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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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Search results for , issue "Vol. 17 No. 2 (2024): Beta November" : 5 Documents clear
Computational thinking in mathematics instruction integrated STEAM education: Global trend and students’ achievement in the last two decades Suparman; Juandi, Dadang; Turmudi; Wahyudin
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.643

Abstract

[English]: Present study describes and synthesizes global trend and students’ CT achievement in mathematics instruction integrated STEAM education. A systematic review using bibliometric analysis and qualitative meta-synthesis was applied to do this study. Five hundred and nine studies indexed by Scopus and published between 2004 and 2023 were used as the data to bibliometric analysis. Particularly, 14 empirically qualitative studies were included in qualitative meta-synthesis. Results revealed that the publication development of CT studies slightly soared, whereas the citation development on CT studies relatively fluctuated in the period of 2004–2023. There were several emerging themes in CT studies, such as CT component, cognitive, affective, & psychomotor domain, mathematical content, CT learning environment, technological intervention in CT, research methodology, popular country involved in CT, participant, educational level, and STEAM component. Generally, students had achieved five CT components, such as pattern recognition, abstraction, decomposition, generalization, and algorithms caused by the integration of STEAM approach. The conclusion and implications of this study for mathematics education are comprehensively discussed. [Bahasa]: Studi ini mendeskripsikan dan mensintesis tren global dan pencapaian berpikir komputasi siswa dalam pembelajaran matematika yang menggunakan pendekatan STEAM. Sebuah riviu sistematik yang menggunakan analisis bibliometrik dan meta-sintesis kualitatif diterapkan untuk melakukan studi ini. Lima ratus sembilan studi inklusi yang terindeks Scopus dan dipublikasikan antara 2004 dan 2023 digunakan sebagai data untuk analisis bibliometrik. Secara khusus, 14 studi empiris kualitatif diinklusikan dalam meta-sintesis kualitatif. Hasil penelitian ini mengungkapkan bahwa perkembangan publikasi dari studi-studi berpikir komputasi cukup meningkat, sedangkan perkembangan sitasi terhadap studi-studi berpikir komputasi relatif berfluktuasi pada periode 2004–2023. Terdapat beberapa tema yang muncul terkait studi-studi berpikir komputasi, seperti: komponen berpikir komputasi, domain kognitif, afektif, dan psikomotor, konten matematika, lingkungan belajar berpikir komputasi, intervensi teknologi dalam berpikir komputasi, metodologi penelitian, negara popular yang dilibatkan dalam berpikir komputasi, partisipan, jenjang pendidikan, dan komponen STEAM. Secara umum, siswa sudah mencapai lima komponen berpikir komputasi, seperti: pengenalan pola, abstraksi, dekomposisi, generalisasi, dan algoritma yang disebabkan oleh pengintegrasian pendekatan STEAM. Simpulan dan implikasi dari studi ini untuk pendidikan matematika secara komprehensif didiskusikan.
Efforts to overcome students’ learning difficulties in geometry: A didactic design of creative thinking skills through metacognitive approaches Fauzi, KMS Muhammad Amin; Hia, Yasifati; Darari, Muhammad Bazlan; Siagian, Muhammad Daut
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.648

Abstract

[English]: Prior knowledge is crucial in connecting all available information so that new knowledge can be constructed through the processes of assimilation or accommodation. This study seeks to identify students’ prior knowledge related to their learning difficulties in solving mathematical problems on plane geometry and to describe a metacognition-based creative thinking learning trajectory that can help reduce these difficulties. The research method used is the didactic design research, comprising of three stages: the needs analysis, the metapedadidactic analysis, and the retrospective analysis. Quantitative and qualitative data are collected through test, questionnaire, observation, and interview. The findings show that, despite having prior knowledge, students still face difficulties in simplifying plane geometric shapes into smaller triangles or quadrilaterals, calculating their areas or perimeters, and understanding the relationships between various plane figures. To address these issues, a metacognition-based mathematical creative thinking learning trajectory was developed, consisting of five stages: problem orientation, planning to overcome the problem, implementing the plan, mastering initial mathematical knowledge (creativity concepts), and evaluating the results obtained. Based on the trial results, the developed didactic design series effectively reduces the difficulties faced by students. [Bahasa]: Pengetahuan awal merupakan hal yang paling krusial dalam menghubungkan seluruh informasi yang ada sehingga pengetahuan baru dapat dikonstruksi melalui proses asimilasi atau akomodasi. Penelitian ini bertujuan untuk mengidentifikasi pengetahuan awal mahasiswa kaitannya dengan kesulitan belajar dalam menyelesaikan masalah matematis pada materi bangun datar serta mendeskripsikan lintasan pembelajaran berpikir kreatif berbasis metakognisi yang dapat mengurangi kesulitan tersebut. Metode penelitian ini merupakan metode penelitian desain didaktik yang terdiri atas tiga tahapan, yaitu tahap analisis kebutuhan, tahap analisis metapedadidaktik, dan tahap analisis retrospektif. Data kuantitatif dan kualitatif dikumpulkan melalui tes, angket, observasi dan wawancara. Hasil penelitian menunjukkan bahwa, dengan pengetahuan awal yang ada, mahasiswa masih kesulitan dalam menyederhanakan bangun datar menjadi segitiga atau segi empat yang lebih kecil dan menghitung luas atau kelilingnya serta belum memahami hubungan antara berbagai bangun datar. Untuk mengantisipasi permasalahan tersebut, lintasan pembelajaran berpikir kreatif matematis berbasis metakognisi telah dikembangkan yang terdiri atas lima tahapan yaitu orientasi pada masalah, rencana mengatasi masalah, realisasi rencana, penguasaan pengetahuan matematika awal (konsep kreativitas), dan evaluasi hasil yang diperoleh. Berdasarkan hasil ujicoba, rangkaian desain didaktik yang dikembangkan dapat mengurangi kesulitan yang dihadapi mahasiswa.
Functional thinking in Kolb learning style: A causal-comparative study Sucipto, Lalu; Syawahid, Muhammad; Bahurudin Setambah, Mohd Afifi
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.656

Abstract

[English]: This study aims to elucidate variations in students’ functional thinking across divergent, convergent, assimilator, and accommodator learning styles. A causal-comparative study involving 137 student samples was conducted randomly from 214 students enrolled in grade 8 of junior high schools (MTsN 3) in Mataram, Lombok, Indonesia. Data collection for students’ functional thinking utilized three types of tasks, comprising two linear pattern tasks and one non-linear pattern task. Students’ learning style data were obtained from the Kolb learning style inventory (KLSI), comprising 12 statement items. Descriptive analysis revealed that the distribution of students’ Kolb learning styles was as follows: 29.93% divergent learning styles, 24.82% convergent learning styles, 17.52% assimilator learning styles, and 27.74% accommodator learning styles. On a scale of 0-100, the average functional thinking of students was 67.90, while the average functional thinking of students with divergent learning styles was 73, convergent 64.5, assimilator 69.9, and accommodator 64.2. The ANOVA test results yielded an F test value of 10.297 with a significant value of 0.0, indicating significant differences in students’ functional thinking among students with divergent, convergent, assimilator, and accommodator learning styles. Furthermore, the students with divergent learning styles exhibited the highest mean (m = 73) compared to the other groups. The research outcomes can serve as a basis for mathematics learning design based on students’ learning styles. [Bahasa]: Penelitian ini bertujuan untuk mengetahui perbedaan berpikir fungsional siswa dengan gaya belajar divergen, konvergen, asimilator dan akomodator. Penelitian causal-comparative ini melibatkan 137 sampel siswa yang diambil secara acak dari 214 siswa kelas 8 Madrasah Tsanawiyah Negeri (MTsN) 3 Mataram, Lombok, Indonesia. Data berpikir fungsional siswa dikumpulkan melalui tiga jenis tugas, yang terdiri dari dua tugas pola linier dan satu tugas pola non-linier. Data gaya belajar diperoleh dari Kolb learning style inventory (KLSI), yang terdiri dari dua belas item pernyataan. Analisis deskriptif mengungkapkan bahwa distribusi gaya belajar Kolb siswa adalah sebagai berikut: 29.93% gaya belajar divergen, 24.82% gaya belajar konvergen, 17.52% gaya belajar asimilator, dan 27.74% gaya belajar akomodator. Pada skala 0-100, rata-rata berpikir fungsional siswa adalah 67.90, sedangkan rata-rata berpikir fungsional siswa dengan gaya belajar divergen, konvergen, assimilator, dan akomodator secara berturut-turut adalah 73, 64.5, 69.9, dan 64.2. Hasil ANOVA menunjukkan nilai uji F sebesar 10.297 dengan signifikansi 0.0, artinya terdapat perbedaan yang signifikan kemampuan berpikir fungsional keempat kelompok siswa tersebut. Lebih jauh, kelompok siswa dengan gaya belajar divergen menunjukkan rerata tertinggi (m = 73) dibandingkan dengan ketiga kelompok lainnya. Hasil penelitian ini dapat dijadikan sebagai acuan dalam mendesain pembelajaran matematika berdasarkan gaya belajar siswa.
Enhancing students' problem-solving skills and engagement through inquiry-based mathematics education with Mathigon: A study on Cartesian coordinates Asyraful Ihsan; Mailizar, Mailizar; Elizar, Elizar
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.662

Abstract

[English]: Students' mathematical problem-solving skills and learning engagement remain below expectations at a public junior high school in Kuala Batee, Aceh, Indonesia. This study examines the effectiveness of the IBME approach integrated with Mathigon in enhancing students' mathematical problem-solving abilities and learning engagement, compared to the traditional IBME approach without Mathigon, with a specific focus on Cartesian coordinates. This study employed a quantitative experimental approach using pre-test and post-test control group design. The sample, consisting of 42 Grade 8 junior high school students, was selected through a total sampling technique. Data was collected through tests and questionnaires and analyzed using normality and homogeneity tests, n-gain tests, and t-tests. The results demonstrate that the IBME approach with Mathigon significantly improves students' mathematical problem-solving skills and learning engagement compared to the traditional IBME approach without Mathigon. These findings suggest that the IBME approach, assisted by Mathigon, offers a practical and effective strategy for educators in designing mathematics instruction in schools. [Bahasa]: Kemampuan pemecahan masalah matematis dan keterlibatan belajar siswa pada salah satu Sekolah Menengah Pertama (SMP) di Kuala Batee, Aceh, Indonesia, masih belum maksimal. Tujuan penelitian ini yaitu untuk mengetahui peningkatan kemampuan pemecahan masalah matematis dan keterlibatan belajar siswa melalui pembelajaran dengan pendekatan Inquiry-based Mathematics Education (IBME) berbantuan dan tanpa berbantuan Mathigon pada materi koordinat Cartesius. Penelitian ini menggunakan pendekatan kuantitatif jenis eksperimen dengan desain penelitian pre-test dan post-test control group design. Sampel penelitian dipilih dengan teknik total sampling yang berjumlah 42 siswa kelas 8 SMP. Data dikumpulkan melalui tes dan angket, dan dianalisis melalui uji normalitas dan homogenitas, uji n-gain, dan uji t. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis dan keterlibatan belajar siswa melalui pendekatan IBME berbantuan Mathigon lebih baik daripada pembelajaran tanpa berbantuan Mathigon pada materi koordinat Cartesius. Berdasarkan hasil tersebut, pendekatan IBME dapat menjadi salah satu opsi bagi guru dalam merancang pembelajaran matematika di sekolah.
Between gender and academic achievement: Creative thinking in mathematics problem solving among junior high school students Abdussakir, Abdussakir; Chabibah, Rias; Yahya, Faridah Hanim; Ali, Fawad
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.667

Abstract

[English]: Students’ creative thinking could be influenced by gender and academic achievement. Many studies have been carried out regarding levels of students’ creative thinking in solving problems based on gender and academic achievement, respectively. This study aims to understand differences in the levels of creative thinking of male and female students with high, medium, and low academic achievement in solving open-ended questions. This qualitative study involved 18 seventh-grade junior high school students selected based on gender differences and academic achievement. These students answered two open-ended problems on geometry and thought aloud about what they were thinking while answering the questions. Task-based interviews were conducted to explore students' answers. Data analysis shows that the level of students’ creative thinking, considering gender and academic achievement, appears to be inconsistent for different open-ended questions. However, there is a tendency that for figural questions, the higher the level of academic achievement, the higher the level of creative thinking, and male students outperform female students. This study also found differences in the level of creative thinking between the students based on the dimensions of creative thinking and the kinds of problems. The finding implies that gender differences and academic achievement are not adequate to determine the level of students’ creative thinking. [Bahasa]: Berpikir kreatif siswa dapat dipengaruhi oleh jenis kelamin dan prestasi akademik. Penelitian terdahulu mengenai tingkat berpikir kreatif siswa dalam memecahkan masalah kebanyakan berdasarkan jenis kelamin saja atau prestasi akademik saja. Penelitian ini bertujuan untuk mengetahui perbedaan tingkat berpikir kreatif siswa laki-laki dan perempuan dengan prestasi akademik tinggi, sedang, dan rendah dalam menyelesaikan soal terbuka. Penelitian kualitatif ini melibatkan 18 siswa SMP kelas 7 yang dipilih berdasarkan perbedaan jenis kelamin dan prestasi akademik. Siswa menjawab dua soal materi geometri dan menyuarakan apa yang mereka pikirkan selama menjawab soal tersebut. Wawancara berbasis tugas dilakukan untuk mengeksplorasi jawaban siswa. Hasil analisis data menunjukkan bahwa tingkat berpikir kreatif siswa dengan perbedaan jenis kelamin dan prestasi akademik ternyata tidak konsisten untuk soal yang berbeda. Namun, terdapat kecenderungan bahwa untuk soal yang memuat gambar, semakin tinggi tingkat prestasi akademik siswa laki-laki dan perempuan, semakin tinggi pula tingkat berpikir kreatifnya dan siswa laki-laki mengungguli siswa perempuan. Penelitian ini juga menemukan perbedaan tingkat berpikir kreatif siswa berdasarkan dimensi berpikir kreatif dan bentuk soal. Implikasi dari temuan ini adalah perbedaan jenis kelamin dan prestasi akademik tidak cukup untuk menentukan tingkat berpikir kreatif siswa.

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