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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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PROSES BERPIKIR SISWA KELAS VII SMP NEGERI 2 SEMEN KEDIRI BERDASARKAN TAHAP PROSES BERPIKIR SOLSO DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Anis Hanafiah; Riyadi Riyadi; Imam Sujadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10060

Abstract

Abstract: The purposes of the research were to describe (1) Thinking process of climber students grade VII SMPN 2 Semen in problem solving of mathematics. (2) Thinking process of camper students grade VII SMPN 2 Semen in problem solving of mathematics (3) Thinking process of quitter students grade VII SMPN 2 Semen in problem solving of mathematics. The thinking process in this research uses steps of Solso thinking, forming concept, logically, and taking decision. This research is qualitative descriptive research. The subjects in this research are taken by purposive sampling. The subjects of this research are 3 students from grade VII SMPN 2 Semen, they are 1 student of climber type, 1 student of campers type, and 1 student of quitters type. The data collection of this research uses polling and questionaire technic based on duties that is done for comparison material. The legality of data used in this research is triangulation time and using reference sufficience. The technic of data analysis used is Miles and Huberman concept, these are data reduction, giving data and getting conclution. The results of this research show that (1) the thinking process of climber students, in problem solving of mathematics on steps: (a) understanding the problem that have done: (i) forming concept, (ii) thinking logically, (iii) taking decision; (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (c) doing the plan of problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) taking decision; (2) The thinking process of camper students in problem solving of mathematics on steps: (a) understanding the problem by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (c) doing the plan for problem solving, by (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (3) The thinking process of quitter students in problem solving of mathematics on steps: (a) understanding the problem by, (i) forming concept, (ii) not thinking logically, (iii) can’t take decision. (b) planning for problem soving: (i) not forming concept, (ii) thinking logically, (iii) can’t take decision, (c) can’t run for the probem solving. (d) not rechecking the problem solving.Keywords: thinking process, problem solving, Adversity Quotient (AQ)
SEM-PLS UNTUK ANALISIS STRUKTUR KEMISKINAN DI PROVINSI JAWA TENGAH TAHUN 2017 Agustina Riyanti
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.v8i1.25824

Abstract

Abstract:Poverty is a global and national issue that is the government's concern. Poverty alleviation is one of the national priorities in the RKP (Government Work Plan) 2018. The objective of this study is to observe the structure of poverty in Jawa Tengah Province on 2017. In the second semester of 2017, the percentage of poor people in Jawa Tengah Province is 12.23 % which is the second largest percentage on Java Island. The causes of poverty are complex and cannot be measured directly because they contain latent variables. One of the methods of analysis can used for the latent variable is Structural Equation Modeling- Partial Least Square. This method can estimate the relationship between variables that are multiple-relationship and describe the relationship pattern between latent variables and indicator variables with more flexible assumption. The structure of poverty in this study was approached with economic dimension, human resource dimension, and health dimension. The result of this research is obtained 10 valid and reliable indicators from 11 indicators which studied. The result of estimation with bootsrap showed that the dimension of human resources has a significant effect on the economic dimension, the health dimension has a significant effect on human resource dimension, and then the dimension of human resources has significant effect to the economic dimension. In addition, it can be concluded that the economic and health dimensions have a significant effect on the dimension of poverty.Keywords: Poverty, PLS, SEM.
The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity Iwan Kurnianto; Budi Usodo; Sri Subanti
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.v10i1.22642

Abstract

This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of grade VII SMP in Kudus Regency 2015/2016 academic year. The research sample was taken using stratified cluster random sampling technique. The samples of this study were students of class VII SMP Negeri 1 Mejobo, SMP Negeri 1 Bae, and SMP Negeri 3 Bae. The results obtained, TGT provides better mathematics learning achievement than TAI. students with high and moderate creativity have the same mathematics learning achievement. students with TGT have better mathematics learning achievement than TAI students. students with high and moderate creativity have the same mathematics learning achievement. 
EFEKTIVITAS STRATEGI HEURISTIK DENGAN PENDEKATAN METAKOGNITIF DAN PENDEKATAN INVESTIGASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI POKOK BARISAN DAN DERET DITINJAU DARI KREATIVITAS SISWA KELAS XII MADRASAH ALIYAH DI PONTIANAK Yudi Darma; Imam Sujadi
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.v1i2.9932

Abstract

Abstract: The purposes of this research are to know of the effectiveness of heuristic learning strategy approach category, creativity, and its interaction to studentss mathematics problem solving ability on material series and sequence. This research is quasi experimental research with factorial design 2 x 3. The population is the studentss of class XII Madrasah Aliyah at Pontianak City the schools odd semester academic year of 2011/2012. The sampling was taken by using stratified cluster random. Sample of the research is 186 studentss. Data collecting is done through school document, problem solving essay test ability and creativity questionnaire. Instrument analysis that was done on essays problem solving ability is content validity, consist of analysis degree of differences, index of difficulty and reliability. Analysis on creativity questionnaire is content validity, internal consistency, and reliability. Data analysis technique used consisting of: Balance test, precondition analysis (Normality and Homogeneity). Hypothesis analysis test used was two way analysis of variance with unequal cell. Using α = 0.05 it can be concluded that: 1) Students who had been taught by using metacognitive learning approach result the better mathematics problem solving ability compared to students who had been taught by using investigation learning approach. 2) Students who have high creativity has better problem solving ability than students that have medium and low creativity, and students that have medium creativity have better problem solving ability than students who have low creativity. 3) Students who were taught by using metacognitive and also investigation learning approach, who have high creativity have better problem solving ability than students with medium and low creativity, and students who have medium creativity have better problem solving ability than students who have low creativity. 4) On high creativity level category, students who were taught by metacognitive learning approach have better mathematics problem solving ability than studentss who were taught by using investigation learning approach. Meanwhile on medium and low creativity, students who were taught by using metacognitive learning approach have the same mathematics problem solving ability with studentss who were taught by using investigation approach.Key words: Heuristic strategy, Metacognitive, Investigation, Creativity and Problem  Solving.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN TIPE RECIPROCAL PEER TUTORING (RPT) DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP NEGERI DI KABUPATEN SUKOHARJO TAHUN AJARAN 2010/2011 Nurtesti Nurtesti
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.v2i2.9964

Abstract

Abstract This research aims to determine: (1) which provides a better achievement between cooperative learning of TGT type and cooperative learning of RPT type, (2) which has a better achievement between students who have high achievement motivation, medium and low, (3) which provides a better learning mathematics achievement between learning with TGT type or RPT type on achievement motivation respectively high, medium or low, (4) which provides a better learning mathematics achievement among high, medium or low motivation achievement on learning with TGT type, and (5) which provides a better learning mathematics achievement among high, medium or low motivation achievement on learning with RPT type.The population of this research was the eighth grade students of sukoharjo junior high school, second semester in the Academic Year 2010/2011. The sample size are 220 students taken from the SMP Negeri 1 Kartasura class VIII F and VIII F, SMP Negeri 2 Kartasura class VIII B and VIII C, and SMP Negeri 2 Gatak class VIII F and VIII G. Research sampling technique is stratified cluster random sampling. The instruments used to collect data is studying mathematics achievement tests and questionnaires student achievement motivation. Before the matehamtics achievement test and filling questionnaire of achievement motivation, we first conducted the instrument’s trial. In trials of research mathematics achievement test, it was conducted a test on the level of difficulty items, the distinguishing and reliability. The achievement motivation questionnaire was conducted on internal consistency and reliability. The research of the preliminary test proved that those samples are normally distributed with the homogeneous variance and balanced. Than we conducted test of hypothesis using two-way analysis of variance (ANOVA) model with unequal cell frequencies to 5% significance level. Prior to that, pre-requisite test: normality using the Lilliefors test and homogeneity of variances   using the Bartlett test. The results of pre-requisite test are samples come from population with normal distribution and have homogeneity of variancesFrom the analysis, it was concluded that: (1) cooperative learning of TGT type give the same learning mathematics achievement with cooperative learning of RPT type, (2) students with high achievement motivation have to learn mathematics achievement better than students with medium and low achievement motivation, and students with medium and low achievement motivation has the same learning mathematics achievement, (3) learning model with the type of TGT and type of RPT result do not differ when given to students with high achievement motivation and students with low achievement motivation, but learning to type of TGT provide learning mathematics achievement is better than learning by students with the type of RPT on students with medium achievement motivation, (4) with the type of TGT, students with high, medium and low achievement motivation has the same learning mathematics achievement, (5) with the type of RPT, learning mathematics achievement students with high achievement motivation better than students with medium achievement motivation, while students with medium and low achievement motivation has the same learning mathematics achievement. Keywords:    Teams Games Tournament, Reciprocal Peer Tutoring, Achievement Motivation, Learning Mathematics Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION (GI) PADA PEMBELAJARAN DIMENSI TIGA SISWA KELAS X SMA NEGERI SE-KABUPATEN WONOGIRI DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TAHUN PELAJARAN 2012/2013 Tarmo Tarmo; Riyadi Riyadi; Imam Sujadi
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.v4i1.9996

Abstract

Abstract: The objectives of this research were to investigate: (1) which one providing better learning achievement, the Jigsaw learning model, GI or direct instruction; 2) which one having better learning achievement, the students with high, medium or low emotional quotient (EQ); 3) in each category of EQ, which one providing better learning achievement, the Jigsaw, GI or direct instruction; 4) in each type of the learning model, which one having better learning achievement, the students with high, medium or low EQ. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Senior High Schools in Wonogiri Regency. The samples were chosen by using stratified cluster random sampling. The samples of the research were tenth grade students of SMA N 1 Wonogiri, SMA N 2 Wonogiri, and SMA N 1 Sidoharjo. In collecting the data, the instruments used were test and questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the Jigsaw  result in a better learning achievement than GI and direct instruction, the GI result in a better learning achievement than direct instruction; (2) the students with the high EQ result in a better learning achievement than the students with the medium or low EQ, the students with the medium EQ result in a better learning achievement than the students with the low EQ; (3) the students with the low EQ, the Jigsaw, GI and direct instruction have the same learning achievement; the students with the medium EQ, the Jigsaw and GI result in the same learning achievement, the GI learning model and direct instruction result in the same learning achievement and the Jigsaw result in a better learning achievement than direct instruction; the students with the high EQ the Jigsaw and GI result in the same learning achievement, and both result in a better learning achievement than the direct instruction; (4) in the Jigsaw and GI, the students with the low and medium EQ result in the same learning achievement, but students with the high EQ result in a better learning achievement than the students with the low or medium EQ, in the direct instruction, the students with the low, medium and high EQ result in the same learning achievement.Key words: learning model, Jigsaw, GI, emotional quotient.
PENGEMBANGAN MEDIA PEMBELAJARAN DESAIN TEMATIK: UPAYA MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN PENGELOLAAN KELAS BAGI GURU SD DALAM IMPLEMENTASI KURIKULUM 2013 Henny Ekana Chrisnawati; Budi Usodo; Getut Pramesthi; Sutopo Sutopo
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.v6i2.10050

Abstract

Abstract: Integrated thematic learning is learning approach that associates some positive aspects in the intra and inter-subject. The integration properties is based on the theme as a binding relationship between matters and there is no separation between the material and subjects, require management setting of learning from the teachers. For that purpose, the aims of this program is to develop a media learning of elementary school students in the implementation of the curriculum 2013 in improving student learning outcomes and assisting elementary school teachers’ in designing teaching and learning activities in the classroom. The software that used is macromedia flash mx, because macromedia flash mx is one of animation software that can be used as a fun media learning and easier software for student to interact with the learning experience.The method used this research is a RnD Thiagarajan model, ie, Define, Design and Develop. The result of the development of the media learning was tested on a limited basis in elementary school student grade IV SD II Al Abidin and SD Warga Surakarta. The results of this research are (1) Media learning have been developed with implementing the 4D Thiagarajan, (2) The results of the content validation, a media learning with Macromedia Flash application are fit can be used with the revision, and the results of the assessment, indicating the category of eligibility amounting as 80 .825% (3) The reliability of the observation of students' response and instructional media development results, showing good agreement category (75.5%), (4) Learning outcomes showed 88% of students have a score above KKM school.Keywords: Thematic design, RnD, Macromedia Flash
DIMENSI METRIK LOKAL PADA GRAF MUSICAL DAN GRAF STACKED PRISM Elis Dyah Wulancar; Tri Atmojo Kusmayadi
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.v8i1.25650

Abstract

Abstract:For example G is a connected and nontrivial graph. The distance between two vertices u and v in G is the shortest path between vertex u and v which is denoted by d (u, v). Suppose that there is a sequential set of  of vertex n which is different from G, then the representation of vertex v to W is a sequential pair of . The set W is called as local distinguishing set if for each pair of vertex u and v is adjacent to G. The local distinguishing set W with minimum cardinality is called as local metric base and its cardinality is called as local metric dimension of graph G denoted by . In this research, metric local dimension of Musical MGn and stacked prism graphs Ym is determined.  This is literature study by combining relevant references. The results state that local metric dimension in musical graphs is  for n and  for n > 3. Local metric dimension in stacked prism graph is  for even m and  for odd m.Keywords: local metric dimension, musical graph, stacked prism graph, local distinguishing set.
PENGEMBANGAN LEMBAR KEGIATAN SISWA BERBASIS GUIDED DISCOVERY PADA MATERI BANGUN RUANG SISI DATAR SISWA KELAS VIII SMP NEGERI 14 SURAKARTA Kartika Maharani; Dyah Ratri; Henny Ekana
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.v8i2.26144

Abstract

Abstract: The research aims to describe the development procedure of Student Activity Sheets (SAS) using Guided Discovery and to obtain a valid, attractive, efficient, and effective Student Activity Sheets to Improve Students’ Learning Outcomes. The research population is all of the eighth grade students in Junior High School 14 Surakarta. Two classes used as the samples are VIII A and VIII B through cluster random sampling. The type of this research is a Research and Development (R & D). The development procedure of this research is based on ADDIE (Analyse, Design, Development, Implementation, and Evaluation) Development Model. The scoring result from the material experts reach the average score of 3.36 in the level ‘good’ and the scoring result from the design experts reach the average score of 3.25 in the level ‘good’. Therefore, the data shows that the SAS is considered to be valid. The result from the student questionnaire responses reach the average score of 3.56 in the level ‘very good’. Therefore, it can be concluded that the SAS is attractive. Meanwhile, the scoring result from the teacher questionnaire responses reach the average score of 3.4 in the level ‘good’. Therefore, it can bee seen that the SAS is considered to be efficient. To see the effectiveness of SAS conducted t-test and from the average test result with t test, t = 1,9881 is a member of DK = {t | t> 1,645}. This means that the value of the students' learning outcomes in the experimental class is better than the control class, so that it can be concluded that the SAS effectively improves student learning outcomes. From this result, it can be concluded that Student Activity Sheets of Polyhedron Material using Guided Discovery is considered to be valid, attractive, efficient, and effective.Keyword: pengembangan, LKS, penemuan terbimbing, geometri
Relationship between Views of Progressivism and Curriculum 2013 on Mathematics Learning Intan Rachmawati
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.v9i2.48392

Abstract

Progressivism is one of the streams that can contribute and require problem solving in mathematics learning. Progressivism supports changes for the better that prioritize students and develop various student abilities in the implementation of learning. Educational programs that prioritize students in the progressivism view of the curriculum. The 2013 curriculum is a learning system renewal that is expected to further develop the potential of students. The 2013 curriculum requires students who are passive to be active in order to solve problems in learning mathematics. The implementation of the 2013 curriculum changes previous learning activities towards a learning system more advanced so that students' ability to solve math problems can develop. This article aims to determine the relationship between progressivism views and the 2013 curriculum on mathematics learning. This article uses a literature study method. This data is obtained from some of the research results contained in books, journals, and proceedings that are related to the title of the article. The results show that the viewpoint of progressivism is interrelated with the 2013 curriculum in mathematics learning. Progressivism can make a major contribution to the development and progress in the implementation of the 2013 curriculum, it can be seen from the relationship between the two wanting a change in the learning process so that it focuses more on students. 

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