cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dewanta Arya Nugraha
Contact Email
dewanta.an@gmail.com
Phone
+6289673449687
Journal Mail Official
jmme@fkip.uns.ac.id
Editorial Address
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret Surakarta Jl. Ir. Sutami No. 36A Kentingan Surakarta 57126
Location
Kota surakarta,
Jawa tengah
INDONESIA
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 103 Documents
 1   2   3   4   5 
ANALISIS PROSES PEMBELAJARAN MATEMATIKA ABK HIPERAKTIF DI KELAS II INKLUSIF Marlina, Rosy; Budiyono, Budiyono; Usodo, Budi
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.v8i2.25850

Abstract

Abstract : Mathematical difficulties in children with special needs (ABK) hyperactivity become a challenge for mathematics teachers in learning. The existence of curriculum targets and demands must be adjusted to the conditions of hyperactive ABK who have difficulties in terms of concentration. The purpose of this study was to describe the strategies and constraints of teachers in teaching mathematics to hyperactive ABK in inclusive class II, as well as their suitability with the conditions and needs of hyperactive ABK. This research is a qualitative field research research with purposive sampling. Samples from this study are classroom teachers who teach mathematics, Special Guidance Teachers (GPK) shadow and hyperactive ABK. The instruments used are observation, documentation and interviews. The results showed that mathematics learning for hyperactive ABK was accompanied by GPK Shadow with the approach of Individual Learning Program (PPI) in inclusive classes allowing hyperactive ABK to focus more on learning and feel comfortable because they could be with their classmates. The curriculum model used is a modified regular curriculum, including modification of goals, materials, processes and evaluations.Keywords:Mathematics Learning, Hyperactive Abk, Inclusive Class.
Curriculum 2013 Based on The Philosophy Perspective of Progressivism Noviyanti, Ika Nurma
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.v9i1.48287

Abstract

It should be understood that curriculum is the heart of education. The education curriculum in Indonesia has undergone various changes which are based on refining the previous curriculum as well as the 2013 Curriculum which synchronizes the previous curriculum. The philosophical foundation used in designing the curriculum is very important in determining educational goals. The results of the research show that the 2013 Curriculum can increase changes in knowledge, attitudes, and skills towards students for the realization of better character education. The 2013 curriculum has a goal of giving birth to an active, innovative and creative generation that aims to reduce ignorance, poverty and underdevelopment in life. The 2013 curriculum has a philosophical basis that adopts a foreign philosophy or is called an inclusive eclectic which is then synchronized with the Indonesian national education system. Progressivism is an educational philosophy that focuses on a process, where the 2013 Curriculum in theory focuses more on students. The 2013 curriculum illustrates if students must get learning that is in accordance with the development of the times in order to give birth to a generation of reformers and every competency in students is assessed as a whole both knowledge, attitudes, and skills.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK HIMPUNAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) Ikawati, Nur; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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.v6i1.10036

Abstract

Abstract: The aim of the research was to know the effect of learning models on mathematics learning achievement viewed from the student Adversity Quotient (AQ). The learning models compared were the cooperative learning model of the Group Investigation with scientific approach (GI-S), the cooperative learning model of the Think Pair Share with scientific approach (TPS-S), and model of classical learning with scientific approach (K-S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all students of Junior High School in Bantul regency on academic year 2014/2015. The samples of  the research were taken by using the stratified cluster random sampling. The instruments used were mathematics achievement test and questionnaires of AQ. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of . The results of the research are as follows. 1) GI-S gives better mathematics achievements than TPS-S, and both gives better mathematics achievements than K-S. 2) Students with AQ type of climber have better mathematics achievements than students with AQ type of camper and type of quitter, while students with AQ type of camper have better mathematics achievements than students with AQ type of quitter. 3) For GI-S and TPS-S, students with AQ type of climber and type of camper have the same mathematics achievements, and students with AQ type of climber and type of camper gives better mathematics achievements than students with AQ type of quitter. For K-S, students with AQ type of climber have better mathematics achievements than students with AQ type of camper and type of quitter, and both have the same mathematics achievements. 4) For students with AQ type of climber and type of quitter, GI-S, TPS-S, and K-S gives the same mathematics achievement. For students with AQ type of camper, GI-S and TPS-S gives the same mathematics achievements, and both gives better mathematics achievements than K-S.Keywords: GI, TPS, Classical, Scientific Approach, AQ 
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KESEBANGUNAN BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI KEMAMPUAN SPASIAL (Penelitian dilaksanakan di Kelas IX SMPN 1 Paguyangan Kabupaten Brebes) Widodo, An Nur Ami; Sujadi, Imam; Mardiyana, Mardiyana
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.v7i1.20238

Abstract

Abstract : The aim of this research was to identify the types of students error at 9th grade of SMPN 1 Paguyangan in solving similarity by using Newman’s error analysis procedure from spatial ability. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types students with low spatial ability error in solving based on Newman’s error analysis procedure were: reading error, comprehension error, transformation error, process skill error, and encoding errors. The types students with medium spatial ability error in solving based on Newman’s error analysis procedure were: transformation error, process skill error, and encoding error. The types students with high spatial ability error in solving based on Newman’s error analysis procedure were : transformation error.Keywords: types of error, Newman procedure, spatial ability.
MODEL KLASTERING SKM3 (SUBCONTROLLED K-MEANS MAX-MIN) DAN APLIKASINYA DALAM MENGHITUNG ELEKTABILITAS PASANGAN CALON KEPALA DAERAH Tampubolon, Patuan P; Kaloka, Tesdiq Prigel; Swasti, Olivia; Mustika, Widya Fajar; Bustamam, Alhadi
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.v8i2.25838

Abstract

Abstract: Indonesia is a legal state that chooses a leader based on the results of general elections, such as the election of presidents and regional leaders. Electability is statistical data for each pair of candidates who show public interest to choose the candidate. Electability data is usually obtained from the results of questionnaires or interviews with constituents. The data search process is carried out by a survey institution. Most people discuss voluntarily in social media related to the candidate that they will choose. This study uses discussion data from social media to calculate the electability of each pair of candidates by using cluster method. The cluster method is K-Means. K-Means employs euclidean distance to determine the cluster of each data, while the number of cluster can be determined by the user. This study proposes SKM3 model (Subcontrolled K-Means Max-Min), which applies the minimum and maximum average values to decide the cluster of each data. SKM3 cluster is controlled by K-Means method that uses Euclidian distance. SKM3 model is processed using news data from detik.com site for the election of regional leader of West Java, Central Java, and East Java. The error value of SKM3 model is calculated through RMSE (Root Mean Square Error). The error value of West Java is 0.0452, the error value of Central Java up to 0.0343, and the error value of East Java is 0.2382. Based on the error values of each electoral region, it shows that SKM3 model has a small error value, so it can be concluded that SKM3 model is good for calculating the electability of the leader by using clustering method.Keywords:Electability, Clustering, K-Means, SKM3.
Improving Year 7 Students' Mathematics Communication Skills by The Discovery Learning Model Dani, Ulima; Zubaidah, Tuti
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.v10i2.47084

Abstract

One way to improve students' communication skills is by applying the Discovery Learning model. It can improve students' communication skills by enabling students to express ideas of their findings. Communication skills can be orally or in writing, and teachers need to motivate students to communicate actively. This study aims to determine Year 7 students' mathematics communication skills by the Discovery Learning model in mathematics learning. This was a quantitative research using a pre-experimental design with a one-group pretest-posttest. This research population was all Year 7 students in the school studied, and the sample was one class that was selected randomly. The research instruments were pre-test and post-test to explore students' communication skills. The results indicated that the Discovery Learning model could improve Year 7 students' mathematics communication skills. It is expected that this research may inform teachers and educators concerning the application of appropriate learning model for enhancing students’ communication skills.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN TAHUN PELAJARAN 2015/2016 Rahayu, Heni Septi; Budiyono, Budiyono; Usodo, Budi
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.v6i2.10058

Abstract

Abstract: The purpose of this study was to determine the effect of the learning models TSI, TPS, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with  factorial design. The population were the eighth-grade students of junior high schools in Klaten Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis, it was concluded as follows. 1) The  mathematics learning achievement of TSI was better than TPS and direct learning model, the mathematics learning achievement of TPS was better than direct learning model. 2) The mathematics learning achievement of the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was better than the students with low logical mathematics. 3) The students with high logical mathematics who were treated by TSI, TPS, direct learning models had the same mathematics learning achievement, students with low logical mathematics treated with TPS and TSI has the same result for both models and was better direct learning model, the students who were treated by TPS learning model was better than direct learning model, the students with low logical mathematics who were treated by TSI was same as TPS and was better than direct learning model. 4) In TSI learning model, the mathematics learning achievement of students with high logical mathematic was better than the students with both average and low logical mathematics, the students with average logical mathematic was better than students with low logical mathematics, in TPS learning model, the students with high logical mathematics was same as the achievement of  students with average logical mathematics and was better than the students with low logical mathematic, in direct learning model, the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was same as the students with low logical mathematics.Keywords: Three Steps Interview, Think Pair Share Direct Learning Model, Logical Mathematical Intelligence.
DEKOMPOSISI GRAF HELM Rahayu, Risti Dwi; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 8, No 1 (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.v8i1.25822

Abstract

Abstract: Decomposition of graph G is a collection of {Hi} from sub graph G until Hi = 〈Ei〉 for Ei subset E (G) and {Ei} is partitions of E (G). If {Hi} is a decomposition of G, it can be written as the addition of the sides and G is decomposed into sub graphs where n = |{Hi}|. In other words, is the decomposition of graph G. Helm Hn graph with n ≥ 3 and n is even number which can be partitioned into sub graph   which is in the form of 2K2, where Hn = So, helmet Hn graph with n ≥ 3 and n is an even number of 2K2-decomposition. The Hn helm graph with n > 3 can be partitioned into sub graph Ai = 〈Ei〉 which is in the form of 3K2, where . So that the Hn helm graph with n > 3 is 3K2-decomposition.Keywords:Decomposition, Helm Graph.
Comparison of Mind Mapping and Inside Outside Circle Learning Model on Mathematical Communication Students' Lestari, Puji; Irfadillah, N Mutiara
Journal of Mathematics and Mathematics Education Vol 10, No 1 (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.v10i1.41901

Abstract

The purpose of this study is to examine the two models' implementation for students'mathematical communication skills. The research method used was a quasi-experiment with a sample of 62 students selected by purposive sampling from two classes, namely Mind Mapping class and Inside-Outside Circle class. The instrument used was a test description of mathematical communication skills and a validated questionnaire. The results showed that the mathematical communication skills of students who obtained Mind Mapping and Inside-Outside Circle learning models did not differ significantly, with the quality of improving mathematical communication skills of the two classes based on the normalized gain test being in the medium category. When viewed from the frequency of students who reach the KKM, both are still less than 75%, so the two learning models' implications cannot be said to be good. However, students'responses to the learning models provided showed reactions with the right interpretation.
Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender Mulyastuti, Indah Dwi; Budiyono, Budiyono; Indriati, Diari
Journal of Mathematics and Mathematics Education Vol 9, No 2 (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.v9i2.48398

Abstract

Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. 

Page 2 of 11 | Total Record : 103

 1   2   3   4   5 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol 14, No 2 (2024): Journal of Mathematics and Mathematics Education (JMME) Vol 14, No 1 (2024): Journal of Mathematics and Mathematics Education (JMME) Vol 13, No 2 (2023): Journal of Mathematics and Mathematics Education (JMME) Vol 13, No 1 (2023): Journal of Mathematics and Mathematics Education (JMME) Vol 12, No 2 (2022): Journal of Mathematics and Mathematics Education (JMME) Vol 12, No 1 (2022): Journal of Mathematics and Mathematics Education (JMME) Vol 11, No 2 (2021): Journal of Mathematics and Mathematics Education (JMME) Vol 11, No 1 (2021): Journal of Mathematics and Mathematics Education (JMME) Vol 10, No 2 (2020): Journal of Mathematics and Mathematics Education (JMME) Vol 10, No 1 (2020): Journal of Mathematics and Mathematics Education (JMME) Vol 9, No 2 (2019): Journal of Mathematics and Mathematics Education (JMME) Vol 9, No 1 (2019): Journal of Mathematics and Mathematics Education (JMME) Vol 8, No 2 (2018): Journal of Mathematics and Mathematics Education (JMME) Vol 8, No 1 (2018): Journal of Mathematics and Mathematics Education (JMME) Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME) Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME) Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME) More Issue