IndoMath: Indonesia Mathematics Education
IndoMath is a journal published every 6 months ie February and August managed by Mathematics Education, Universitas Sarjanawiyata Tamansiswa Yogyakarta. IndoMath has p-ISSN 2614-5103 and e-ISSN 2614-5111
IndoMath is a Scientific Journal that publishes articles of research or review studies in the field of mathematics education.
Articles
49 Documents
<![CDATA[Kemampuan Komunikasi Matematis Siswa Melalui Model Pembelajaran Diskursus Multy Reprecentasy Pada Materi Bilangan Bulat ]]>
<![CDATA[Rida balada Asmara]]>;
<![CDATA[Sri Asnawati]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i1.6100
<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran Diskursus Multy Reprecentasy dan yang memperoleh pembelajaran konvesional pada materi bilangan bulat di kelas VII SMP Negeri 2 Ciniru. Penelitian ini merupakan jenis penelitian kuantitatif dengan metode penelitian eksperimen. Sampel penelitian dipilih dengan menggunakan teknik purposive sampling. Instrument pengumpulan data berupa tes kemampuan komunikasi matematis. Teknik analisis data terdiri dari teknik pengujian prasyarat analisis menggunakan uji normalitas dan homogenitas, sedangkan teknik pengujian hipotesis menggunakan uji t. Hasil penelitian menunjukan bahwa ada perbedaan kemampuan matematis pada materi bilangan bulat antara siswa yang memperoleh model pembelajaran Diskursus Multy Reprecentasy dan siswa yang memperoleh pembelajaran konvesional.]]>
<![CDATA[Implementation of Missouri Mathematics Project Learning Model on Mathematical Learning Achievement Reviewed From Prior Knowledge ]]>
<![CDATA[Fikri Aulia]]>;
<![CDATA[Bilqis Nur Faizata]]>;
<![CDATA[Wikan Budi Utami]]>;
<![CDATA[M Shaefur Rokhman]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i1.5836
<![CDATA[This study aims to determine whether there are differences in mathematics learning achievement in students who use the Missouri Mathematics Project model and students who use the direct learning model in terms of initial abilities. The study population was conducted in class VII students of SMP Negeri 19 Tegal in the 2018/2019 school year. Sampling using cluster random sampling. Calculation of normality test, homogeneity, and one-way ANOVA test shows that the sample is normally distributed, homogeneous and has an equal sample. Before the hypothesis test, the hypothesis prerequisite test is normality and homogeneity. From the calculations, the samples are normally distributed and homogeneous. Testing continues using the RAK, from the statistical results, there are differences in mathematics learning achievement among students who are taught using the Missouri Mathematics Project model and students who use the direct learning model in terms of initial ability]]>
<![CDATA[Analisis Pemahaman Matematis Siswa pada Materi Trigonometri ]]>
<![CDATA[Fina Farhatul Kamalia]]>;
<![CDATA[Mochamad Abdul Basir]]>;
<![CDATA[Nila Ubaidah]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i1.6164
<![CDATA[In this research, the writer analyzes about students' mathematical comprehension skill. The aim of this research is to know students' mathematical comprehension skill at trigonometry lesson especially in quantity and two angles deviation session. The indicator in this research are students' computational comprehension skill and functional comprehension skill. The type of the research is descriptive qualitative research by using test interview and documentation as the data collection technique. The subject of the research are 34 students of XI Science Education Class 6 MA N 1 Semarang. The result are: (1) computational comprehension skill 81.25% is included to understand category. This case shows that some students have understood the use of the formula and the appropriate concept. (2) Functional comprehension skill 86.02% is included to very understand. Most of students have understood the questions and students are able to connect the questions with the other concepts. The results of interviews with students showed that there were some students who stated that they were still confused when they encountered questions that were slightly different from the examples or those taught, but some students had no difficulty in completing the test questions given.]]>
<![CDATA[Pengaruh Strategi Pembelajaran Matematika Realistik Kontekstual dan Motivasi Belajar Terhadap Hasil Belajar Siswa SD ]]>
<![CDATA[Siti Munawaroh]]>;
<![CDATA[Cecep Anwar Hadi Firdos Santosa]]>;
<![CDATA[Endang Wahyuningrum]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i1.6062
<![CDATA[Realistic mathematics learning strategies are more focused on student learning activities, which  then connected to student’s real world daily lives so that the learn process is felt to be more concrete. The purpose of this study is to find out whether realistic mathematics learning strategies and learning motivation have an effect on student mathematics learning outcomes. This research was conducted in fifth grade elementary school students using 2x2 factorial design. The statistical test used was two-way Anova. Based on the results of data analysis with two-way Anova test, it was found that there are differences in students' mathematics learning outcomes. It can be seen from the acquisition of the average value of the two research classes that is equal to 77.81 for experimental class 1 and equal to 61.25 for experimental class 2. However there is no interaction between realistic mathematics learning strategies and learning motivation. This can be seen from the calculated F value < F table that is equal to 0.03 < 3.34.]]>
<![CDATA[Implementasi Model Pembelajaran Cooperative Learning Tipe Gallery Walk untuk Meningkatkan Kemampuan Komunikasi Matematis Mahasiswa Calon Guru ]]>
<![CDATA[Faula Rossydha]]>;
<![CDATA[Abd Qohar]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i1.6249
<![CDATA[21st century mathematics learning is learning that refers to the four learning characters formulated in 4C, namely communication, collaboration, critical thinking and problem solving, creativity and innovation. One important aspect that needs to be improved is mathematical communication skills. This can be seen from the results of initial observations that the mathematical communication skills of students are still relatively low. This type of research is classroom action research with the aim to improve students' mathematical communication skills through the cooperative learning model gallery walk type. The research subjects were 32 students of semester V offering 2017 2017 State University of Malang 2019/2020 academic year. The material used is the limit function and derived functions. The results showed that the mathematical ability test scores in cycle I and cycle II were 69.6 and 78.1. The percentage of students who completed the first cycle and the second cycle was 67.5% and 80%. Based on the results of Cycle I and Cycle II, it can be seen that studying with a gallery walk type cooperative learning model can improve the mathematical communication skills of semester V students offering E 2017 2017 State University of Malang 2019/2020 academic year.]]>
<![CDATA[The Development of Calculus Teaching Materials using Geogebra ]]>
<![CDATA[Ari Septian]]>;
<![CDATA[Darhim Darhim]]>;
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v4i1.7831
<![CDATA[The purpose of this study is to find out the calculus teaching material using GeoGebra, knowing the results of expert validation in terms of multimedia and material, and knowing the effectiveness of using calculus teaching material using GeoGebra. The research method used is research and development. The research subjects were 155 students in Departement of Mathematics Education at Universitas Suryakancana. The results of the validation of media experts using the Kendall test, sig. = 0.062 > 0.05 (Ho accepted) means that the calculus teaching material using GeoGebra is feasible to use. The results of the validation of the material using the Kendall test, sig. = 0.065 > 0.05 (Ho accepted) means that the material content is appropriate. The results of tests on 155 students in Departement of Mathematics Education at Universitas Suryakancana, an average percentage of 78% of students answered strongly agree and 15% answered agreed, meaning that calculus teaching material using GeoGebra is effectively used.]]>
<![CDATA[Conceptual Understanding of Complex Analysis Number using Flipped Learning ]]>
<![CDATA[Fariz Setyawan]]>;
<![CDATA[Siti Nur Rohmah]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v4i1.9368
<![CDATA[Flipped Learning is one of the alternatives of teaching and learning approach in mathematics classroom. The objective of this study is exploring students’ conceptual understanding about complex number using flipped learning with handout. The subject of the study are the students in 5th semester students of mathematics education department in 2019/2020. The study used qualitative approach to describe the implementation of flipped learning.There are 31,6% of 19 respondents give score very satisfied. This result then observed by using the test with all the students understand with the definition of complex numbers. Besides they can adapt their learning activity using flipped learning with complex analysis handout. As legibility aspect of the handout, there are 52,6% of the respondents gives score satisfied and 26,3% of the respondents are very satisfied. The score indicates that the flipped learning with handout helps students to understand about the complex number concepts.]]>
<![CDATA[Ethnomathematics in the Room of the Rumah Gadang ]]>
<![CDATA[Fauziah Fauziah]]>;
<![CDATA[Niniwati Niniwati]]>;
<![CDATA[Yusri Wahyuni]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 3 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v3i2.7880
<![CDATA[This study aims to analyze the exploration of ethnomathematics for basic information in the development of ethnomathematics science. The method of research that is carried out in an interview through a questionnaire and the data processed by the analysis of the taxonomy. A taxonomic analysis is carried out to make a category of cultural symbols that exist in culture were investigated. The object of research is how the shape of the room from the Rumah Gadang. From the analysis of data obtained Kenagarian that exist in the District of Solok South Most large house sieve which has a pavilion of 88.89% and shaped square- length, which has a bridge usual at Rumah Gadang amounted to 77.78% and which has a bridge -rise amounted to 7.4 %. Rumah Gadang has a room/room because the room/room is a place of privacy for the community both those who are married or not, so 88, 89 % of the Rumah Gadang have a room/room. And the number of booths/rooms vary depending on the house sieve of 40, 74 %, amounted to prima 37.04%, and amounted to even 11.11%]]>
<![CDATA[Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability ]]>
<![CDATA[Achmad Mutaqin]]>;
<![CDATA[Mohammad Syaifuddin]]>;
<![CDATA[Yus Mochamad Cholily]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v4i1.8867
<![CDATA[This study aims to develop a geometry module based on ethnomathematics with a scientific approach, test the module's validity and feasibility, and determine the effect of using modules in learning on students' metacognitive abilities. This study uses a research and development (R&D) approach with a 4D model (define, design, develop, and disseminate). The research subjects were students of 8rd Junior High School in Malang. Data analysis of the effect of the use of modules on metacognition abilities using the paired sample t-test. The research results showed the ethnomathematics based geomery module with a scientific approach is valid, developed by with a 4D model. The module is also categorized as effective for use in learning activities. The ethnomathematics based geometry modules with a scientific approach has an effect on metacognition abilities.]]>
<![CDATA[Depicting Epistemological Obstacles in Understanding the Concept of Sequence and Series ]]>
<![CDATA[Samsul Maarif]]>;
<![CDATA[Krisna Satrio Perbowo]]>;
<![CDATA[Rahmat Kusharyadi]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v4i1.9339
<![CDATA[This study aimed to discover epistemological obstacle on secondary students to solve sequence and series problems based on three indicators, there are a conceptual obstacle, procedural obstacle, and operational technique obstacle. This study was descriptive with qualitative research approaches. Data were collected with the test and interview method. The subjects in this study are students of SMP Negeri 86 Jakarta class VIII based on the errors seen from the diagnostic tests that had been tested. The analysis was done by giving written tests which are essay and interview formatted. Results on analysis showed that: (1) Conceptual obstacle, obstacle that was experienced by students are: students considered that a pattern was said as a numeral pattern because they own odd numeral pattern and own 2,2,2 of difference; were not able to find exact pattern within the problem; considering that Fibonacci numeral sequence was a pattern that form prime numeral pattern; were not able to differ the concept of arithmetics and geometry sequence; were not able to understand the concept of first quarter on arithmetics sequence; error when interpreted the meaning of problems; were not able to intepret what was given on mathematics model; interpreting sum of the first 20 quarters with sequences which own the 20th quarter; and interpreting sum of the first 20 quarters with the 20th quarter; (2) While on procedural obstacle, obstacle that was experienced are: interpreting numeral pattern if they own their pair; error on determining multiplication or difference; and applying formulas incorrectly; (3) Last on operasional technique obstacle, obstacle that was experienced are error on calculation and using sign and symbol mathematics incorrectly.]]>
