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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 176 Documents
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Pengembangan Perangkat Pembelajaran Kooperatif Multilevel Pada Pelajaran Matematika di Sekolah Dasar Atiaturrahmaniah Atiaturrahmaniah
Beta: Jurnal Tadris Matematika Vol. 7 No. 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Abstract

This study aims to develop multilevel cooperative teaching kits for Mathematics in Elementary Schools. The kits have been tested and are feasible to use in the learning process. The development of the kits was made through the steps of data collection, product design, product validation, tryouts and revision, and final product. This study produces multilevel cooperative teaching kits for the topic of Fractions, and the kits consist of Lesson Plans, Teacher’s Book, Student’s Book, Student’s Worksheet, and Achievement Test. The results of the study show that the multilevel cooperative teaching kits are in the good category. The scores of the pretest and posttest show that the application of this learning model has a good impact on the students’ learning mastery. Of 82 students, there are 43 students achieving the minimum standard for mastery learning, namely a score of ≥ 65. Meanwhile, the percentage of the learning mastery by using the teaching kits and applying the multilevel cooperative learning strategy is 86.6% or 71 students attaining the mastery, which is in the very good learning mastery category.
Pembelajaran Interaktif Konsep Barisan Konvergen Bagi Mahasiswa Lalu Sucipto
Beta: Jurnal Tadris Matematika Vol. 7 No. 2 (2014): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Abstract

This research aims at generating the interactivity learning procedure for convergent sequences concept for university students in the fourth semester at Offering C, mathematics education department, Malang Kanjuruhan University batch 2008/2009. Interactivity learning has several characteristics, namely intervention, collaboration, negotiation, and evaluation. In intervention, students are given problems related to convergent sequences concept whereas the lecturer provides intervention and problems. In negotiation, students discuss findings, while the lecturer plays a role as a mediator in the discussion. Next, in collaboration students sitting on the same bench cooperate to solve the problems; besides collaborating, they also negotiate and evaluate the result of negotiation. Then, in evaluation the lecturer evaluates the process and result of learning. Based on findings, it is found that interactivity learning for convergent sequences concept for university students in the fourth semester at Offering C, mathematics education department, Malang Kanjuruhan University is able to build a mathematic analysis. The interactivity learning procedures consist of 10 stages, namely (1) giving orientation about learning, (2) delivering the objective of learning, (3) motivating and percepting, (4) conducting intervention by the lecturer, (5) negotiating between the lecturer and students, (6) collaborating among students, (7) negotiating among students, (8) conducting intervention by the lecturer during students conducting collaboration and negotiation, (9) negotiating between the lecturer and students in order to draw a conclusion, and (10) evaluating by the lecturer.
Representasi matematis mahasiswa calon guru dalam menyelesaikan masalah matematika Erni Puji Astuti
Beta: Jurnal Tadris Matematika Vol. 10 No. 1 (2017): Beta Mei
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i1.100

Abstract

[Bahasa]: Penelitian ini bertujuan untuk mengetahui deskripsi representasi matematis mahasiswa calon guru dalam menyelesaikan masalah matematika. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus. Data yang dikumpulkan yaitu hasil pekerjaan mahasiswa yang berupa hasil vignette. Snowball sampling sebagai teknik pengambilan subjek. Subjek dalam penelitian ini adalah tiga mahasiswa semester 3 Program Studi Pendidikan Matematika Universitas Muhammadiyah Purworejo. Teknik yang digunakan untuk mengumpulkan data adalah dokumentasi. Data dianalisis melalui tahap reduksi data, penyajian data, menarik kesimpulan, dan verifikasi. Hasil penelitian ini menunjukkan bahwa subjek S1 dan S2 dengan kemampuan akademik tinggi dan sedang mempunyai kemampuan representasi matematis yang baik karena memenuhi semua indikator representasi matematis. Kemampuan representasi matematis subjek S3 dengan kemampuan akademik rendah masih kurang karena tidak memenuhi semua indikator. Kemampuan representasi matematis tidak hanya dipengaruhi oleh kemampuan akademik, tetapi dipengaruhi juga oleh faktor lain seperti penggunaan media, pengalaman, dan latihan dalam menyelesaikan masalah matematika. Kata kunci : Representasi Matematis; Calon Guru; Masalah Matematika; Vignette [English]: This case study aims to determine the description of the mathematical representation of prospective teachers in solving mathematical problems. The data collected is student’s work in the form of vignette results. Snowball sampling is as the technique of taking subjects. Subjects in this study are three students in the third semester mathematics education program of Muhammadiyah University of Purworejo. The technique used to collect data is documentation. The data is analyzed through data reduction, data display, conclusion, and verification. This study finds that the subject S1 and S2 with high and middle academic ability have good mathematical representation ability since they meet all the indicators of mathematical representation. While the mathematical representation of subject S3 with low academic ability is still less because S3 does not meet all of the indicators. The ability of the mathematical representation is not only influenced by academic ability, but also by other factors such as the use of media, experience, and drill in solving mathematics problems. Keywords: Mathematical Representation; Prospective Teacher; Mathematics Problems; Vignette
Kemampuan representasi matematis siswa SMP melalui pendekatan pendidikan matematika realistik Sulastri Sulastri; Marwan Marwan; M Duskri
Beta: Jurnal Tadris Matematika Vol. 10 No. 1 (2017): Beta Mei
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i1.101

Abstract

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa melalui pendekatan Pendidikan Matematika Realistik (PMR). Penelitian ini dilakukan di kelas VII-2 SMP Negeri 6 Banda Aceh yang melibatkan enam siswa. Kemampuan representasi siswa dianalisis dari hasil tes dan wawancara setelah penerapan PMR melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil tes, subjek penelitian dikategorikan menjadi siswa dengan kemampuan representasi matematika tinggi, sedang dan rendah. Keenam siswa tersebut diwawancara untuk mengonfirmasi hasil tes. Hasil penelitian menunjukkan bahwa siswa yang berkemampuan tinggi dan sedang memenuhi ketiga indikator kemampuan representasi matematis yaitu menyajikan data atau informasi dari suatu masalah ke representasi tabel, menyelesaikan masalah yang melibatkan ekspresi matematis, serta menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Siswa berkemampuan rendah memenuhi dua indikator kemampuan representasi matematis yaitu menyelesaikan masalah yang melibatkan ekspresi matematis dan menuliskan langkah-langkah penyelesaian masalah matematika dengan kata-kata. Kata kunci: Representasi Matematis; Kemampuan; Pendidikan Matematika Realistik [English]: This qualitative reseach aims at describing students’ representation ability through realistic mathematics education (RME). It is conducted in grade VII-2 SMP Negeri 6 Banda Aceh focusing on the six students. Students’ representation ability is analyzed from the developed test and interview after applying RME through data reduction, data display and conclusion. Based on the result of the test, the subjects are categorized into students who have high, medium and low ability in mathematical representation. They are then interviewed to confirm the test. The research finds that students in high and medium category fulfill the three indicators of mathematical representation, i.e. displaying data or information of a problem into table, solving problems that involve mathematical expression, and write the steps in solving the problems using words. Meanwhile, students in low category can only fulfill the second and third indicator. Keywords: Mathematics Representation; Ability; RME
Proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas Agus Purnama Sari; M Ikhsan; Saminan Saminan
Beta: Jurnal Tadris Matematika Vol. 10 No. 1 (2017): Beta Mei
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i1.102

Abstract

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mengetahui proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas (1926). Subjek penelitian terdiri dari 6 siswa kelas VII, masing-masing dua siswa memiliki kemampuan matematika tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kreatif siswa kategori tinggi yaitu siswa memahami permasalahan dan informasi yang diberikan dengan menuliskan apa yang diketahui maupun yang ditanyakan (persiapan), siswa tidak membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan yang dihadapi dengan mengingat soal yang sudah diajarkan (inkubasi), siswa mendapatkan ide untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dan memeriksa kembali pemecahan masalah sebelum mengambil kesimpulan yang tepat (verifikasi). Proses berpikir kreatif siswa kategori sedang yaitu siswa mencoba untuk memahami permasalahan akan tetapi kurang memahami informasi atau petunjuk yang diberikan (persiapan), siswa diam megingat kembali rumus yang digunakan untuk memecahkan masalah (Inkubasi), siswa menghasilkan ide berdasarkan pemahamannya terhadap soal untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dihasilkan dan tidak memeriksa kembali proses pemecahan masalah (verifikasi). Proses berpikir kreatif siswa kategori rendah yaitu siswa tidak memahami permasalahan dan informasi yang diberikan (persiapan), siswa membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan (Inkubasi), siswa gagal dalam menemukan ide untuk memecahkan permasalahan (Iluminasi), dan siswa menguji ide yang dihasilkan dan tidak memeriksa kembali jawaban yang telah diujikan (verifikasi). Kata kunci: Berpikir Kreatif; Model Wallas; Pemecahan Masalah; Kemampuan Siswa [English]: This qualitative research aims at getting insight on students’ creative thinking in solving mathematics problems based on Wallas’ model (1926). The subjects are six students in 7th grade, each two students respectively have high, medium and low mathematics ability. Data is collected through test and interview. This research shows that the students in high category can understand the problem and given information by writing what is known and asked (preparation), can easily think the solution of the problem by remembering the previous problem (incubation), get the ideas to solve the problem (illumination), and examine the ideas and re-check the solution before drawing the proper conclusion (verification). The students in medium category try to understand the problem but they are less in understanding the given information or hint (preparation), remember the formula to solve the problem (incubation), generate the ideas from their understanding to solve the problem (illumination), and examine the ideas and do not check the solution again (verification). For students in low category, they do not understand the problem and the given information (preparation), have a while to think the solution (incubation), fail to find any ideas to solve the problem (illumination), and examine the generated ideas and do not re-check the solution (verification). Keywords: Creative Thinking; Walla’s Model; Problem Solving; Students’Ability
Kemampuan berpikir kreatif dan pemecahan masalah siswa melalui penerapan model project based learning Rahmazatullaili Rahmazatullaili; Cut Morina Zubainur; Said Munzir
Beta: Jurnal Tadris Matematika Vol. 10 No. 2 (2017): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i2.104

Abstract

[Bahasa]: Penelitian ini bertujuan mengetahui kemampuan berpikir kreatif dan pemecahan masalah siswa sesudah penerapan model Project based learning dibandingkan dengan sebelum penerapan model tersebut serta korelasi antara kemampuan berpikir kreatif dan pemecahan masalah. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian one-group pretest-postest group design. Populasi penelitian ini adalah siswa Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh sedangkan sampel penelitian yaitu siswa kelas VIII2 sebanyak 30 siswa. Instrumen dalam penelitian ini terdiri atas tes kemampuan berpikir kreatif dan pemecahan masalah. Analisis data dilakukan secara kuantitatif menggunakan uji t yaitu Paired Samples T-Test untuk pengujian perbedaan skor yang diperoleh siswa sebelum pembelajaran (pretes) dan setelah pembelajaran (postes). Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif dan pemecahan masalah siswa setelah penerapan model Project based learning lebih baik dari sebelum penerapan. Selain itu, terdapat hubungan antara kemampuan berpikir kreatif dan pemecahan masalah siswa yang belajar melalui penerapan model Project based learning. Hubungan kemampuan berpikir kreatif dan pemecahan masalah berada pada kategori cukup. Kata kunci: Berpikir Kreatif; Pemecahan Masalah; Project based learning [English]: This research aims to understand the students’ creative thinking and problem solving ability after implementing project based learning compared to before implementation and correlation between creative thinking and problem solving ability. It is an experiment research with one-group pretest-postest group design. The population is all students in Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, 30 students are selected as samples. The instruments used are creative thinking and problem solving test. Data analysis used t-test, i.e. paired samples T-test to examine score difference before the implementation of project based learning (pretest) and after it (posttest). The result shows that creative thinking and problem solving ability after implementation is better than before it. In addition, there is a correlation between creative thinking and problem solving ability in ‘enough’ category. Keywords: Creative Thinking; Problem Solving; Project Based Learning
Analisis kesulitan siswa SMP dalam memahami konsep kubus balok dan alternatif pemecahannya Mutia Mutia
Beta: Jurnal Tadris Matematika Vol. 10 No. 1 (2017): Beta Mei
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1170.37 KB) | DOI: 10.20414/betajtm.v10i1.107

Abstract

[Bahasa]: Penelitian ini bertujuan untuk mendiagnosis kesulitan belajar siswa SMP dalam memahami materi kubus balok dan menemukan alternatif pemecahannya. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Instrumen yang digunakan adalah tes geometri dan wawancara. Hasil penelitian ini menunjukkan bahwa siswa mengalami kesulitan dalam menguasai konsep kubus dan balok, menemukan rumus luas permukaan kubus balok, dan menggunakan rumus luas permukaan kubus dan balok. Kesulitan menggunakan rumus pada penyelesaian soal sebagai akibat dari menghafal rumus siap pakai, sehingga siswa sering lupa dengan rumus. Alternatif pemecahan kesulitan belajar siswa tersebut, yaitu: (a) Menggunakan aplikasi komputer (Power point, Ms Word dengan SmartArt Graphic) dan software seperti Cabri Geometry, The Geometer’s Sketchpad (GSP), Geometry Expert, Logo, Geogebra, dan Wingeom; (b) Mengaktifkan dengan baik materi prasyarat tentang bangun datar yang menjelaskan sisi-sisi pada bangun ruang; (c) Menerapkan metode penemuan terbimbing menggunakan LKS terbimbing; dan (d) Memperbanyak mengerjakan latihan soal baik yang bersifat kontekstual maupun soal-soal yang bersifat non-kontekstual. Kata Kunci: Analisis; Kesulitan; Pemahaman; Kubus Balok; Alternatif Pemecahan [English]: The descriptive research aims to diagnose the difficulties of secondary school students in understanding Cube and Rectangular Prism and formulate the alternative solution. Geometry test and interview are used as the instrument. The subjects are 3 seventh grade students who respectively represent high, medium and low ability in mathematics. This research finds that the students have difficulties in understanding the properties of cube and rectangular prism, inventing the surface area, and using the formula to determine the surface area. The difficulty in using the formula to solve related problems is an effect of memorizing ready-made formula without understanding so the students are easy to forget it. The alternative ways to cope with the difficulties are: (a) Using computer application (PowerPoint, Ms Word with SmarArt Graphic) and other current softwares like Cabri Geometry, The Geometer’s Sketchpad (GSP), Geometry Expert, Logo, Geogebra, and Wingeom; (b) Activating students’ prior knowledge about plane which explains the side of the solid figures; (c) Implementing guided discovery learning with students’ worksheet; and (d) giving variative exercises involving contextual or non-contextual problems. Keywords: Analysis; Difficulties; Understanding; Cube Prism; Alternative Solution
Membangun koneksi matematis siswa dalam pemecahan masalah verbal Nurfaidah Tasni; Elly Susanti
Beta: Jurnal Tadris Matematika Vol. 10 No. 1 (2017): Beta Mei
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.462 KB) | DOI: 10.20414/betajtm.v10i1.108

Abstract

[Bahasa]: Penelitian ini mendeskripsikan proses membangun koneksi matematis dalam pemecahan masalah verbal atau soal cerita. Pada proses penyelesaian masalah verbal, diidentifikasi beberapa jenis koneksi yang dibangun siswa. Jenis soal dikembangkan berdasarkan karakteristik koneksi matematis menurut NCTM, yaitu koneksi antar topik matematika, koneksi dengan disiplin ilmu lain, dan koneksi dalam kehidupan sehari-hari. Pengumpulan data dilakukan melalui hasil kerja siswa dan wawancara semi terstruktur terhadap 2 orang subjek yang dipilih dengan tehnik purposive sampling. Penelitian ini mengunkap ada tujuh jenis koneksi yang dibangun oleh siswa pada saat menyelesaikan masalah verbal, yaitu: koneksi pemahaman, koneksi jika maka, koneksi representasi yang setara, koneksi hirarki, koneksi perbandingan melalui bentuk umum, koneksi prosedur, dan koneksi justifikasi dan representasi. Kata kunci: Koneksi Matematis; Pemecahan Masalah; Soal Verbal [English]: The current research aims to describe the process of developing mathematical connection in solving verbal or word mathematics problems. In solving problems, the mathematical connections developed by the subjects are identified. The mathematics problems refer to the characteristics of mathematical connections by NCTM, i.e. connections within mathematics topics, connection with other fileds, and connections with daily life. Data collection is conducted through students’ work and semi-structure interview with two subjects. The subjects are selected through purposive sampling. This research reveals seven kinds of mathematical connections developed by the subjects in solving verbal mathematics problems, i.e. connection in understanding, if then connection, equal representation connection, hierarchy connection, proportion connection through general form, procedure connection, and justification and representation connection. Keywords: Mathematical Connection; Problem Solving; Verbal Problems
Berpikir kritis siswa ditinjau dari gaya kognitif visualizer dan verbalizer dalam menyelesaikan masalah geometri Widodo Winarso; Widya Yulistiana Dewi
Beta: Jurnal Tadris Matematika Vol. 10 No. 2 (2017): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i2.109

Abstract

[Bahasa]: Strategi siswa dalam menyelesaikan masalah matematika tentunya tidak lepas dari cara siswa menerima dan mengolah informasi yang disebut sebagai gaya kognitif. Siswa mempunyai gaya kognitif yang berbeda ketika belajar. Ada siswa memiliki gaya kognitif visualizer dan ada juga yang memiliki gaya kognitif verbalizer. Perbedaan gaya kognitif tersebut akan memicu kemampuan berpikir kritis siswa. Penelitian ini dilakukan di Madrasah Tsanawiyah Daru’l Hikam Kota Cirebon dengan menggunakan metode kuantitatif jenis kausal-komparatif. Teknik pengambilan sampel menggunakan cluster random sampling, dengan jumlah sampel sebanyak 45 siswa, yaitu 24 siswa visualizer dan 21 siswa verbalizer. Hasil penelitian menunjukkan bahwa siswa visualizer memperoleh nilai rata-rata sebesar 50,15 sedangkan siswa verbalizer memperoleh nilai rata-rata 40,05. Apabila dilihat dari rata-rata persentase hasil tiap aspek berpikir kritis, siswa visualizer dapat dikategorikan cukup baik, sedangkan siswa verbalizer dapat dikategorikan kurang. Hal ini menunjukan bahwa terdapat perbedaan berpikir kritis antara siswa dengan gaya kognitif visualizer dan siswa dengan gaya kognitif verbalizer dalam menyelesaikan masalah geometri. Kata kunci: Berpikir Kritis; Gaya Kognitif; Pemecahan Masalah; Geometri [English]: Student's strategy in solving mathematics problem cannot be separated from the way students receive and process the information which is called as cognitive style. Students have different cognitive styles as they learn. They tend to have visualizer cognitive style and the others have verbalizer. The different cognitive styles will trigger students' critical thinking skills. This research was conducted in Madrasah Tsanawiyah Daru'l Hikam Cirebon using the quantitative method of a causal-comparative. The sampling technique used cluster random sampling, with a total sample of 45 students, 24 students are visualizer and the remaining is verbalizer. The results showed that the visualizer students obtained an average score of 50.15, while the verbalizer students got 40.05. Viewing from the average percentage of the results of each aspect of critical thinking, visualizer students can be categorized quite well, while the verbalizer students can be categorized less. This research implies that there are differences in critical thinking between students with visualizer cognitive style and students with verbalizer in solving geometry problems. Keywords: Critical Thinking; Cognitive Style; Problem-solving; Geometry
Integrasi concise learning method dengan mind mapping dalam pembelajaran matematika di perguruan tinggi Ciptianingsari Ayu Vitantri
Beta: Jurnal Tadris Matematika Vol. 10 No. 2 (2017): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v10i2.110

Abstract

[Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan penerapan, pemahaman konsep, dan respon mahasiswa terhadap pembelajaran CLM yang diintegrasikan dengan mind mapping pada mata kuliah aljabar linier elementer I. Penelitian ini termasuk dalam penelitian deskriptif kualitatif, dengan subjek penelitian adalah mahasiswa prodi matematika dan pendidikan matematika semester gasal tahun ajaran 2016/2017 yang mengambil mata kuliah aljabar linier elementer I. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu lembar observasi, tes pemahaman konsep, angket respon, dan pedoman wawancara. Hasil penelitian menunjukkan: 1) Langkah-langkah pembelajaran CLM yang diintegrasikan dengan mind mapping meliputi preview, participate, process (mengolah informasi dalam bentuk mind mapping), practice, dan produce. 2) Pemahaman konsep mahasiswa mengalami peningkatan setelah pembelajaran. Dan 3) Mahasiswa memberikan respon positif terhadap pelaksanaan pembelajaran CLM yang diintegrasikan dengan mind mapping. Kata kunci: Concise Learning Method; Mind Mapping; Pemahaman Konsep; Respon; Aljabar Linier Elementer. [English]: This research aimed to describe the implementation, students’ understanding and their responses on CLM integrated with mind mapping on Linear Elementary Algebra I course, This research was qualitative descriptive research with the subjects involved were students of mathematics and mathematics education on 2016/2017 academic year who took Linear Elementary Algebra I course. The main instrument in this research was the researcher and the supporting instruments used are observation sheet, test, response questionnaire, and interview guide. The results showed that: 1) The steps of CLM integrated with mind mapping include preview, participate, process (process all information into mind mapping), practice, and produce. 2) The students’ understanding of the mathematics concept of were developed. And 3) the students responded positively to the implementation of CLM integrated with mind mapping by showing enjoyment in the course. Keywords: Concise Learning Method; Mind Mapping; Understanding of Concept; Responses; Linear Elementary Algebra.

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