough in checking answers. Whereas the S3 subject was able to explain the description of the Pythagorean theorem, it's just that the S3 could not continue the solving procedure on the Pythagorean triple problem due to lack of thoroughness, being in a hurry when working on the problem, and not understanding the Pythagorean theorem material. S2 was not able to understand some of the questions presented. It could not continue the completion procedure according to the questions due to not being thorough, easily forgetting the material that had been taught, being in a hurry when working on the questions, and not understanding the questions that had been given.
GENDER DIFFERENCE IN MATHEMATICAL LITERACY AND FACTOR THAT MAY AFFECT IT: PERBEDAAN GENDER DALAM LITERASI MATEMATIS DAN FAKTOR YANG MUNGKIN MEMENGARUHINYA Qirom, Muhamad Syahidul; Turmudi; Juandi, Dadang
MaPan : Jurnal Matematika dan Pembelajaran Vol 11 No 2 (2023): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2023v11n2a10

Abstract

Many research studies have shown that female students’ mathematical literacy is better than male students. However, the previous research viewed students’ mathematical literacy qualitatively. Maybe there are differences between the mathematical literacy of male and female students, but is it genuinely significant? Therefore, this research aimed to quantitatively investigate the differences in mathematical literacy between male and female students to provide empirical proof. In this study, 116 students at junior high school were the samples. The mathematical literacy test collected data about students’ mathematical literacy. The data were then analyzed using a comparison test of Mann-Whitney U to examine the hypotheses. The result showed no significant difference between male and female students’ mathematical literacy and whether, in general, and viewed from gender, students have low mathematical literacy. The factor that may affect the low and no significant difference between male and female students regarding mathematical literacy is teachers rarely provide students with mathematical literacy problems during the teaching and learning process.

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