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[Upaya Pengembangan Kreativitas Dalam Pembelajaran Matematika dengan Metode Pertanyaan Terbuka, Penemuan dan Diskusi ]]>
<![CDATA[Wiharyanti Wiharyanti]]>
<![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.v3i2.2765
<![CDATA[This study aims to obtain an overview or description of how the process of learning mathematics with the method of open questions, discovery, and discussion can develop the creativity of students of class 1 semester 1 of SMA N 1 Kasihan Bantul. This research is a classroom action research consisting of two cycles. Each cycle is carried out with steps of planning, action, observation and reflection. Data to describe how the process of learning mathematics by the method of open questions, discovery, and discussion can develop student’s creativity obtained from field notes and observations. Data from the student creativity questionnaire to strengthen the description. Tests at the end of each cycle are used to support the results of the study. The actions taken in both cycles have been able to develop students' creativity. This is reinforced by the results of the analysis of the questionnaire. The average level of student creativity has increased, before the action, the average total score of students' creativity 36.068 is included in the category enough, after cycle I the average total score of student creativity is 48.205 included in the good category, and at the end of cycle II on average the total score of 52.97 students' creativity is included in the good category.]]>
<![CDATA[Pengaruh Penggunaan Media Pembelajaran Garis Bilangan terhadap Hasil Belajar Matematika ]]>
<![CDATA[Nurul Karimah]]>
<![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.v1i2.1190
<![CDATA[The aim of the experiment research is to know the effect of Using Media Instructional the number line on mathematics achievement. Research design used true experimental design in the form of posttest only control design. The research was conducted in the fourth grade of Islamic Elementary School (Madrasah Ibtidaiyah Al-Khairiyah) academic year 2013/2014. Sample was taken randomly, there are two groups as sample, they are experiment group (class IV A) and control group (class IV B). After giving different treatment for each group, then giving the posttest with the instrument that consist of 22 items in multiple choices with 4 alternative answers. The instrument that was used in this research has been tested, and all the items were valid and reliable. Inferentially, data analysis of the research used test, normality and homogenity test has been done. The result research shows that there is the significant effect of using media instructional of number line on mathematics achievement, especially on the standard competence of addition and subtraction integers.]]>
<![CDATA[Peningkatan Hasil Belajar Matematika dengan Menggunakan Lembar Kerja Siswa (LKS) dan Kartu Keaktifan Siswa (KKS) ]]>
<![CDATA[Arfatin Nurrahmah]]>;
<![CDATA[Ayi Mumuh Suhendar]]>
<![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.v3i1.1933
<![CDATA[Improving Mathematics Achievement through Students’ Work Sheet and students’ Card Creativity. The aim of this action research is to know the application of students? work sheet (LKS) and students? card creativity (KKS) on improving mathematics achievement. The research was conducted in class VII.1 in State Junior High School 280 Jakarta. This research was in three cycles, every cycle consist of four phase, they are planning, action, analysis, and fact finding about the result of the action. Analysis data was conducted through interview, questionair, and observation in the form of fields note. The process of data validation is done by triangulation techniques. Based on the result of the research, it can be concluded that, (1) Structured students? work sheet and giving score or value which is written in students? Card Creativity are able to make the learners more active and be independent in learning process; and (2) Learning through Students? work sheet (LKS) and students? Card Creativity (KKS) are able to improve students? mathematic achievement. It can be proven from mean value of students? mathematic achievement which increased from cycle I to cycle III. The mean value is increased from cycle I to cycle III, in cycle I is 73.67, in cycle II is 75.73 and in cycle III is 83.83.]]>
<![CDATA[Perbandingan Pendekatan Pembelajaran Saintifik dan Ekspositori terhadap Hasil Belajar Matematika Siswa SMP Swasta di Kecamatan Pancoran Jakarta Selatan ]]>
<![CDATA[Zulrahmat Togala]]>
<![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.v1i1.896
<![CDATA[This aims of study to determine the influence of scientific learning approaches to mathematics achievement. The method used in this study is the experimental method, sampling technique using random sampling techniques. The instrument for data collection on research in the form of a multiple choice test consisting of 25 items. Data analysis technique used is the average difference (test), and based on the calculation of the test, showed = 2.282 and table = 1.68 at significance level of 5% or ? = 0.05, which means test > tabel (2.282> 1.68), then H0 rejected and H1 accepted. It can be concluded that there are significant scientific approach to students’ mathematics achievement.]]>
<![CDATA[Pengaruh Metode Pembelajaran Problem Solving terhadap Kemampuan Berpikir Kritis Matematika ]]>
<![CDATA[Noni Rahmawanty]]>
<![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.v2i2.2493
<![CDATA[The research is aimed to determine and answer the problems about The impacts of problem solving learning method on mathematics critical thinking ability. The method is used in this research is experiment method with quantitative, and the analysis used t test. The sample is the students grade x about 30 students is taken from each class by proportional random sampling. Based on normality test through liliefors test both of class in normal distribution and homogeneity test used f test and both of class is homogen. The result of hypothesis test show that t test (5.093) ? t table (2.002), it means that problem solving method in SMK Islam Wijaya is more influence on mathematics critical thinking ability than problem solving based on learning method.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Matematika dengan Metode Resitasi pada Materi Bangun Datar Siswa Kelas VII SMP Teknologi Pilar Bangsa Tangerang ]]>
<![CDATA[Yupiter Carlis Gulo]]>
<![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.v4i1.3061
<![CDATA[This research aims to improve the teaching and learning process and improve the results of learning math on the material flat-wake up with the method resides of Class VII JUNIOR HIGH Technology nation's pillars of Tangerang. This type of research is qualitative research i.e. Research action class (PTK), the learning model used was the model MC Taggart and Kemmis. The application of this method is done in the III cycle. Cycle I gained an average rating of 57 students. cycle II obtained an average score of 65 students. Cycle III average student gained 81. A summary of this research is to study with the method resides was able to improve the results of student learning and fun for students.]]>
<![CDATA[Analisis Kemampuan Koneksi Ditinjau Berdasarkan Kemampuan Resiliensi Matematis ]]>
<![CDATA[ABDURRAHMAN ANSORI]]>;
<![CDATA[Yunio Hindriyanto]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 5, No 2 (2020): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v5i2.5582
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan resiliensi matematika dalam meningkatkan kemampuan koneksi matematis siswa. Penelitian ini dilaksanakan pada semester ganjil tahun ajaran 2019/2020. Populasi pada penelitian adalah seluruh siswa kelas XI SMAN 21 Bekasi dengan jumlah sampel 30 orang siswa. Instrumen penelitian yang digunakan berupa soal tes kemampuan koneksi matematis dan angket resiliensi matematika siswa. Metode penelitian yang digunakan adalah desain kualitatif dan analisis data statisitik deskriptif. Data dianalisis dengan menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian menunjukkan bahwa : 1) siswa dengan resiliensi tinggi memperoleh rata-rata kemampuan koneksi matematisnya 36%, 2) siswa dengan resiliensi sedang memperoleh rata-rata koneksi matematisnya 34%, 3) siswa dengan resiliensi rendah memperoleh rata-rata koneksi matematisnya 30% dan 4) Hasil penelitian menunjukkan terdapat kontribusi positif siswa dengan resiliensi matematis yang baik terhadap kemampuan koneksi matematis siswa.]]>
<![CDATA[Realistic Mathematic Education pada Barisan dan Deret Aritmetika Berbasis Kehidupan Islami Pondok Pesantren ]]>
<![CDATA[Ukhti Raudhatul Jannah]]>;
<![CDATA[Towafi Towafi]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 5, No 2 (2020): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v5i1.5163
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan model Realistic Mathematic Education pada materi barisan dan deret aritmetika berbasis kehidupan Islami Pondok Pesantren yang dilakukan selama dua kali pertemuan. Penelitian ini merupakan penelitian kualitatif deskriptif dengan subjek penelitiannya adalah siswa kelas XI IPA MA Matsaratul Huda. Data yang diperoleh berupa hasil observasi aktivitas guru dan siswa, angket respon siswa, dokumentasi dan tes. Hasil analisis data observasi aktivitas guru memperoleh nilai akhir dan hasil analisis data observasi aktivitas siswa memperoleh nilai akhir . Selain itu, siswa juga merespon “Positif” terhadap pembelajaran dengan persentase . Secara klasikal hasil tes belajar siswa memperoleh hasil sehingga ketuntasan belajar siswa dapat dikatakan “Tuntas”. Berdasarkan hasil penelitian tersebut dapat dikatakan bahwa pembelajaran matematika melalui Realistic Mathematic Education dapat membantu siswa memahami materi dan dapat memberikan pengetahuan baru tentang hubungan matematika dan kehidupan nyata yang berbasis Islami di lingkungan Pondok Pesantren.]]>
<![CDATA[Kemampuan Translasi Representasi Matematis Siswa SMP Dalam Menyelesaikan Soal Kontekstual ]]>
<![CDATA[roby zulianto]]>;
<![CDATA[Mega Teguh Budiarto]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 5, No 2 (2020): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v5i2.6442
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan translasi representasi matematika siswa SMP dalam menyelesaikan soal kontekstual. Penelitian ini termasuk jenis penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa kemampuan translasi representasi matematis siswa pada tahap unpacking the source, yaitu siswa dapat menyebutkan informasi yang diketahui pada persoalan kontekstual. Tahap preliminary coordination, yaitu salah satu siswa kesulitan untuk menentukan langkah yang akan dikerjakan dalam pembentukan representasi target, karena melakukan kesalahan pada translasi representasi simbolik ke visual. Tahap constructing the target, yaitu salah satu siswa tidak dapat menyelesaikan soal kontekstual pada translasi representasi simbolik ke visual karena kesalahan pada tahap preliminary coordination. Tahap determining equivalence, yaitu kedua siswa dapat mencapai tahap determining equivalence pada setiap translasi representasi, terkecuali translasi representasi simbolik ke visual yang tidak dapat diselesaikan oleh siswa lain karena kesalahan pada tahap preliminary coordination.]]>
<![CDATA[E-SABAK DALAM PENGEMBANGAN KEMAMPUAN BERPIKIR MATEMATIS SISWA KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Muhammad Fajri]]>;
<![CDATA[Erry Utomo]]>
<![CDATA[ JKPM (Jurnal Kajian Pendidikan Matematika) Vol 5, No 2 (2020): JKPM (Jurnal Kajian Pendidikan Matematika) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/jkpm.v5i2.5445
<![CDATA[Penelitian ini bertujuan mendeskripsikan penggunaan perangkat e-sabak untuk mengembangkan kemampuan berpikir matematis siswa kelas IV SDN Pondok Petir 01, Kota Depok. Penelitian dilakukan selama 3 bulan pada Februari sampai April 2019. Penelitian menggunakan pendekatan kualitatif deskriptif untuk memotret dan mengidentifikasi penggunaan e-sabak dalam mengembangkan kemampuan berpikir matematis di kelas IV SDN Pondok Petir 01. Kemampuan berpikir matematis perlu dikembangkan dalam rangkaian pembelajaran. Oleh karenanya, pengembangan pembelajaran dapat mengoptimalkan dan mengembangkan kemampuan berpikir matematis siswa. E-sabak merupakan perwujudan keduanya yang mana di dalamnya tertanam berbagai aplikasi inovatif untuk menunjang proses pembelajaran di kelas. Penggunaan e-sabak pada pembelajaran matematika khususnya di kelas IV SDN Pondok Petir 01 dilakukan untuk mendorong kemampuan berpikir matematis siswa. Konten yang disajikan dalam e-sabak mendukung kemampuan berpikir matematis siswa dalam penyelesaian masalah yang bertautan dengan kehidupan sehari-hari. Hasil penelitian menunjukkan siswa mampu menyelesaikan persoalan dengan menggunakan perangkat e-sabak yang tertanam konten pembelajaran matematika sesuai kompetensi dasar matematika kelas IV Sekolah Dasar. Penggunaan e-sabak memudahkan siswa mengembangkan kemampuan berpikir matematisnya secara efektif dan optimal.]]>
