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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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MODIFIKASI PEMBELAJARAN STATISTIKA MATEMATIKA DENGAN METODE PETA KONSEP MELALUI PENDEKATAN ANALOGI Triyanto Triyanto
Journal of Mathematics and Mathematics Education Vol 1, No 2 (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.v1i2.9938

Abstract

ABSTRAK             Tujuan dari penelitian ini adalah untuk mengembangkan dan menerapkan model dan perangkat pembelajaran Statistika Matematika I melalui modifikasi pembelajaran dengan metode peta konsep melalui pendekatan analogi,  dengan harapan kualitas pembelajaran dapat ditingkatkan. Sejalan dengan tujuan penelitian tersebut maka penelitian ini merupakan penelitian pengembangan dengan model 4-D. Sedangkan dalam penerapannya,  penelitan ini menggunakan metode diskriptif kuantitatif untuk mengetahui pengaruh pembelajaran peta konsep melalui pendekatan analogi (yang dikembangkan) terhadap prestasi  belajar mahasiswa pada mata kuliah Statistika Matematika I.  Populasi dalam penelitian ini adalah seluruh mahasiswa Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret Surakarta. Sedangkan sampel yang digunakan dalam penelitian ini adalah 70 mahasiswa yang secara acak dari mahasiswa yang mengambil mata kuliah  Statistika Matematika I tahun akademik 2010/2011. Dari sampel tersebut 35 mahasiswa ditempatkan dalam kelas eksperimen dan 35 mahasiwa yang lain ditempatkan dalam kelas kontrol.Hasil penelitian ini adalah 1) Telah dikembangkan perangkat pembelajaran yang  berupa bahan ajar dan RPP untuk mata kuliah  Statistika Matematika I yang mengacu pada pembelajaran peta konsep melalui pendekatan analogi. 2) Terdapat pengaruh positif pembelajaran peta konsep melalui pendekatan analogi pada mata kuliah Statistika Matematika I di Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Kata Kunci : Statistika Matematika, Peta Konsep, Analogi1)         Artikel hasil penelitian2)         Staf Pengajar pada Program Studi Pend. Matematika, FKIP, UNS
KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF Argarini, Dian Fitri; Budiyono, Budiyono; Sujadi, Imam
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.v4i2.9970

Abstract

Abstract: The research objectives were to determine and to describe creative thinking characteristic of 7th grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.Keywords:   creative thinking characteristics, solving  problems, proposing problems, cognitive style
EKSPERIMENTASI MODEL PROJECT BASED LEARNING (PjBL) DAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KOTA METRO LAMPUNG Mustika, Juitaning; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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.v5i1.10002

Abstract

Abstract: The objective of research was to investigate the effect of learning models on Mathematics learning achievements viewed from students’ emotional intelligence. The learning models compared were PjBL, GI and direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VIII graders of Junior High Schools in Metro City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 238 students with details 80 students for the experiment 1, 80 students for experiment 2 and 78 students for control classes. The instruments used for collecting data were mathematics learning achievement test and student EI questionnaires. The results of this research were as follows: (1) the use of the PjBL model couldresult better learning achievement than both GIandthe direct learning. The use of GI could result better learning achievement than the direct learning model, (2) Students with high EI, resulting better learning achievement than students with moderate or low EI, and students with moderate EI hadbetter learning achievement than students with low EI, (3) For those students with high and moderate EI, the PjBL modelresulted better learning achievement than direct learning model, while the PjBL models gave the same learning achievement asGI, and the GIgavethe same learning achievement as the direct learning model. For students with low EI, PjBL, GIand direct learning model gave the same learning achievement, (4) In learning using PjBL model, students with high EI had better learning achievement than students with low EI, and students with moderate EI had better learning achievement than students with low EI, while students with high EI had the same learning achievement as students with moderate EI. On learning using GImodel, students with a high EI had better learning achievement than thosewith low EI, while students with high EI had the same learning achievement as students with moderate EI and students with moderate EI had the same learning achievement as students with a low EI. Direct learning model gave the same effect on learning outcomes among students who had high, moderate and low EI.Keywords: Project Based Learning (PjBL), Group Investigation (GI), Direct learning andEmotional Intelligence (EI).
PENGEMBANGAN MODUL MATEMATIKA BERILUSTRASI KOMIK PADA MATERI SKALA DAN PERBANDINGAN KELAS VII SMP/MTs Endah Ariastutik; Tri Atmojo Kusmayadi; Imam Sujadi
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.v6i2.10056

Abstract

Abstract: This study aims at: 1) investigating elegibility of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs, 2) investigating the effectiveness of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs. This study was a research and development (R & D) in mathematics learning at SMP/MTs. The applied development model was a development model postulated by Borg and Gall modified by Sukmadinata, which consists of three stages, including: 1) preliminary research, 2) development, and 3) field testing, each of which contains several steps. The product validation process was carried out by material experts, media experts, and respondents. The effectiveness testing for the module carried out in MTs Negeri Ngawi. The data collecting instrument used was the mathematics performance test. The content validity was measured by validators. The reliability test for measuring the test instrument applied KR-20 formula and the discriminatory power used product-moment correlation formula by Karl Pearson. The balance test was carried out by using t-test. The prerequisite tests covered normality test using Lilliefors testing method and homogeneity test using Barttlet method. The experimental design for this research was randomized post-test-only control group design. On the basis of the research findings and development, the research is concluded: 1) the comic-illustrated mathematics module was feasible to be used in learning process, the comic-illustrated mathematics module is considered feasible when the evaluation result from retriever is “good”, 2) the average students learning achievement in experiment class is better than that in control class, this conclusion is in accordance with the hypotheses proposed, namely learning with comic-illustrated mathematics module on the materials of scale and comparison for grade VII of SMP/MTs is more effective than direct learning without comic-illustrated mathematics module.Keywords: Learning Module, Mathematics Comic, Scale and Comparison.
DEKOMPOSISI GRAF MATAHARI Putri Rizqi Musthofa; Yemi Kuswardi
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.v8i1.25820

Abstract

Abstract:Graph theory is a branch of mathematics that facilitates problem solving. There are a lot of researches which concern on this issue. Various kinds of terms are introduced, one of them is graph decomposition. Graph decomposition is sub graphs collection of non-empty G graph {Hi} until Hi = 〈Ei〉 for non-empty sub graph Ei of E (G), where {Ei} is a partition of E (G). Sub graph Hi in decomposition G do not contain of isolated points. If {Hi} is a decomposition of G, it is denoted by .The discussion of graph decomposition can be developed in graph decomposition through various types. One of the types is decomposition of sun graphs. Sun graph is a graph formed from a circle Cn in which each vertex on a circle graph is given one additional vertex with a degree. So, each vertex in sun graph has 3 degrees, except the edge of cortex which only have 1 degree. The sun graph is the result of corona between two graphs, namely a circular graph with n vertex and complement of a complete graph with 1 number of vertex . The sun graph is denoted by where n is the number of vertex in circle graph.  If the vertex naming refers to one vertex (with clockwise rules) and  additional vertex naming connected to a circle vertex graph (vi), where the additional vertex has a degree of one, then the rule of naming is and sun graph is partitioned into a sub graph H_i = 〈Ei〉 in the form of K2 where i ≠ j so that H_i∩H_j = ∅, for i = 1,2,3, ..., n with sub graph If every i + 1, i + 2> n has an implicit + 1 and i + 2 will be expressed as an integers 1,2,3, ..., n (mod n), then the sun graph is 2K2-decomposition. So, for sun graph n ≥3 is 2K2-decomposition.Keywords:Decomposition, Sun Graph. 
An Analysis of Students Geometry Skills with Different Visual-Spatial and Logic-Mathematic Intelligence in Solving the Problem of Solid Plane Geometry Desi Puji Astuti; Sutopo Sutopo; Farida Nurhasanah
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.v10i1.37732

Abstract

This paper aims to find out the geometry skills of students with different levels of visual-spatial and logic-mathematic intelligence in solving the problem of solid geometry plane surfaces. It is qualitative descriptive research. Interview and test were employed to get data about students’ geometry skills in solving the problem of solid geometry plane surfaces. To maintain the worthiness of the data, the researcher implemented the time triangulation method. The data analysis comprised of data reduction, data display, and verification. This research used purposive sampling to determine the subjects.  The results of this research indicated that the students with low visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, the verbal skills did not reach level 0, the logical skills did not reach level 0, drawing skills of subject RR1 was level 0 and subject RR2 did not reach level 0, and applied skills level 1. The students with low visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1. The students with high visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 0, drawing skills level 0, and applied skills level 1. The students with high visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1..
The Process of Student's Mathematic Abstract from Spatial Intelligence Nor Khasanah; Nurkaidah Nurkaidah; Rosmala Dewi; Yusuf Arkham Prihandika
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.v9i2.48396

Abstract

Every student must have mathematical abstraction skills. Research with a qualitative approach aims to identify the mathematical abstraction process of students when working on geometric material problems in terms of spatial intelligence. By using a descriptive design, apart from the researcher as the main instrument, the mathematical abstraction test, the spatial intelligence test, and the interview reference were used as auxiliary instruments. A total of 6 students from class VIII were selected through purposive sampling technique which was taken from each category of spatial ability which had been classified into high, medium and low criteria. Based on data analysis, students' mathematical abstraction can be grouped into 4 levels, namely: recognition, representation, structural abstraction, and structural awareness. The conclusions of this study are: 1) students with a high level of spatial intelligence can achieve all four levels of mathematical abstraction characteristics and activities, namely recognition, representation, structural abstraction, and structural awareness. 2) students with moderate spatial intelligence can only achieve two levels of mathematical characteristics and abstraction activities, namely recognition and representation. 3) students with low-level spatial intelligence are only able to achieve one level of mathematical abstraction characteristics and activity, namely recognition where students are able to remember previous activities and experiences related to the problems at hand. This shows that students with moderate and low-level spatial intelligence do not have adequate abstraction skills in the concept of geometry.
PENGGUNAAN MATLAB DALAM PENYELESAIAN SISTEM PERSAMAAN LINEAR MENGGUNAKAN JARINGAN HOPFIELD LINEAR Yuana, Rosihan Ari
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.v1i1.9928

Abstract

Abstrak: Aplikasi  jaringan  syaraf  tiruan  untuk  menyelesaikan  permasalahan  komputasi  telah  banyak digunakan.  Salah  satunya  adalah  algoritma  jaringan  Hopfield  Linear  untuk  menyelesaikan  sistem persamaan  linear.  Algoritma  ini  memungkinkan  mesin  (komputer)  dapat  menyelesaikan  sistem persamaan linear dengan serangkaian proses training. Dalam artikel ini digunakan MATLAB untuk mengimplementasikan  algoritma  tersebut.  Output  dari  script  MATLAB  yang  dibuat  meliputi penyelesaian persamaan linear, informasi performa (running time) dan juga error beserta grafiknya.Keyword: sistem persamaan linear, jaringan syaraf buatan, jaringan Hopfield linear, MATLAB 
EVALUASI PROSES PEMBELAJARAN MATEMATIKA KELOMPOK BELAJAR PAKET C HARAPAN KECAMATAN GEMOLONG KABUPATEN SRAGEN Ngatman, Ngatman; Mardiyana, Mardiyana; Roswitha, Mania
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.v2i2.9960

Abstract

Abstrak Penelitian ini bertujuan untuk mengevaluasi dan mendiskripsikan 1) Proses pembelajaran matematika di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 2) Pelaksanaan kurikulum di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 3) Kendala-kendala  dalam proses pembelajaran matematika di Kejar Paket C PKBM Harapan Kecamatan Gemolong, 4) Untuk memberikan rekomendasi solusi terhadap kendala yang muncul pada proses pembelajaran matematika Kejar Paket C PKBM Harapan Kecamatan Gemolong.Penelitian ini adalah penelitian evaluatif dengan pendekatan deskritif kualitatif. Sumber informasi dalam penelitian ini adalah Kepala Sekolah, siswa atau warga belajar, guru atau tutor Kejar Paket C Harapan Kecamatan Gemolong Kabupaten Sragen. Teknik pengumpulan data yang digunakan adalah teknik wawancara, observasi kelas dan dokumentasi. Teknik analisis data yang digunakan adalah teknik alur yang meliputi pengumpulan data, penyajian data, reduksi data dan penarikan kesimpulan.Dari hasil analisis data dapat disimpulkan bahwa: 1) proses pembelajaran matematika di kelas Kejar Paket C Harapan Kecamatan Gemolong belum berlangsung kondusif, guru atau tutor menggunakan metode yang monoton sehingga siswa merasa jenuh, 2) pelaksanaan kurikulum di Kejar Paket C Harapan telah sesuai dengan ketentuan Kurikulum Pendidikan Kesetaraan, 3) kendala-kendala yang dihadapi dalam proses pembelajaran antara lain kebanyakan siswa membawa anak-anak mereka ke dalam kelas, guru jarang mengikuti workshop model pembelajaran, tidak tersedia buku pegangan siswa.Rekomendasi atas kendala yang dihadapi dalam proses pembelajaran adalah: 1) menganjurkan siswa agar tidak membawa anak-anak ke dalam kelas, 2) mengikutkan guru dalam workshop model pembelajaran, 3) pengadaan buku pegangan siswa secara bertahap. Kata kunci : Evaluasi Proses, kelompok belajar Paket C, pembelajaran matematika 
PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENILAIAN PORTOFOLIO PADA PEMBELAJARAN MATEMATIKA BERORIENTASI KEMAMPUAN AWAL Rufiana, Intan Sari; Mardiyana, Mardiyana; Iswahyudi, Gatut
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.v4i1.9992

Abstract

Abstract: The aims of this study were to: (1) produce a learning device in STAD cooperative learning model with a portfolio that was good for the subject of algebra in seventh grade junior high school, (2) know the effectiveness of cooperative learning of STAD type with portfolio assessment when it is viewed from early ability. This research was a kind of research and development. The development procedure used in this study was the development of a learning device according Thiagarajan et al, which was consisted of four stages: define, design, development, and disseminate. In disseminate stage, the experiment was conducted with portfolio assessment. Experiments conducted on the two junior high schools, they were Muhammadiyah Yanggong junior high school and Muhammadiyah Jenangan junior high school. Based on the inferential analysis, it showed that (1) the learning outcomes of students who were taught mathematics STAD cooperative learning with portfolio assessment was better than the mathematics learning outcomes of students who were taught STAD cooperative learning on the subject of algebra, (2) students who had high early ability had better performance than who had low early ability, (3) in the high ability, the students who were taught by using STAD cooperative learning model with portfolio assessment had better learning achievement than the students who were taught by using STAD cooperative model STAD without portfolio assessment, (4) in the low early ability, the students who were taught using STAD cooperative learning model with portfolio assessment had the same performance with STAD cooperative learning model without portfolio assessment, (5) the students who were taught by the STAD cooperative learning without portfolio assessment, students who had high early ability had better performance than who had low early ability, and (6) the students who were taught by using STAD cooperative learning model with portfolio assessment, the students who had high early ability had better performance than the students who had early ability.Key words: Cooperative STAD, Portfolio Assessment, Early ability

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