JKPM (Jurnal Kajian Pendidikan Matematika)
JKPM (Jurnal Kajian Pendidikan Matematika), ISSN 2477-2348 for Print version and ISSN 2477-2348 for Electronics version, is the official publication of Universitas Indraprasta PGRI. The scope of the journal includes all issues in the field of Mathematics Education.
Articles
261 Documents
<![CDATA[Penerapan Model Pembelajaran Project Based Learning terhadap Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa ]]>
<![CDATA[Ikhbar Hafidzino Paranduri]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 3, No 2 (2018): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v3i2.2771
<![CDATA[The purpose of this study was to determine the final achievement, improvement of critical thinking skills, and mathematical dispositions through project based learninglearning models. The population in this study were eighth grade students in one of the State Junior High Schools in Serang City 2014/2015 academic year. The sample was chosen by cluster random sampling technique from 8 classes, obtained one experimental class and one control class. The research method used is quasi-experimental method with non-equivalent research design. The number of samples in the experimental class and control class amounted to 30 students. The results showed: Mathematical critical thinking ability of students who obtained a project based learning in the high category. Enhancement students' critical thinking skills who obtain project based learning that are in the medium category. Mathematical disposition of students who obtain a project based learning model that belongs to the medium category. Enhancement mathematical disposition of students who obtain project based learning in the low category.]]>
<![CDATA[Pengaruh Penggunaan Media Flash Card Math terhadap Hasil Belajar Metematika ]]>
<![CDATA[Kokom Komalasari]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 1, No 2 (2016): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v1i2.1191
<![CDATA[The experiment research was conducted in the tenth grade in Vocational High School Mahadika, Ciracas, East Jakarta, academic year 2013/2014, the aim of this experiment research is to know the effect of media flash card math on mathematics achievement. True experiment design was used in this research in the form of posttest only control design. Sample was consists of experiment group and control group which was taken randomly, two classes was taken from three paralel class. After giving different treatments for two groups, then giving the posttest with the instrument that consist of 28 items in multiple choice form and 5 alternative answers. The instrument has been tested and validation empirically. Analysis of research data descriptive and inferential, which inferentially using the "test" , by first testing the assumption of normality and homogeneity of variance. The results showed that there are significant effect of using media flash cards math on mathematics achievement.]]>
<![CDATA[Pengembangan LKS dalam Pembelajaran Matematika untuk Peserta Didik Tunagrahita ]]>
<![CDATA[Yunita Utami]]>;
<![CDATA[Maya Nurfitriyanti]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 3, No 1 (2017): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v3i1.2079
<![CDATA[The purpose of this study is to develop teaching materials mathematics in the form of Student Worksheet (LKS) for learners tunagrahita. To develop the instructional media the Instructional Development Model was developed which consisted of several steps: at the beginning of the study identifying instructional needs, both doing instructional analysis, identifying the three behaviors and the initial characteristics of the learner, the four writing the specific instructional objectives, the fifth composing the results assessment tool, the sixth formulate instructional strategies, seventh develop instructional materials, evaluate and revise eighth. Based on the analysis and discussion, the development of LKS is suitable for supporting the learning of mathematics of the students of tunagrahita. It is based on the test results of Language experts, development experts, material experts and psychologists. In experimental language test results, the teaching material is declared good because the explanatory text in the teaching materials is easy to understand. In the test results 2 development experts stated good teaching materials with a percentage of 83.3% and 73.3% respectively. In the test results 2 material experts declared good teaching materials with a percentage of 85% and 81.7% respectively. While the test of psychology experts both stated good teaching materials with 80% percentage.]]>
<![CDATA[Pengaruh Model Pembelajaran Matematika, Media Jaring-Jaring terhadap Kemampuan Pemecahan Masalah ]]>
<![CDATA[Nurul Hikmah]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 4, No 1 (2018): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v4i1.3063
<![CDATA[The purpose of this study was to determine the effect of constructive learning models on mathematics subjects, the benefits of net media on cube and beam material, students 'problem solving abilities on cube and beam material and the influence of constructive approaches and net media on students' problem solving abilities in cube and beam material in class VIII. The method used in this study is an experimental method that aims to determine the effect of each variable. This study also uses quantitative methods with statistical calculations to get the right and definite results. The results of data analysis using the t test are as follows tcount> t table ie (0.146> 5.25) then H0 is rejected. This means that there is the influence of constructive learning models and net media on students' mathematical problem solving abilities.]]>
<![CDATA[Pengaruh Teknik Pembelajaran dan Kreativitas terhadap Hasil Belajar Matematika ]]>
<![CDATA[Nur Amalia]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 1, No 1 (2015): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v1i1.902
<![CDATA[The aim of the research was to analyze: (1) the effect of learning technique on mathematics achievement, (2) the effect of creativity on mathematics achievement, and (3) interaction effect of learning technique and creativity on mathematics achievement. The research was conducted in State Junior High School in Kebon Jeruk, West Jakarta. Research method used quasi experiment with anava two ways. Population was 220 students at the eight grades of Junior High School 220 Jakarta and Junior High School 127 Jakarta. Sample was taken with multistage sample, which consist of 48 students which consist of 24 students at eight grade of Junior High School 220 Jakarta and 24 students of Junior High School 127 Jakarta. Instrument that is used in this research are questionnairs about creativity and mathematics achievement. Test hipothesis used anava two ways. Based on the result of the research it can be concluded that: (1) there is an effect of learning technique on mathematics achievement, (2) there is an effect of creativity on mathematics achievement, and (3) there isn’t interaction effect of learning technique and creativity on mathematics achievement. Hopefully teacher has an ability to choose and create learning mathematics which can improve mathematics achievement and creativity, one of them is learning iconic.]]>
<![CDATA[Pengaruh Pembelajaran Cooperative Integrated Reading and Compotition (CIRC) terhadap Hasil Belajar Matematika ]]>
<![CDATA[Ruyaliningsih Ruyaliningsih]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 2, No 2 (2017): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v2i2.2494
<![CDATA[Design of this research is experiment in the form of posttest only control design. The research was conducted on the students grade v public Elementary School at Suka Sejati 01 Bekasi , academic year 2015/2016. Sample of this research is taken from two class randomly. After that they are differenciated as experiment class and control class. Both of them got different treatment. Both of class gave posttest in the form of multiple choice test consists of 22 items with 4 choice. Instrument used in the research was validated. Data analysis used t test after the data fulfill a series of normality and homogeneity test. The result of the research show that there are significant impacts of cooperative integrated Reading and Composition (CIRC) learning on Mathematics Achievement.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif dan Kreativitas Belajar Siswa terhadap Pemahaman Konsep Matematika ]]>
<![CDATA[Ida Oktavia]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 1, No 1 (2015): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v1i1.889
<![CDATA[The purpose of this study was to determine: (1) the effect of cooperative learning model in understanding mathematical concepts, (2) the effect of learning creativity on mathematical concepts understanding, and (3) the effect of the interaction model of cooperative learning and learning creativity in understanding mathematical concepts. The method used is an experimental method with 2-way ANOVA analysis. These samples included 60 students grade seventh at Junior High School in Cengkareng, West Jakarta. Before test the hypothesis, testing requirements of data analysis consisted of the normality test and homogeneity test. Results of research and data analysis can be concluded: (1) there is the effect of cooperative learning model in understanding mathematical concepts, (2) there is an effect of learning creativity on understanding mathematical concepts, and (3) there is no interaction effect of cooperative learning and creativity learning in understanding mathematical concepts. Based on the conclusions, it’s suggested that teacher's are demanded to explore all the students’ potential and creativity. In addition, teachers need to use systematic and appropriate learning models.]]>
<![CDATA[Pengaruh Locus Of Control terhadap Prestasi Belajar Matematika ]]>
<![CDATA[Yulia Septiani]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 2, No 1 (2016): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v2i1.1898
<![CDATA[The research is aimed to analyze the impacts of locus of control on mathematical learning achievement. The benefits of this research are to analyze the impacts of locus of control on mathematical learning achievement. The method used in this research is expose facto with comparation analysis. The research was conducted on the students X grade at SMK Negeri 1 Cikarang Barat in West Cikarang. Sample size is 67 taken from 207 affordable population.The instrument used is questionnaire and they have been empirically validated. Analysis technique for the data is descriptive and inferensial by using test after the data fulfill normality test and homogenity test. Based on the research, it can be concluded, there are significant impacts of internal locus of control on mathematical learning achievement of students X grade SMK Negeri 1 Cikarang Barat in West Cikarang, Bekasi West of Java. It can be proved by count > table.]]>
<![CDATA[Pemecahan Masalah Matematika melalui Metode Defragmenting ]]>
<![CDATA[Suci Haryanti]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 3, No 2 (2018): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v3i2.2768
<![CDATA[The purpose of the study is to findways to solve mathematical problems to make it easier and fun and also able to remember the concept in the long run with the defragmenter method is to reconstruct the mindset to be easier when used or recalled in solving math problems Tthe method used in this study is literature study by using theoretical study approach. From the study there are three components that obtained : 1) scanning, 2) check some errors, 3) Repairing, 4)give a chance to re-work 5) certain the results.]]>
<![CDATA[Media Berhitung Berbasis Java dalam Pembelajaran Matematika ]]>
<![CDATA[Siti Waryuningsih]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 1, No 2 (2016): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v1i2.1196
<![CDATA[The aims of this research was to develop java-based arithmatics media in learning mathematics. The experiment was conducted on students of SD Negeri Gedong 06 Pagi Jakarta at the fifth grade. The research model used to develop Java-based arithmetic media are ADDIE instructional model. Research products tested to one media expert, three mathematics subject matter experts, one expert instructional design, and three students at the trial of one to one. From the test results obtained an overall average has a formative evaluation criteria, including the overall average of the evaluation of one to one to count java-based arithmatics media program in mathematics for class V SD is good. Based on the findings, it was concluded that the media count based on Java in mathematics for class V SD were developed in accordance with the model of instructional development. Suggestions regarding the media to be more attention on the development of the visualization of the concept of matter, order and presentation format, the need for technical skills in the making, the adjustment of the layout, the sound effects are also shown and color match more interesting.]]>
