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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 172 Documents
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Characteristics of pre-service mathematics teacher when solving convergent sequence problems Nursupiamin; Rochaminah, Sutji
Beta: Jurnal Tadris Matematika Vol. 17 No. 1 (2024): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i1.617

Abstract

[English]: Convergent sequences pose a challenge for students to comprehend in real analysis courses. Problem-solving based learning can serve as an alternative approach for imparting the understanding of convergent sequences. The objective of this research is to provide a description of the activities undertaken by students when solving problems related to convergent sequences, focusing on specific characteristics of their problem-solving approaches. This study used a qualitative methodology, namely a case study design, with a sample size of 14 participants who were recruited using purposive sampling. The collection of data was conducted via tests and interviews. The findings of this study indicate that the participants can be classified into dominant representation groups and non-dominant representation groups. The subjects who are verbally dominant tend to express ideas using precise language, possess the ability to elaborate on concepts, and demonstrate logical reasoning and argumentation skills. The subjects who are visually dominant tend to analyze or convert visual representations throughout the process of problem-solving. Meanwhile, those who are symbolically dominant tend to approach problem-solving by breaking down the difficulties into multiple solution phases that are conceptually organized. The subjects who are not dominant in a certain type of representation show flexibility in understanding the problem by using a variety of representations that are appropriate for their situation and level of knowledge. The results of this study can serve as a guide for constructing educational approaches, taking into account the characteristics of students when solving problems related to convergent sequences. [Bahasa]: Barisan konvergen merupakan salah satu konsep yang sulit dipahami peserta didik pada matakuliah analisis real. Pembelajaran berbasis pemecahan masalah dapat menjadi alternatif untuk menanamkan konsep barisan konvergen. Penelitian ini bertujuan untuk mendeskripsikan aktivitas peserta didik dalam memecahkan masalah barisan konvergen berdasarkan representasi matematis yang mereka kembangkan. Kajian ini menggunakan pendekatan kualitatif dengan jenis studi kasus yang melibatkan 14 responden yang dipilih secara purposive sampling. Data dikumpulkan menggunakan instrumen tes dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa responden dapat dikategorikan menjadi kelompok representasi dominan dan kelompok representasi tidak dominan. Responden yang dominan verbal cenderung menyampaikan ide melalui kata-kata yang jelas, mampu merincikan konsep serta menyusunnya dengan argumen dan pemikiran yang logis. Responden yang dominan visual cenderung menginterpretasikan atau menerjemahkan tampilan visual dalam membangun tahapan pemecahan masalah. Adapun responden dominan simbolik cenderung memecahkan masalah dengan menguraikannya menjadi beberapa langkah penyelesaian yang terstruktur secara konseptual. Karakteristik responden yang tidak dominan pada satu tipe representasi menunjukkan fleksibilitas mahasiswa dalam memahami masalah dengan menggunakan beragam representasi yang disesuaikan dengan kondisi dan pengetahuan yang dimiliki. Temuan penelitian ini dapat menjadi acuan untuk merancang skenario pembelajaran berdasarkan karakteristik individu dalam pemecahan masalah barisan konvergen.
How do pre-service mathematics teachers resolve proportion tasks? Focus on the problem-solving strategy Sugiarni, Rani; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani
Beta: Jurnal Tadris Matematika Vol. 17 No. 1 (2024): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i1.619

Abstract

[English]: Problem-solving for proportion tasks has not fully incorporated various appropriate strategies. This study aimed to identify and analyze the strategy used by pre-service mathematics teachers in solving proportion problems. This research used a qualitative method with a phenomenological design. The participants of this study were 29 pre-service mathematics teachers who had learned the concept of proportion. Data were collected using tests, interviews, observation, and document study techniques. Data were analyzed in the following stages: data collection, data reduction, data review, and conclusions. The results obtained were in the form of a description of the techniques used in solving proportion tasks. The pre-service mathematics teachers were mostly employing the cross-product strategy in solving proportion tasks. The results of this study can be used as a framework to develop the hypothetical learning trajectories of proportion material for pre-service mathematics teachers in the future. [Bahasa]: Penyelesaian soal perbandingan belum sepenuhnya memasukkan berbagai strategi yang tepat. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis strategi yang digunakan calon guru matematika dalam menyelesaikan masalah perbandingan. Penelitian ini menggunakan metode kualitatif dengan desain fenomenologis. Partisipan penelitian ini berjumlah 29 mahasiswa calon guru matematika yang telah mempelajari konsep perbandingan. Data dikumpulkan menggunakan teknik tes, wawancara, observasi, dan studi dokumen. Data dianalisis secara bertahap, mulai dari pengumpulan data, reduksi data, penelaahan data, dan penarikan kesimpulan. Hasil yang diperoleh berupa uraian tentang teknik-teknik yang digunakan dalam menyelesaikan tugas terkait materi perbandingan. Mahasiswa calon guru matematika sebagian besar menggunakan strategi cross-product dalam menyelesaikan tugas perbandingan. Hasil penelitian ini dapat digunakan sebagai kerangka kerja untuk mengembangkan hypothetical learning trajectory dari materi perbandingan untuk mahasiswa calon guru matematika di masa yang akan datang.
Local instruction theory in the realistic mathematics education approach to improve students' mathematical proficiency in linear equation topics Ode Samura, Asri; Im, Rosdiana; Ruslan, Jainudin
Beta: Jurnal Tadris Matematika Vol. 17 No. 1 (2024): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i1.624

Abstract

[English]: The present study examines the improvement of students' mathematical proficiency in linear equation topics using local instruction theory (LIT) with a realistic mathematics education (RME) approach. This research employed a quasi-experiment, one-group pretest-posttest design. The sample was 37 secondary school students at SMP Negeri 1 South Halmahera, class VIII. The instrument used is a mathematical proficiency test consisting of 4 essay questions. Data were analyzed using the prerequisite test, Mann-Whitney test, Cohens (d) effect sizes test, and the gain value was determined. As a result, there are differences in students’ mathematical proficiency before and after implementing LIT through the RME approach. The influence of LIT with the RME approach on mathematics proficiency is very high. The students can define a linear equation, determine the slope of the line, construct a linear equation, integrate the linear graphs, and determine solutions for the linear equation problems. [Bahasa]: Penelitian ini mengkaji peningkatan kemampuan matematis siswa pada materi persamaan garis lurus menggunakan local instruction theory (LIT) melalui pendekatan realistic mathematics education (RME). Penelitian ini menggunakan desain quasi-eksperimen, one-group pretest-posttest. Sampel penelitian adalah siswa SMP Negeri 1 Halmahera Selatan kelas VIII sebanyak 37 orang. Instrumen yang digunakan berupa tes kemampuan matematis yang terdiri atas 4 soal essai. Data dianalisis menggunakan uji prasyarat, uji Mann-Whitney, uji Cohens (d) effect sizes, dan juga dilakukan perhitungan nilai gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan matematis antara sebelum dan setelah penerapan LIT dengan pendekatan RME. Pengaruh LIT dengan pendekatan RME terhadap kemampuan matematis siswa berkategori sangat tinggi. Siswa mampu mendefinisikan persamaan garis lurus, mampu menentukan kemiringan suatu garis lurus, dapat menyusun persamaan garis lurus, mengintegrasikan suatu grafik garis lurus, dan menentukan solusi dari masalah yang berkaitan dengan persamaan garis lurus.
Developing computer-assisted learning tool based on discovery learning to improve students' mathematical reasoning Siregar, Ginda Maruli Andi; Wahyudin; Herman, Tatang; Prabawanto, Sufyani
Beta: Jurnal Tadris Matematika Vol. 16 No. 1 (2023): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i1.644

Abstract

[English]: Mathematical reasoning abilities were needed in solving steps using mathematics numerically. In mathematics education, students always had difficulty building solution steps into algorithms and were unable to build program code. The cause of these difficulties and failures was learning obstacles in the form of didactical obstacles. Learning did not facilitate the development of mathematical reasoning abilities for building algorithms and program code. It was not only the use of inappropriate teaching methods but also the limitations of teaching tools, such as computers, in creating a program. Mathematics and informatics students encountered this issue during their learning journey in numerical methods courses, experiencing both low mathematical reasoning abilities and restricted access to computer lab facilities within their department. The research carried out was to develop and evaluate computer-assisted learning based on discovery learning. The method in this research used a quantitative approach to obtain a quantitative evaluation of the development of computer-assisted learning using the web, which was developed through research and development in the ADDIE model. The web was used as a computer-assisted learning tool in the very valid category by media experts, mathematicians, and test respondents. The results of pre- and post-tests of mathematical reasoning ability were analyzed using a paired t-test, obtaining a significant value of 0.609 above the significance level of 0.05, indicating that computer-assisted learning through web-based discovery learning could be used to enhance students' mathematical reasoning abilities. Direct observations also showed increased engagement and facilitated improvement in students' mathematical reasoning abilities. A weakness to note was the relatively longer time usage, as instructors received many responses from students and provided repeated guidance to align with the steps of discovery learning within the web media. [Bahasa]: Kemampuan penalaran matematika dibutuhkan dalam langkah-langkah penyelesaian dengan matematika secara numerik. Mahasiswa pendidikan matematika selalu kesulitan dalam membangun langkah penyelesaian menjadi algoritma, dan tidak mampu membangun kode program. Penyebab kesulitan dan kegagalan tersebut adalah hambatan belajar berupa didactical obstacle. Pembelajaran tidak memfasilitasi pengembangan kemampuan penalaran matematis dalam membangun algoritma dan kode program. Bukan hanya penggunaan metode ajar yang tidak sesuai, tetapi juga keterbatasan alat-alat ajar, seperti komputer dalam pembuatan sebuah program. Masalah ini dihadapi oleh mahasiswa matematika dan informatika dalam proses belajar pada matakuliah metode numerik, yaitu rendahnya kemampuan penalaran matematis serta keterbatasan penggunaan fasilitas lab komputer di jurusannya. Penelitian yang dilakukan adalah membangun dan mengevalusi pembelajaran berbantuan komputer yang berbasis discovery learning. Metode dalam penelitian ini menggunakan pendekatan kuantitatif dalam memperoleh evaluasi secara kuantitas dari pengembangan pembelajaran berbantuan komputer menggunakan web yang dikembangkan melalui research and development dengan model ADDIE. Web yang digunakan sebagai alat pembelajaran berbantuan komputer dikategorikan sangat valid oleh ahli media, ahli matematika, dan uji responden. Hasil pre-tes dan post-tes kemampuan penalaran matematis dianalsis dengan uji paired t-test memperoleh nilai signifikan sebesar 0.609 diatas level signifikansi 0.05 yang menunjukkan bahwa pembelajaran berbantuan komputer melalui web berbasis discovery learning dapat digunakan untuk meningkatkan kemampuan penalaran matematis mahasiswa. Observasi langsung juga memperlihatkan peningkatan keterlibatan dan memfasilitasi peningkatan kemampuan penalaran matematis mahasiswa. Kelemahan yang harus diperhatikan adalah penggunaan waktu yang relatif lebih lama karena pengajar memperoleh banyak tanggapan dari mahasiswa serta memberikan arahan berulang kali sehingga sesuai dengan langkah discovery learning di dalam media web.
Rasch modelling approach to measure the quality of algebraic thinking test item for junior high school students Rusyid, Husnul Khatimah; Suryadi, Didi; Herman, Tatang; Adnan, Mazlini; Lutfi, Ahmad; Mukhibin, Ahmad
Beta: Jurnal Tadris Matematika Vol. 17 No. 1 (2024): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i1.652

Abstract

[English]: The importance of conducting this research is due to the lack of valid and reliable assessment tools for evaluating students’ algebraic thinking ability within the context of the Indonesian school curriculum. This study aims to describe the quality of algebraic thinking test items for linear equation topics. The research procedure involves three main phases, i.e., developing the test item, conducting a sample trial, and examining the quality of the test item through Rasch model analysis. The test instrument developed in this study consists of six essay questions, each representing an indicator of algebraic thinking skill. The test instrument was then used to collect quantitative data from 37 junior high school students selected as research respondents through a purposive sampling technique. The Rasch analysis was assisted by Ministep software. The research results show that all items fall into the valid category with a reliability index of 0.81, and so the test instrument is declared to have good quality. Analysis of the item difficulty level revealed that two items fell into the difficult category, one item was difficult, one item was moderate, one item was easy, and one item was very easy. Overall, the algebraic thinking ability test instrument developed in this study has met the Rasch modelling assumption, despite the fact that some items need to be revised. The instrument can be utilized by the teacher to evaluate the students’ algebraic thinking skills in mathematics learning, specifically for linear equation topics. [Bahasa]: Minimnya instrument tes kemampuan berpikir aljabar yang valid serta reliabel dalam konteks kurikulum sekolah di Indonesia menjadikan penelitian ini penting untuk dilakukan. Penelitian ini bertujuan untuk mendeskripsikan kualitas instrumen tes berpikir aljabar pada materi persamaan garis lurus. Prosedur penelitian meliputi tiga fase utama, yaitu pengembangan butir soal, ujicoba pada sampel terbatas, dan analisis kualitas butir soal melalui analisis model Rasch. Instrumen tes yang dikembangkan berupa 6 soal essai, di mana masing-masing soal mewakili indikator kemampuan berpikir aljabar. Instrument tes selanjutnya digunakan untuk mengumpulkan data kuantitatif dari 37 siswa SMP yang dipilih sebagai responden penelitian melalui teknik purposive sampling. Analisis Rasch dilakukan dengan bantuan aplikasi Ministep. Hasil penelitian menunjukkan bahwa semua soal masuk dalam kategori valid dengan indeks reliabilitas sebesar 0.81, sehingga dapat dikatakan instrument tes memiliki kualitas yang baik. Analisis tingkat kesulitan soal mengungkapkan bahwa 2 item masuk dalam kategori sangat sulit, 1 item sulit, 1 item sedang, 1 item mudah, dan 1 item sangat mudah. Secara keseluruhan, instrumen kemampuan berpikir aljabar yang dikembangkan memenuhi kriteria pemodelan Rasch meskipun terdapat beberapa item soal yang perlu direvisi. Instrumen ini dapat dimanfaatkan oleh guru sebagai alat penilaian dalam mengevaluasi kemampuan berpikir aljabar siswa pada pembelajaran matematika, khususnya untuk materi persamaan linear
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 determine the differences in students' functional thinking ability in terms of Kolb learning style. This causal-comparative study involved 137 students selected randomly from a total of 214 grade 8 students at MTs 3 Mataram in Lombok, Indonesia. Three types of tasks, two with linear patterns and one with non-linear pattern problems, comprise the research instrument for data collection. Each task includes 4 questions, covering near generalization, far generalization, formal generalization, and inverse determination indicators. Kolb learning style data were obtained from Kolb learning style inventory (KLSI) which consists of 12 statements. Descriptive analysis, statistical assumptions testing, and ANOVA are implemented to analyze the data. As results, descriptive analysis of Kolb learning styles reveals that there are 29.93% of students with a divergent learning style, 24.82% with a convergent learning style, 17.52% with an assimilator learning style, and 27.74% with an accommodator learning style. On a scale of 0-100, the average of students' functional thinking is 67.90. Meanwhile, the average functional thinking of students with divergent, convergent, assimilator, and accommodator learning styles is 73, 64.5, 69.9, and 64.2, consecutively. The ANOVA outcomes show that the F test value is 10.297 with a significance degree of 0.0, which means that students' functional thinking varies significantly based on divergent, convergent, assimilator, and accommodator learning styles. Furthermore, students with divergent learning styles achieved the highest mean score (r = 73) compared to those with the other learning styles. This result is further supported by the post-Hoc analysis, which shows that the students with divergent learning styles exhibit a significant mean difference in functional thinking ability compared to other groups. In general, the findings of this study can serve as a reference for determining mathematics learning strategies based on students' learning styles. [Bahasa]: Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir fungsional siswa ditinjau dari gaya belajar Kolb. Penelitian kausal-komparatif ini melibatkan 137 siswa yang dipilih secara acak dari 214 siswa kelas 8 MTs 3 Mataram di Lombok, Indonesia. Instrumen penelitian untuk pengumpulan data berpikir fungsional siswa menggunakan 3 jenis tugas yang memuat 2 tugas pola linier dan 1 tugas pola non-linier. Masing-masing tugas terdiri dari 4 item pertanyaan yang memuat indikator generalisasi dekat, generalisasi jauh, generalisasi formal, dan penentuan inverse. Data gaya belajar Kolb siswa diperoleh dari Kolb learning style inventory (KLSI) yang terdiri dari 12 item pernyataan. Data dianalisis menggunakan statistik deskriptif, uji prasyarat, dan ANOVA. Hasil analisis deskriptif terhadap gaya belajar Kolb menunjukkan bahwa terdapat 29.93% siswa dengan gaya belajar divergen, 24.82% siswa dengan gaya belajar konvergen, 17.52% siswa dengan gaya belajar asimilator, dan 27.74% siswa dengan gaya belajar akomodator. Pada rentang skala 0-100, rata-rata kemampuan berpikir fungsional siswa yaitu 67.90. Adapun untuk sebaran gaya belajar, rata-rata kemampuan 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, yang berarti bahwa kemampuan berpikir fungsional siswa berdasarkan masing-masing gaya belajar tersebut memiliki perbedaan yang signifikan. Selain itu, kemampuan berpikir fungsional siswa dengan gaya belajar divergen memperoleh rata-rata skor (r = 73) paling tinggi dibandingkan siswa dengan gaya belajar yang lain. Hasil analisis post-Hock juga memperlihatkan bahwa siswa dengan gaya belajar divergen memiliki perbedaan rata-rata kemampuan berpikir fungsional yang signifikan dari siswa dengan gaya belajar lainnya. Secara umum, temuan penelitian ini dapat menjadi acuan dalam menentukan strategi 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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