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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.
Arjuna Subject : -
Articles 172 Documents
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Beliefs about school mathematics vs. university mathematics and beliefs about teaching and learning in different contexts of students’ achievement Safrudiannur Safrudiannur; P.M. Labulan; Suriaty Suriaty; Benjamin Rott
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.439

Abstract

[English]: This quantitative study with n = 206 participants (mathematics pre-service teachers from Indonesia) investigates the effect of two factors on pre-service teachers’ beliefs: (1) contexts related to students’ achievement as well as (2) the differences between school mathematics and university mathematics. The results of this quantitative study show that the participants (1) have different beliefs about teaching and learning of mathematics in different contexts of students’ achievement (a class dominated by high-achieving students vs. a class dominated by low-achieving students) and (2) have different beliefs about school mathematics and university mathematics. Interestingly, compared to their beliefs about school mathematics, the pre-service teachers’ beliefs about university mathematics correlate better with their beliefs about teaching and learning in different contexts of students’ achievement. The implication of the better correlations for the pre-service teacher education are further discussed. [Bahasa]: Penelitian kuantitatif dengan 206 calon guru matematika ini bertujuan untuk menginvestigasi efek dari dua faktor yang mempengaruhi keyakinan para calon guru: (1) konteks yang berhubungan dengan capaian siswa dan (2) perbedaan karakteristik antara matematika sekolah dan matematika universitas. Hasil penelitian menunjukkan bahwa para calon guru tersebut (1) memiliki keyakinan yang berbeda tentang bagaimana mengajar dan belajar matematika di dalam konteks yang berbeda, yaitu antara kelas yang didominasi oleh siswa-siswa capaian tinggi dan kelas yang didominasi oleh siswa-siswa capaian rendah, dan (2) memiliki keyakinan yang berbeda antara matematika sekolah dan matematika universitas. Menariknya, jika dibandingkan dengan keyakinan tentang matematika sekolah, keyakinan para calon guru tentang matematika universitas ternyata lebih baik korelasinya terhadap keyakinan mereka tentang bagaimana mengajar dan belajar di dua konteks kelas tersebut. Selanjutnya, artikel ini akan mendiskusikan implikasi dari korelasi yang lebih baik tersebut terhadap pendidikan para calon guru matematika.
Students’ reflective thinking based on their levels of emotional intelligence in mathematical problem-solving Dwi Priyo Utomo; Erentrudis Junirestu; Arif Hidayatul Khusna
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.399

Abstract

[English]: This qualitative research aims to analyze secondary students’ reflective thinking in solving mathematical problems based on their emotional intelligence (EI). It involved four secondary school students selected from twenty-nine students who were given the EI questionnaire. The research instrument was a test and an interview guideline. Data analysis was referred to as Polya's four problem-solving stages integrated with the indicators of reflective thinking. The findings reveal that students with a high level of emotional intelligence can fulfill the whole indicators of reflective thinking. In this case, the students can react to a given situation or problem by carefully understanding the available information, making comparisons between elements to formulate strategies, explaining in detail the steps to solve problems, and doing contemplation in checking step by step and correcting mistakes. Meanwhile, students with mid-levels of emotional intelligence are less reflective in making comparisons between elements to formulate strategies for problem-solving. [Bahasa]: Penelitian kualitatif ini bertujuan untuk menganalisis pemikiran reflektif siswa sekolah menengah pertama dalam menyelesaikan masalah matematika berbasis kecerdasan emosional. Subjek penelitian adalah empat siswa, dipilih dari 29 siswa yang mengisi kuesioner. Data dikumpulkan melalui tes dan wawancara kemudian dianalisis dengan merujuk pada empat langkah pemecahan masalah Polya yang diintegrasikan dengan indikator berpikir reflektif. Hasil penelitian ini menunjukkan bahwa siswa dengan tingkat kecerdasan emosional tinggi memenuhi semua indikator berpikir reflektif dalam pemecahan masalah. Dalam hal ini, siswa mampu memberikan reaksi pada situasi atau permasalahan yang diberikan dengan memahami secara cermat informasi yang ada, melakukan komparasi antar elemen untuk menyusun strategi, menjelaskan secara rinci langkah memecahkan masalah, melakukan kontemplasi dalam memeriksa langkah demi langkah dan memperbaiki kesalahan. Sedangkan siswa dengan tingkat kecerdasan emosional sedang kurang reflektif dalam melakukan komparasi antar elemen untuk menyusun strategi pemecahan masalah.
Exploring students’ algebraic thinking in generational activities and their difficulties Dian Permatasari; Raekha Azka; Haya Fikriya
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.418

Abstract

[English]: Generational, transformational, and global meta-level are three typical activities of algebraic thinking students engage in school. Several studies show that students involve more in the generational activity than the other activities. However, some students still have difficulties solving problems in the generational activity. Therefore, this study focused on the generational activity, aiming to analyze student's algebraic thinking and difficulties in the generational activity. It involved ninety-five 7th-grade students given an initial test to measure their abilities in the generational activity. The analysis of students’ answers and interviews follow three steps; data condensation, data display, and drawing and verifying conclusions. This study indicates that, in the generational activity, the students can generalize statements from patterns better than forming statements and equations containing an unknown quantity. Students’ difficulties in the generational activities, including (1) understand the problems and turn them into mathematical forms and (2) generalize the patterns to the nth term. These are due to the students’ incomprehension of the relationships of some conditions in the given problems and understanding of the meaning of variables.    [Bahasa]: Kegiatan generasional, transformasional, dan meta-level global adalah tiga kegiatan berpikir aljabar yang dilakukan siswa di sekolah. Beberapa penelitian sebelumnya menunjukkan bahwa siswa lebih banyak terlibat dalam kegiatan generasional dibandingkan kegiatan berpikir aljabar lainnya. Namun, terdapat beberapa siswa yang mengalami kesulitan dalam menyelesaikan masalah pada kegiatan generasional. Oleh karena itu, penelitian ini akan difokuskan pada kegiatan generasional, dengan tujuan menganalisis pemikiran aljabar siswa dalam aktivitas generasional dan kesulitan yang dialami siswa. Penelitian ini melibatkan 95 siswa kelas 7 yang mengikuti tes awal untuk mengukur kemampuan dalam kegiatan generasional. Jawaban siswa dan hasil wawancara dianalisis melalui tiga tahap, yaitu kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian ini menunjukkan bahwa dalam kegiatan generasional, siswa dapat mengeneralisasi pernyataan dari pola lebih baik daripada membuat pernyataan dan persamaan yang mengandung variabel. Siswa menunjukkan berbagai kesulitan dalam kegiatan generasional, diantaranya (1) memahami masalah dan mengubahnya menjadi bentuk matematis dan (2) menggeneralisasikan pola suku ke-n. Hal ini disebabkan siswa tidak memahami hubungan beberapa kondisi dalam masalah yang diberikan dan arti variabel.
Do students with different cognitive styles have similar levels of statistical thinking? Siti Lailiyah; Nuriyatul Muslimah; Sutini Sutini
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.438

Abstract

[English]: This study aims to examine and compare students’ level of statistical thinking with different cognitive styles (Field-dependent, FD and Field-independent, FI) in solving mathematical problems. It is descriptive qualitative research involving 31 ninth-graders given the Group Embedded Figure Test (GEFT) to determine their cognitive styles. From the results of GEFT, four students with two cognitive styles and high mathematics ability were selected as participants. A test and interviews were administered for data collection. The test was analyzed based on the level of statistical thinking indicators, and the interview results were used to confirm and explore the students' statistical thinking. The results of data analysis revealed that in representing data, both FI and FD students are at transitional level. In other stages of statistical thinking: describing data display, organizing and reducing data, analyzing and interpreting data, FD students reach a quantitative level meanwhile FI students are at an analytical level. Indeed, students with FI cognitive style have a higher level of statistical thinking than FD students. This finding shows that characteristics of students with FI, for example, being more analytic, support the achievement of better levels of statistical thinking. [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi dan membandingkan level berpikir statistik siswa dengan gaya kognitif berbeda (Field-dependent, FD dan Field-independent, FI) dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif deskriptif yang melibatkan 31 siswa kelas 9. Siswa tersebut diberikan Group Embedded Figure Test (GEFT) untuk menentukan gaya kognitif. Selanjutnya, dipilih 4 siswa pada kedua gaya kognitif dengan kemampuan matematika tinggi. Data dikumpulkan melalui tes dan wawancara. Hasil tes dianalisis berdasarkan indikator level berpikir statistik dan hasil wawancara dianalisis untuk mengonfirmasi dan menggali lebih dalam berpikir statistik siswa. Hasil analisis data menunjukkan bahwa dalam menyajikan data, siswa FD dan FI berada pada level transisional. Pada tiga tahap berpikir statistik lain; menjelaskan sajian data, mengatur dan mengurangi data, menganalisis dan menerjemahkan data, siswa FD berada pada level kuantitatif sedangkan siswa FI berada pada level analitik. Dalam hal ini, siswa dengan gaya kognitif FI memiliki level berpikir statistik yang lebih tinggi dibandingkan dengan siswa FD. Hasil penelitian ini menunjukkan bahwa karakteristik siswa dengan gaya kognitif FI, misalnya cenderung lebih analitis dibandingkan FD, mendukung capaian level berpikir statistik yang lebih baik.
Male and female students' mathematical reasoning skills in solving trigonometry problems Suparman Suparman; Al Jupri; Edwin Musdi; Nonong Amalita; Maximus Tamur; Jihe Chen
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.441

Abstract

[English]: Several studies have examined mathematical reasoning skills (MRS) of male and female students in various mathematics topics. However, there were still not many studies, which focus on MRS in trigonometry topics in terms of gender perspectives. Therefore, this quantitative study aims to describe and compare the MRS of male and female students in solving trigonometry problems. This study involved secondary school students who were given an MRS test. The test has been validated theoretically and empirically. The results of the test were classified using the rubric of MRS achievement and analyzed using the Mann-Whitney test or t-test. The results revealed that the overall MRS of male and female students was low. The students lacked skills in finding a relationship pattern, proposing a conjecture, and generalizing the statement, but they had moderate skills in verifying the truth of an argument. Furthermore, the male and female students were not significantly different in the aspects of MRS. The findings provide important starting points to enhance students' MRS in the teaching and learning of trigonometry. [Bahasa]: Beberapa studi sudah dilakukan untuk menguji kemampuan penalaran matematis siswa laki-laki dan perempuan di berbagai topik matematika. Namun, studi-studi yang fokus pada kemampuan penalaran matematis di topik trigonometri ditinjau dari perspektif gender masih belum banyak. Penelitian kuantitatif ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan penalaran matematis siswa laki-laki dan perempuan dalam menyelesaikan masalah-masalah trigonometri. Studi ini melibatkan siswa sekolah menengah yang diberi tes kemampuan penalaran matematis. Tes tersebut sudah divalidasi secara teoritis dan empiris. Hasil tes tersebut dikategorikan menggunakan rubrik capaian penalaran matematis dan dianalisis menggunakan uji Mann-Whitney atau uji t. Hasil menunjukkan bahwa secara keseluruhan kemampuan penalaran matematis siswa laki-laki dan perempuan belum tinggi. Siswa tersebut kurang mampu dalam menemukan pola hubungan, mengajukan dugaan, dan mengeneralisasi pernyataan, tetapi mereka memiliki kemampuan yang sedang dalam memverifikasi kebenaran suatu argumen. Selanjutnya, siswa laki-laki dan siswa perempuan tidak berbeda secara signifikan dalam aspek kemampuan penalaran matematis. Temuan ini memberikan titik awal yang penting untuk meningkatkan kemampuan penalaran matematis siswa dalam pembelajaran trigonometri.
Development and evaluation of a HOTS-based test for matrix topic: A classical test and item response theory Muhamad Ali Misri; Saifuddin Saifuddin; Reza Oktiana Akbar; Nok Rini Kamelia
Beta: Jurnal Tadris Matematika Vol. 14 No. 2 (2021): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i2.383

Abstract

[English]: This research aims to develop and evaluate a higher-order thinking skill (HOTS)-based test for a matrix topic. The development was carried out in two stages; items development and validation. The first stage was to review relevant literature about HOTS, design the test items, have experts review, and try out the items. Fifty-one upper secondary school students were involved in the tryout. In the second stage, results of the tryout were validated referring to the classical test and item response theory, including items characteristics, validity and reliability, items discrimination, and difficulty levels. The validation resulted in five valid test items (r1=0,54; r2=0,88; r3=0,72; r4=0,78; r5=0,82). The developed test represents the topic, fulfills HOTS criteria, is reliable rα=0,85, can differentiate students with higher-order thinking, and has varied difficulty levels. [Bahasa]: Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi soal tes berbasis keterampilan berpikir tingkat tinggi (HOTS) pada materi matriks. Pengembangan instrumen tes melalui dua tahap, yaitu pengembangan draf soal dan validasi. Pada tahap pertama, dilakukan kajian literatur yang relevan, penyusunan rencana butir soal, evaluasi butir soal yang diusulkan, dan uji coba draf butir soal. Sebanyak 51 siswa sekolah menengah dilibatkan pada tahapan uji coba. Pada tahap validasi, dilakukan analisis menggunakan teori tes klasik dan teori respon butir mencakup: karakterisasi, validitas dan reliabilitas, uji daya beda, dan tingkat kesulitan soal. Penelitian ini menghasilkan lima butir soal yang valid (r1=0,54; r2=0,88; r3=0,72; r4=0,78; r5=0,82). Tes yang dikembangkan mewakili materi matriks, memenuhi kriteria HOTS, dapat diandalkan dengan nilai reliabilitas tes sebesar rα=0,85, dapat membedakan siswa yang memiliki kemampuan berpikir tingkat tinggi, dan memiliki keragaman tingkat kesulitan.
Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics? Siti Anisa Maesaroh; Leni Marlena
Beta: Jurnal Tadris Matematika Vol. 14 No. 2 (2021): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i2.430

Abstract

[English]: The purpose of this study is to predict the probability of successful mathematics online learning using two platforms; Zoom Meeting and Google Classroom, towards students’ learning outcomes. The sample used was sixty-four grade 11 students. Data was collected through a test on matrix topics and then analyzed using probit regression. The results of the analysis show that the student's probability of success to achieve better learning outcomes using Zoom Meeting is 12.46% higher than Google Classroom. In this case, Zoom Meeting can be used as a virtual face-to-face platform, so that the teaching and learning process can be more communicative and interactive compared to Google Classroom, where its use is limited to the delivery of learning content only. Therefore, online learning using Zoom Meeting in mathematics is more recommended because it has a higher chance of improving students’ learning outcomes. [Bahasa]: Penelitian ini bertujuan memprediksi peluang keberhasilan pembelajaran daring matematika menggunakan platform Zoom Meeting dan Google Classroom terhadap hasil belajar siswa. Sampel yang digunakan sebanyak 64 siswa kelas XI. Pengambilan data dilakukan dengan tes hasil belajar pada materi matriks kemudian dianalisis menggunakan regresi probit. Berdasarkan hasil analisis, diperoleh peluang sukses siswa terhadap hasil belajar menggunakan platform Zoom Meeting 12,46% lebih tinggi dibandingkan dengan Google Classroom. Zoom Meeting merupakan platform yang dapat digunakan sebagai sarana tatap muka maya, sehingga pembelajaran dapat lebih komunikatif dan interaktif dibandingkan dengan Google Classroom yang penggunaannya dibatasi untuk penyampaian konten pembelajaran saja. Dengan demikian, pembelajaran daring menggunakan Zoom Meeting lebih direkomendasikan karena berpeluang lebih tinggi untuk meningkatkan hasil belajar matematika siswa.
Higher-order thinking skills among male and female students: An experimental study of the problem-based calculus learning model in secondary schools Hasan Djidu; Jailani Jailani; Heri Retnawati
Beta: Jurnal Tadris Matematika Vol. 14 No. 2 (2021): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i2.432

Abstract

[English]: This study aims to examine the effectiveness of the problem-based calculus learning model (PB-CLM) towards students’ higher-order thinking skills (HOTS). PB-CLM is a modification of problem-based learning’s (PBL) syntax. It was a quasi-experimental with a group pretest-posttest design involving 351 11th-grade students as the population. Seventy-one students of two classes were randomly selected as a sample. Data was collected through pretest and posttest developed from three aspects of HOTS; analysis, evaluation, and synthesis. To determine the effectiveness of PB-CLM, paired sample t-test and independent sample t-test with a significance level of 5% (α = 0.05) were used. The results show that students’ activities during the learning process in PB-CLM has a positive effect on increasing their HOTS (mean difference = 30.141; sig one-tailed = 0.000). Furthermore, there was no significant difference in HOTS among male and female students, both at the pretest and posttest (mean difference = 0.81731; sig.= 0.295). Likewise, the increase in HOTS scores (posttest-pretest) did not differ significantly between gender (mean difference = 0.88141; sig. one-tailed = 0.740). [Bahasa]: Penelitian ini bertujuan untuk menguji keefektifan problem-based calculus learning model (PB-CLM) terhadap higher-order thinking skills (HOTS) siswa. PB-CLM merupakan modifikasi dari sintaks model problem-based learning (PBL). Penelitian ini menggunakan rancangan quasi eksperimen dengan desain one group pretest-posttest yang melibatkan 351 siswa kelas XI sebagai populasi penelitian. Tujuah puluh satu siswa dari 2 kelas dipilih secara acak sebagai sampel. Data penelitian dikumpulkan dengan menggunakan pretest dan posttest yang dikembangkan dari 3 aspek HOTS; analisis, evaluasi, dan sintesis. Untuk mengetahui keefektifan PB-CLM digunakan paired sample t-test dan independent sample t-test dengan taraf signifikansi 5% (α = 0,05). Hasil analisis menunjukkan aktivitas siswa selama pembelajaran dengan PB-CLM efektif dalam meningkatkan HOTS (mean difference = 30,141; sig.one-tailed = 0,000). Lebih lanjut, tidak ditemukan perbedaan yang signifikan antara HOTS siswa laki-laki dan perempuan, baik pada pretest maupun posttest (mean difference = 0,81731; sig.= 0,295). Begitu pula peningkatan skor HOTS (posttest-pretest) juga tidak berbeda signifikan antara siswa laki-laki dan perempuan (mean difference = 0,88141; sig. one-tailed = 0,740).
How students understand smaller fractions divided by greater fractions? Kamirsyah Wahyu
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.447

Abstract

This paper discusses how 5th-grade students understand quotative fractions division or smaller fractions divided by greater fractions in specific. A context-based mathematics task, making posters, was developed and implemented in two Realistic Mathematics Education (RME)-based lessons involving 6 students and 28 students. The analysis of students’ group discussion and works on the task reveal that the students initially experienced difficulties in determining how many posters can be made using 1/2 of one paper if one poster requires 3/4 of a paper. To support students’ understanding, a task, which carefully sequences fractions division content and utilizes contexts that can be easily modeled, is required. 
An ethnomethodological analysis of students’ understanding of the concept of trigonometry in a high-stakes examination in South Africa Marius Derick Simons; Kadek Adi Wibawa
Beta: Jurnal Tadris Matematika Vol. 14 No. 2 (2021): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i2.459

Abstract

[English]: In South Africa, National Senior Certificate (NSC) mathematics examination is a capping external examination taken at the culmination of twelve years of schooling. The purpose of this study was to investigate and analyze the responses of examinees in the examinations in the concept of trigonometry. While the study mainly used an ethnomethodological approach, a documentary analytical approach was also adopted. Documentary analysis was necessitated by the private nature of the NSC examination, as we only had access to the written work of the examinees. The major findings were: (1) that the strategies and tactics used by examinees are highly driven by the context of the high-stakes examination; (2) that examinees’ ways of working exhibit the general structure of the practice that is commonly found in mathematical discourse practices. Further studies are required to deepen the understanding of the thinking processes of examinees by conducting focus group interviews, where the examinees are afforded opportunities to explain their workings in school-based assessments. [Bahasa]: Di Afrika Selatan, ujian matematika National Senior Certificate (NSC) adalah ujian tambahan yang diambil pada akhir dari dua belas tahun sekolah. Penelitian ini bertujuan untuk melakukan investigasi dan analisis tanggapan siswa peserta ujian matematika NSC terkait konsep trigonometri. Selain pendekatan etnometodologi yang secara umum dipakai dalam penelitian ini, pendekatan analitis dokumenter yang juga diadopsi terkait karakteristik ujian NSC, dalam hal inipeneliti hanya memiliki akses pada jawaban tertulis peserta ujian. Temuan utama penelitian adalah: (1) bahwa strategi dan taktik yang digunakan oleh peserta ujian sangat didorong oleh konteks ujian berisiko tinggi; (2) bahwa cara kerja peserta ujian menunjukkan struktur umum praktik yang biasa ditemukan dalam praktis diskursus matematika. Penelitian lebih lanjut diperlukan untuk memperdalam pemahaman tentang proses berpikir peserta ujian dengan melakukan wawancara kelompok terfokus, dimana peserta ujian diberikan kesempatan untuk menjelaskan cara kerja mereka dalam penilaian berbasis sekolah.

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