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[META ANALYSIS: THE EFFECT OF COOPERATIVE LEARNING MODELS ON STUDENTS' CRITICAL THINKING ABILITIES ]]>
<![CDATA[Nur, Fitriani]]>;
<![CDATA[Asdar, Fajriani]]>;
<![CDATA[Majid, Ahmad Farham]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i1.6479
<![CDATA[Critical thinking skills are one of the important competencies that students must have in facing the challenges of the 21st century. These skills include the ability to effectively analyze, evaluate and synthesize information, which is crucial in making informed decisions and solving complex problems. Cooperative learning models have great potential in improving these skills by engaging students in group work that encourages interaction, discussion and sharing of ideas. There are many studies related to the application of cooperative learning models in improving students' critical thinking skills so that meta-analysis research is conducted to combine the results of these studies into one conclusion. This research was conducted to determine the effect of cooperative learning models on students' critical thinking skills. This research used a quantitative approach with the type of meta-analysis research. Data collection was carried out by searching for research reports in accordance with the topics studied on internet network sites. The sampling technique used purposive sampling technique. The instrument used was a data collection sheet. Data analysis was carried out using descriptive statistics and inferential statistics. Based on the research conducted, it is concluded that the cooperative learning model affects the critical thinking skills of students. Thus, cooperative learning models are effective compared to conventional models in improving students' critical thinking skills. Keywords: Cooperative Learning; Critical thinking; Meta Analysis]]>
<![CDATA[EFFECTIVENESS OF LEARNING MEDIA BASED ON QUIZIZZ APPLICATION WITH REALISTIC MATHEMATICS EDUCATION APPROACH ]]>
<![CDATA[Andi Alim Syahri]]>;
<![CDATA[Gaffar, Abdul]]>;
<![CDATA[Ma'rup]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i1.7097
<![CDATA[This study aims to determine the effectiveness of mathematics learning through learning media based on the Quizizz application with the RME Approach for students in class VIII.D SMP Negeri 1 Sungguminasa, this study refers to three learning effectiveness, namely seen from mathematics learning outcomes, student activities, and student responses. This type of research is a pre-experiment that only involves one class as an experimental class with a One Group Pretest-Posttest Design research design. The experimental class was class VIII.D SMP Negeri 1 Sungguminasa consisting of 38 students. The instruments in this study were tests, observation sheets and questionnaires through Quizizz application-based learning media with the RME Approach. The results showed: 1) Students' mathematics learning outcomes were categorised as "Improved" and "Completed" classically, namely 97.37% of students reached individual completeness t_count=19.953>t_table=1.687, 2) Students' activities in learning mathematics were categorised as "Active" which increased by 78.38%, and 3) Students' response to mathematics learning was categorised as "positive" which was 98.31%. Based on the results of this study. students have met the criteria for the effectiveness of mathematics learning, so it can be concluded that mathematics learning is effectively implemented through Quizizz application-based learning media with the RME Approach for students in class VIII.D SMP Negeri 1 Sungguminasa. Keywords: Effectiveness; Learning Media; Quizizz; RME]]>
<![CDATA[MATHEMATICS LEARNING INSTRUMENT DEVELOPMENT BASED ON RME ASSISTED BY LIVE WORKSHEET TO DEVELOP PROBLEM SOLVING SKILLS ]]>
<![CDATA[Faricha, Nia Agustina]]>;
<![CDATA[Kurniawan, Agus Prasetyo]]>;
<![CDATA[Yanti, Aning Wida]]>;
<![CDATA[Prayitno, Lydia Lia]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i1.7118
<![CDATA[Learning mathematics experiences several problems, one of them is problems related to problem solving skills, the researchers applied the RME approach that presented a real-world context so that students could construct their own understanding with the help of live worksheets as an assisted media for mathematics learning. The existence of an approach that is applied using developing technology is expected to have trained students to solve problems properly and correctly. This study to develop learning tools that can develop mathematical problem solving skills with realistic mathematics education (RME) approach assisted by live worksheet application. This type is a Research and Development (R&D) with the ADDIE model (analysis, design, development, implementation and evaluation). This research was applied to 8th-A grade students at SMPN 1 Baureno Bojonegoro as many as 32 students. Data were collected using several techniques, field notes, validation, and tests. The results of data analysis showed that based on the indicators determined by researchers, the learning device was declared "valid" in terms of (1) the total average validity of the lesson plan of 3.93 which was included in the "valid" criteria, and (2) e-LKPD of 4.192 which was included in the "very valid" criteria. The learning device is expressed as "practical" at criterion "B" with an average total practicality score of 82.045 which means it can be used with minor revisions. The learning device was expressed "effective" to develop mathematical problem solving skills based on the average test score of all students of 85.46 with a percentage of classical completeness of more than 75%, which is 81.25%. This study recommends the use of RME assisted by live worksheets to develop problem solving skills, especially for junior high school students. Keywords: Live Worksheet; Problem Solving; RME Approach]]>
<![CDATA[ALGEBRAIC THINKING PROFILE OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING PROBLEMS: PERSPECTIVE OF MATH ANXIETY ]]>
<![CDATA[Novia Sari Susanti]]>;
<![CDATA[Abadi]]>;
<![CDATA[Lukito, Agung]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 1 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i1.7143
<![CDATA[Algebraic thinking skills need to be developed in students because this ability focuses students on relationships and representations in problem solving. Three Al Falah Surabaya junior high school students were involved in a descriptive qualitative study to explore the algebraic thinking process of junior high school students in the perspective of their mathematics anxiety and problem solving task. Subject was selected by providing anxiety questionnaire content 30 question with 4 choose answer and use questionnaire, math ability test consist of ten question content of algebra for seven and eight grade from national examination forjunior high school which modified. Data were collected through giving problem solving tasks and interviews. The results of this study showed that students with three different anxieties in solving problems presented three indicators of algebraic thinking, including identification, generalization, and application of generalization. The difference is the success rates in using the algebraic thinking indicators. The recommendation of this study is the importance of special attention and treatment from teachers to students with high anxiety who have a tendency to get confused when understanding the problem. Keywords: Algebraic Thinking; Anxiety; Math; Problem-Solving]]>
<![CDATA[STUDENTS' TRIGONOMETRIC REPRESENTATION TRANSLATION PROCESS THROUGH GEOGEBRA-INTEGRATED STAD COOPERATIVE LEARNING ]]>
<![CDATA[Mutianingsih, Ninik]]>;
<![CDATA[Prayitno, Lydia Lia]]>;
<![CDATA[Sumianto, Dadang]]>;
<![CDATA[Siswati, Linduk]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i2.7548
<![CDATA[The problem of the poor learning outcomes of trigonometry is obviously closely related to teachers, students, and the environment because learning creates a mindset and develops reasoning skills in solving problems. This classroom action research was conducted to enhance the students' representation translation process in light of the learning outcomes after engaging in cooperative learning of STAD type supported by Geogebra. This classroom action research involved 34 students of class XI IPA 2, SMAN 1 Dawarblandong in the 2023/2024 academic year. This research instrument used learning devices, observation sheets, and formative tests. The stages of this research include action planning, implementation, observation, and reflection. The data were analyzed using percentages with the criteria for student participation and achievement of classical learning outcomes of at least 75% with a minimum score of 75. The results of this study indicated by the increase in students' participation from the 1st cycle (67.5%) to the 2nd cycle (76.25%) so that it meets the criteria for student activeness. In terms of learning outcomes in the 1st cycle (66.67%) which continued in the 2nd cycle (82.35%) so that it reached the criteria for classical completeness. We conclude that the STAD type cooperative learning model assisted by geogebra can improve the process of translating student representations in terms of student learning outcomes. Keywords: Flexibility; Geogebra; Learning Outcomes; Student Activeness; Translation]]>
<![CDATA[ANALYSIS OF IMPERFECTION OF MATHEMATICAL IDENTITY IN PROBLEM-SOLVING ]]>
<![CDATA[Fatqurhohman, Fatqurhohman]]>;
<![CDATA[Firdaus, Hana Puspita Eka]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i2.8193
<![CDATA[The discrepancy between students' strong mathematical identity and their academic performance indicates that contextual and cognitive factors play a role in influencing their problem-solving abilities in mathematics. This study aims to analyze the impact of imperfect mathematical identity on students' ability to solve mathematical problems. Using a qualitative approach with a case study method, this research involves eighth-grade students from SMP Muhammadiyah 7 Jember who have a strong mathematical identity but low academic achievement. Data were collected through surveys, performance tests, and interviews. The findings reveal a mismatch between the high mathematical identity (73%) and low academic performance, particularly in the dimensions of competence (56%) and performance (59%). Additionally, the study shows that low self-confidence, uncertainty in choosing strategies, and limitations in applying effective approaches hinder students' academic achievement. Therefore, this research emphasizes the importance of teachers' roles in developing students' practical skills and implementing concept-based, systematic approaches to enhance problem-solving abilities. It calls for a flexible learning approach, reflective techniques to correct errors, and problem-based learning relevant to real-life situations. Further research is needed to design more effective interventions to support the development of students' mathematical identity. Keywords: Mathematical Identity Imperfection; Mathematical Problem Solving; Learning Reflection; Mathematical Competence; Case Study]]>
<![CDATA[HOTS-BASED STUDENT WORKSHEET DEVELOPMENT TO IMPROVE STUDENTS’ VISUAL THINKING SKILLS IN SOLVING CALCULUS PROBLEMS ]]>
<![CDATA[Asyhar, Beni]]>;
<![CDATA[Sholihah, Ummu]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i2.8196
<![CDATA[One alternative teaching subject that can support optimizing learning is student worksheets (SW). This development research with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) stages aims to describe the process of developing HOTS-based calculus subject SW to improve students’ visual thinking skills in solving valid, practical, and effective calculus problems. The subjects of this research were 2 classes of students from the Mathematics Education Study Program at UIN Sayyid Ali Rahmatullah Tulungagung fifth semester. Data was collected using questionnaires and problem-solving ability tests, and data analysis using MANOVA tests. The research results show that: 1) the HOTS-based SW developed is in the “valid” category so it can be used in calculus courses; 2) The practicality of HOTS-based SW can be seen from the results of student responses which are positive and in the “very good” category; and 3) The usability or effectiveness of HOTS-based SW is seen from the posttest results which show that there are differences in students’ visual thinking abilities in solving calculus problems between the experimental class and the control class. Keywords: HOTS; Problem Solving; SW; Visual Thinking]]>
<![CDATA[ANALYSIS OF STUDENTS’ COGNITIVE STRUCTURES IN FAILED MATHEMATICAL PROOF CONSTRUCTION ]]>
<![CDATA[Netti, Syukma]]>;
<![CDATA[Abdul Rahim, Suzieleez Syrene]]>;
<![CDATA[Vermana, Listy]]>
<![CDATA[ MATEMATIKA DAN PEMBELAJARAN Vol. 12 No. 2 (2024): MATEMATIKA DAN PEMBELAJARAN ]]>
Publisher : <![CDATA[IAIN Ambon ]]>
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DOI: 10.33477/mp.v12i2.8216
<![CDATA[Mathematical proof problems are often considered difficult by students, making them a major challenge in mathematics education. While many studies have been conducted to explore the causes of these difficulties, none have deeply investigated the reasons behind the failure in proof construction. This study aims to explore the causes of students' failure in producing valid mathematical proof constructions through their cognitive structures. The research uses an assimilation and accommodation framework. A qualitative descriptive research method was employed, with data collected through think-aloud protocols performed by 17 students. Each student completed a proof problem alternately at different times, followed by interviews to further explore their thinking structures. Based on the data analysis, three types of cognitive structures were identified that explain the failure in mathematical proof construction: (1) incomplete cognitive structure with schema disconnection, (2) schema mismatch, and (3) immature schema. Based on these findings, it is recommended that lecturers incorporate specific learning strategies, such as concept mapping activities to reinforce conceptual connections and structured proof validation exercises to address schema incompleteness and immaturity, thereby improving students' cognitive structures. Keywords: Accommodation; Assimilation; Mathematical Proof; Proof Construction]]>
