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INDONESIA
MATEMATIKA DAN PEMBELAJARAN
Published by Institut Agama Islam Negeri Ambon
ISSN : 23030992     EISSN : 26213176     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics
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
Arjuna Subject : -
Articles 185 Documents
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ERRORS 8th GRADE STUDENTS SOLVE STATISTICAL LITERACY: NEWMAN PERSPECTIVE Naidatul Maghfiroh; Lydia Lia Prayitno
MATEMATIKA DAN PEMBELAJARAN Vol 11, No 1 (2023): MATEMATIKA DAN PEMBELAJARAN: MATHEMATICS TEACHING LEARNING PROCESS AND DEVELOPM
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i1.2665

Abstract

Statistical literacy is important for students because students will be exposed to their roles as producers and consumers of data. This study describes the errors of 8th-grade students in solving statistical literacy problems based on Newman's perspective. Two students of 8th-grade students at SMPN 6 Bondowoso who made the most errors were subjects in this study. This is a qualitative descriptive study through literacy problems, documentation, and interviews. The data were analyzed based on Newman's perspective and the guidelines for answering statistical literacy questions. The results showed that there were four errors in working on statistical literacy problems were (1) misunderstanding the problem, did not write down the information in the problems; (2) transformation error, the subject incorrectly the arithmetic operation used; (3) process skill error, the subject didn’t the calculation correctly. In addition, in this error the subject did not properly carry out the settlement procedure; and (4) errors in writing the final answer, the subject incorrectly write the final answer. The cause the subject makes errors is because they are not careful and do not understand the questions given. For this reason, teachers need to familiarize their students with solving statistical literacy problems. In addition, for students who have difficulty solving literacy problems, the teacher can provide scaffolding.
COVER AND TABLE OF CONTENT Cover and Table of Content
MATEMATIKA DAN PEMBELAJARAN Vol 11, No 1 (2023): MATEMATIKA DAN PEMBELAJARAN: MATHEMATICS TEACHING LEARNING PROCESS AND DEVELOPM
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i1.5460

Abstract

Matematika dan Pembelajaran
THE EFFECT OF GENDER CHARACTERISTICS AND MATHEMATICS HABITS OF MIND ON STUDENTS' MATHEMATICS LEARNING OUTCOMES IN KENDARI Halistin, Halistin; Patih, Tandri; Saputri, Rahma Okta; Cahyani, Evi Nur; Azia, Azia
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.3255

Abstract

This study aims to describe gender characteristics, describe Mathematics Habits of Mind, and determine the effect of gender characteristics and Mathematics Habits of Mind on mathematics learning outcomes. This study method uses a quantitative approach with the type of ex-post facto research. The gender characteristics questionnaire was adapted from the Bem Sex Role Inventory by Sandra L. Bem (1977), and the Mathematics Habits of Mind questionnaire was modified by Costa and Kallick (2008). While the results of learning mathematics are taken from the teacher's documentation of the results of students' daily tests. Based on the results of the research data analysis, it was found that 1) There were ten students with Feminine Gender, there were 34 students with Masculine Gender, there were 26 students with Androgyny Gender, and there 35 students with Undifferentiated Gender; 2) Mathematics Habits of Mind of students who are in the High category by 1.9% of students; 55.2% are in the Medium category, and 42.9% are in a Low category; 3) There is an effect of gender characteristics and Mathematics Habits of Mind on students' mathematics learning outcomes
INCREASING STUDENTS’ MATHEMATICAL PROOF ABILITY THROUGH COMMOGNITIVE FRAMEWORK BASED ASSESSMENT INSTRUMENT Hakim, Fauziah; Tadjuddin, Nur Fahri
MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v12i1.5446

Abstract

Mathematical proof is one of the most important things for students to master in the Mathematics Education Study Program. Mathematics cannot be learned without learning evidence and how to reconstruct that evidence. Even so, students still experience difficulties when they find problems proving mathematics in a number of courses they are programmed for, one of which is in the Complex Analysis course. Researchers pay special attention to this and develop assessment instruments based on a commognitive framework to improve students' mathematical proving abilities. The cognitive framework consists of 4 indicators: word use, visual mediators, narrative, and routine. The instruments prepared were used in classroom action research which was carried out in 2 cycles. The action research model used is the DDAER model (diagnosis, design, action and observation, evaluation, reflection). The class that was the subject of the research was class 2021 B of the Mathematics Education Study Program at the Universitas Sulawesi Barat which programmed the Complex Analysis course as many as 26 students. The results showed that there was an increase in students' mathematical proving abilities by using a commognitive framework-based assessment instrument. In cycle I, 39% of students got a minimum score of 70, while in cycle II, 73% of students got a minimum score of 70. Keywords: Assessment Instrument; Commognitive Framework; Mathematical Proof
CORRELATION OF READING COMPREHENSION SKILL AND ABILITY TO SOLVE MATHEMATICS STORY QUESTIONS OF STUDENTS IN INDONESIA: A META-ANALYSIS Mentari, Rafinda Putri; Tuanaya, Rugaya; Albrecht, Michael
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5514

Abstract

Abstrak Kemampuan siswa dalam memahami teks bacaan berhubungan positif dengan peningkatan prestasi belajar mereka. Penelitian ini bertujuan untuk menilai dampak keterampilan membaca terhadap kemampuan siswa dalam menyelesaikan masalah matematika. Metode yang digunakan adalah studi meta-analisis, di mana kami melakukan analisis sistematis dan meta-analisis terhadap sejumlah penelitian yang menyelidiki hubungan antara pemahaman bacaan dan kemampuan dalam menyelesaikan pertanyaan cerita matematika. Data yang kami gunakan berasal dari berbagai sumber penelitian yang dipublikasikan dalam jurnal dan tersedia dalam database online Google Scholar.AbstractThe ability of students to comprehend reading materials is indicative of a correlation, wherein the better students are at comprehending readings, the higher their learning achievement is likely to be. This research aims to examine the influence of reading skills on students' mathematical problem-solving abilities. This study employs a meta-analytical approach, conducting a systematic review and meta-analysis of various studies addressing the independent variable, which is the relationship between reading comprehension skills and the ability to solve mathematical word problems. The research data used are sourced from various research publications published in journals and uploaded to the online database Google Scholar.
ANALYSIS OF STUDENT NUMERACY LITERACY IN SOLVING PISA QUESTIONS Sopamena, Patma; Rahmawati, Intan; Lessy, Djaffar; Ma'aruf, Salmiati
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5517

Abstract

This study aims to describe the process of student numeracy literacy in solving PISA questions. This study used a qualitative descriptive approach. The subjects in the study were two people from 34 students of 9th grade B MTs N Ambon as participants, with data acquisition including observations, interviews, and numeracy literacy ability tests from PISA questions. Data analysis techniques use data classification, data reduction, data presentation, data interpretation, and conclusions.   The results of this study show that: 1) both students have the ability of the main competencies in numeracy literacy, namely capable; of communicating problems, making mathematical models, making representations, arguing and giving appropriate reasons in accountability for their work, making good and correct solving strategies, use formal language, symbol language and technical language and use mathematical tools to facilitate their work. 2) There are differences in the solution of the two students, namely in solving problem number one, there are students who make mathematical modeling with the basic formula of comparison and there are students who make mathematical modeling with the opposite of the basic formula of comparison, namely multiplication.
ASSESSING THE POTENTIAL OF OPEN-ENDED PROBLEM TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS IN MATHEMATICS LEARNING Prasetyo, Agung; Tuanaya, Rugaya; Sangkala, Nani Sukartini
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5518

Abstract

Abstrak Penelitian ini dilakukan untuk mengukur potensi penggunaan masalah terbuka dalam meningkatkan kemampuan berpikir kreatif siswa dalam konteks pembelajaran matematika. Metode penelitian yang digunakan adalah sistematik literature review dengan sumber data dari Google Scholar, Eric, DOAJ, Scopus, dan Science Direct menggunakan kata kunci "open-ended problem" dan "creative thinking". Hasil analisis data menunjukkan bahwa pemberian masalah terbuka berpengaruh positif pada kemampuan berpikir kreatif siswa. Literatur menyatakan hampir semua artikel mengakui bahwa masalah terbuka meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran matematika, bahkan pembelajaran berbasis masalah terbuka dapat lebih efektif. Kesimpulannya, soal terbuka berpotensi meningkatkan kemampuan berpikir kreatif siswa dalam matematika dan dapat dilatih melalui pembelajaran berbasis masalah (PBL). Penelitian lanjutan dianjurkan untuk mendalami pengaruhnya secara lebih rinci.AbstractThis research aimed to assess the potential use of open-ended problems in enhancing students' creative thinking abilities within the context of mathematics education. The research methodology employed was a systematic literature review, drawing data from sources such as Google Scholar, Eric, DOAJ, Scopus, and Science Direct, using the keywords "open-ended problem" and "creative thinking." The data analysis results revealed that the provision of open-ended problems had a positive impact on students' creative thinking skills. The literature consistently indicated that nearly all articles acknowledged that open-ended problems could enhance students' creative thinking abilities in mathematics learning, with some suggesting that open problem-based learning could be even more effective. In conclusion, open-ended problems have the potential to improve students' creative thinking skills in mathematics and can be cultivated through problem-based learning (PBL). Further research is recommended to delve deeper into their influence.
PROCEDURAL KNOWLEDGE-BASED STRATEGIES IN IMPROVING STUDENT LEARNING OUTCOMES IN ORDINARY DIFFERENTIAL EQUATIONS COURSES Lapele, Dina Amalya; Jait, Adam Bin Haji
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5547

Abstract

This research aims to identify the differences in average learning outcomes between students taught using procedural knowledge-based strategies and students who are taught without using procedural knowledge-based strategies. This research is quasi experimental research with a posttest-only design with nonequivalent groups. The population in this study were students from the Mathematics Education Department at IAIN Ambon. The samples used were students of the IAIN Ambon Mathematics Education Department Semester 3 (class A and class B). The number of class A students is 14 people and the number of class B students is also 14 people. The data collection technique in this research was tests. The instrument used is in the form of test questions. The test questions consist of three questions describing various types of ordinary differential equations. The data analysis technique used were the Mann Whitney U Test and descriptive test. The research results showed that there were differences in average learning outcomes between students who were taught using procedural knowledge-based strategies (experimental class) and students who were taught without using procedural knowledge-based strategies (control class). The average learning outcomes of experimental class students is higher than the average learning outcomes of control class students.
ANALYSIS OF STUDENTS' COGNITIVE STYLE ACCORDING TO WITKIN IN SOLVING PYTHAGORAS PROBLEMS Kaliky, Syafruddin; Khan, Nusrat Ali
MATEMATIKA DAN PEMBELAJARAN Vol. 11 No. 2 (2023): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v11i2.5613

Abstract

Cognitive style is a way of thinking that students use to help solve a problem according to their knowledge and experience. This research aims to determine students' cognitive styles in solving Pythagorean problems. The subjects in this research were students who met the FI and FD cognitive styles based on the GEFT test. This research was carried out in class VII of MTs Nurul Ikhlas Ambon. The method used in this research is descriptive with a qualitative approach. The research results showed that FI students use different methods according to their knowledge, and the solutions they carry out tend to be unstructured. The method FI students use is a fast way to solve Pythagorean problems. Apart from that, the images created by referring to the information obtained are done simply by the concepts understood. Meanwhile, FD students use the same method their previous teacher taught. The solving process is carried out in a structured manner to obtain the final result. The method used by FD students is the Pythagorean formula. Furthermore, in making pictures, FD students clearly describe the information in the problem in detail and complexly.
DEVELOPMENT OF MATHEMATICS STATISTICS E-MODULE ORIENTED ON SCHEMATIC REPRESENTATION Anwar, Rahmad; Rahmawati, Dwi; Widjajanti, Kristina
MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v12i1.5614

Abstract

This development research aims to describe the development of the mathematical statistics e-module I which is oriented towards schematic representation. The development stages include needs analysis, initial product design, prototype I, validation, analysis of validation results, final product. The subjects in this study were students of the fourth semester mathematics education study program. There were 25 students in total. The instruments used in this study included expert validation sheets, lecturer and student response questionnaires. The results showed that the mathematical statistics e-module I oriented towards schematic representation, which had been developed, was rated as very valid based on the validation by expert respondents. In addition, the results of e-module development were also stated to be very practical based on lecturer and student respondents with an average of 80.9%. Based on the research results obtained, it can be concluded that the development of the mathematical statistics e-module I which is oriented towards schematic representation is very valid and practical to use and makes it easier for students to learn. Keywords: E-module; Schematic Representation; Mathematical Statistics

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