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JPM : Jurnal Pendidikan Matematika
Published by Universitas Islam Malang
ISSN : 24424668     EISSN : 26564564     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
JPM : Jurnal Pendidikan Matematika (Journal of Mathematics Education) published by Mathematics Education Study Program, Faculty of Teacher Training and Education in Malang Islamic University. Publish twice a year in February and August. Contains writings that are taken from the results of the research as well as the results of deep (conceptual) thinking in the field of mathematics education and learning. The focus and scope of this journal include: (1) Development of a model, (2) Media development, (3) Development of mathematics teaching materials, (4) Knowledge of pedagogical content, (5) Evaluation of mathematics learning, (6) The process of mathematical thinking, (7) Study of the theory and practice of mathematics learning, and (8) Study of mathematical integration.
Arjuna Subject : -
Articles 179 Documents
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LEVEL REFLECTIVE ABSTRACTION MAHASISWA DALAM PEMECAHAN MASALAH MATEMATIKA Walida, Sikky El; Fuady, Anies
JPM : Jurnal Pendidikan Matematika Vol 3, No 2 (2017): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (535.945 KB) | DOI: 10.33474/jpm.v3i2.594

Abstract

Abstraction begins with a set of objects, then the object is grouped by important properties and relationships, then aborted nature and relationships that are not important. In this study the abstraction used is a reflection abstraction is a process that refers to the ability of students to reconstruct or re-reveal and reorganize the structures created from the activity and interpretation of students themselves to a new situation. This study aims to determine the level of student reflection abstraction process. The levels of reflection abstraction in this study are: (1) Interiorization, (2) Coordination, (3) Encapsulation, (4) Generalization. The mathematical problem solving in this study includes: (a) understanding the problem, (b) devising plan, (c) carrying out the plan, and (d) looking back (checking back). This research method is quite explorative with qualitative descriptive approach. This research reveals the level of student reflective abstraction in solving math problems. The problem presented is the task of mathematical settlement (TPM). The reflective abstraction is seen from the student behavior in solving the TPM. The process of reflective abstraction is studied using the Polya step. Polya settlement phase is (1) understanding the problem, (2) planning the problem, (3) problem solving, (4) checking again.
PENGEMBANGAN MULTIMEDIA MENGGUNAKAN VISUAL BASIC FOR APPLICATION (VBA) UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA Siti Nurul Hasana; Elva Riezky Maharany
Jurnal Pendidikan Matematika (JPM) Vol 3, No 2 (2017): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.285 KB) | DOI: 10.33474/jpm.v3i2.648

Abstract

Guru sebagai ”aktor utama” dalam pembelajaran dituntut harus professional dalam bidangnya yaitu mendidik, membimbing, mengajar, menilai, mengembangkan diri, serta mengembangkan karya inovatif. Pemanfaatan teknologi yang dapat dilakukan dalam pembelajaran salah satunya adalah pengembangan multimedia pembelajaran. Pengembangan multimedia pembelajaran yang memanfaatkan teknologi dapat digunakan guru dalam mengembangkan karya inovatif untuk mendukung professionalismenya sebagai guru. Namun, tidak semua guru dapat melakukannya. Guru membutuhkan “tool” atau alat yang “mudah” yang dapat digunakan untuk mengembangkan multimedia pembelajaran yang memanfaatkan teknologi. Dengan menggunakan Visual Basic for Application  (VBA) yang ada pada Ms.Power point, peneliti ingin mengembangkan sebuah “mesin” yang dapat meningkatkan performa Ms. Power point. Tujuan jangka panjang dari penelitian ini adalah untuk meningkatkan profesionalisme guru dalam bidang pengembangan karya inovatif. Dengan dikembangkannya Multimedia tersebut diharapkan dapat mempermudah kinerja guru dalam mengembangkan karya inovatif berupa multimedia berbasis TIK yang dapat digunakan guru untuk pembelajaran maupun karir sebagai Guru Profesional. Model pengembangan yang digunakan terdiri dari 4 tahap yang dikenal dengan model 4D. Hasil Penelitian ini adalah suatu produk multimedia yang dapat membantu guru dalam mengembangkan karya inovatif yang mendukung profesionalismenya sebagai guru.
TAHAP DEFINE DAN DESIGN PADA PENGEMBANGAN BAHAN AJAR BERBASIS PEMECAHAN MASALAH BERBANTUAN GEOGEBRA Mochamad Abdul Basir; Hevy Risqi Maharani
Jurnal Pendidikan Matematika (JPM) Vol 3, No 2 (2017): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.085 KB) | DOI: 10.33474/jpm.v3i2.714

Abstract

Penelitian ini merupakan penelitian pengembangan bahan ajar berbasis pemecahan masalah search, solve, create and share (SSCS) berbantuan geogebra sebagai upaya mengembangkan kemampuan berpikir kreatif matematis siswa pada tahap define dan design dari model pengembangan Thiagarajan four-D. Objek penelitian adalah guru matematika, siswa kelas X dan sumber belajar yang digunakan pada pembelajaran matematika di SMA Negeri 6 Semarang. Berdasarkan hasil observasi diperoleh bahwa permasalahan dalam proses pembelajaran adalah sumber belajar. pada tahap define diperoleh hasil bahwa kendala yang dihadapi guru dan siswa adalah kurangnya sumber belajar yang memfasilitasi siswa dalam meningkatkan keterampilan pemecahan masalah, memanfaatkan kecanggihan teknologi informasi, dan mengembangkan kemampuan berpikir kreatif. Pada tahap design diperoleh desain awal bahan ajar berbasis pemecahan masalah SSCS berbantuan geogebra. Kegiatan pemecahan masalah yang terdapat pada bahan ajar terdiri atas empat tahap diantaranya search (menyelidiki masalah), solve (merencanakan pemecahan masalah), create (mengkonstruksi pemecahan masalah), dan solve (mengkomunikasikan penyelesaian yang telah diperoleh).
KESALAHAN SISWA DALAM MENYELESAIKAN SOAL OPERASI PENJUMLAHAN PADA BILANGAN PECAHAN DAN REVERSIBILITAS Lalu Saparwadi; Baiq Purnawati; Baiq , Puspa Erlian
Jurnal Pendidikan Matematika (JPM) Vol 3, No 2 (2017): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.777 KB) | DOI: 10.33474/jpm.v3i2.715

Abstract

Tujuan penelitian ini adalah  mengetahui jenis-jenis kesalahan siswa dalam menyelesaikan soal operasi penjumlahan bilangan pecahan dan operasi bilangan pecahan terkait reversibilitas. Metode yang digunakan dalam penelitian ini adalah penelitian deskriptif. Hasil penelitian menemukan bahwa kesalahan yang ditemukan dari hasil kerja siswa dalam menyelesaikan soal operasi penjumlahan bilangan pecahan dan operasi bilangan pecahan terkait reversibilitas, yaitu antara lain: (1) Siswa masih memendang bahwa penjumlahan pecahan sama seperti aturan dalam penjumlahan bilangan bulat; (2) Lemahnya kemampuan siswa dalam membalikan pemikiran mereka dalam menggambarkan kondisi awal penjumlahan berdasarkan hasil yang diketahui dari penjumlahan tersebut; (3) Lemahnya kemampuan siswa dalam menggambarkan penjumlahan dua pecahan yang melibatkan bilangan negative berdasarkan hasil penjumlahan yang  telah diketahui; (4) Lemahnya kemampuan siswa dalam membangun hubungan yang reversibel.
MEMINIMALKAN KESALAHAN KONSEP PECAHAN MELALUI PEMBELAJARAN PENEMUAN TERBIMBING DENGAN GESTURE PRODUKTIF PADA SISWA SMP Anton Prayitno; Dewi Tri Wulandari
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (628.55 KB) | DOI: 10.33474/jpm.v1i2.718

Abstract

Not easy to bring the students are able to understand the concept and meaning of fractions so we need a change in the way teaching is done by teachers because of possible knowledge is still limited so that the teacher always used the same way of time. In anticipation of this problem it is necessary to look for a formula appropriate learning so as to improve the ability to solve mathematical problems, especially in fractions. Teachers should continue to develop and implement a variety of ways variance so that students interested and excited in participating in math class one through guided discovery methods. From the above data shows that mistakes students in concepts and problem solving 13%, this means that the mistakes made by the students at the time of surgery to learn fractions and solving problems can be minimized by guided discovery learning. Guided discovery learning, which is examined in this study is to present the information by observing the shape of object manipulation, making conjectures, explain, and evaluate
PENGEMBANGAN ATTITUDE E-ASSESSMENT PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS Permadi, Teguh; Mustangin, Mustangin
JPM : Jurnal Pendidikan Matematika Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.129 KB) | DOI: 10.33474/jpm.v1i2.719

Abstract

Mathematics has important roles in forming the students' character at school. At least, there are nine characters' value which can be formed through learning mathematics, there are:religious, disciplined, honest, hard working, creative, curiosity, independent, communicative, and responsibility. Therefore, teachers need a means to assess those characters. Technology can be used as a means or tool in the assessment of learning, this term is referred as e-assessment. Originating from an idea for combining between assessing the attitude and using the e-assessment, the researcher developed the attitude e-assessment. The purpose of this research is to produce the attitude e-assessment in teaching Mathematics at high school. This study is a part of developing research which used 4D model as the development basis that cover define stages, design, develop, and disseminate. The result of the analysis which is conducted to the practitioners, learning evaluation expert, and instructional media expert, the product of e-assessment got 3,34 which means that it is valid. While the analysis result of users' respond which is conducted to 10 students grade X of Madrasah Aliyah Negeri Kota Batu, the e-assessment product got 3,32 which means that its valid.Based onthose tests, theattitudee-assessmentproducts in thehigh schoolmathematicsteachinghas been declaredvalidorproper.
STUDI PEMAHAMAN BUKTI DAN PEMBUKTIAN DALAM GEOMETRI EUCLID MAHASISWA JURUSAN TADRIS MATEMATIKA IAIN TULUNGAGUNG Beni Asyhar
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (78.238 KB) | DOI: 10.33474/jpm.v1i2.720

Abstract

One of the problems to be solved in mathematics is a proof. At the college level, proving to be more important than the previous levels. When someone has a hunch about something (theorem), one of the most appropriate way to ensure that something (theorem) is true is by proving mathematically valid (formally). That is, the truth of the theorem is based on logical statements. However, proof of this is a problem when introduced during the learning. Not only the beginning students, final year students, moreover those already graduated are still experiencing difficulties in proving. This study attempts to describe the understanding of the concept of proof in mathematics and describes the ability of students in validating and compiling of proof in mathematics, particularly in Euclidean geometry using qualitative research approach, the type of case studies.
TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE Wanda Nugroho Yanuarto
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (175.485 KB) | DOI: 10.33474/jpm.v1i2.721

Abstract

Teaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is associated with the games. Games are one of strategy in class which is support for the student to understand the geometry with easily and make the class interactively.
PENGEMBANGAN MODEL PEMBELAJARAN MATEMATIKA KNISLEY BERBASIS BRAINSTORMING MATERI STATISTIKA Lilik Mindarti; Sunismi Sunismi
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (76.371 KB) | DOI: 10.33474/jpm.v1i2.722

Abstract

The aim of this development is to produce mathemathics Kinsley learning model of Brainstroming-based Statistics of the Tenth grade Senior High School. This study employed research and development design in which the researcher developed a mathematics Kinsley learning model of brainstorming-based statistics for the tenth grade senior high school students. This study operated the model development of Plomp with 4 developmental steps as follows 1) Preliminary Insvestigation, 2) Design, 3) Realisation, 4) Test, evaluation, and Revision. The instruments used were validation sheet, responses questionnaire, and observation sheet. 35 students of the class X IPA 4 SMAN 3 Malang were involved in this study. The results of this study were validated by two balidators; expert and practitionaire validators. User responses use to evaluate practicion of product. The validity from validators group and user obtain the score at 3,34, this mean the validity is significant. Then the result of development of mathemathics Knisley learning model of Brainstorming can be implementation on mathematic teaching on the class conventionally.
PENERAPAN PENDEKATAN PEMBELAJARAN OPEN ENDED DAN PROBLEM POSING DENGAN MEDIA POHON MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR Azin Taufik
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.142 KB) | DOI: 10.33474/jpm.v1i2.723

Abstract

Based on interviews and observations which did by researcher before doing research obtained information that creative thinking ability and students learning result of class X A of MAN Malang II Batu City still relatively low, it is because in teaching the teacher only give the procedure a matter without explaining what the procedures used. This research aims to know whether the open ended approach and problem posing with mathematical tree media can improve the creative thinking ability and learning result the trigonometry of students X A Man Malang II Batu City. Based on research which has been done found the following matters: (1) creative thinking ability of students in the cycle I classified as creative is the percentage of success is 67.85% while in the cycle II increased with the percentage of success is 78.57% classified as very creative;(2) completeness of students learning result in the cycle I still was reached 50.00% with students who completed study are 14 students and who did not complete study are 14 students with class average 63.25, while in the cycle II was reached 89.28% with students who completed study are 25 students and who did not complete study are 3 students with class average 80.46; (3)management open ended learning approach and problem posing with mathematical tree media in the cycle I was reached 88% classified as the criteria very good and in the cycle II was reached 100% classified as the criteria very good it is shown by the implementation all indicators and descriptors open ended learning approach and problem posing with mathematical tree media are very good; and (4) students activities in the learning using open ended learning approach and problem posing with mathematical tree media in the cycle I was reached 82.50% classified as very good and more enhanced again in the cycle II up to 100% classified as the criteria very good, it is shown with the students who had dared to asking about something which have not understood, the students dared to expressed their opinion in making the questions and answer through mathematical tree media, the students dare to presented the result of their work in front of the class.

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