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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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Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender Indah Dwi Mulyastuti; Budiyono Budiyono; Diari Indriati
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. 
PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Tri Atmojo Kusmayadi; Imam Sujadi; Muhtarom Muhtarom
Journal of Mathematics and Mathematics Education Vol 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.v1i2.9930

Abstract

Abstract: This  study  aim  to  describe  the  students’  thinking  process  of  9th  grade  of  Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule. This  study  is  qualitative  descriptive  research.  The  criteria  of  subject  selection included the students’ has a high mathematics capability and communication fluency both spoken  and  written.  The  data  collection  was  done  using  written  test  and  task-based interview  techniques.  Data  analysis  done  based  on  written  test  data  and  task-based interview techniques data. And then it has been done the method triangulation to get valid subject data.  Finally,  the  result  of  description  thinking  process  as  follows:  students  with  high mathematics  capability,  in  understanding  problem  using  assimilation  thinking  process, make  a  plan  using  assimilation  and  accommodation  thinking  process.  Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile,  accommodation  thinking  process  can  be  seen  when  the  students  drew  an auxiliary  line  from  E  to  the  right  thereby  intersecting  with  CD  line  (the  intersection  was labeled  H  point),  so  devided  trapezoid  AEDG  become  right  triangle  EHG  and  rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG BERORIENTASI PADA PENEMUAN TERBIMBING DENGAN PENGGUNAAN ALAT PERAGA PADA MATERI BANGUN DATAR SEGI EMPAT DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA Nosa Putri Djumaliningsih; Riyadi Riyadi; Gatut Iswahyudi
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.v2i2.9962

Abstract

ABSTRACT This research aims to find out: (1) which one providing better mathematics learning achievement, the learning using guided inquiry-oriented Jigsaw type of cooperative learning model, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (2) which one having mathematics learning achievement, the student with high, medium, or low mathematics reasoning skill in rectangular flat structure material, (3) in each mathematics reasoning skill (high, medium, and low), which one providing better learning achievement between guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (4) in each learning model (guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional), which one providing better mathematics learning achievement, the students with high, medium or low mathematics reasoning skill in rectangular flat structure material.This study belonged to a quasi-experimental research with a 3x3 factorial design taken place in VII grade of SMPN Ponorogo in second semester of 2011/2012 school year. The population of research was all VII graders of Junior High Schools in Ponorogo, consisting of 51 school. The sampling technique used was stratified cluster random sampling. The classification of school was made according to National Examination value in the school year of 2010/2011. The samples of research were 280 students from SMPN 2 Ponorogo for high classification, SMPN 6 Ponorogo for medium classification, SMPN 2 Babadan for low classification. The data of mathematic reasoning skill and learning achievement were collected using a multiple-choice test. Technique of analyzing data used was a two-way variance analysis with different cells.The conclusions of research were (1) there was an effect of learning model on the learning achievement (Fobs = 8.10 > F­table = 3), from inter-row mean comparative test, it could be found that the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use (marginal mean of 74.0833) provided better achievement than Jigsaw type of cooperative did (marginal mean of 69.5652) and both of them provided better achievement than the conventional learning model did (marginal mean of 65); (2) there was an effect of student mathematics reasoning skill on the learning achievement (Fobs = 32.74 > F­table = 3), from inter-row mean comparative test, it could be found that the students with high reasoning skill (marginal mean of 74.8785) provided reasoning skill equaling to the students with medium reasoning skill did (marginal mean of 71.5506), and both of them provided better achievement than the students with low reasoning skill did (marginal mean of 60.8571); (3) in high reasoning skill, the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use provided achievement equaling to the Jigsaw type of cooperative did and both of them provided achievement equaling to the conventional learning model did, while in medium and low reasoning skill, the three learning model provided the same learning achievement; (4) in the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium mathematics reasoning skill had, and both of them had mathematics learning achievement as same as those with low mathematics reasoning skill had, while in Jigsaw type of cooperative and conventional learning model, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium and low mathematics reasoning skill had.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DAN TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA POKOK BAHASANGARIS DAN SUDUT DITINJAU DARI SIKAP SISWATERHADAP MATEMATIKA KELAS VII SMP Swasti Maharani; Budiyono Budiyono; Dewi Retno Sari Saputro
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.v4i1.9994

Abstract

Abstract: The objectives of this research were to find out: (1) which learning model of the GI with CTL approach, TAI with CTL approach or conventional learning results in a better learning achievement in mathematics; (2) which students attitudes toward mathematics of the positive, neutral, or negative types results in a better learning achievement in mathematics; (3) in each students attitudes toward mathematics, which learning model of the GI with CTL approach, TAI with CTL approach or conventional learning results in a better learning achievement in mathematics; and (4) in each learning model, which students attitudes toward mathematics of the positive, neutral, or negative types results in a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade VII of State Junior High Schools in Ngawi regency. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of this study showed that: (1) the GI and TAI with CTL approach learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (2) the mathematics learning achievement with positive attitudes toward mathematics was better than that with neutral and negative attitudes towards matematics, that with neutral attitude towards matematics was better than that with negative attitudes toward mathematics; (3) in each students attitudes toward mathematics type, the GI and TAI with CTL approach learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (4) in each learning model, the mathematics learning achievement with positive attitudes toward mathematics was better than that with neutral and negative attitudes towards matematics, that with neutral attitude towards matematics was better than that with negative attitudes toward mathematics.Key words: learning model, GI, TAI, conventional, CTL approach, students attitudes toward mathematics.
PROSES BERPIKIR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMECAHAN MASALAH PEMBUKTIAN TAHUN AKADEMIK 2014/2015 Dian Devita Yohanie; Imam Sujadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i1.10048

Abstract

Abstract: This research aimed to describe the thinking process in proof problem solving using direct, contraposition, and contradiction methods in 2nd semester mathematic education students of Nusantara PGRI University of Kediri with (1) high, (2) moderate, and (3) low learning achievements. The research method employed was qualitative approach. Subject of research was selected using purposive sampling technique, consisting of 6 2nd-semester mathematic education students: 2 students with high, 2 with moderate, and 2 with low learning achievements. Data collection was carried out using interview based on proof problem solving assignment. Data validation was carried out using time triangulation, and the valid data was analyzed using data reduction, data display, and conclusion drawing.  The result of research showed that: (1) The thinking process of students with high learning achievement. The proof problem solving in direct contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly and completely, did algebraic operation to connect consequence to premise, in order to prove the consequence. In review phase, the subjects check their answer and were sure with their answer after seeing the process and proof result. (2) The thinking process of students with moderate learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly, did algebraic operation with summing procedure and distributive property to connect consequence to premise in order to prove the consequence. In review phase, the subjects did not check their answer and were sure with their answer when their  proved. (3) The thinking process of students with low learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase is the same, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise difficultly, did algebraic operation with summing procedure and distributive property to connect consequence to premise using number example, thereby could not prove the consequence. Then in review phase, the subjects did not check their answer and were sure with their answer after seeing their proof result.Keywords: Thinking Process, Problem Solving, Proof, Learning Achievement 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) YANG DIMODIFIKASI DENGAN ASSESSMENT FOR LEARNING (AFL) PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMK TEKNIK DI KABUPATEN MADIUN Suryanto Suryanto; Budi Usodo; 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.v7i1.20250

Abstract

Abstract: The objective of this research was to investigate the effect of learning models on the learning achievement in Mathematics viewed from creativity of the student. The learning models compared were Teams Games Tournaments (TGT) The Modified By Assessment For Learning (AfL), Teams Games Tournaments (TGT) an direct model. This research is a quasi-experimental research with a 3x3 factorial design. The population of this research is all class 11th student of Vocational High School in Madiun. Sampling was done by stratified cluster random sampling of the sample totaled 266 students, with details of 87 students in the experimental class of 90 students in two experimental classes and 89 students in the control class. The instruments used to collect data were mathematics achievement test and test creativity in learning. The technique of analyzing the data was two-ways ANOVA with unequal cells. The results of research showed that: (1) The model of cooperative learning TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides mathematics learning achievement as well as direct learning model; (2) Students who have a high learning creativity gives better mathematics learning achievement than students who have studied creativity medium and low. Students who have studied creativity is giving mathematics learning achievement as well as students with low learning creativity; (3) For each learning model show that, the prestige mathematics students with high creativity learning are better than the student who have medium or low, and students who have the creativity learning is giving better mathematics learning achievement than students with low learning creativity. (4) For each students' level of creativity show that, cooperative learning model TGT modified AfL provides mathematics learning achievement better than cooperative learning model TGT and direct learning. TGT cooperative learning model provides better mathematics learning achievement than direct learning model.Keywords: cooperative learning, TGT modified AfL, TGT, creativity in learning, academic achievement.
PENALARAN MATEMATIS MAHASISWA DALAM MEMECAHKAN MASALAH ANALISIS REAL BERDASARKAN KEMAMPUAN BERPIKIR INTUITIF Fatriya Adamura; Vera Dewi Susanti
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.v8i2.25852

Abstract

 Abstract: Mathematical reasoning ability is needed by students both in the process of understanding mathematics and in everyday life context. In fact, Indonesian students’ ability in the field of mathematics is still very low. Referring to the fact, this study is attempted to determine students' mathematical reasoning in solving real analysis problems based on their ability to think intuitively. This study is a qualitative descriptive research. The data sources in this study are college students. Data are collected through written tests and interview. Data analysis in this study is carried out by stages of data reduction, data presentation, and conclusion. The results show that (1) Students with high intuitive thinking skills in real analysis problem solving have a tendency to implement mathematical reasoning perfectly. They are able to carry out mathematical reasoning at each stage of solving real analysis problems. (2) Students with medium intuitive thinking ability in solving real analysis problem have a tendency to implement mathematical reasoning less perfectly. They are not able to carry out mathematical reasoning at the stage of solving problems according to plan and re-checking it again. (3) Students with low intuitive thinking skill in solving real analysis problem have a tendency to implement mathematical reasoning imperfectly. They are unable to carry out mathematical reasoning at the stage of planning solution and solving problem.Keywords:mathematical reasoning, solving problem, intuitive.
An Error Analysis: Problem Solving of The Maximum and Minimum Derivative Values With Newman’s Error Analysis Terri Murizki Anugrah; Tri Atmojo Kusmayadi
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.v9i1.48288

Abstract

This study aimed to describe the errors made by students in solving of maximum and minimum derivative values problem-solving test. The research method used is the descriptive qualitative method. The subjects consisted of five twelfth grade students of senior high school in Puding Besar who were selected by purposive sampling. The instrument used in this study are derivative problem-solving test and interviews. The results of student answers were analyzed using the Newman’s error analysis. Based on the results of the analysis, the most common error made by students were errors in the comprehension errors. The most students do not understand the concept of solving the problems of maximum and minimum derivative values. Students only work on algebraic questions without using concepts of maximum and minimum derivative values
DEPENDENSI DALAM MODEL RESIKO INDIVIDUAL UNTUK ASURANSI JIWA KELOMPOK Getut Pramesti; Sri Haryatmi Kartiko
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.v1i1.9920

Abstract

ABSTRACT: The  risk  dependence  of  an  insurance  portfolio  in  a  group  life  insurance  can  be  described  as  the individual risk model. It is used in modeling the claim distribution of insurance contracts over a fixed period  of  time.  The  distribution  computation  is  conducted  with  direct  calculation  throught  n convolution of individual claim distribution. We discuss the impact of the risk dependence on the net value of the stop–loss premium. A third risk factor in the dependence risk model is also introduced.Key words : The risk dependence, group life insurance, individual risk model, claim, the net value of the stop-loss premium.
STRATEGI GURU DALAM MEMBELAJARKAN MATEMATIKA PADA SUB POKOK BAHASAN SIFAT-SIFAT BANGUN DATAR KEPADA ANAK TUNARUNGU Herlina Hidayati
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.v2i1.9952

Abstract

 ABSTRACTDeaf children are those who lose their auditory capability, both, partly or completely causing their auditory sense has no functional value in daily life. Accordingly, with this condition, they will experience difficulty in a learning process. Therefore, special learning strategy is needed to teach mathematics to deaf children and scaffolding can be used to help students who have difficulties. A learning strategy is a way that will be selected and used by a teacher to deliver learning material so that it will facilitate learner in achieving an expected learning goal. A learning strategy covers method, technique, and tactic in a process of learning. Whereas, scaffolding is supports provided in each stage of learning and problem solving. Purpose of the research is to describe a teacher’s ways of teaching learning material of flat structure and how does a teacher provide scaffolding to deaf students of class V of SLB-B YRTRW of Surakarta who have difficulty in working on exercise problems.The research is a descriptive-qualitative research with case study approach. Sample is taken by using purposive random sampling technique. The subject  research of this study is a fifth grade mathematics teacher SLB-B YRTRW of Surakarta. Data is collected by using observation and interview. Data of the research’s result is analyzed by using Miles and Huberman model.The results showed that the strategy used teacher in mathematics learning of the subject sub properties built flat which includes the use of methods and techniques look the same as learning in school in general, but in terms of tactics look very different. Teachers use a variety of tactics such as opening the lesson teacher led prayer gestured with hands clapped over and over again. Having students collect homework by standing in front of students and to repeat what he's talking about. Roll students by asking the other students by appointing a bench of students who do not belong to clarify the expression on her speech. Appoint students who have not focused attention on the lesson with the student approached and patted him then give the question. Train students to speak by pointing and other students to give examples if still can’t approach the teacher and students are trained to speak directly with speech and expression made it clear repeatedly. Asking questions about the last lesson by holding up a flat image was then shown to the students with a straight face talking all that clarified and the question was asked repeatedly followed gesture. Deliver the learning objectives in a way it slowly with expression speak to clarify and say it repeatedly. When the core lessons teachers deliver the material to write the title and the drawing up on the board by providing a detailed description of the image. Introduce a flat up by showing a picture and then pointed to the writing on the blackboard. Images shown in the direction of all students by holding the picture. Conduct debriefing with the students by providing questions to the students by using a flat image and up to students who can’t speak with the teacher asking questions and the question was asked how to deal repeatedly with clear expression and speech writing problem on the board. Introduce the opposite side and a flat pair up with examples in actual practice in daily life by having four students come forward and form a position opposite and pair up with to explain to students that is opposite and in pairs they practice it as such. When closing the lesson the teacher to make conclusions lesson by guiding students to repeat the lesson by standing next to the blackboard and pointing fingers properties that have been written. Give homework to students, the given problem is a problem that already exists at student worksheets but the teacher wrote the book back on the board and page numbers matter. While the teacher in providing scaffolding for students who have difficulty in doing the practice questions by writing them back problem on the board and having students read back the question by pointing to questions over and over again. For students who do not understand about the teacher highlights the core problem that has been written in the book and give examples of students. Guiding students individually to check students' work by giving you step-by-step work coherently to give an example to measure, draw and annotate a complete picture. When finished working on the teacher invites students to discuss the matter with one of the students pointed forward or just by reading about the matter by pointing at the book and then the students respond orally.Key words: learning strategies, scaffolding, learning mathematics, the properties of a flat wake, hearing impairment.

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