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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 KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KESEBANGUNAN BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI KEMAMPUAN SPASIAL (Penelitian dilaksanakan di Kelas IX SMPN 1 Paguyangan Kabupaten Brebes) An Nur Ami Widodo; Imam Sujadi; 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 Patuan P Tampubolon; Tesdiq Prigel Kaloka; Olivia Swasti; Widya Fajar Mustika; Alhadi Bustamam
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 Ulima Dani; Tuti Zubaidah
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.
Fungsional Aditif Ortogonal pada W0(E) di dalam Rn Riyadi, Riyadi
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.v1i2.9940

Abstract

AbstractThis paper discusses about a representation theorem of an orthogonally additive functional on W0(E)Ì M(E), that is a collection of all McShane integrable functions on a cell E= in Euclidean space Rn, which satisfies some certain properties. This result is a generalization of Chew result.Key words : orthogonally additive functional, McShane integrable, Euclidean space Rn.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI TAHUN AJARAN 2013/2014 Bahktiar, Hidayat; Usodo, Budi; Riyadi, Riyadi
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.v4i2.9972

Abstract

Abstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better  achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.Key words: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN INQUIRY LEARNING DAN DISCOVERY LEARNING TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Aziz, Abdul; Budiyono, Budiyono; Subanti, Sri
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.v5i1.10004

Abstract

 Abstract: The purpose of this research was to know the effect of the learning models on the learning achievement and mathematics communication ability viewed from the spatial quotient. The learning models compared were Inquiry learning, Discovery learning and Classical model. The type of this study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all grade VIII students of Junior High School in Solo city. Sample was collected by stratified cluster random sampling and consisted of 260 students which where divided into three groups,  86 students in Experimental Group 1, 86 students in Experimental Group 2, and 88 students in Control Group . The instruments of the research include mathematics achievement test, mathematics communication ability test and spatial intelligence test. The technique of analyzing data used the two-way multivariate analysis of variance with unbalanced cell. The results of this research could be concluded as follows ,  (1) Inquiry Learning and Discovery Learning have better learning achievement and mathematics communication ability aspects than the Classical learning, Besides that, Inquiry Learning and Discovery Learning  have the same learning achievement and mathematics communication ability; (2) The students with high spatial intelligence have the same learning achievement and mathematics communication ability as middle spatial intelligence. In addition, students who have high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence.; (3) In each learning model, the students with high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence, and the students with high and middle spatial intelligence have the same learning achievement and mathematics communication ability; (4) In each of the spatial intelligence, the cooperative learning model of Inquiry Learning and Discovery Learning give a better learning achievement and mathematics communication ability than the Classical model, and the cooperative learning model of Inquiry Learning and Discovery Learning give the same learning achievement and mathematics communication ability.Keywords: Inquiry Learning, Discovery Learning, Spatial Quotient, Learning Achievement, Mathematics Communication Ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN Kiki Riska Ayu Kurniawati; Budiyono Budiyono; Dewi Retno Sari Saputro
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.v5i2.10026

Abstract

Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords:  Jigsaw, NHT, interpersonal intelligence
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 Heni Septi Rahayu; Budiyono Budiyono; Budi Usodo
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 Risti Dwi Rahayu; 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.v8i1.25822

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' Puji Lestari; N Mutiara Irfadillah
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.

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