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Journal of Mathematics and Mathematics Education (JMME)
Published by Universitas Sebelas Maret
ISSN : 20898878     EISSN : 27158276     DOI : https://dx.doi.org/10.20961/jmme
Core Subject : Education,
Education Mathematics
Journal Mathematics and Mathematics Education (JMME) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal was founded by the Magister of Mathematics Education, Universitas Sebelas Maret. It is published twice in a year (June and December). The JMME welcomes high-quality manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 157 Documents
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Advanced Mathematic Thinking Ability Based on The Level of Student's Self-Trust in Learning Mathematic Discrete Yemi Kuswardi; Budi Usodo; Sutopo Sutopo; Henny Ekana Chrisnawati; Farida Nurhasanah
Journal of Mathematics and Mathematics Education Vol 10, No 2 (2020): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v10i2.47080

Abstract

Mathematical thinking and self-confidence are indispensable aspects of learning mathematics and are influential in solving mathematical problems. In higher education mathematics learning, advanced mathematical thinking skills are required (Advance Mathematical Thinking. Advanced mathematical thinking processes include: 1) mathematical representation, 2) mathematical abstraction, 3) connecting mathematical representation and abstraction, 4) creative thinking, and 5) mathematical proof. Discrete mathematics is one of the courses in mathematics education FKIP UNS. The problems in Discrete Mathematics courses are usually presented in the form of contextual problems. Students often experience difficulties in making mathematical expressions and mathematical abstractions from these contextual problems. In addition, students also experience difficulties in bookkeeping. Most students often prove by using examples of some real problems. Even though proof in mathematics can be obtained by deductive thinking processes or inductive thinking processes, the truth is that mathematics cannot only come from the general assumption of inductive thinking. Based on this, a qualitative descriptive study was carried out which aims to determine the advanced mathematical thinking skills based on the level of student self-confidence. Research with the research subjects of FKIP UNS Mathematics Education Students in Discrete Mathematics learning for the 2019/2020 school year gave general results that the student's ability in advanced mathematical thinking was strongly influenced by the level of student confidence in learning. The higher the student's self-confidence level, the better the student's advanced mathematical thinking ability, so that high self-confidence has a great chance of being successful in solving math problems.
Profile Of Tourist Visits In Sangiran Site Area, Sragen Regency Sri Subanti; Isnandar Slamet; Winita Sulandari; Etik Zukhronah; Sugiyanto Sugiyanto; Irwan Susanto
Journal of Mathematics and Mathematics Education Vol 11, No 1 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i1.52744

Abstract

Tourism activities are chain activities that involve various sectors and related institutions. Tourism is one of the fields in the lives of the people of Sragen Regency, which has become one of the priorities in development in recent years. This is based on the local government's awareness that tourism development can support regional income while at the same time increasing the standard of living of people living in tourist areas. For this reason, evaluating the impact of tourism in an area on the socioeconomic conditions of the community is an important thing to know. Sangiran is one of the most complete paleontological sites in Indonesia. Sangiran has also been designated as a cultural heritage by UNESCO on December 5, 1996, with the designation number C.593. The Sangiran site itself is located in Sragen Regency and Karanganyar Regency, Central Java Province. In general, the background of the population in the Sangiran Site area comes from the Javanese ethnic group, who in daily life communicate using the Javanese language. The Sangiran site has been known as an ancient human area from the Pleistocene. Not only storing archaeological wealth, but Sangiran is also very rich in artistic potential, both from prehistoric times and the present. Many things can be enjoyed in Sangiran. Apart from the museum that presents archaeological findings full of meaning, the public can also enjoy the local culture, including traditional arts, traditional ceremonies, local architecture, and folk crafts, adding value to the site. This study aims to determine the profile of tourist visits in the Sangiran Site Area. This study found that the factors that influence the number of visits to the Sangiran Site Area are travel costs, age, gender, and monthly income of respondents related to visiting the Sangiran Site Area. Furthermore, the factors that influence the respondents' willingness to accept ticket offers in the market hypothesis scenario in the Sangiran Site Area are the nominal price of the entrance ticket to a market hypothesis given to respondents, age, gender, monthly income of respondents, education level of respondents, and origin of the respondent.
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Sherly Mayfana Panglipur Yekti; Tri Atmojo Kusmayadi; Riyadi Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10064

Abstract

Abstract: The research aims to describe the mathematical reasoning of students with Field Dependent (FI) and Field Independent (FD) cognitive style in solving algebra problems. Type of this research is descriptive qualitative. The cognitive styles of 32 students of class VIII H SMPN 2 Karanganyar were determined using Group Embedded Figures Test (GEFT). Each category of cognitive styles was taken three students with the high, medium, and low scores and were used as research subjects. Data was collected by interview based tasks. Validity of the data used time triangulation. Techniques of data analysis were done by: (1) classfying the data into Polya’s problem solving steps, (2) presenting the data in narrative text, and (3) concluding the students’ mathematical reasoning in each Polya’s problem solving steps. The results of this research showed that mathematical reasoning students with FD cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information but not perfect. While the mathematical reasoning students with FI cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information completely, (4) able to apply algebraic concepts that have been studied previously, and (5) able to make conjectures for problem solving strategies but incomplete.Keywords: Mathematical reasoning, algebra problems, cognitive styles
Mathematic Thinking Profile Of Students With High Learning Motivation Nova Riawan
Journal of Mathematics and Mathematics Education Vol 11, No 1 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i1.52745

Abstract

This study aimed to know about high learning motivation students' in mathematical critical thinking skills. This study used a qualitative method and data collection techniques consisted of written tests and interviews. This study used triangulation techniques that compared data of test and interview data.  The qualitative data analysis techniques were data collection, data presentation, and drawing conclusions. The results showed that subject critical thinking skills with high motivation are able to understand the problems in the problem and can use the information obtained appropriately to complete each step in the problem. These conditions, students can also explain what was done in the process and can get conclusions, do not forget the review that students do will help solve the problem.
Students' Conceptual Understanding In Terms Of Gender Differences Nurul Azizah; Budiyono Budiyono; Siswanto Siswanto
Journal of Mathematics and Mathematics Education Vol 11, No 1 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i1.52746

Abstract

One of the basic skills that students must master to learn mathematics is conceptual understanding. Gender differences have an influence on the disparity level of students' conceptual understanding. This research is qualitative descriptive research that aimed to analyze the students' conceptual understanding in solving set problems in terms of gender differences. The research subjects were 9th-grade students of SMP N 3 Surakarta. The concept understanding ability test was used as a research instrument. The results showed that male students had an excellent conceptual understanding in applying concepts in mathematical calculations and translating images into other forms of interpretation, 2) Female students had a fairly good conceptual understanding in translating images into other forms of interpretation, although female students tend to be weak in determining the right concepts to be used in solving problems and applying concepts in mathematical calculations.
Mathematical Literacy of Junior High School Students in Solving Problems Pisa Content Quantity Nais Qonita Salsabila; Budi Usodo; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 11, No 2 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i2.58132

Abstract

Mathematical literacy is defined as students’ capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals in recognising the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens. Quantity content includes the ability in reasoning quantitatively, representing something into numbers, understanding mathematical steps, counting by heart and making assessments. The questions on quantity content are mostly implemented in everyday life, such as in exchanging currency exchange rates, determining bank interest, shopping, calculating taxes, measuring time, measuring distance and others. The purpose of this article is to describe the level of mathematical literacy ability of junior high school students in solving Quantity content PISA questions. The data from this study were taken from the results of the PISA test questions on quantity content and interviews. Subject taking is based on the test results of students who have the highest scores, as it is expected to get the results of the analysis of students’ high literacy skills. In this research, the researcher is using indicators of mathematical literacy level according to PISA. Based on the results of research and discussion, it is concluded that there are students who have high mathematical literacy skills equivalent to level 5.
Developing Mathematical Modeling Tasks Using Parking Fee for Learning Mathematics Bambang Riyanto
Journal of Mathematics and Mathematics Education Vol 11, No 2 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i2.57971

Abstract

The purpose of this study is to produce valid mathematical modeling tasks using parking fees for learning mathematical modeling in SMK. This study used a research development approach by Akker, Gravemeijer, McKenney and Nieveen. This research consists of 3 stages, namely analysis, design and evaluation. The analysis step was carried out by analyzing students, curriculum, vocational needs, context needed and mathematical modeling. The second step is design and product. The last step is a formative evaluation design which consists of self-evaluation, one-to-one, expert review, small group, and field test. The research only conducted self-evaluation, one-to-one, and expert review. Data analysis used descriptive walk through, expert commentary analysis, solution analysis and student comments to get a valid parking fee context mathematical modeling problem for learning mathematics. This research has produced mathematical modeling problems valid using the context of parking fees for mathematics learning in SMK. The results of this study suggest that it is important for teachers to design and implement mathematical modeling problems using interesting and meaningful real-world contexts in learning mathematics, further research is important to provide scaffolding for students in mathematical modeling problems for mathematics learning, finally, research and learning mathematical modeling crucial to be applied in the future.
TEORI APOS DAN IMPLEMENTASINYA DALAM PEMBELAJARAN Mulyono Mulyono
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i1.9924

Abstract

 ABSTRAK :Belajar  merupakan  kerja  mental  secara  aktif.  Teori  APOS  merupakan  teori  yang  mempelajari bagaimana  individu  belajar  konsep  matematika.  Teori  ini  mengemukakan  bahwa  dalam membangun  sebuah  konsep  matematika,  individu  melalui  tahap-tahap  aksi,  proses,  objek,  dan skema.  Untuk  mengetahui  bagaimana  individu  bekerja  dan  berpikir  ketika  berada  pada  tahap- tahap  itu  perlu  dilakukan  wawancara  yang  mendalam.  Seseorang  mungkin  bisa  berhasil  melalui semua  tahap  tersebut,  bisa  juga  gagal.  Meskipun  sama-sama  berhasil  atau  sama-sama  gagal, antara  individu  satu  dengan  yang  lainnya,  mungkin  berbeda  aktivitas  mental  yang  dilakukan. Dengan  teori  ini  pengembang  pendidikan  dapat  membuat  model  pembelajaran  yang  berorientasi pada  teori  ini.  Teori  ini  menyediakan  langkah-langkah  konstruksi  konsep  matematika,  model pembelajaran yang dikembangkan dapat memasukkan langkah-langkah ini ke dalam model yang dibuat pada langkah-langkah pembelajarannya.  Kata kunci: Teori APOS, konsep matematika, model pembelajaran 
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF MODIFIED JIGSAW PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI TINGKAT PERCAYA DIRI SISWA SEKOLAH MENENGAH PERTAMA (SMP) NEGERI SE-KABUPATEN BOJONEGORO TAHUN PELAJARAN 2011/2012 Dian Ratna Puspananda; Tri Atmojo Kusmayadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i2.9956

Abstract

ABSTRAK Penelitian ini diadakan dengan tujuan untuk mengetahui : (1) Manakah yang menghasilkan prestasi belajar matematika lebih baik, antara model pembelajaran Modified Jigsaw, Jigsaw atau Konvensional, (2) Manakah yang menghasilkan prestasi belajar matematika lebih baik, siswa dengan tingkat percaya diri tinggi, sedang atau rendah, (3) Pada model pembelajaran  Modified Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (4) Pada model pembelajaran Kooperatif Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (5) Pada model pembelajaran  konvensional, manakah yang memberi prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (6) Pada tingkat percaya diri tinggi, manakah yang memberi prestasi belajar matematika  lebih baik, model pembelajaran konvensional, Jigsaw atau Modified Jigsaw, (7) Pada tingkat percaya diri sedang, manakah yang memberi prestasi belajar matematika  lebih baik, model pembelajaran konvensional,  Jigsaw atau Modified Jigsaw, (8) Pada tingkat percaya diri rendah, manakah yang memberi prestasi belajar matematika  lebih baik, model pembelajaran konvensional,  Jigsaw atau Modified Jigsaw.Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x3. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN se-Kabupaten Bojonegoro tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan cara  stratified cluster random sampling sehingga terpilih tiga sekolah yaitu SMPN 3 Bojonegoro, SMPN 6 Bojonegoro, dan SMPN 7 Bojonegoro. Instrumen yang digunakan untuk mengumpulkan data adalah angket sikap percaya diri dan tes prestasi belajar.Dalam penelitian ini dapat disimpulkan bahwa: (1) Siswa-siswa dengan pembelajaran kooperatif modified jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Sedangkan siswa-siswa dengan pembelajaran kooperatif jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran konvensional, (2) Prestasi belajar matematika siswa yang mempunyai percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa yang mempunyai percaya diri sedang dan rendah. Tidak ada perbedaan prestasi belajar matematika antara siswa yang mempunyai percaya diri sedang dan rendah, (3) Pada pembelajaran kooperatif modified jigsaw, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (4) Pada pembelajaran kooperatif jigsaw, tidak ada perbedaan prestasi belajar matematika antara siswa-siswa dengan tingkat percaya diri tinggi dan sedang. Begitu pula dengan prestasi belajar matematika siswa-siswa dengan tingkat percaya sedang dan rendah juga tidak mempunyai perbedaan. Tetapi untuk prestasi belajar matematika siswa-siswa dengan percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa-siswa dengan percaya diri rendah, (5) Pada pembelajaran konvensional, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (6) Pada siswa  yang memiliki percaya diri tinggi, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw dan pembelajaran kooperatif jigsaw. Akan tetapi prestasi belajar matematika siswa dengan percaya diri tinggi yang diberi pembelajaran jigsaw dan modified jigsaw lebih baik daripada siswa dengan percaya diri tinggi yang diberi pembelajaran konvensional, (7) Pada siswa  yang memiliki percaya diri sedang, prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw lebih baik daripada siswa yang diberi pembelajaran konvensional, (8) Pada siswa  yang memiliki percaya diri rendah, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Akan tetapi prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa dengan yang diberi pembelajaran jigsaw dan konvensional.Kata kunci:     Modified Jigsaw, Jigsaw, Konvensional, Percaya Diri Siswa, dan Prestasi Belajar Matematika
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Faradila Thalib; Mardiyana Mardiyana; Sutrima Sutrima
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i1.9988

Abstract

Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Key words: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.

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