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PRISMA
Published by Universitas Suryakancana
ISSN : 20893604     EISSN : 26144611     DOI : https://doi.org/10.35194/jp.v9i2
Core Subject : Education, Social,
Mathematics Social Sciences
This journal focuses on mathematics education and disciplined inquiry into the teaching and learning of mathematics. The scope of the journal are: Mathematics Learning Model, Media Learning Mathematics, Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning, Design Didactical in Mathematics Learning, Lesson Study in Mathematics Learning
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 287 Documents
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Bransford & Stein Theory: Mathematical thinking Process of Prospective Mathematics Teacher Students in Solving Statistical Problems Based on Cognitive Learning Style Herlina, Sari; Wahyuni, Reni; Julianti, Dola; Novianti, Andini
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4844

Abstract

A good mathematical thinking process for prospective students, mathematics teachers is a necessity that needs to be had. The purpose of this study is to describe the profile of the mathematical thinking process of prospective mathematics teacher students based on Field Dependent and Field Independent learning styles in solving mathematical problems. The method of research is descriptive-qualitative research. The research subjects taken were 3 mathematics education students for Field Dependent type learning styles and 3 people for Field Independent types. Data collection techniques, namely: tests of mathematical thinking skills on statistical material, and interviews. Data analysis uses stages, namely: (1) data reduction; (2) present data based on Bransford & Stein Theory; (3) make conclusions. The results showed that the mathematical thinking process of prospective mathematics teacher students is 1) The field of independent learning style is more systematic in reading story problems, able to identify important information and classify it into mathematical models / variables. While field-dependent students tend to read questions globally and focus less on details; 2) in understanding the problem, FI students more quickly map the problem into relevant mathematical representations. FD students think deductively and need concrete examples to understand problems; 3) FI students are more creative and flexible in developing problem-solving strategies using various mathematical concepts and procedures. FD students more often use the standard strategies that have been taught. 4) FI students are meticulous and detailed in interpreting solutions back to the context of the original problem. FD students tend to focus on the end result without relating to the meaning of the problem.
Analysis of Geometry Concept Sequence in Student Textbooks Based on Van Hiele's Theory Janah, Miftakul; Rahardi, Rustanto; Rahardjo, Swasono
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4033

Abstract

This study aims to analyze the order of textbooks based on van Hiele's theory. The research approach used is descriptive qualitative. The method used is content analysis or content study. The data subject in this research is junior high school mathematics textbook grade VIII curriculum 2013. The research was conducted by looking at the suitability of the characteristics at each van Hiele level with the textbook. Then if a discrepancy is found in the analysis, a solution is given according tZo the researcher's skills. The results showed that in general all the material "Surface Area of Cuboid and Cubes" in the Mathematics textbook of junior high school grade VIII curriculum 2013 material on the concept of surface area of cuboid and cubes has not fulfilled the order based on van Hiele's theory as a whole, namely there is an incomplete explanation in each level. The level of sequence analyzed in this textbook reaches level 2 (Ordering). So it is recommended for future research that the results of this analysis be used as a reference in teaching geometry material to students.
Self-Confidence Through Canva Aplication, Wordwall and Ular Tangga in Solving Algebra Problems Maryati, Iyam; Yulianti, Yanti
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4084

Abstract

Self-confidence is a positive attitude that is the most important basic capital in a person to be able to develop his abilities to achieve whatever he wants and can do, both towards himself and the environment or situations he faces, including in learning. However, the Trends in International Mathematics and Science Study (TIMSS) data indicates that Indonesian students' self-confidence still needs to improve by at least 30%. This study assesses junior high school students' confidence in solving algebraic problems. This study employs a qualitative, descriptive research methodology. To analyse the data, conclusions were drawn, and the percentage of students who used the Canva app, Wordwall, and the Ular tangga game to gain confidence in their ability to solve algebraic problems was described. Thirty-six junior high school students in class VII served as the research subjects. Cognitive test sheets and observations were the study tools used. This study looked at four characteristics of self-confidence: 1) Act independently in making decisions; 2) Have a positive self-concept; and 3) Dare to voice thoughts. When choosing the learning models and media to employ in teaching and learning activities, teachers can benefit from the findings of this research. Thus, the Canva application and Wordwall media are able to increase self-confidence in class VII junior high school students.
The Role of Self-Efficacy in Enhance Metacognitive and Academic Performance Through Problem-Solving Anggraini, Elisa; Subanji, Subanji; Rahardjo, Swasono
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4382

Abstract

This research analyzes the role of self-efficacy in enhancing metacognitive and academic performance of students through problem-solving as learning process. Researchers research some students from senior high school in Malang. This research uses mixed methods with surveys, interviews, and analysis of students’ learning outcomes. At the first meeting, students were asked to fill survey about the dimensions of self-efficacy, which are magnitude, strength, and generality. Moreover, researchers interviewed students to explore their metacognitive activities that they do, such as awareness, regulation, and evaluation. After that, researchers analyze their learning outcomes to determine their academic performance. This research result shows that students with a high dimension of self-efficacy tend to show better metacognitive activity than the other. Furthermore, students with a high dimension of self-efficacy tend to show better academic performance than others.
Investigating Numeracy Skills: How Students Handle Data Representation Challenges Puspitasari, Septi; Anwar, Lathiful; Sa'dijah, Cholis
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4161

Abstract

Adequate numeracy skills are essential, yet many students still face difficulties in solving numeracy problems. Previous studies have indicated that one of the challenges encountered by students relates to the representation of data or information in the problems to be solved. Therefore, the purpose of this study is to explore how students with various levels of numeracy skills address these obstacles in problem solving. The method used is descriptive with a qualitative approach, and data collection techniques include triangulation of test results and interviews. The research subjects are 30 eighth- grade students at one of the public junior high schools in Malang Regency. The results obtained show that students at a proficient level can represent data using mathematical expressions (creating patterns), capable students can represent data with words or written text, whereas students at the basic level still struggle with representing data due to difficulties in connecting available information, though they can read the charts presented. Students requiring special intervention are still unable to represent data from the graphs presented, and they also have difficulties in reading and finding information from graphs. Some students still struggle with writing mathematical arguments and reading information, and are not accustomed to contextual problems. Thus, it is advisable for teachers to familiarize students by providing numeracy problems, both PISA or AKM types
Students' Errors in Understanding Numeracy Problems:A Case Study of Kinesthetic Students Mahardika, Candra; Anwar, Lathiful; Kusumasari, Vita
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4265

Abstract

Numeracy is an essential skill that needs to be developed early on. With good numeracy skills, students are expected to be able to solve problems that occur in everyday life. However, not all students are able to solve problems in the form of numeracy well, one of which is students with kinesthetic learning styles. This is because numeracy problems are presented in visual form, which is not in accordance with the kinesthetic students, who more easily process information physically or through movement. Therefore, kinesthetic students tend to make many mistakes in solving numeracy problems. Therefore, the researcher intends to analyze the errors made by kinesthetic students in solving numeracy problems in order to help teachers find solutions to these problems. This qualitative study involved private junior high school students in Malang city with kinesthetic learning styles as research subjects. Researchers used learning style test questionnaires, numeracy problem test results, and interview results to obtain data, which were then analyzed through data reduction, data presentation, and conclusion/verification. Based on the study's results, it was found that kinesthetic students made three types of errors in solving numeracy problems, namely 1) errors in understanding the problem, 2) errors in understanding the problem, and 3) errors in solving numeracy problems. These errors are caused by several things, including 1) students' lack of ability to interpret the reading, 2) students' lack of willingness to reread the problems presented, 3) the numeracy problems presented are complicated, i.e. presented with many numbers and objects, 4) students tend to rush to solve the problems so they do not do the reexamination process.
Analysis of Computational Thinking Ability of High School Students in Solving Statistics problems Swasto, Widya; Suanto, Elfis; Saragih, Sehatta
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4373

Abstract

This research is motivated by the importance of computational thinking skills in 21st century learning. This research aims to describe the computational thinking skills of high school students in solving problems on statistics material. This research is a descriptive research with qualitative approach. The subject of the research was class X students of SMA Negeri 7 Pekanbaru, Pekanbaru City as many as 25 students. The data collection technique was done by test and interview. The analysis of students' computational thinking ability is seen through the indicators of computational thinking. The results of the analysis showed that high ability students on decomposition indicators (95.83%) were in the excellent category, on pattern recognition indicators (79.17%) abstraction (79.17%) were in the good category, and on algorithm thinking indicators (66.67%) were in the sufficient category. Medium ability students on decomposition indicators (72.22%) and pattern recognition (63.89%) are in the good category, on abstraction indicators (58.33%) in the sufficient category, and on algorithm thinking indicators (33.33%) are in the low category. Low ability students in the decomposition indicator (55%) are in the sufficient category, low category for the pattern recognition indicator (22.5%) and very low category for the abstraction indicator (17.5%) and thinking algorithm (7.5%).
Analysis of Students Mathematical Reasoning in Solving Cuboid and Cube Problems Based on Learning Styles. Ayu Wanlin, Agnes Putri; Parta, I Nengah; Rahardjo, Swasono
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4535

Abstract

Mathematical reasoning ability is an important skill that students must have in the process of learning mathematics. This skill allows students to develop logical, analytical, systematic, critical, and creative thinking patterns. Based on this, the researcher examined the mathematical reasoning ability of grade VII students at SMP Negeri 2 Pakisaji in solving story problems about blocks and cubes. This study is entitled "Analysis of Students' Mathematical Reasoning Ability in Solving Cuboid and Cube Story Problems Reviewed from Learning Styles" and uses a descriptive qualitative approach. This study involved 30 students, of which 6 students would be selected for analysis, with 2 students from each category of high and low learning styles. Data collection methods include learning style tests, written tests, interview guidelines, and documentation. The results of the study showed that students with visual learning styles and high mathematical reasoning abilities can present, ask questions, make guesses, perform mathematical manipulations, draw conclusions, and check the correctness of answers. In contrast, students with low mathematical reasoning abilities have not been able to do these things. The same thing is also seen in students with auditory and kinesthetic learning styles who have high mathematical reasoning abilities, where they can do similar activities, while students with low mathematical reasoning abilities still face difficulties.
Creative Models of Junior High School Students in Solving Open Ended Mathematical Problems on Keirsey Personality Types Prambudi, Saesar Adhe; Susanto, Hery; Purwanto, Purwanto
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4773

Abstract

This research is based on the 21st century 6Cs skills, namely character, citizenship, critical thinking, creativity, collaboration, and communication. Student personality or more broadly, character, contributes to the variation in students’ creative outcomes. In this study, creativity is assessed through three aspects of the creative model: imitation, modification, and creation. The creative model is explored through open-ended mathematical problem-solving. This qualitative descriptive research aims to describe students’ creative models in open-ended mathematical problem-solving in relation to their Keirsey personality types. The study was conducted at MTS Negeri Kota Batu, with 4 out of 27 seventh grade students selected as research subjects using a Keirsey personality type questionnaire, which categorized them as guardian, artisan, rational, and idealist. The results indicate that the guardian subject only exhibited one aspect, namely modification, which was still at a low level. The artisan subject demonstrated moderate imitation and very low modification. The rational subject showed moderate imitation, high modification, and high creation. The idealist subject exhibited moderate imitation, moderate modification, and high creation. Based on these findings, it can be concluded that two subjects with idealist and rational personality types fulfilled all three aspects of the creative model, while the other two subjects, with artisan and guardian personality types, only fulfilled the imitation and modification aspects.
Correlation between Emotional Intelligence and Online Gaming Addiction with Students’ Mathematical Critical Thinking Ability Septian, Ari; Inayah, Sarah; Adetia, Elsa
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5075

Abstract

The purpose of this study was to determine the relationship between emotional intelligence and mathematical critical thinking skills with online game addiction as a control variable. This study uses a quantitative approach with a survey design. This research is research using the partial correlation method. The population in this study were students of SMA Negeri 1 Cianjur. The subjects of this study were students of class XII IPS SMA Negeri 1 Cianjur in the 2022/2023 academic year who demonstrated tendencies of online gaming addiction. The sample in this study was 32 students of class XII-IPS SMA Negeri 1 Cianjur. The sampling technique was carried out by purposive sampling. The research instrument used was a test instrument to measure mathematical critical thinking skills and a questionnaire used to measure emotional intelligence and online game addiction. The data analysis technique used is a statistical test, namely a partial correlation test using the Smart-PLS application. A partial correlation analysis was conducted using Kendall’s Tau coefficient. That is, there is no relationship between emotional intelligence and students' mathematical critical thinking skills with online game addiction as a control variable. The findings of this study imply that emotional intelligence and online gaming tendencies are significant variables that should be taken into account by educators, institutions, and researchers in efforts to enhance students’ mathematical critical thinking ability and to inform subsequent scholarly inquiry.

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