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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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ANALISIS KEBUTUHAN PENGEMBANGAN SUBJECT SPECIFIC PEDAGOGY ETNOMATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Rino Richardo; Adhetia Martyanti; Suhartini Suhartini
Journal of Mathematics and Mathematics Education Vol 8, No 2 (2018): 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.v8i2.25848

Abstract

Abstract: Indonesian law number 14 of 2005 concerning Teachers and Lecturers suggests that pedagogical competence is an ability to manage students’ learning process, with one of the indicators is teachers must have an ability to plan a teaching and learning process. The planning includes all units of learning devices called as Subject Specific Pedagogy (SSP). Understanding SSP is a crucial matter to be developed since teachers do not have understanding about it comprehensively and students are less facilitated with critical thinking skills. The objective of the study is describing the needs of teachers and students for the development of Subject Specific Pedagogy (SSP) based on ethnomatematics to improve critical thinking skill. The method used in the study is qualitative with survey approach. This research is conducted at State Junior High School (SMPN) 1 Piyungan Yogyakarta. The research subjects are mathematics teachers and students at the eighth grade by using purposive sampling technique. Data collection techniques are carried out questionnaires through interviews. Data analysis uses descriptive qualitative analysis. Questionnaire data and interviews are analyzed through data reduction, data presentation, and conclusion. The result show that: (1) Teachers do not have comprehensive knowledge related to Subject Specific Pedagogy (SSP) and they still have obstacles in developing it, (2) Teachers do not understand the ethnomatematics concept in mathematics learning, (3) Teachers have never developed worksheets and tasks which facilitate students in critical thinking, and (4) Students are still difficult in solving mathematics problems, especially problems that require critical thinking skill.Keywords: Ethnomatematics, SSP, Critical, Needs, Development.
The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism Jonathan Fredrik; Bagus Ardi Wibowo
Journal of Mathematics and Mathematics Education Vol 9, No 1 (2019): 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.v9i1.48286

Abstract

Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.
EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH Yemi Kuswardi; Ira Kurniawati; Sutopo Sutopo
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.v1i1.9916

Abstract

ABSTRACT Graph  materials  contains  declarative  knowledge  and  procedural knowledge.  In  Graph  subject  included declarative  knowledge  is  the  graph  terminology  while  those  included  procedural  knowledge  is  how  to determine  the  settlement  of  problems  by  using  the  algorithm  methods  associated  with  Graph.  Dirrect instruction  that  relies  on  principles  of  behavioral  and  social  learning  theory,  has  been  specifically designed to support students' learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC  motivation  strategies  (Attention,  Relevance,  Confidence,  Satisfaction)  is  a  strategy  that  can increase  the  motivation  on  learning  materials  and  learning  activities  of  students.  Application  of  direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this  study  was  to  determine  whether  the  aplication  of  direct  istruction  model  using  ARCS  strategy  on graph materials subject (1) the mastery learning is achieved, (2) students' learning activities are effective, (3)  students'  responses  are  positive,  and  (4)  the  effectiveness  of  model  is  reached.  This  research  is  a qualitative  descriptive  research.  The  subjects  of  this  research  are  students  who  take  Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science,  FKIP,  Sebelas  Maret  University  Surakarta.  The  results  is  (1)  mastery  learning  achieved,  (2) learning  activities  are  effective,  (3)  students'  response  considered  positive,  (4)  the  effectiveness  of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph
PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Tri Atmojo Kusmayadi; Imam Sujadi; Muhtarom Muhtarom
Journal of Mathematics and Mathematics Education Vol 2, No 1 (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.v2i1.9948

Abstract

 ABSTRAK This study aim to describe the students’ thinking process of 9th grade of Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule.This study is qualitative descriptive research. The criteria of subject selection included the students’ has a high mathematics capability and communication fluency both spoken and written. The data collection was done using written test and task-based interview techniques. Data analysis done based on written test data and task-based interview techniques data. And then it has been done the method triangulation to get valid subject data. Finally, the result of description thinking process as follows: students with high mathematics capability, in understanding problem using assimilation thinking process, make a plan using assimilation and accommodation thinking process. Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile, accommodation thinking process can be seen when the students drew an auxiliary line from E to the right thereby intersecting with CD line (the intersection was labeled H point), so devided trapezoid AEDG become right triangle EHG and rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.
ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X TAHUN PELAJARAN 2013 / 2014 KABUPATEN NGAWI Arum Dwi Rahmawati Dwi Rahmawati; Riyadi Riyadi; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 4, No 2 (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.v4i2.9980

Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach. Keywords: PBL, Scientific Approach
PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PERMAINAN LET’S BE CREATIVE (LBC) PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP IT NUR HIDAYAH SURAKARTA Isna Nur Lailatul F; Mardiyana Mardiyana; Dewi Retno Sari S
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i1.10012

Abstract

Abstract: The aims of this study are: (1) to describe the process of jigsaw model with LBC game in polyhedra (cubes, cuboids, prisms and pyramids) learning materials at VIII grade of high school students. (2) to get the result of jigsaw model with LBC game are valid, practical use in learning, and effectively use in learning. The discussion in this study using a model of the development of four D Thiagarajan (4D) includes; definition phase (define), stage design (design), stage of development (develop), and the deployment phase (disseminate). The results of this developmental study are: (1) a valid model of jigsaw with LBC game which applied in polyhedra (cubes, cuboids, prisms and pyramids) learning materials of VIII grade Junior High School with an average score rate is 3,55 and include in very good criteria. (2) a practical model of jigsaw with LBC game with a practical implementative average score rate (before implementation) is 3,44 and include in very good criteria and the teacher stated that jigsaw model with LBC game can be implemented in the classroom. (3) an effective model of jigsaw with LBC game to be implemented in the classroom. The effectiveness of the model according to the creativity in solving the mathematic problem which treated with jigsaw model with LBC game is better than jigsaw model only, the assessment by the observer when the teaching and learning process using jigsaw model with LBC game is 3,1375 include in good criteria with reliability rate 87,83%. Students’ respond toward the model is adequate with total average rate 2,793 and include in adequate category. The teacher also gives positive statements that jigsaw model with LBC game is good, the students being active and LBC game attracts all of the students. According to the discussion result, it can be concluded that jigsaw model with LBC game fulfil the criteria validity, practicality, and effectivity.Keywords: Jigsaw model development with LBC game, creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI BERBASIS AFL PADA PERSAMAAN GARIS LURUS DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA Adi Nurcahyo; Budiyono Budiyono; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 6, No 1 (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.v6i1.10034

Abstract

Abstract: The purpose of this research was to determine the effect of learning models on mathematics achievement viewed from student attitude toward mathematics. The learning models compared were Team Assisted Individualization (TAI) based Assessment for Learning (AfL), TAI, and conventional learning model. The research was quasi experimental. The population of this research was all students of grade VIII State Junior High School of the District Karanganyar, academic year 2013/2014. The samples in this research were SMPN 1 Tasikmadu, SMPN 2 Jaten, and SMPN 2 Colomadu taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires students toward mathematics instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with cooperative learning model TAI Based AfL were better than the ones who were learning mathematics with cooperative learning model TAI and conventional learning model, however the students who were learning mathematics with cooperative learning model TAI were better than the ones who were learning mathematics with conventional learning model, 2) the learning achievement in mathematics of the students with the high attitude toward mathematics were better than the ones with the medium and low attitude toward mathematics, however the students with the medium  attitude toward mathematics were better  than the ones with the low attitude toward mathematics, 3) in the cooperative learning model TAI Based AfL, the learning achievement in mathematics of the students with ones who have the high attitude toward mathematics were better than the students with the low attitude toward mathematics, and students with the medium attitude toward mathematics were as good as the ones who have low attitude toward mathematics as well. In the cooperative learning model TAI and conventional learning model, the students with the high, medium, and low attitude toward mathematics had the same achievement in learning mathematics, 4) in the students with the high attitude toward mathematics, the learning achievement of the students who were learning mathematics with ones who have cooperative learning model TAI Based AfL were better than the students were learning mathematics with cooperative learning model TAI, the students who were learning mathematics with cooperative learning model TAI had the same achievement in learning mathematics with conventional learning model, and the students who were learning mathematics with cooperative learning model TAI Based AfL had the same achievement in learning mathematics with cooperative learning model TAI. The students with the medium and low attitude toward mathematics had the same achievement in learning mathematics among the ones who were given the cooperative learning model TAI Based AfL, TAI, and conventional learning model.Keywords: Team Assisted Individualization (TAI), Assessment for learning (AfL), students attitude toward mathematics, achievement learning mathematics.
PENGEMBANGAN MODUL PEMBELAJARAN DENGAN PENDEKATAN DISCOVERY LEARNING PADA MATERI LIMIT FUNGSI ALJABAR KELAS X DI SMA INSAN CENDEKIA SUKOHARJO TAHUN AJARAN 2015/2016 Setyati Puji Wulandari; Budiyono Budiyono; Isnandar Slamet
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): 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.v7i1.20236

Abstract

Abstract: The aims of this research were to: 1) determine the validity of the results of the development of learning modules with discovery learning approach on the material of limit algebra functions; 2) determine the practicality of the development of learning modules; 3) determine the effectiveness of the development of learning modules; 4) determine whether students achievement in the material of limit algebra functions using learning modules is better than the students who don’t use it. The development of the modules was done through the modified Four D, namely define, design, development, and disseminate. Data were analyzed using descriptive analysis. Validity analysis was based on an expert assessment. Practicality analysis was based on implementation of learning module. Effectiveness analysis was based on student response after using the module. Analysis of student achievement was based on t-test hypothesis. The result concluded that: 1) learning modules with discovery learning approach to the material limit algebra functions declared fit for use by experts with the validity score of 3.44 and be in very good criteria; 2) learning modules expressed practical use in learning with the practicality score gained from the sheet of implementation of learning is 0.919 and be in very good criteria; 3) learning modules is effective for use in learning with the scores of effectiveness obtained from the sheet of student's response to the module is 3.03 and be in good criteria; 4) learning achievement of students who use the learning module is better than students who don’t use it, but isn’t significant.Keywords: learning module, discovery learning, limit algebra functions.
PENCERMINAN PADA DIMENSI TIGA Anggit Dwi Kuncoro; Ikrar Pramudya
Journal of Mathematics and Mathematics Education Vol 8, No 2 (2018): 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.v8i2.25836

Abstract

Abstract: The concept of reflection in three-dimensional is almost the same as the concept of reflection in the two-dimensional. However, the mirror in three-dimensional is in the form of flat plane.  Reflection in three-dimensional is a function that maps each point in such a way to meet the following requirements: distance between the prapeta point and the mirror is the distance between the mirror to the mapping result, the line connecting prapeta point with the mapping must be perpendicular to the mirror, and the structure and its reflection must be congruent. To get the reflection function, it can be carried out analytically. First, take flat plane as a mirror and the point that will be reflected in three-dimensional. A straight line is made through that point and it is perpendicular to the mirror, so the breakpoint can be determined. By utilizing shifts in three-dimensional, translucent point can be shifted in line with vector where is the point and is the starting point. So, the point as the result of mirroring can be obtained. The results of this study reveal that: mirroring in three-dimensional is a transformation because its function is a bijective. Reflection is involution which means that the results of twice multiplications are identity. Mirroring is not commutative. The result of twice parallel reflection composition can be called as reflection. The result of n multiplication of mirroring composition parallel to the coordinate and there is a distance is called as reflection.Keywords:Involution, Composition, Transformation.
Application of Moodle as Authentic Assessment in Learning Mathematics in SMK Chrisnawati HE; Arum Nur Wulandari; Sutopo Sutopo; Yemi Kuswardi
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.v10i2.47082

Abstract

The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into "energy" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can be said that learning can improve student learning outcomes and motivate students, because from the response questionnaire, 86.7% of students said they were motivated to try the test to get good results.

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