MATEMATIKA DAN PEMBELAJARAN
Jurnal Matematika dan Pembelajaran is an academic journal, publishing two issues per year (June and December). It is published by Lembaga Penelitian dan Pengabdian kepada Masyarakat of Institut Agama Islam Negeri (IAIN) Ambon, Indonesia. This journal seeks to provide a venue for sharing new empirical research and theoretical analysis of intersections between mathematics and education. Matematika dan Pembelajaran publishes original works that contribute to scientific discussion of the relationship between mathematics instruction, mathematics, statistics, and mathematics applied
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185 Documents
<![CDATA[THE INFLUENCE OF QUIPPER SCHOOL LMS ON LEARNING RESULTS OF ARITHMATIC SEQUENCES AND SERIES IN SMA DR. SOETOMO IN THE TIME OF THE COVID-19 PANDEMIC ]]>
<![CDATA[Ardhi Rizky Maulana]]>;
<![CDATA[Ninik Mutianingsih]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 1 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i1.1923
<![CDATA[This study aims to determine the effect of using LMS Quipper School in online learning on student learning outcomes. This study used samples from two high school classes of DR. Soetomo Surabaya. Each class consists of 31 students. This research was conducted to test the validity, reliability, and hypothesis. From the first result, there were 26 valid questions according to the calculation of Rcount > Rtable worth 0.367. In the hypothesis test there are three stages, namely normality test, homogeneity test, and independent t-test. in normality test, the result of significant value is more than 0.05 so that it is normally distributed. In the homogeneity test, it is known that the Fcount of the two classes is 1.397. It will be searched for Ftable with a standard significance of 5% with df numerator (Between Groups) of 1 and df of denominator (within Groups) of 60, it is known that the result of Ftable is 4.03 so it can be concluded that Fcount≤ Ftable, then H0 is accepted. In hypothesis test, the result of sig.(2-tailed) is 0.002 less than 0.05 so that the hypothesis H0 is rejected. So from this conclusion, there is a significant effect on learning outcomes]]>
<![CDATA[CHARACTERISTICS REPRESENTATION OF EQUATION MATHEMATICS PROBLEMS SOLVING IN STUDENTS ]]>
<![CDATA[Syukma Netti]]>;
<![CDATA[Ajeng Gelora Mastuti]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 1 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i1.1866
<![CDATA[Penelitian ini bertujuan mendeskripsikan karakteristik representatif persamaan pada siswa kelas VII dalam menyelesaikan masalah matematika. Subjek penelitian adalah 4 orang siswa kelas VII SMP Negeri 14 Padang. Metode penelitian yang digunakan adalah metoda penelitian kualitatif. Data kemampuan representatif matematis siswa diperoleh dengan meminta siswa mengerjakan satu buah soal matematika. Hasil kerja siswa dianalisis dengan memperhatikan teorema dan algoritma yang dituliskan siswa dan dengan dukungan data hasil wawancara. Wawancara dilakukan mengonfirmasi hasil kerja siswa. Kesimpulan dari penelitian ini tidak ada representasi persamaan siswa yang benar dan terdapat dua bentuk karakteristik representasi persamaan siswa, yaitu benar dan tidak sesuai dan tidak benar tidak sesuai. Kata kunci: Representasi matematis, masalah matematika, Bilangan bulat]]>
<![CDATA[THE EFFECT OF IMPLEMENTATION OF JIGSAW COOPERATIVE LEARNING MODEL ON THE STUDENT MATHEMATICS LEARNING OUTCOMES SD NEGERI 133 BONTOTIRO ]]>
<![CDATA[Eman Wahyudi Kasim]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i2.2309
<![CDATA[The purpose of this study was to determine the effect of the implementation of the jigsaw cooperative learning model on the mathematics learning outcomes of elementary school students in SD Negeri 133 Bontotiro. This study uses an experimental approach with an experimental design of Pretest-Posttest Noneequivalent Group with data collection techniques through learning outcomes tests and teacher and student observation sheets. The data analysis technique in this research is descriptive analysis and inferential analysis which consists of normality test, homogeneity test and hypothesis testing. Based on the results of the research and discussion, it can be said that the implementation of the Jigsaw cooperative learning model on students at SDN 133 Bontotiro District is in the high category. Students' mathematics learning outcomes at SDN 133 Bontotiro District before the implementation of the Jigsaw Cooperative learning model obtained an average score of 34 and the learning outcomes after the implementation of the Jigsaw Cooperative learning model obtained an average score of 70 from the ideal score of 100. There is a positive influence from the implementation of the model Jigsaw cooperative learning to students' mathematics learning outcomes at SD 133 Bontotiro. The results of this study also show that the implementation of the Jigsaw cooperative learning model can be applied to improve student learning outcomes, especially in mathematics in elementary schools. Keywords: Jigsaw Type Cooperative Learning, Student Mathematics Learning Outcomes]]>
<![CDATA[ABILITY TO COMPOSE NUMERATION LITERACY QUESTIONS BASED ON ACMI'S SKILLS THROUGH BLENDED LEARNING ]]>
<![CDATA[Nurlaila Sehuwaky]]>;
<![CDATA[Ajeng Gelora Mastuti]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i2.2467
<![CDATA[Kompetensi literasi numerasi peserta didik berdasarkan standar AKMI dikategorikan dalam lima level kemahiran. Hasil AKMI menjadi dasar perbaikan desain pembelajaran untuk meningkatkan kemampuan literasi peserta didik. Penelitian ini bertujuan untuk mengembangkan kemampuan guru dalam menyusun soal literasi numerasi berdasarkan level kemahiran AKMI melalui metode blended learning. Subjek penelitian adalah guru madrasah ibtidaiyah (MI) se-Jawa Timur yang berjumlah 63 orang. Metode penelitian yang digunakan adalah penelitian tindakan kelas. Instrumen penelitian berupa rubrik penilaian kemampuan menyusun soal, lembar observasi, pedoman wawancara dan catatan lapangan. Teknik pengumpulan data dilakukan dengan analisis hasil soal yang disusun oleh guru, observasi dan wawancara. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan guru dalam menyusun soal-soal literasi numerasi berdasarkan level kemahiran AKMI, yang ditunjukkan dengan rata-rata capaian kemampuan guru di siklus I pada minimal level cakap sebesar 54%, dan pada siklus I telah meningkat menjadi 96,8%. Penerapan Blended Learning juga mengalami peningkatan, yakni sebesar 70% pada Siklus I dan mencapai 93% pada siklus II]]>
<![CDATA[STUDENT THINKING PROCESS IN SOLVING MATHEMATICAL PROBLEMS BASED ON APOS ]]>
<![CDATA[Patma Sopamena]]>;
<![CDATA[Syafruddin Kaliky]]>;
<![CDATA[Nurlaila Sehuwaky]]>;
<![CDATA[Kasliyanto Kasliyanto]]>;
<![CDATA[Fahruh Juhaevah]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i2.2384
<![CDATA[factorization of algebraic expressions based on APOS. A qualitative-exploratory design was employed in this study, where the participants were asked to solve mathematical problems and perform think-aloud protocols. Interview was conducted to extract more interesting data and clarify the participants’ answers and logical analysis. The research subject was a student of class VIII of SMPN 23 Ambon which two students with the initials S1 and S2. The results showed that the thought process of students in solving the problem of factorization of algebraic tribes based on the APOS framework can be classified into 2 categories. The first category is complete thinking structure that was indicated by providing the correct answer to the problem. This process began with interiorization as Action, followed by coordination, encapsulation, reversal, regulation or de-encapsulation as Process towards the object. The second category or scheme is incomplete thinking structure, marked by making errors during the problem-solving process and fixing the errors after reflection. The incomplete thinking structure occurred on interiorization as Action and coordination, reversal and de-encapsulation as Process towards the object. The study found only two categories (complete and incomplete thinking structures), so it is possible for future research to find other categories.]]>
<![CDATA[ENHANCING STATISTICAL UNDERSTANDING THROUGH PjBL, VIRLENDA, AND WHATSAPP: A STUDY IN UNIVERSITAS PGRI ADI BUANA SURABAYA ]]>
<![CDATA[Lydia Lia Prayitno]]>;
<![CDATA[Ninik Mutianingsih]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i2.2387
<![CDATA[This study was motivated by the difficulties of students transforming the data into frequency tables and graphs and appreciate a group of data. This is envolve in low student understanding. Encounter this situation, researchers felt the need to carry out CAR to rise these problems through PjBL supported by Virlenda and Whatsapp due to the pandemic situation that did not allow offline learning. So, the purpose of this study is to enhance students' statistical understanding through PjBL supported by Virlenda and Whatsapp. The subject 10 students from the 2019-C class of mathematics education program, Universitas PGRI Adi Buana Surabaya. Data were collected through observation, documentation, and tests. The data were analyzed quantitatively and qualitatively. The indicators of this study are there is no statistical understanding of students in the category less than "Good Enough" and observation components such as the focus of attention, activity, interest in learning, and seriousness of at least 70% of students. The results of this study, (1) the statistical understanding of all students in the minimum category of "Good" in the second cycle; (2) The observation component to the focus attention, activity, interest, and seriousness in learning satisfy criteria. This shows that the practice of PjBL supported by Virlenda and Whatsapp can improve the statistical understanding of students of mathematics education class 2019-C.]]>
<![CDATA[THE INFLUENCE OF NHT-TYPE COOPERATIVE LEARNING MODEL ON MATHEMATICS LEARNING OUTCOMES REVIEWED FROM THE STUDENTS’ INTERESTS ]]>
<![CDATA[Andi Ika Prasasti Abrar]]>;
<![CDATA[Zaenal Zaenal]]>;
<![CDATA[A. Sriyanti]]>;
<![CDATA[Fitriani Nur]]>;
<![CDATA[Suharti Suharti]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 9, No 2 (2021): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v9i2.1908
<![CDATA[This article aims at finding out (1) the differences in the mathematics learning outcomes of the students who follow NHT type cooperative learning with the students who follow direct learning, (2) the influence of interaction between the learning model used and the students’ learning interests, (3) the difference in the mathematics learning outcomes between the students who follow NHT type cooperative learning and the students who follow direct learning reviewed from high learning interests, (4) differences in students’ mathematics learning outcomes between the students who follow NHT type cooperative learning and the students who follow direct learning reviewed from low learning interests. This the type of pseudo-experimental research. The instruments used are test of learning outcomes, questionnaires of students' learning interests, and observation of the Lesson Plan implementation. The analytical techniques used are descriptive analysis techniques and inferential statistical analysis with ANOVA tests, and Tukey advanced tests. Based on the results of the ANOVA test and Tukey advanced test obtained that there are significant differences in the mathematics learning outcomes between using a cooperative learning model NHT type and the direct learning model in the students who have a high interest in learning. Based on the data analysis, it is obtained the significant value of < α (0.010 < 0.05) then H0 is rejected. Therefore, it is concluded that there are significant differences in mathematics learning outcomes between using NHT-type cooperative learning model and the direct learning model in the students who have a low interest in learning.]]>
<![CDATA[e-PORTFOLIO AS OLEA TO IDENTIFY HIGHER ABILITY FOR STUDENTS IN HIGHER EDUCATION ]]>
<![CDATA[Nasrullah Pemu]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v10i1.2786
<![CDATA[The importance of high ability (HA) for students in higher education so that they show ability as a resource who is ready to face the challenges in today's competitive era. This research was conducted to identify HA by utilizing online learning environment activities (OLEA). OLEA is applied in the form of online lecture activities combined with the e-portfolio approach. This activity involved 32 people who came from students majoring in mathematics class C 2019. By using a questionnaire distributed via Google Form, the results were analyzed using descriptive statistics. The results show that 1) the HA identification method with OLEA is good for motivating students to recognize their abilities, 2) OLEA needs to be designed in such a way as to initiate the development of students' HA, 3) the e-Portfolio approach is a good alternative to support OLEA.]]>
<![CDATA[MERDEKA MENGAJAR PLATFORM AS A SUPPORT FOR THE QUALITY OF MATHEMATICS LEARNING IN EAST JAVA ]]>
<![CDATA[Nur Isnaini Budiarti]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v10i1.2858
<![CDATA[Merdeka belajar yang dicetuskan oleh menteri pendidikan merupakan sebuah terobosan baru sebagai keterbukaan proses pembelajaran yang nantinya dapat memberikan pengalaman belajar tanpa harus dituntut oleh standar ketuntasan dan standar kelulusan. Dengan pengimplementasian merdeka belajar diharapkan mampu meningkatkan kualitas pembelajaran, terutama dalam pembelajaran matematika. Dalam pengimplementasian kurikulum merdeka, Kemendikbudristek mengembangkan Platform Merdeka Mengajar (PMM) untuk mempermudah guru dalam mengajar sesuai kemampuan murid, menyediakan pelatihan untuk meningkatkan kompetensi, serta berkarya untuk menginspirasi rekan sejawat. Penelitian ini bertujuan untuk mengetahui peran penggunaan Platform Merdeka Mengajar sebagai penunjang kualitas pembelajaran matematika. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian sebanyak 30 responden yang merupakan guru matematika yang telah menggunakan Platform Merdeka Mengajar. Teknik pengumpulan data menggunakan angket online dan wawancara terbatas. Hasil penelitian menunjukkan bahwa penggunaan Platform Merdeka Mengajar sangat membantu para guru dalam mengembangkan potensi diri untuk menginspirasi dan mengajar lebih baik salah satunya dalam pembelajaran matematika. Fitur/produk yang tersedia dalam Platform Merdeka Mengajar memberikan berbagai informasi, inspirasi dan inovasi para guru dalam melaksanakan kegiatan belajar mengajar sehingga dapat menunjang kualitas pembelajaran matematika. Platform Merdeka Mengajar masih memerlukan pengembangan serta pemutakhiran agar dapat memberikan layanan yang lebih baik bagi seluruh pengguna.]]>
<![CDATA[PROFILE OF PROSPECTIVE TEACHERS’ ERRORS IN CONTRUCTING MATHEMATICS PROOF USING COUNTEREXAMPLES ]]>
<![CDATA[Rudi Santoso Yohanes]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol 10, No 1 (2022): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v10i1.2849
<![CDATA[Problems often encountered in mathematics are problems to prove and problems to find. Proving ability is very important, but it is still a weakness for most Mathematics Education students at Widya Mandala Catholic University Surabaya. This study describes the error profile of prospective teacher students in constructing mathematical proofs by using counterexamples and the factors suspected to be the cause of the error. This is exploratory-descriptive qualitative research, with six subjects of PSDKU Mathematics Education UKWMS who have taken Mathematical Logic and Set Theory. Data was collected using a test technique, the Mathematical Proof Ability Test, which was a subjective test consisting of 5 questions. The results of student work are then analyzed to describe the errors made by students in constructing mathematical proofs using counterexamples. The results showed that the errors made by students were: (1) errors in using the method of proof; (2) errors in using fundamental mathematical theorems; (3) errors in understanding the problem. The factors that are suspected to be the cause of student errors are: (1) students have a poor understanding of mathematical concepts; (2) students do not master the method of proof needed as a guide in carrying out mathematical proofs; (3) students do not have enough practice so they lack experience in constructing mathematical proofs by using counterexamples.]]>
