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Beta: Jurnal Tadris Matematika
Published by Universitas Islam Negeri Mataram
ISSN : 20855893     EISSN : 25410458     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Bετα: Jurnal Tadris Matematika (p-ISSN: 2085-5893 | e-ISSN: 2541-0458) is scientific, peer-reviewed, and open access journal published by Universitas Islam Negeri (UIN) Mataram in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) half-yearly on May and November. It has been indexed in SINTA 2 (Accredited Journal, Decree No.21/E/KPT/2018) by Director General of Strengthening Research and Development, Ministry of Research Technology and Higher Education of the Republic of Indonesia in 2018. The indexing status will be active until 2020.
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Articles 6 Documents
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Search results for , issue "Vol. 16 No. 2 (2023): Beta November" : 6 Documents clear
Language in mathematics education – On the epistemic and reconstructivistic facet of languaging processes in linguistically heterogenous groups of learners Kuzu, Taha Ertuğrul
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.474

Abstract

[English]: In this article, languaging processes in mathematics education will be reflected from a theoretical and methodological viewpoint. Language is not just a tool for language learning: It is a highly complex medium for transporting meaning. It plays a key role in explaining and fostering as well as reconstructing and interpreting cognitive processes – not only in mathematics education, but due to the abstract nature of mathematical objects in a particularly important way. Thus, language as a mediational dimension is essential in the learners’ as well as researchers’ processes of understanding, be it in interpretational processes or in verbalized, deictical, either explicit or implicit explanations and actions. In this article, this dual-sided perspective will be explained by giving insights into language-related processes of interpreting and understanding mathematical relations in Substantial Learning Environments (SLE’s) as well as relational strategies such as the ‘Auxiliary Task.’ [Bahasa]: Artikel ini membahas proses berbahasa dalam pendidikan matematika dari perspektif teoritis dan metodologi. Bahasa bukan saja sebuah alat untuk pembelajaran bahasa tetapi juga sebuah medium yang sangat kompleks untuk menyampaikan makna. Bahasa memainkan peran penting untuk menjelaskan dan memelihara serta mengembangkan dan memaknai proses kognitif - tidak hanya dalam pendidikan matematika, tetapi karena karakateristik objek matematika yang abstrak sehingga peran bahasa diperlukan. Oleh sebab itu, bahasa sebagai sebuah dimensi mediasional sangat penting dalam proses pemahaman siswa dan peneliti baik itu dalam proses interpretasi atau dalam penjelasan dan tindakan yang diverbalkan, deiktis, baik eksplisit maupun implisit. Dalam artikel ini, perspektif dua sisi ini akan dijelaskan dengan memberikan wawasan ke dalam proses yang berhubungan dengan bahasa untuk menafsirkan dan memahami hubungan matematika dalam konteks Linkungan Belajar Substansial (Substantial Learning Environments, SLE) serta strategi relasional seperti Tugas Tambahan (Auxiliary Task).
The impact of online learning toward social skills of prospective teachers with different thinking styles Fauzi, Mohamad Nur; Hadi, Sofwan; Fatmahanik, Ulum
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.503

Abstract

[English]: This article discusses the impact of an online learning using Edmodo application on prospective teachers’ (PTs) social skills based on their thinking styles. A quasi-experimental research was used to examine the impact. Social skill and thinking style questonannires were administered to 100 PTs. The data were analysed using analyis of variances (Anova). The results show that PTs’ social skills with four thinking styles: concrete sequential (CS), abstract sequential (AS), concrete random (CR) and abstract random (AR) through the online learning are better than using a direct learning. Moreover, PTs’ social skills within each thinking style do not show any difference. However, in the direct learning, PTs’ social skills with abstract random thinking are better than PTs’ with abstract sequential. [Bahasa]: Artikel ini membahas pengaruh model pembelajaran online dengan aplikasi Edmodo terhadap keterampilan sosial mahasiswa calon guru berdasarkan gaya berpikir. Penelitian kuantitatif dengan jenis eksperimen semu digunakan untuk menguji pengaruh tersebut. Pengumpulan data menggunakan angket yaitu angket keterampilan sosial dan angket karakteristik gaya berfikir yang diberikan kepada 100 calon guru. Uji Anova digunakan untuk menganalisis data. Hasil penelitian ini menunjukkan bahwa keterampilan sosial mahasiswa calon guru dengan empat gaya berpikir: sekuensial konkret (CS), sekuensial abstrak (AS), acak konkret (CR), dan acak abstrak (AR) yang menggunakan pembelajaran online edmodo lebih baik daripada pembelajaran langsung. Selain itu, keterampilan sosial mahasiswa calon guru pada masing-masing karakteristik gaya berpikir saat pembelajaran online tidak berbeda. Namun, pada pembelajaran langsung, keterampilan sosial calon guru dengan gaya berfikir acak abstrak lebih baik daripada sekuensial abstrak.
Mapping students' thinking structure in solving PISA-like problems: Errors and defragmentation Wahab A, Abdul; Buhaerah, Buhaerah; Ahsan, Muhammad; Busrah, Zulfiqar
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.545

Abstract

[English]: Errors in problem-solving indicate that there is a part of the thinking structure that is problematic, either because it is disorganized, disconnected, or experiencing cognitive holes. This research explores students' thinking structure errors in solving PISA problems and proposes defragmentation efforts to address these issues. The study participants consisted of three high school grade X students with varying abilities high, medium, and low selected through purposive sampling. Data collection involves tests and semi-structured interviews, with triangulation used to ensure data validity. The analysis includes presenting test results and interview transcripts, thorough examination of sheets and transcripts, categorization of thinking structure errors, and elaboration of defragmentation efforts based on problem-solving stages. The study findings identify variations in thinking structure errors and defragmentation strategies among participants. This research shows the importance of teaching with a focus on strengthening understanding of prerequisite concepts, improving reading literacy skills, and diversifying defragmentation approaches, especially in applying scaffolding-explaining strategies, to improve the quality of students' mathematical problem-solving. [Bahasa]: Kesalahan dalam pemecahan masalah menunjukkan bahwa ada bagian struktur berpikir yang bermasalah, baik karena tidak teratur, terputus atau mengalami lubang kognitif. Penelitian ini mengeksplorasi kesalahan struktur berpikir siswa dalam menyelesaikan masalah PISA dan mengusulkan upaya defragmentasi untuk mengatasi masalah tersebut. Partisipan penelitian terdiri dari tiga siswa kelas X SMA dengan kemampuan berbeda-beda, yaitu tinggi, sedang, dan rendah, yang dipilih melalui purposive sampling. Pengumpulan data dilakukan dengan tes dan wawancara semi terstruktur, dengan triangulasi digunakan untuk menjamin keabsahan data. Analisisnya meliputi penyajian hasil tes dan transkrip wawancara, pemeriksaan lembar dan transkrip secara menyeluruh, kategorisasi kesalahan struktur berpikir, dan penjabaran upaya defragmentasi berdasarkan tahapan pemecahan masalah. Temuan penelitian mengidentifikasi variasi kesalahan struktur berpikir dan strategi defragmentasi di antara para peserta. Penelitian ini menunjukkan pentingnya pengajaran dengan fokus pada penguatan pemahaman konsep prasyarat, peningkatan keterampilan literasi membaca, dan diversifikasi pendekatan defragmentasi, khususnya dalam penerapan strategi scaffolding-explaning, untuk meningkatkan kualitas pemecahan masalah matematika siswa.
Student’s ways of thinking and ways of understanding analysis in solving mathematics problems in term of adversity quotient Lailiyah, Siti; Fitria Anis Kurlillah; Kusaeri
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.567

Abstract

[English]: There are two categories of thinking skills that influence each other in mathematical knowledge, namely a thinking process called ways of thinking (WoT) and ways of understanding (WoU). This study aims to describe students' WoT and WoU in solving mathematics problems in terms of adversity quotient (AQ). This research is descriptive and qualitative. The participants of this study were students at MTs Muhammadiyah 1 Taman Sidoarjo. The subjects were selected based on the results of the adversity response profile test using a purposive sampling technique, so there were 3 climbers, 3 campers, and 2 quitter. The written test and interview data were analyzed according to the WoT and WoU indicators. The results of this study indicate that the WoT climber students tend to have one strategy in solving mathematical problems that leads to the correct solution, an empirical WoT, and a very good belief in mathematical concepts. Meanwhile, the WoT campers and quitters tend to have one strategy that leads to wrong solutions, and beyond belief WoT. The camper students have good confidence, while quitter students have less confidence in mathematical concepts. The WoU climber students are in the very good category, camper students are enough, and quitter students are in the less category. The WoT and WoU of climber students are better than those of camper and quitter students. [Bahasa]: Terdapat dua kategori keterampilan berpikir yang saling mempengaruhi dalam pengetahuan matematika yaitu proses berpikir yang disebut ways of thinking (WoT), dan cara pemahaman siswa yang disebut dengan ways of understanding (WoU). Penelitian ini bertujuan untuk mendeskripsikan WoT dan WoU siswa dalam menyelesaikan masalah matematika ditinjau dari adversity quotient (AQ). Penelitian ini adalah deskriptif kualitatif. Partisipan dalam penelitian ini merupakan siswa di MTs Muhammadiyah 1 Taman Sidoarjo. Subjek dipilih berdasarkan hasil tes adversity respons profile menggunakan teknik purposive sampling, sehingga didapatkan 3 siswa climbers, 3 campers dan 2 quitters. Data tes tulis dan wawancara dianalisis sesuai indikator WoT dan WoU. Hasil penelitian ini menunjukkan bahwa WoT siswa climber dalam menyelesaikan masalah matematika cenderung memiliki satu strategi yang mengarah pada solusi benar, cara berpikir empiris, dan memiliki keyakinan yang sangat baik terhadap konsep matematika. Sedangkan WoT siswa camper dan quitter cenderung memiliki satu strategi yang mengarah pada solusi salah, dan cara berpikir luar keyakinan. Siswa camper memiliki keyakinan yang baik, sedangkan siswa quitter memiliki keyakinan yang kurang terhadap konsep matematika. WoU siswa climber berkategori sangat baik, siswa camper berkategori cukup. dan siswa quitter berkategori kurang. WoT dan WoU siswa climber lebih baik dibandingkan siswa camper dan quitter.
Learning from Indonesia: A systematic literature review on the implementation of traditional Indonesian games for mathematics education Qirom, Muhamad Syahidul; Dadang Juandi
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.570

Abstract

[English]: As part of the culture, traditional games have a positive impact on the teaching and learning process of mathematics. Looking at the facts in the field related to problems in learning mathematics, such as students' lack of motivation to learn mathematics and difficulties in understanding mathematics, teachers can use traditional games as a solution to these problems. Therefore, this study aims to investigate the impact of Indonesian traditional games on learning mathematics. Systematic literature review (SLR) was used as the method in this study and PRISMA 2020 as the research framework. In this study, there were five inclusion criteria: the documents were from published articles, the traditional games had to be from Indonesia, the documents were in English, they were specific to the subject of mathematics, and the research objective of the articles was to identify the impact of the application of traditional games on mathematics learning. There were 22 articles eligible for review to answer the research questions. The results showed, 1) Indonesian traditional games were shown to have potential effects to support cognitive, psychomotor, affective, mathematical process skills, and 21st century skills; 2) the Java region was the most frequent location for research on the implementation of traditional games; 3) Numbers and Geometry are more frequently taught using traditional games compared to other mathematics topics; 4) primary school students are the most frequent sample in the implementation of traditional games; and 5) design research is the most frequently used research type in the implementation of traditional games in mathematics learning. This research provides information on traditional games that can be implemented in mathematics learning and provides evidence that traditional games do have a positive effect on learning mathematics. [Bahasa]: Sebagai bagian dari budaya, permainan tradisional memiliki dampak positif terhadap proses belajar mengajar matematika. Melihat fakta di lapangan terkait permasalahan dalam pembelajaran matematika, seperti kurangnya motivasi siswa belajar matematika hingga kesulitan dalam memahami matematika, maka guru dapat menggunakan permainan tradisional sebagai solusi terhadap masalah tersebut. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki dampak permainan tradisional Indonesia terhadap pembelajaran matematika. Tinjauan literatur sistematis (SLR) digunakan sebagai metode dalam penelitian ini dan PRISMA 2020 sebagai kerangka kerja penelitian. Pada penelitian ini, terdapat lima kriteria inklusi yakni dokumen berasal dari artikel yang telah dipublikasikan, permainan tradisional harus berasal dari Indonesia, dokumen menggunakan bahasa Inggris, dikhususkan untuk mata pelajaran matematika, dan tujuan penelitian dari artikel tersebut adalah mengidentifikasi dampak penerapan permainan tradisional terhadap pembelajaran matematika. Terdapat 22 artikel yang memenuhi syarat untuk ditinjau untuk menjawab pertanyaan penelitian. Hasil penelitian menunjukkan, 1) permainan tradisional Indonesia terbukti memiliki efek potensial untuk mendukung kemampuan kognitif, psikomotorik, afektif, keterampilan proses matematika, dan keterampilan abad ke-21; 2) wilayah Jawa merupakan lokasi yang paling sering menjadi tempat penelitian implementasi permainan tradisional; 3) Bilangan dan Geometri lebih sering diajarkan dengan menggunakan permainan tradisional dibandingkan dengan topik matematika yang lain; 4) siswa sekolah dasar merupakan sampel yang paling sering dijadikan subjek dalam implementasi permainan tradisional; dan 5) design research merupakan jenis penelitian yang paling sering digunakan dalam penelitian implementasi permainan tradisional dalam pembelajaran matematika. Penelitian ini berkontribusi dalam menyajikan informasi terkait permainan tradisional yang dapat diimplementasikan dalam pembelajaran matematika dan menjadi bukti bahwa permainan tradisional memang memiliki efek positif terhadap pembelajaran matematika.
Assessment of critical mathematical thinking skills: A literature review Evendi, Erpin; Retnawati, Heri; Istiyono, Edi
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.592

Abstract

[English]: This study aims to review several previous studies concerning the assessment of critical thinking skills in mathematics learning. This study used the method known as Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA), consisting of four stages: identification, screening, eligibility, and inclusion. SCOPUS database was used as the main source in the document selection since it is considered one of the most accurate international indexing systems. The detailed document selection was carried out in the following order: (1) the identification was performed by restricting the SCOPUS database search on the context of critical thinking assessment in mathematics learning and resulted in 147 documents; (2) the first screening based on a restriction of year range (the last 10 years: from 2013 to 2023) resulted in 121 documents and the second screening based on the types of documents (journal articles and conference papers) resulted in 102 documents; (3) in the eligibility stage, 19 documents were found to be relevant to the subject area of mathematics learning; and (4) in the inclusion stage, 11 documents were selected manually based on the keywords and citation and used as the review materials in this study. The existing studies reveal the importance of critical thinking in mathematics learning and present various approaches and instruments that can be adopted to assess the critical thinking skills in the context of mathematics learning. However, the facts about the peculiarities of critical thinking are still unresolved due to the abundance of theories according to different perspectives, thus causing the emergence of various measurement standards on critical thinking skills in mathematics learning. Therefore, the definition of critical thinking in a more specific context, such as mathematics learning, needs to be established, and the instruments used to assess the critical thinking skills in this specific context need to be developed. [Bahasa]: Studi ini bertujuan meninjau sejumlah literatur mengenai asesmen terhadap keterampilan berpikir kritis dalam pembelajaran matematika. Studi ini menggunakan metode Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA), yang meliputi empat tahap: identification, screening, eligibility, dan inclusion. Seleksi dokumen mengambil sumber dari database SCOPUS, yang merupakan salah satu sistem pengindeksan internasional paling akurat. Detail seleksi dokumen dilakukan sesuai urutan berikut: (1) identification dengan membatasi pencarian SCOPUS pada konteks penilaian berpikir kritis dalam pembelajaran matematika menghasilkan 147 dokumen; (2) screening pertama berdasarkan pembatasan rentang tahun (10 tahun terakhir: dari 2013 sampai 2023) menghasilkan 121 dokumen dan screening kedua berdasarkan tipe dokumen (journal article dan conference paper) menghasilkan 102 dokumen; (3) pada tahap eligibility, ditemukan 19 dokumen yang relevan dengan topik pembelajaran matematika; dan (4) pada tahap inclusion, ditemukan 11 dokumen yang diseleksi secara manual berdasarkan kata kunci dan artikel yang telah disitasi dan kemudian menjadi materi tinjauan dalam studi ini. Hasil studi ini menunjukkan pentingnya berpikir kritis dalam pembelajaran matematika, serta menyajikan berbagai pendekatan serta instrumen yang dapat digunakan untuk mengasesmen keterampilan berpikir kritis dalam konteks pembelajaran matematika. Namun, fakta tentang kekhasan dalam berpikir kritis masih belum terselesaikan karena banyaknya teori menurut sudut pandang yang berbeda, sehingga membuat standar pengukuran dan penilaian berpikir kritis dalam pembelajaran matematika pun menjadi berbeda-beda. Oleh karena itu, pendefinisian berpikir kritis pada konteks yang lebih spesifik, seperti pembelajaran matematika, perlu dilakukan, dan instrumen yang digunakan untuk mengasesmen keterampilan berpikir kritis dalam pembelajaran matematika perlu dikembangkan.

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