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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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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) DAN THINK PAIR SHARE (TPS) DENGAN STRATEGI TALKING STICK DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VII SMPN KOTA SURAKARTA Kirana, Arinta Rara; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (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.v5i2.10024

Abstract

Abstract: The objectives of research were to find out: 1) which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, 2) which one providing better mathematics learning achievement, linguistic intelligence, mathematics logic intelligence or interpersonal intelligence, 3) in each multiple intelligence level, which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, and 4) in each learning models, which one providing better mathematics learning achievement, linguistic intelligence, mathematicslogic intelligence or interpersonal intelligence. This research used the quasi experimental research method. The design of the research was  3 × 3 factorial. The population was the students of the seven class of Junior High School in Surakarta City on academic year 2014/2015. The tecnique of sampling was stratified cluster random sampling. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance.The conclusions of this research were as follows: 1) TTW by using talking stick model provided better mathematics achievement than TPS by using talking stick model and classical learning model. 2) the mathematics logic intelligence students had mathematics achievement better than linguistic intelligence, the mathematics achievement of linguistic intelligence is the same as interpersonal intelligence, and the mathematics logic intelligence students had mathematics achievement better than interpersonal intelligence. 3) in each of multiple intelligence categories, students mathematics learning achievement is in constancy with result of learning models.4) in each learning models, the students mathematics learning achievement is in constancy with  result of multiple intelligence categories.Keywords: TTW, TPS, classical learning, multiple intelligence, talking stick, achievement of learning.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL KELAS VII SMP NEGERI SE-KABUPATEN BELITUNG Firna Irnistisia; Tri Atmojo Kusmayadi; Riyadi Riyadi
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.v6i1.10046

Abstract

Abstract: The objective of this research was to investigate the effect of the  learning models on the learning achievement in mathematics viewed from students attitude toward mathematics. The learning models compared were the problem based learning (PBL) type, the cooperative learning model of the missouri mathematics  project (MMP) type, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools of Belitung regency in Academic Year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 285 students. They were grouped into three classes, namely: 95 students in Experimental Class 1, 96 students in Experimental Class 2, and 94 students in Control Class. The instruments to gather the data were test of achievement in learning mathematics and the students attitude toward mathematics questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of  variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the PBL type results in a better learning achievement in Mathematics than the cooperative learning model of the MMP type  and  the  direct  learning  model,  the cooperative  learning  model of  the  MMP type results in a better learning achievement in Mathematics than the direct learning model. 2)  The  students  with  the high attitudes toward mathematics have a better learning achievement in mathematics than those with the moderate students attitudes toward mathematics and  those with  the low students attitudes toward mathematics, the students with the moderate attitudes toward mathematics have a better learning achievement in mathematics than those with the low students attitudes toward mathematics. 3) There was an interaction the aforementioned learning models and the categories students attitude toward mathematics on the learning achievement in mathematics of the students.Keywords: PBL, MMP, and students attitude toward mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMK SE-KABUPATEN NGAWI TAHUN PELAJARAN 2015/2016 Lia Septy Nirawati; Tri Atmojo Kusmayadi; Imam Sujadi
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.v7i1.20248

Abstract

Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a  quasi-experimental research with a  3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than  the  learning  achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learning  achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement.Keywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement
ANALISIS PROSES PEMBELAJARAN MATEMATIKA ABK HIPERAKTIF DI KELAS II INKLUSIF Rosy Marlina; Budiyono Budiyono; Budi Usodo
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 Ika Nurma Noviyanti
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.
SOLUSI KUADRAT TERKECIL MODEL REGRESI FUZZY DENGAN VARIABEL DEPENDEN FUZZY SIMETRIS Kharisudin, Iqbal
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.v1i1.9918

Abstract

ABSTRACT: It is known that the regression model used to analyze the crisp data. In the condition that there is  uncertainty  (imprecision,  vagueness)  on  values  of  observed  variables,  then  the  fuzzy  regression model is required. In this paper discussed a fuzzy regression model with symmetrical fuzzy dependent variable and crisp independent variables using the least squares approach. The method used to find the  linear  model  is  to  minimize  the  distance  function  between  observed  fuzzy  variables  with  the estimation dependent variable or the corresponding theoretical value. It is shown that the solution of this  model  is  a  generalization  of  the  classical  regression  model. Further  discussion  is  about  the properties of solution of the model.Keyword: center model, spread model, fuzzy distance, iterative solution.
ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI SMK RSBI SURAKARTA Puspitasari, Norma; Sujadi, Imam; Soeyono, Soeyono
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.v2i1.9950

Abstract

Abstract This study aims :1)to describe process of learning mathematics in vocational RSBI Surakarta.2) to know whether the process of learning mathematics in vocational RSBI Surakarta whether it is in accordance with quality assurance system RSBI.This study used a qualitative approach. The subject of this study was a mathematics teacher in class XI program of tourism expertise. The data was taken by RPP and learning activities in the transformation geometry subject. Instruments used observation and interview guide sheet. Techniques of data collection by interview, observation and documentation. The validity of the data used the triangulation  methods and data sources. Data analysis techniques included data reduction, data presentation and conclusions.These results indicated that: 1) The process of learning mathematics at SMK Negeri 6 Surakarta were as follows (a) The planning was not appropriate  with the standards process because there are some errors in the writing of the identity,  programming skills are not included the amount of meetings and the planning has not been made  (b) The implementation of  mathematics learning  in the transformation geometry subject in early learning activities, the teacher of grade XI mathematics SMK Negeri 6 Surakarta apperception conducted a glimpse for repeating previous material. The main activities of learning, classroom math teacher of SMK Negeri 6 Surakarta XI UPW has implemented major exploration by encouraging students to do the experiment in determining the reflection point and the point of rotation with Geogebra software media, teachers conducted elaboration by discussion and taking conclusion after demonstration done without giving opportunities for students to analyzit. The teacher conducted confirmation by giving positive feedback and reinforcement in verbal to the success of students, gave the confirmation to the result of exploration and elaboration and got correction to the student mistakes. (c) The use of information technology-based media on the powerpoint application program, animation or presentation media in the mathematics learning process was optimally supported by Geogebra media software as supported transformation geometry media. (d) Use the usual methods of teaching applied mathematics teacher SMK Negeri 6 Surakarta was demonstration because it considered suitable for the material submitted with the help of the above media. (e) The use of English in learning mathematics restricted for the opening only, the slides that used in the learning was also not in English. (F) In the end of the lesson the teacher give students chance to ask which part of the material that still not understand, Taking conclusion from the material together with the students, giving exercises, and post test. (g) In the assessment step, grade XI mathematics teacher of SMK Negeri 6 Surakarta correcting students' test results, give feedbacks and comments, restore the work to the students.The results of the research also showed that; 2) The process of mathematics learning at SMK Negeri 6 Surakarta if it has been related with quality assurance system are (a) The process of mathematics learning is good but not meet the standards process and has not been riched by learning process from one of developed OECD country or other developing country. (b) The process of learning in mathematic have developing a noble character, manners, noble, excellent personality, leadership, life enterpreneural, patriot and soul. (c) The use of English in mathematics teaching was too minimal only at the opening, the delivering materials also have not to use English. (d) The use of ICT have good proved by the learning process using the LCD and Geogebra software.Keywords: Mathematics Learning Process, Vocational RSBI,  Quality Assurance  System
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA SMP NE Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
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.v4i2.9982

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI INTELLIGENCE QUOTIENT (IQ) PADA SISWA SMA NEGERI 6 SURAKARTA Wahyumiarti, Wahyumiarti; 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.v5i1.10014

Abstract

Abstract: This study aims to analyze the ability of mathematical communication at students with a high, medium, and low IQ in grade XI MIA of State Senior High School 6 Surakarta in answering math questions. The subjects were 6 students that two students with high IQ, 2 students with medium IQ, and 2 students with low IQ. Techniques of data collection used documents and archives, a written test and an interview. Data analysis techniques used are data reduction, data presentation, and conclusion. The results of research showed that: (1) students with high IQ: in the mathematical written communication skills, students were able to create situations and proper solutions using the diagram, the students were also able to translate the ideas contained in the diagram with their own words in the form of detailed and structured information, and able to express ideas and opinions with good reason. In the mathematical verbal communication skills, the students were able to provide some information and the situation in the form of their own language, students were also able to express the right opinions to answer and respond questions in the form of a convincing argument and be able to make correct conclusions with emphatic pronunciation; (2) students with medium IQ: in the mathematical written communication skills, students were able to create situations and proper solutions to depict diagrams and adding several full details, students were also able to translate the ideas contained in the diagram with their own words which arranged in structured by providing some information, ideas and information, but students gave a brief opinion in giving reasons about diagram. In the mathematical verbal communication skills, the students were able to provide some information and situation into their own language forms in detail, complete, and structured, students were also able to give an opinion clearly and convincingly, in addition the student also gave some suggestions, and able to respond to questions in the form convincing argument and students were able to make the right conclusions but short explicitly; (3) students with medium IQ: in the mathematical written communication skills, students were able to create situations and appropriate solutions to describe the diagram and added some description, students were also able to translate the information contained in the diagram with their own sentences with ideas and information relating to the matter. In the mathematical verbal communication skills, students were able to give some brief information in the form of their own language, students were able to express opinions and suggestions but there is still less precise answer, the student was not able to properly respond to questions when giving an answer, but the students were able to make some conclusions short with a convincing argument.Keywords: Mathematical Communication, Math Questions, Intelligence Quotient
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) Nur Ikawati; Mardiyana Mardiyana; Dewi Retno Sari Saputro
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 

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