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Dewanta Arya Nugraha
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Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret Surakarta Jl. Ir. Sutami No. 36A Kentingan Surakarta 57126
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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
 12   13   14   15   16 
Chromatic Number of Amalgamation of Wheel Graph-Star Graph and Amalgamation of Wheel Graph-Sikel Graph Yemi Kuswardi; Luthfi Almira; Novita Nurussakbana; Anggoro Canggih Pinilih
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): 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.v12i2.68111

Abstract

A graph denoted by  is a pair of  where  is a non-empty set of vertices in G, and E is a set of edges in G. In graph theory, there are various types of graphs including star graphs, cycle graph, and wheel graph. Graph operations on two or more types of graphs can produce new graphs. Amalgamation is one of the operations on graphs. Suppose  and  are two connected graphs, amalgamating the vertices of graph 1 and graph 2 by joining vertices  and vertices   denoted by  is the graph obtained by joins vertex  of graph  and vertex  of graph  into one vertex , where  is the common vertex of the graph resulting from , while amalgamating the edges of graph  and graph  by joining edges  and edge , denoted by  are graphs obtained by combining edge of graph 1 and edge of graph 2 into one edge g, where g is common side of graph of (????1,????2;????,????). Vertex coloring is one of the fastest-growing topics in graphs. The coloring of the vertices, that is, assigning a color to each vertex of the graph so that each neighboring vertex has a different color. The minimum number of colors used to color the vertices of a graph is called the chromatic number. In this article, we discuss the chromatic number in the amalgamated graph of wheel graph and star graph and the chromatic number on the amalgamation of wheel graph and cycle graph. The results obtained are as follows: (1) the chromatic number of the amalgamated graph of the wheel graph () and the star graph () for n even is 3 and for n odd is 4, (2) the chromatic number of the graph resulting from the operation amalgamation of the wheel graph () and the cycle graph () for n even is 3 and for  odd is 4.
Analysis of Metacognitive Ability in Mathematics Problem Solving of SMA Students at Ngemplak Boyolali Meilani Safitri; Nunuk Suryani
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): 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.v12i2.64432

Abstract

Metacognitive ability is closely related to problem solving ability. This research is a survey research involving 150 students of class X from four high schools in Ngemplak Boyolali. The purpose of this study is to describe the results of the analysis of metacognitive abilities in solving mathematical problems. Data was collected using a Metacognitive Awareness Inventory (MAI) questionnaire. Data analysis was carried out quantitatively and qualitatively. The results showed that 23% of students had high metacognitive abilities, 20% of students had moderate metacognitive abilities, and 57% of students had low metacognitive abilities. Most students who have high metacognitive abilities are able to use their metacognitive abilities in solving mathematical problems. Almost all students who have low metacognitive abilities do not use their metacognitive abilities in solving mathematical problems. Overall, students are less than optimal in using metacognitive abilities when solving mathematical problems.
Ethnomathematics Tedhak Siten: Learning Design to Develop Student’s Critical Thinking Skill Based on Mobile Devices Nuryadi Nuryadi; Nafida Hetty Marhaeni; Anik Soviyati
Journal of Mathematics and Mathematics Education Vol 12, No 1 (2022): 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.v12i1.58396

Abstract

Critical thinking is one of the essential skills in the 21st century that can be developed through learning mathematics, but in practice, there has not been much facilitation of learning media. Realistic mathematics learning by utilizing culture as well as integrating technology can be used as an ideal starting point for learning. This study aims to develop a mobile learning-based mathematics learning device with a realistic learning approach in the context of the Tedhak Siten ceremony to improve students' critical thinking skills. This type of research is development research that refers to the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data sources in this study were students and validators. The instruments used were the mobile learning application, the pretest, and posttest questions, the material expert validation questionnaire, the media expert validation questionnaire, and the student response questionnaire. The results showed that the validity aspect obtained a good category from the media expert validator and the material expert, the practical aspect of students as users obtained a good category, and the effectiveness aspect obtained a significant increase in pretest to posttest scores. So that learning mathematics with mobile learning applications can develop students' critical thinking skills and have potential effects.
The Development of the Educational Game “Fraction Bakery ”: An Analysis of Media Advantages for Elementary School Students Henny Ekana Chrisnawati; Budi Usodo; Farida Nurhasanah; Sutopo Sutopo; Yemi Kuswardi
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): 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.v12i2.68112

Abstract

This study aims to develop an educational game as a learning media for mathematics at the elementary school level, particularly fractions.  Named Fraction Bakery, this game was developed as a response to complaints of students' and teachers' difficulty in learning and teaching fractions. This difficulty, if poorly addressed, may serve as an iceberg-like issue for their understanding of more advanced mathematic concepts. Number recognition, including fractions, is fundamental to learning mathematics. As a teacher, it is necessary to evaluate such learning difficulties and seek alternative interactive learning media their students can enjoy. For the purpose of the study, the research and development model proposed by Thiagarajan, consisting of Define, Design, Development, and Disseminate stages, was applied. This game was still in the development process by evaluating the media value using trial responses involving undergraduate students of mathematics education at Sebelas Maret University. Regarding the product's interface, 71% of respondents gave a high score, 57% gave a very high score to the game animation, 75% stated that the game would likely motivate users to learn (affective impact), and 57% stated that the materials delivered in the game are highly relevant to the competency
Anxiety Analysis of Students Taking Distance Learning in Mathematics Learning in Junior High Schools Joanna Ayuni Sara
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): 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.v12i2.64438

Abstract

Mathematics anxiety is a psychological condition of students in the learning process of mathematics. This study aims to describe students' learning anxiety in distance learning in mathematics learning. The method used in this study is a literature review method of books and literature as data. The method used in this study is a literature review method of books and literature as data. In addition, this research was strengthened by collecting data obtained through distributing questionnaires consisting of 17 statements in order to determine the interpretation of mathematics learning anxiety experienced by students in distance learning. Questionnaires were given to students at SMPTK Pelita Hati Denpasar in the 2021/2022 academic year as many as 27 respondents. The results of this study indicate that students experience learning anxiety in online mathematics learning. Forms of anxiety when participating in distance learning in mathematics learning that arise from students in the form of feelings of fear, worry, lack of confidence, anxiety, faster heart beats and even trying to avoid learning.
The Influence of Learning Media, Learning Motivation and Mathematics Communication on Mathematics Learning Outcomes Bella Asista Hany; Nining Setyaningsih
Journal of Mathematics and Mathematics Education Vol 12, No 1 (2022): 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.v12i1.58714

Abstract

This study aim to determine the relationship between the influence of learning media, learning motivation, and mathematics communication on student learning outcomes. Learning outcomes play an important role in shaping the quality of education today. Qualitative-correlation research was conducted on 215 randomly student populations. The number of samples was determined using Slavin's theory. Junior High School 2 Banyodono was chosen as the research location referring to the results of observations which showed the low scores of the students' final exams. The results showed that the variables had an influence on student learning outcomes of 12.7%, while the remaining 87.3 were influenced by other factors. Learning media, learning motivation, and mathematical communication provide unexpected data, which contributes to student learning outcomes and deserves to be investigated further in this article.
Development and Message Design of Course in E-Learning Based Problem Solving For Educational Mathematics Muhammad Lukman Haris Firmansah; Nurul Agustin
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): 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.v13i1.73259

Abstract

This type of learning has developed towards an online course by utilizing a variety of learning resources, media and technology.  This development is considered not to be able to facilitate the concept of learning mathematics.  A systematic and structured course design is needed so that mathematics learning can be presented in a course design by following the existing learning steps.  One of the learning steps that can be used to direct the contextual learning of mathematics is the problem based learning model.  To create a course with the type of problem solving, it is necessary to organize messages by utilizing available resources.  This course model was developed with the ADDIE development research model to produce a feasible product.  Based on the evaluation of the course display, it was found that the presentation of the course averaged 75%, the use of media and technology averaged 80%, and the utilization of learning resources averaged 80%.  From these results it is stated that course based problem solving can be used to present contextual mathematical concepts
Normal Distribution Approximation through Binomial and Poisson Distribution Musadi Musadi; Ira Kurniawati
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): 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.v13i1.75051

Abstract

Abstract: The purpose of this research is to prove the approach of normal distribution through binomial distribution and Poisson distribution both theoretically and inductively. The research method used is a literature study by collecting various literature related to the problem under study. Theoretically, the binomial distribution and the Poisson distribution will be closer to the normal distribution when ???? approaches infinity or in other words the limit ???? towards infinity of the binomial distribution or Poisson distribution will approach the normal distribution. Theoretically, this approach can be proven by the method of generating moments. While inductively, the approach can be seen from the polygons of the binomial distribution and Poisson distribution which will increasingly approach the normal curve when the amount of data is very large approaching infinity.
Application of Problem Based Learning Model to Increase Activeness and Learning Outcomes in Junior High School Statistics Learning Wahid Wahyudhi; Sugiarto Pudjohartono; Agus Margono; Laila Fitriana
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): 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.v13i1.65425

Abstract

Learning in class VIII students often have difficulty identifying solutions to real problems related to statistics such as mean, median, and mode. In addition, students also often experience inaccuracies in doing calculations. Therefore, classroom action research is carried out with the aim of increasing activeness and learning outcomes through the use of problem based learning learning models. The subjects of this study were students of class VIII A of SMP Negeri 1 Adimulyo, totaling 32 students. The activity data was collected by the observation method, and the learning outcome data was collected by the test method. The test data were analyzed based on the answer key and the predetermined scoring rubric. The activity data was analyzed based on the percentage of students who showed active responses such as: in asking the teacher's questions, doing practice questions, and answering questions. Indicators of the success of learning outcomes are determined by 70% of students achieving the minimum completeness criteria (KKM), and 50% of student activeness. During these two research cycles, learning outcomes increased from 21.87% to 45.16% (in the first cycle) and 74.19% at the end of the second cycle. Meanwhile, student activity increased from 18.75% in cycle 1 to 40.85% at the end of cycle 2. Although activity was not as expected, the increase in student activity obtained gave new hope for improving the quality of teaching and learning in schools.
The Students' Reflective Thinking Processes Analysis in Solving PISA Math Problems on Quantity Content Rita Rupiani Pasaribu; Imam Sujadi; Diari Indriati
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): 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.v13i1.71147

Abstract

The skills that students should have and develop are the ability to evaluate results and reflective thinking based on their learning experiences. The reflective thinking is crucial for students to recognize what is expected during the learning process. Therefore, this research aims to analyze students' reflective thinking processes in solving PISA math problems on quantity content and the reflective thinking involves three stages, namely: 1) Reacting 2) Elaborating, and 3) Contemplating. This study employed a qualitative approach with a case study design. This research was conducted at SMP N 1 Tanon, Sragen, with the research subjects, six students from VII-A Class. Think Aloud and interviews were applied as data collection techniques. Think-aloud was selected because it aids students in observing, identifying, and measuring the content of students' thoughts during the problem-solving process. The PISA questions used included three types of mathematical processes, namely: 1) formulating 2) employing, and 3) interpreting. The results of the analysis obtained: 1) Formulating question types, 5 subjects can meet all the stages of reflective thinking; 2) Employing question type, 2 subjects can meet all the stages of reflective thinking; 3) Type of Interpreting questions, 3 subjects can reach all the stages of reflective thinking.Keywords: Reflective Thinking, PISA, Quantity 

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