Jurnal Pendidikan Matematika (JPM)
The Jurnal Pendidikan Matematika (JPM) welcomes contributions that encourage the exchange of knowledge, rational discussion, innovative ideas and techniques that have the potential for significant impact, between researchers/academicians and practitioners. JPM covers a broad range of areas, including but not limited to: model development, media development, and the creation of mathematics teaching materials. The journal also explores pedagogical content knowledge, the evaluation of mathematics learning, and the processes involved in mathematical thinking. Additionally, it examines both the theoretical and practical aspects of mathematics education and studies related to the integration of mathematics.
Articles
316 Documents
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER DENGAN ALAT PERAGA MATERI BANGUN RUANG KUBUS DAN BALOK PADA PESERTA DIDIK SMP DARUL ULUM MUNCAR ]]>
<![CDATA[Mekar Arum Kusuma]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 1 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i1.2626
<![CDATA[This classroom action research was motivated by the low ability of students in terms of understanding concepts and problem solving abilities. The purpose of this study was to describe the application of the Number Head Together learning model with teaching aids to improve concept understanding and problem-solving abilities on the subject matter of building cubes and block of class VIII-C students of Darul Ulum Middle School 2017/2018 academic year held on April 16, 2018 to 9 May 2018. The type of research used was classroom action research with 2 cycles, consisting of 3 meetings in each cycle. The stages of each cycle include planning, implementation, observation and reflection. The data collection techniques and tools in this study used descriptive analysis techniques for data in the form of student work documents, lists of values and observations. The results showed that with the Number Head Together cooperative learning model with teaching aids there was a conducive learning atmosphere so that the ability to understand concepts and students' problem solving abilities increased, from the results of the study, it was known that the first cycle to the second cycle had an increase in the learning cycle. students reached 66.6% while in the second cycle there was an increase with a percentage of success reaching 86.6%. It was concluded that the NHT learning model could improve concept understanding and problem solving abilities.]]>
<![CDATA[KEMAMPUAN PENALARAN MATEMATIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN BERBANTUAN ALAT PERAGA “KARTU PINTAR†PADA MATERI PRISMA DAN LIMAS KELAS VIII SMP NEGERI 1 PANDAAN TAHUN AJARAN 2017/2018 ]]>
<![CDATA[Putri Amalia Cahyani]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 1 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i1.2627
<![CDATA[The purpose of this study was to determine whether there is an increase in mathematical reasoning abilities and to describe the mathematical reasoning abilities of students through the Reciprocal Teaching learning model assisted with "smart card" teaching aids on prism and pyramid material class VIII Public Middle School 1 Pandaan 2017/2018 Academic Year. The research method used in this study, which is a mixed method with an experimental mixed method design design, was to wrap a basic mixed method design into a further strategy, namely by adding processes into the experimental procedure. The results showed that based on the results of quantitative data analysis, it was concluded that there was an increase between mathematical reasoning abilities before and after using the Reciprocal Teaching learning model with the help of "smart card" teaching aids on class VIII prism and pyramid material in Pandaan 1 Public Middle School. From some of the data analysis shows that mathematical reasoning ability increases after the application of the Reciprocal Teaching learning model with the help of "smart card" teaching aids.]]>
<![CDATA[KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK MELALUI PENERAPAN MODEL PEMBELAJARAN SEARCH, FIND, AND CONSTRUCT TOGETHER (SFCT) PADA MATERI MATRIKS KELAS XI SMA NEGERI 2 MALANG ]]>
<![CDATA[Tutut Noviyanti]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 1 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i1.2628
<![CDATA[The purpose of this study was to determine whether there were differences in critical thinking skills and to describe critical thinking skills among students taught using the Search learning model, Find, And Construct Together (SFCT) and conventional learning models. The research method used is a combination research method with sequential explanatory design. Quantitative data samples were students of class XI MIPA 1 and XI MIPA 2, this quantitative research was obtained by testing students' critical thinking skills. Analysis of the data used is the t test with the prerequisite test, namely the normality test and homogeneity test. Qualitative research subjects were 9 students. The nine students were selected based on high, medium and low critical thinking skills. While the collection of qualitative data is done by observation, interviews, and field notes. The results showed that (1) Based on the results of quantitative data analysis with hypothesis testing using SPSS 20 software, the Sig 2-tailed value was obtained = 0.009. Because the Sig value = 0.009 <0.025 then H0 is rejected. This means that it can be concluded that there are significant differences in critical thinking skills between students who are taught by the SFCT learning model and students who were taught using conventional models. (2) Based on qualitative data analysis obtained from interviews, it can be concluded that students like to be taught using the SFCT model and as many as 80.56% of students fulfill four indicators of critical thinking, while students are not happy to be taught using conventional models and only 63.86% students who fulfill the four indicators of critical thinking.]]>
<![CDATA[KEMAMPUAN PENALARAN MATEMATIKA SISWA MELALUI MODEL PEMBELAJARAN CORE AND PAIRS CHECK (CPC) PADA MATERI STATISTIKA SISWA KELAS XI MA MA’ARIF NU JENGGAWAH ]]>
<![CDATA[Nana Maulidah Agustin]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 1 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i1.2629
<![CDATA[The purpose of this study was to determine the differences in mathematical reasoning abilities of students in class XI on statistical material through the CPC learning model and conventional models and describe the results of analysis of mathematical reasoning abilities of class XI students through CPC learning models and conventional models on statistical material. This study was a mixed method with a sequential explanatory design. The sample from this study was XI IPA 1 and XI IPA 2 MA Ma'arif NU Jenggawah. While the subject of qualitative research was 6 students from the experimental class and the control class students selected based on high, medium, and low reasoning abilities. Data collection is done by test, observation, field notes and interviews. The analysis technique uses prerequisite tests, namely t-test and qualitative descriptive. Based on the results of quantitative research, using SPSS 16 software obtained Sig = 0,000 <0,025 so that it was rejected, meaning that there was a significant difference between mathematical reasoning abilities of the experimental class students using CPC models and control classes using conventional models in statistical material. While the qualitative analysis shows that based on the results of interviews on experimental class subjects, an average of 88% of students have fulfilled five reasoning indicators while in the control class only 56% of students meet the five indicators of mathematical reasoning.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR APLIKASI MATEMATIKA MENGGUNAKAN PENDEKATAN REACT ]]>
<![CDATA[Alfiani Athma Putri Rosyadi]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 1 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i1.2630
<![CDATA[Existing learning equipped with textbooks is expected to convey the concepts contained in the material. Textbooks are prepared using the REACT approach (Relating, Experiencing, Applying, Cooperating and Transferring). The REACT approach was chosen because the facts that appeared in the field of textbooks that had been compiled had not yet linked daily activities, involved student activities and compiled project tasks. Development of textbooks with Mathematics Applications with REACT approach through stages: a) preliminary analysis, b) preparation of textbooks, c) validation and revision, and d) producing textbook products. In the preliminary analysis process there is a process of reviewing the curriculum and related material, then a textbook is prepared which includes: Learning Objectives, Materials, Learning Activities, Evaluation Tools and completeness of textbooks. Next is the stage of validation and revision, in which there is a validation process by experts and improvement of textbooks according to the results of validation. The final step is the textbook product that has been revised and is ready to be printed. Suggestions for the next researcher are the need to add questions and be equipped with answers related to the contents in the textbook. In addition, it can also be added to the addition of studies on supporting research in each chapter to add student references.]]>
<![CDATA[METODE SINAR-X PADA MATERI FPB DAN KPK ]]>
<![CDATA[Mar'ah Rohmatul Ummah]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 2 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i2.2704
<![CDATA[Metode sinar-x bertujuan sebagai metode alternatif pada FPB (Faktor Persekutuan Terbesar) dan KPK (Kelipatan Persekutuan Terkecil). Metode ini dapat menambah wawasan bagi peserta didik dan guru untuk menentukan FPB dan KPK. Metode sinar-x terdiri dari metode irisan, metode pagar, dan metode excel. Metode irisan adalah metode penyelesaian FPB dan KPK dengan menggunakan konsep irisan pada dua himpunan. Irisan dalam hal ini berarti faktor persekutuan terbesar pada dua bilangan. Selain metode irisan, ada juga metode pagar. Metode pagar adalah metode penyelesaian FPB dan KPK dengan cara membagi habis dua bilangan atau lebih dengan bilangan prima yang disajikan ke dalam kolom. Bilangan prima yang digunakan untuk membagi bilangan adalah bilangan prima dari yang terkecil. Sedangkan metode excel berbeda dengan metode irisan dan pagar. Metode excel adalah metode penyelesaian FPB dan KPK dengan menggunakan rumus matematika di microsoft excel. Rumus menentukan FPB berbeda dengan rumus KPK. Rumus FPB yaitu Greatest Common Divisor, sedangkan rumus KPK yaitu Least Common Multiple.]]>
<![CDATA[PERAN PENDIDIKAN MATEMATIKA DALAM MENINGKATKAN SUMBER DAYA MANUSIA GUNA MEMBANGUN MASYARAKAT ISLAM MODERN ]]>
<![CDATA[Firma Yudha]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 2 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i2.2725
<![CDATA[Persaingan dunia pendidikan menjadi fokus utama didalam dunia global, termasuk pendidikan matematika didalamnya. Peran pendidikan matematika menjadi peran penting dimasyarakat dalam menyiapkan dan membentuk sumber daya manusia (SDM) yang memiliki beberapa kompetensisebagai fondasi pendidikannya, seperti kompetensi analitik, kompetensi interpersonal, kemampuan untuk bertindak, kemampuan untuk memproses informasi dan kemampuan untuk mengelola perubahan. Kompetensi-kompetensi tersebut dilatihkan kepada siswa selama proses pembelajaran berlangsung, agar siswa memahami akan pentingnya pendidikan matematika dalam kehidupan sehari-hari dimasyarakat. Selain itu juga melaksanakan pendidikan yang berstandar. Pada artikel ini dijelaskan peran pendidikan matematika dalam meningkatkan sumber daya manusia guna membangun masyarakat islam modern. Karakter dalam belajar matematika pun sangat penting dalam bermasayarakat, misalnya: kejujuran dan keterbukaan, konsisten, ketelitian, percaya diri, kerja keras, berjiwa wirausaha, berfikir logis, mandiri, ingin tahu dan cinta ilmu.]]>
<![CDATA[PENERAPAN PERMAINAN MONOPOLI DIGITAL UNTUK MENINGKATAN MINAT BELAJAR SISWA SD PADA MATERI OPERASI HITUNG BILANGAN CACAH ]]>
<![CDATA[Ria Widiyanti]]>;
<![CDATA[Farida Ulfa]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 2 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i2.2919
<![CDATA[Penelitian ini bertujuan untuk mendiskripsikan penerapan permainan monopoli digital untuk meningkatkan minat belajar siswa pada materi operasi hitung bilangan cacah kelas IIIA SD Islam Sabilillah Malang tahun pelajaran 2018/2019. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif, sedangkan jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Subjek penelitian ini adalah siswa kelas IIIA SD Islam Sabilillah Malang yang berjumlah 32 siswa. Teknik pengumpulan data yang digunakan dalam penelitian ini antara lain: (1) observasi, (2) catatan lapangan, (3) wawancara, dan (4) tes. Data yang digunakan adalah data kualitatif dan data kuantitatif. Data kualitatif berupa data observasi, hasil wawancara dan hasil catatan lapangan. Sedangkan data kuantitatif berupa hasil tes akhir siklus. Hasil penelitian menunjukkan bahwa penggunaan permainan monopoli digital dapat meningkatkan minat belajar matematika siswa kelas III A di SD Islam Sabilillah Malang. Hal tersebut dapat dilihat dari data penelitian yang menunjukkan bahwa Skor rata-rata angket minat belajar matematika siswa sebelum diberi tindakan hanya sebesar 30,39 dan presentase siswa yang telah mencapai skor minat sedang hanya sebesar 38%, setelah dikenai tindakan pada siklus 2 skor rata-rata angket meningkat menjadi 40,13 dengan presentase 81%, sehingga peningkatannya sebesar 43%; (2) persentase hasil pengamatan aktivitas guru sebesar 77,2% pada siklus I meningkat menjadi 82% pada siklus II dengan peningkatan sebesar 4,8%; (3) persentase hasil pengamatan aktivitas siswa sebesar 78,8% pada siklus I meningkat menjadi 90% pada siklus II dengan peningkatan sebesar 11,2%; (4) Rata-rata nilai tes akhir  sebesar 75,16 pada siklus 1 meningkat menjadi 87 pada siklus 2 dan presentase ketuntasan siswa sebesar 55% pada siklus 1 meningkat menjadi 87% pada siklus 2. Rekomendasi untuk penelitian selanjutnya adalah untuk mengembangkan multimedia monopoli digital ini agar lebih interaktif atau skenario permainan yang lebih menarik.]]>
<![CDATA[PENGARUH MODEL ELICITING ACTIVITIES (MEA’S) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF CONFIDENCE SISWA ]]>
<![CDATA[Try Apriani Atieka]]>;
<![CDATA[Irma Budiana]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 5 No 2 (2019): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v5i2.2956
<![CDATA[The purpose of this research are knowing effect of Model Eliciting Activities (MEA’s) and Conventional Learning Models to problem solving abilities in mathematics and students self confidence.The research was conducted at SMP Negeri of Tangerang for academic year 2016/2017. Design of this research is post-test only experiment and control group design. The method that used on this research was quasi experiment. Experiment class was treated by MEA’s, while control class was treated by conventional model. Accessible population of this research was middle school students at SMP Negeri 9 of Tangerang in grade VII for academic year 2016/2017 based on normal distribution, homogeneous variance, and equality of means. The instruments consist problem solving abilities test, prior knowledge of matematics test and questionnaire of mathematics self confidence. The instruments have been valid and reliable. Analysis data used by Anova 2 way.The result show that: (1) The ability of mathematics problem solving of students who are given MEA’s is higher than the students who are given conventional Learning Models. (2) There is an enhancement of mathematics problem solving of students effected by prior knowledge of mathematics and Mathematics Learning Models.(3) The ability of mathematics problem solving of students with high KAM who are given MEA’s is higher than the students who are given Conventional Learning Model. (4) There is no significant difference The ability of mathematics problem solving between students low KAM who given treatment by MEA’s and students who are given treatment by Conventional Learning Model. (5) Mathematics Self Confidence of students who are given treatment by MEA’s is higher than students who are given treatment by Conventional Learning Model     Penelitian ini bertujuan untuk mengetahui pengaruh Model Eliciting Activities (MEA’s) dan konvensional terhadap kemampuan pemecahan masalah matematis dan self confidence siswa. Penelitian ini dilaksanakan di SMP Negeri 9 Tangerang tahun ajaran 2016/2017. Desain penelitian ini adalah post-test eksperimen dan kontrol grup desain. Metode penelitian yang digunakan adalah metode quasi experiment (eksperimen semu). Kelas eksperimen diberi perlakuan berupa MEA’s, sedangkan kelas kontrol secara konvensional. Populasi terjangkau penelitian ini adalah siswa SMP Negeri 9 Kota Tangerang kelas VII tahun ajaran 2016/2017 yang berasal dari populasi yang berdistribusi normal, memiliki varians yang sama atau homogen, dan memiliki kesamaan rata-rata. Instrumen yang digunakan terdiri dari tes kemampuan pemecahan masalah matematis, tes kemampuan awal matematika dan angket self confidence matematika. Instrumen tersebut telah melalui uji validitas dan reliabilitas. Analisis data dilakukan dengan uji Anava dua jalur.     Berdasarkan hasil penelitian, ditemukan bahwa: (1) kemampuan pemecahan masalah matematis siswa yang belajar dengan MEA’s lebih tinggi dibandingkan kemampuan pemecahan masalah matematis siswa yang belajar dengan model konvensional. (2) terdapat peningkatan kemampuan pemecahan masalah matematis siswa yang dipengaruhi oleh kemampuan awal matematika dan model pembelajaran (3) kemampuan pemecahan masalah matematis siswa yang diberi perlakuan MEA’s lebih tinggi dibandingkan dengan siswa yang diberi perlakuan model konvensional pada kelompok siswa yang memiliki kemampuan awal matematika tinggi. (4) tidak terdapat perbedaan kemampuan pemecahan masalah siswa antara siswa yang diberi perlakuan dengan MEA’s dan siswa yang diberi perlakuan model konvensional pada kelompok siswa yang memiliki kemampuan awal matematika rendah. (5) self confidence siswa dalam belajar matematika yang diberi perlakuan MEA’s lebih tinggi dibandingkan dengan self confidence siswa yang diberi perlakuan model konvensional.]]>
<![CDATA[PENERAPAN METODE PROBLEM POSING UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA EKONOMI PADA MAHASISWA JURUSAN AKUNTANSI, UNVERSITAS PAMULANG TAHUN AJARAN 2017/2018 ]]>
<![CDATA[Nisak Ruwah Ibnatur Husnul]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 6 No 1 (2020): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v6i1.2961
<![CDATA[Penelitian ini dilakukan karena pembelajaran yang biasa diterapkan selama ini masih konvensional yang cenderung berpusat pada dosen, mahasiswa pasif dan kurang terlibat dalam proses pembelajaran, sehingga diperlukan metode pembelajaran yang banyak melibatkan mahasiswa. Salah satu metode pembelajaran yang dapat memotivasi mahasiswa dalam belajar adalah metode problem posing. Penelitian ini bertujuan untuk mengetahui apakah penerapan metode problem posing dalam pembelajaran matematika ekonomi lebih efektif dari pada pembelajaran konvensional.Populasi dalam penelitian ini adalah semua mahasiswa reguler B semester I (satu) jurusan akuntansi Universitas Pamulang tahun ajaran 2017/2018. Sampel diambil 2 kelas menggunakan teknik random sampling, diperoleh kelas 01SAKM008 sebagai kelas eksperimen dan kelas 01SAKM012 sebagai kelas kontrol. Metode pengumpulan data yang digunakan adalah metode dokumentasi dan tes. Teknik analisis data yang digunakan untuk uji prasyarat meliputi uji normalitas dengan rumus chi-kuadrat, uji homogenitas dengan rumus uji bartlet, dan uji hipotesis dengan uji-t dengan bantuan aplikasi program SPSS.Hasil penelitian pada taraf signifikan 5% dan db = 56 menunjukan bahwa: (1) ada perbedaan rata-rata kualitas pembelajaran matematika ekonomi mahasiswa dengan metode problem posing dibandingkan pembelajaran konvensional. Hal ini dapat dilihat dari nilai thitung = 3,55 > ttabel = 2,004 maka H0 ditolak H1 diterima. Dan (2) kualitas pembelajaran matematika ekonomi mahasiswa dengan menggunakan metode problem posing lebih efektif daripada pembelajaran matematika ekonomi menggunakan model pembelajaran konvensional. Hal ini dapat di lihat dari nilai thitung = 2,65 > ttabel = 1,673 maka Ho ditolak H1 diterima.]]>
