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Prima: Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Tangerang
ISSN : 25799827     EISSN : 25802216     DOI : http://dx.doi.org/10.31000/prima.v5i1
Core Subject : Education,
Education Mathematics
Prima: Jurnal Pendidikan Matematika is scientific, peer-reviewed and open access journal managed and published by Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang, half-yearly on January and July. It aims to be open access journal platform which publishes and disseminates the ideas and researches on mathematics learning. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities) and/or library analysis on how students learn mathematics and how mathematics is taught in primary, secondary or undergraduate level. To maintain the focus, the scope of the published articles will be as follows: Developing mathematics learning integrated with values or character; Developing mathematics learning based on the constructivist perspective; The development of technological-based mathematics learning tools and its use in mathematics classroom; The development of pedagogical content knowledge for in-service and prospective mathematics teachers.The term mathematics learning involves both teaching and learning of mathematics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 200 Documents
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EXPLORATION OF BATIK JAMBI ON LEARNING TRANSFORMATION GEOMETRY retno andriyani; Rahman Rahman; Riana Irawati; Ejen Jenal Mutaqin; Nurdin Kamis
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7305

Abstract

Geometry Ability is one of the mathematical abilities that must be mastered by students, this is because geometry ability is one part of learning mathematics. However, the reality in the field in junior high school students, students have difficulty in learning transformation geometry, namely in the material of reflection, rotation, translation and dilatation. This difficulty of students is caused by students not understanding the coordinate points on the cartesian plane. The difficulty of students in determining cartesian coordinates has the effect that students cannot determine straight-line drawings based on straight-line equations. Another thing that causes students difficulty in understanding the geometry of transformation is that students' ability to think abstractly is still very low, students cannot describe concepts from mirroring, turnover, shifting and dilatation. The purpose of this study is to understand the geometry of trasnsformas through the exploration of Jambi batik. The research method used is descriptive qualitative, the result of the research obtained is that there is a concept of transformation geometry in Batik Motik Jambi so that it can be applied in mathematics learning
STUDENT'S VISUAL REASONING IN SOLVING LINEAR EQUATIONS IN TERMS OF LEARNING STYLE Indah Dwi Utami; Masduki Masduki
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7171

Abstract

This study aims to describe students' visual mathematical reasoning abilities based on visual learning styles, auditory, and kinesthetic (VAK) in solving systems of linear equations. The research approach used is qualitative with a case study design. The research subjects involved were 30 students of class VIII at a private school in Surakarta. The research instrument used was a VAK learning style questionnaire, visual reasoning test (TPV) questions, and interview guidelines. Data analysis was carried out inductively, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that there was a diversity of students' reasoning abilities based on learning styles. Although visual and auditory students are able to present mathematical expressions in visual form in the form of graphs, their ability to describe graphs is relatively diverse. In other words, visual and auditory students have various abilities on various investigative indicators. Meanwhile, students with kinesthetic learning styles cannot present mathematical expressions in the form of graphs so they cannot describe visual objects. In other words, kinesthetic students are not able to fulfill the investigation indicators. Thus, it can be concluded that the visual reasoning ability of the kinesthetic student's investigative dimension is the weakest compared to the visual and auditory learning styles. Meanwhile, the dimensions of student investigation with visual and auditory learning styles are relatively diverse.
MISCONCEPTIONS OF PROSPECTIVE MATHEMATICS TEACHER IN LINEAR EQUATIONS SYSTEM Dini Kinati Fardah; Evangelista Lus Windyana Palupi
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7379

Abstract

Misconceptions are still a problem in learning mathematics. The causes are very diverse, ranging from the cognitive abilities of students who are not good at mathematics to the teacher who is the trigger for this misconception. The misconception diagnostic test benefits readers as a reference and pressure point in conveying certain concepts that are prone to misconceptions. This study aims to diagnose the occurrence of misconceptions and to analyze the types of misconceptions in 29 prospective mathematics teachers on the two-variable (SPLDV) and three-variable (SPLTV) linear purchasing system materials. A test to detect conceptual errors was given to these prospective teacher students to diagnose conceptual errors that occurred when they studied SPLDV in junior high school and SPLTV in high school before being given linear sales system material in Elementary Linear Algebra courses. The results show that there are still classificational, correlational, and theoretical misconceptions. Theoretical misconceptions that occur in students are related to the definition of misconceptions and related to the definition and types of SPL solutions. Classificational misconceptions occur when students classify examples and non-examples of a given linear sales system. Correlational misconceptions occur in students, namely students cannot connect a statement related to SPLDV with its graphical representation of the statement given, also students are not precise in compiling mathematical models of everyday problems given so the solutions obtained are incorrect.
MATHEMATICAL PROBLEM SOLVING ABILITY IN VIEW OF LEARNING STYLES Muhammad Arie Firmansyah; Lely Laillatus Syarifah
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7217

Abstract

Problem solving ability is very important in mathematics education, because problem solving ability is one of the goals in learning mathematics. The ability to solve mathematical problems is influenced by various factors, including the various student learning styles. This study aims to describe students' mathematical problem solving abilities in terms of learning styles. This research uses a qualitative descriptive approach. The subjects used were 8 semester 1 students, 6 students were taken with the following details, namely 2 students with a visual learning style, 2 students with an audiotorial learning style, and 2 students with a kinesthetic learning style. Data collection techniques used learning style questionnaires, problem solving ability tests, and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study show a description of students' mathematical problem-solving abilities in terms of learning styles as follows: (1) visual students can understand the problem well, devise an appropriate solution plan, carry out the plan correctly, and re-check the answers that have been made. (2) auditory students can understand the problem well, develop appropriate resolution plans, carry out plans correctly, but do not carry out the stage of re-checking answers. (3) auditory students can understand the problem well, have not been able to write a settlement plan correctly, are less able to carry out the steps of the settlement plan, and re-check the answers that have been done.
ETHNOMATHEMATICS VALUES IN SUMEDANG TOFU AND BONGSANG (TOFU BASKET) FOR TEACHING GEOMETRY IN PRIMARY SCHOOL Riana Irawati; Rahman Rahman; Retno Andriyani; Ejen Jenal Mutaqin; Nurdin Kamil
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7312

Abstract

Ethnomathematics can be an option for teaching a more contextual mathematics which contributes to a successful mathematics learning. The present study highlighted ethnomathematics concepts that could be found in Sumedang’s local food, namely Sumedang Tofu, and the bamboo basket used as its container (bongsang).  Mathematical concepts in Sumedang Tofu and its bongsang are related to geometry. Geometry allows students to develop their abilities in presenting or describing the order in the world or their immediate environment. Geometry learning affects students’ ability to connect mathematical ideas, both in the discipline and to other disciplines as well as the real world. The results of this study show that Primary School students still had difficulties in learning and understanding geometry. Therefore, it was necessary to develop a method that would improve students’ understanding of geometrical concepts, which were important because they were highly relevant to students’ daily life. The present study aimed to explore geometrical concepts found in Sumedang tofu and bongsang. Descriptive qualitative approach was implemented, in which the data was gathered through observation, literature study, and interviews. The findings indicated that geometrical concepts could be found in Sumedang tofu and bongsang. Those concepts could be used in mathematics lessons in primary school to provide meaningful learning for students. The results of this study could be used as a foundation to develop an ethnomathematics learning in primary school level. 
APPLICATION OF PROJECT-BASED LEARNING TO IMPROVE STUDENTS' CREATIVE THINKING ABILITY IN REAL ANALYSIS COURSES Susi Herawati; Puspa Amelia; Listy Vermana
Prima: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i1.7173

Abstract

Based on the preliminary research in the Real Analysis material, especially those related to limits, it was found that 83.37% of students had moderate and low mathematical reasoning abilities. This condition shows that students are not able to solve problems, because students' creative abilities are low. Developing of student’s creative abilities can be done through Project-Based Learning. This study aims to improve students' creative thinking skills through Project-Based Learning. The approach used in this research is descriptive qualitative. Data analysis is in the form of valid project sheets, practical creative thinking skills using indicators of Fluency, Flexibility, and Novelty. Data was analyzed  with the normalized gain score formula. The results showed that of 12 students who took the Real Analysis course, 75% of students' thinking skills were low, and 25% were moderate. When compared with the conditions before learning for the three indicators 1.25, 1.13, and 0 with after learning there was an increase of 2.17, 2.17 and 0.5.Keywords: Project-Based Learning, creative thinking
ANALYSIS OF STUDENT’S CRITICAL THINKING ABILITY IN SOLVING SOCIAL ARITHMETIC PROBLEMS IN VIEW OF GENDER Annisa Nur Aini Oktaviasari; Rita Pramujiyanti Khotimah
Prima: Jurnal Pendidikan Matematika Vol 7, No 2 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i2.8384

Abstract

This study aims to develop students' ability to use critical thinking to solve social arithmetic problems. This study adopted qualitative and descriptive methods. The subjects of this study included 3 male students and 3 female students from VII E of SMP Negeri 1 Masaran. The data collection techniques used in this study are tests, interviews and documents. Data validity is based on a triangulation process. Analytical techniques reduce data, display it, and draw conclusions. The results revealed differences in critical thinking skills when solving social computing tasks associated with gender differences. In terms of high critical thinking skills, both male and female students mastered all the indicators of critical thinking, namely interpretation, analysis, evaluation and reasoning. In terms of critical thinking ability, boys in the middle category can master three indicators, namely interpretation, evaluation and conclusion. Female students, on the other hand, can only understand explanatory, analytical and evaluative indicators. In the low category, critical thinking ability has only two indicators of critical thinking, interpretation and analysis.Keywords: critical thinking, gender, social arithmetic
ANALYSIS OF STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITY IN THE MATH ESSENTIALS AT AN ISLAMIC MIDDLE SCHOOL IN BANDUNG Muhammad Ari Subhi; Tatang Herman; Darhim Darhim
Prima: Jurnal Pendidikan Matematika Vol 7, No 2 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i2.7455

Abstract

Creativity is an important ability for students to have in the 21st century. The ability to think creatively is very important for innovation, developing original ideas, and finding new ways of thinking for students. In the context of mathematics, the mathematical creativity thinking ability to solve mathematical problems related to everyday life is important. However, the results of previous studies revealed that students' mathematical creative thinking abilities were still relatively low. This study aims to analyze the level of students' mathematical creativity thinking ability at an Islamic Middle School in Bandung. The research method used is descriptive-quantitative. The sampling technique used is purposive sampling. The subjects in this study were 17 eighth-grade students at an Islamic Middle School in Bandung. while the data collection techniques used are tests, questionnaires, and interviews. The test consists of four questions on math essentials based on indicators of mathematical creative thinking ability: fluency, flexibility, originality, and elaboration. The questionnaire consists of 15 closed statements based on 5 attitudes related to mathematical creative thinking abilities, namely: curiosity, imaginativeness, liking challenges, courage, and respect. Unstructured interviews were conducted as a validation of the results of the questionnaire. The results showed that the level of students' mathematical creative thinking ability was divided into 29% of students at level 3, 24% of students at level 2, 18% of students at level 1, and 29% of students at level 0.
Creative Thinking in Mathematics Tri Cahya Mulia; Wardani Rahayu
Prima: Jurnal Pendidikan Matematika Vol 7, No 2 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i2.8528

Abstract

Creative thinking is important in increasing the formation and discovery of learning ideas in the 21st century. The 21st century is closely related to the era of the industrial revolution 4.0 which requires humans to have the ability to think more creatively and be able to accept rapid technological developments. Through education and learning, the ability to think creatively can be improved for the better. The ability to think creatively which is one of the cognitive abilities in learning activities needs to be developed. When the ability to think creatively develops, it will give birth to ideas, find interrelated relationships, create and carry out imaginations, and have many perspectives on things. Students who have high creative thinking skills tend to feel challenged and interested in solving various problems in learning. Interest in solving this problem also causes curiosity. A student with mathematical creative thinking has the ability to be able to solve problems he encounters in new or unusual ways. The tendency of mathematics teachers to dominate learning results in low student activity so that they do not provide opportunities to be directly involved in scientific activities. These conditions have an impact on students' limited opportunities to think creatively in finding new information or ideas from the learning process, it is necessary to increase creative thinking in learning which can be done in various ways.
ANALYSIS OF STUDENT’S MATHEMATICAL REASONING ABILITY IN LEARNING INDEPENDENCE ON GEOMETRY MATERIALS ANDIRA RAHMAWATI; AYU TSURAYYA
Prima: Jurnal Pendidikan Matematika Vol 7, No 2 (2023): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v7i2.8615

Abstract

One of the standards of competence included in the default development process is the ability to reason, which is one of the skills to be developed. In resolving potentially challenging problems, students need to develop the ability of a student's mathematical reasoning. It is, therefore essential to improve students' mathematical reasoning ability. The purpose of this study is to describe how junior high students use mathematical reasoning to solve geometry problems with their learning independence. This study used a descriptive qualitative research methodology using 30 class VIII junior high school students in Bekasi as research subjects. The methods used to obtain information include written tests for mathematical reasoning abilities, independent learning questionnaires, and interviews to find out whether the answers given are correct as they are and to strengthen the results of the previous written test. The results showed that students with the highest mathematical reasoning abilities also had a high level of learning independence from all subjects in this study. However, students who have not fully met the indicators of mathematical reasoning ability have good learning independence. 

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