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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 TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN TAHUN PELAJARAN 2013/2014 Pradipta Annurwanda; Mardiyana Mardiyana; Dewi Retno Sari S
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.v4i2.9984

Abstract

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of  the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.Keywords: Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN SAINTIFIK (TSTS-PS) DAN TIPE TEAMS ASSISTED INDIVIDULIZATION DENGAN PENDEKATAN SAINTIFIK (TAI-PS) PADA MATERI HIMPUNAN DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA Ratnasari Ratnasari; Mardiyana Mardiyana; Budi Usodo
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.v5i1.10016

Abstract

Abstract: This research aimed to find out: (1) which one is better among cooperative learning models of TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among students’ anxiety categories, students having high, middle or low categories giving mathematics learning achievement. (3) in each learning model, which one is better among students’ anxiety categories in giving mathematics learning achievement and (4) in each anxiety categories, which one is better among TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all grade VII students of Junior High School (SMP) in Karanganyar Regency. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test of mathematics achievement and questionnaire of students’ anxiety categories. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells.  The result of research showed as follows. (1) The TSTS-PS had better learning achievement than the TAI-PS and classical with scientific approach. TAI-PS had learning achievement as good as the classical with scientific approach, (2) The students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as  those having high categories. (3) In each learning models, the students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as those having high categories. (4) In each of students’ anxiety categories, the TSTS with scientific approach had better learning achievement than the TAI and classical with scientific approach. TAI with scientific approach had learning achievement as good as the classical with scientific approach.Keywords : Two Stay Two Stray (TSTS), Teams Assisted Individulization (TAI), Classical, Scientific Approach, Students’ Anxiety.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MISSOURI MATHEMATICS PROJECT (MMP) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI SE-KABUPATEN PEMALANG Rizki Adeyanto; 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.v6i1.10038

Abstract

Abstract: The aim of the research was to determine the effect of learning models scientific MMP, scientific TPS, scientific classical on  mathematics achievement  viewed from student Emotional Quotient (EQ). The objectives of research were to find out: 1) which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. 2) which one having better learning achievement, students with high, medium, or low EQ. 3) in each learning models, which one having better learning achievement, students with high, medium, or low EQ. 4) in each EQ level, which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Pemalang. The size of the sample was 309 students. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. 1) Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.  2)  The students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 3)  In scientific MMP, scientific TPS, scientific classical, the students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 4) At the students with high, medium, and low EQ, Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Keywords: scientific MMP, scientific TPS, scientific Classical, Emotional Quotient,n Achievement
PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Gigih Ardiantoro; Tri Atmojo Kusmayadi; Riyadi Riyadi
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.v7i1.20240

Abstract

Abstract: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometry’s of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakarta’s data. Skill in Geometry’s data was validated using time triangulation and  implementation of inclusion programs at SMP MIS Surakarta’s data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, Rectangular 
OPTIMASI PERENCANAAN PRODUKSI PENJUALAN HIJAB MENGGUNAKAN METODE FUZZY LINIER PROGRAMMING Indriana Putri Solehah; Laila Fitriana
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.v8i2.25842

Abstract

Abstract:Currently, hijab is very interesting thing in the community. Seeing from the many uses of hijab by Muslim women, the production of hijab is adjusted to those needs. The problem faced by hijab producers is how much hijab will be made with all constraints and limitations. One method that can be used for optimization of production planning is Fuzzy Linear Program and LINDO Program. Fuzzy Linear Program is a linear program method that is applied in a fuzzy environment, while the LINDO program is a program designed to solve linear cases of programming which use certain formats to be processed by LINDO program. From the above problems, the authors solve this hijab production problem using Fuzzy Linear Programming to determine the right number for each model with maximum profit.Keywords:Hijab, Fuzzy Linear Programming, Simplex Method, LINDO. 
The Analysis of Class Management Ability to Improve Students’ Activity on Mathematics Learning Process at Grade 8 SMP Swasta Pab 2 Helvetia Nanda Tia Losi; MY Siregar; Cici Puspaningrum
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.v10i2.47085

Abstract

In the teaching and learning process, teacher is not only required to have knowledge to be given to his students. But teachers are required to have the ability to manage the class well. This research aimed to explain students’ activity and the class management to overcome students’ learning difficulty on Mathematics learning. This research used qualitative approach. The subject of research was the mathematic teachers and grade 8 students at SMP PAB 2 Helvetia. The data was collected by observation, interview, and documentation. The research result showed that mostly teachers managed the class well, physically and non-physically. It was seen by the following percentage: (1) physic management for 50% and  non-physic management for 52.94% (Teacher of G-1), (2) physic management for 33.33% and non-physic management for 35.30% (Teacher of G-2).As for students’ activity at grade 8-1by the following percentage: (1) Visual activities 66.22%; (2) Oral activities 52.70%; (3) Listening activities 73.65%; (4) Writing activities 73.65%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 52.70%; (8) Emotional activities 54.05%. Students’ activity at grade 8-5 by the following percentage: (1) Visual activities 42.50%; (2) Oral activities 30.63%; (3) Listening activities 41.25%; (4) Writing activities 46.88%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 33.75%; (8) Emotional activities 28.75%.
ANALISIS MISKONSEPSI MAHASISWA STKIP PGRI PACITAN PADA MATA KULIAH PENGANTAR DASAR MATEMATIKA POKOK BAHASAN LOGIKA DITINJAU DARI GAYA KOGNITIF MAHASISWA Edi Irawan; Riyadi Riyadi; Triyanto Triyanto
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.v2i1.9942

Abstract

Abstrak :Miskonsepsi adalah gagasan yang tidak sesuai dengan pengertian ilmiah atau pengertian yang dicetuskan oleh para pakar dalam suatu bidang serta bisa berupa pengertian yang tidak akurat terhadap konsep, penggunaan konsep yang salah, klasifikasi contoh-contoh yang salah, kekacauan konsep-konsep yang berbeda dan hubungan hierarkis konsep-konsep yang tidak benar. Oleh karena itu, diperlukan informasi mengenai miskonsepsi untuk menghindari terjadinya miskonsepsi yang berkelanjutan. Salah satu faktor yang berpengaruh terhadap penguasaan konsep seseorang adalah gaya kognitif. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan terjadinya miskonsepsi pada mata kuliah pengantar dasar matematika pokok bahasan logika, ditinjau dari gaya kognitif mahasiswa. Penelitian ini termasuk penelitian deskriptif kualitatif dengan metode studi kasus. Subjek pada penelitian ini adalah mahasiswa semester satu Program Studi Pendidikan Matematika STKIP PGRI Pacitan, tahun 2011. Teknik yang digunakan dalam pengambilan subjek adalah purposive sampling. Identifikasi terjadinya miskonsepsi dilakukan dengan menggunakan teknik Certainly of Response Index(CRI) yang dikembangkan oleh Saleem Hasan. Sedangkan identifikasi gaya kognitif mahasiswa dilakukan dengan menggunakan instrumen Group Embedded Figures Test(GEFT) yang dikembangkan oleh Witkin. Analisis data hasil penelitian dilakukan dengan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa proporsi miskonsepsi pada mahasiswa dengan gaya kognitif Field dependent(FD) lebih tinggi dibandingkan dengan miskonsepsi pada mahasiswa dengan gaya kognitif Field independent(FI). Mahasiswa FD lebih banyak mengalami miskonsepsi pada konsep invers, konvers, dan kontraposisi (38 %) sedangkan pada mahasiswa FI lebih banyak mengalami miskonsepsi pada konsep negasi pernyataan majemuk dan pernyataan berkuantor (32 %). Miskonsepsi pada mahasiswa FD lebih banyak disebabkan oleh prakonsepsi yang salah dan rendahnya kemampuan mahasiswa. Sedangkan miskonsepsi pada mahasiswa FI lebih banyak disebabkan oleh Simplifikasi dan intuisi yang salah dari mahasiswa.Kata kunci: miskonsepsi, gaya kognitif, CRI, GEFT.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014 Annisa Swastika; Mardiyana Mardiyana; Sri Subanti
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.v4i2.9974

Abstract

Abstract: The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.Key words: TGT, Talking Chips, and mathematics communication ability
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING, THINK ALOUD PAIRS PROBLEM SOLVING DAN GROUP INVESTIGATION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KONSEP DIRI DAN KREATIVITAS BELAJAR SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP Aulia Ar Rakhman Awaludin; Mardiyana Mardiyana; Isnandar Slamet
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.v5i1.10006

Abstract

Abstract: This research aims to know the different effect among learning model used i.e. Problem Based Learning, Think Aloud Pairs Problem Solving and Group Inverstigation models with scientific approach observed from students self concept and study creativity towards the ability of mathematics problem solving. This research used quasi experimental study with factorial design 3x2x3. The population of this research was the eighth grade student of State Junior High School of District Sragen Year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance level of 0.05. The results of this research are : (1) PBL-S produces the same students ability of mathematics problem solving with TAPPS-S. Moreover, both produce the better students ability than GI-S. (2) Students with positive category of self concept produce the better ability of mathematics problem solving than students with negative category. (3) Students with high study creativity category produce the better ability of mathematics problem solving than the medium and low category. However, the students with medium and low study creativity category produce the same ability of mathematics problem solving. (4) In each learning models, both the students with positive and negative self concept have the same ability of mathematics problem solving. (5) In PBL-S and GI-S models, students with high, medium and low creativity have the same ability of mathematics problem solving. However, there is different ability between high and low creativity category in TAPPS-S model. (6) Students with positive and negative self concept have the same ability of mathematics problem solving in all study creativity categories (high, medium, low category). (7) At each learning models, students with positive and negative self concept and with high, medium and low creativity have the same ability of mathematics problem solving.Keywords : PBL, TAPPS, GI, Scientific Approach, Self Concept, Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DAN TIPE ROUNDTABLE DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Yolan Kusumaningtyas; Mardiyana Mardiyana; Budi Usodo
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.v5i2.10028

Abstract

Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed from emotional intelligence of the students. The learning models compared were learning model of the Numbered Head Together (NHT) with scientific approach, Roundtable with scientific approach, and classical with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VIII students of Public Junior High Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and emotional intelligence questionnaire. The data analysis technique used was the two-way ANOVA  with unequal cell. Based on hypothesis, the results of the study concluded as follows. (1) Roundtable model with scientific approach got better learning achievement than NHT model with scientific approach and with classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach. (2) Students with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence. In addition, students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (3) In each  learning models, student with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence, then  students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (4) In each category of emotional intelligence, Roundtable  model with scientific approach got better learning achievement than NHT with scientific approach and classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach.Keywords : Numbered Head Together (NHT), Roundtable, Classical, Scientific Approach, Emotional Intelligence.

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