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FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Published by Universitas Muhammadiyah Jakarta
ISSN : 24607797     EISSN : 26148234     DOI : -
Core Subject : Education,
Education Mathematics
Jurnal Fibonacci Program Studi Pendidikan Matematika Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta adalah jurnal nasional berbasis penelitian ilmiah, secara rutin diterbitkan oleh Program Studi Pendidikan Matematika Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta.
Arjuna Subject : -
Articles 190 Documents
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Kesalahan Peserta Didik dalam Menyelesaikan Soal AKM pada Level Kognitif Reasoning Berdasarkan Teori Newman Ashiddiqi, Hasbi; Sukoriyanto, Sukoriyanto; Hidayah, Indriati Nurul
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 2 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.2.247-260

Abstract

Dalam menyelesaikan Asesmen Kompetensi Minimum (AKM) numerasi, peserta didik masih melakukan kesalahan. Penelitian ini memiliki tujuan untuk mendeskripsikan kesalahan yang dilakukan oleh peserta didik ketika menyelesaikan soal AKM pada level kognitif reasoning berdasarkan teori Newman. Metode penelitian yang digunakan merupakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini berjumlah 5 peserta didik kelas VIII D di salah satu SMP yang ada di Banyuwangi. Pemilihan 5 peserta didik dipilih berdasarkan pertimbangan hasil pengerjaannya dalam menyelesaikan soal AKM pada level kognitif reasoning yang lengkap dan mengalami kesalahan (purposive sampling). Data pada penelitian ini didapatkan dari hasil analisis kesalahan pengerjaan peserta didik dan hasil wawancara. Data yang diperoleh kemudian dianalisis secara kualitatif sesuai dengan indikator kesalahan teori Newman yang terdiri dari kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban akhir. Dari hasil penelitian ini didapatkan bahwa 5 peserta didik melakukan kesalahan sesuai dengan indikator kesalahan teori Newman, yaitu sebanyak 2 peserta didik melakukan kesalahan dalam membaca dan memahami soal, 1 peserta didik melakukan kesalahan transformasi, 1 peserta didik melakukan kesalahan keterampilan proses, dan 2 peserta didik melakukan kesalahan dalam menuliskan jawaban akhir. Penyebab peserta didik melakukan kesalahan dikarenakan kurang teliti, lupa, tidak fokus, waktu yang singkat, dan kurang terbiasa mengerjakan soal berjenis AKM.
INSTRUMEN BERBASIS HOTS UNTUK MENGIDENTIFIKASI KEMAMPUAN PEMAHAMAN SOAL MATEMATIKA MATERI PECAHAN Aurelia, Davina
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 2 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.2.197-208

Abstract

Problem-solving skills are one of the 21st-century skills that involve higher-level cognitive abilities, commonly referred to as HOTS (Higher Order Thinking Skills). This research aims to develop HOTS-based instruments on fraction material for elementary school students. This development research was conducted using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The data collection methods used are interviews, questionnaires, and documentation. The data obtained from the expert material validation and teacher validation were analyzed descriptively and quantitatively by calculating the inter-rater reliability. Based on the analysis results, the HOTS question instrument received a very good qualification in terms of validity, reliability, and alignment with the aspects of content, construct, and language. Based on this analysis, the HOTS question instrument on fractions is suitable for use in learning evaluation.
IMPLEMENTASI MODUL PEMBELAJARAN BERBASIS PROJECT BASED LEARNING PADA MATERI BANGUN RUANG DAN STATISTIKA Astriani, Linda; Widyasari, Nurbaiti; Muthmainnah, Rahmita Nurul; Heriyana, Tio
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.27-34

Abstract

The current mathematics learning process has not fully succeeded in incorporating project-based modules. The Independent Curriculum emphasizes the use of Project-Based Learning (PjBL), where students engage in real-world projects to solve problems or answer specific questions. This approach aims to foster critical thinking, collaboration, and creativity among students. This study focuses on implementing a project-based statistical spatial module tailored for elementary school students. The research utilized qualitative methods, involving a population of 15 fifth-grade students from an Islamic Elementary School in South Jakarta. Data collection techniques included observation and testing. The application of PjBL made mathematics learning more engaging and meaningful. The projects designed not only enhanced students' curiosity but also provided opportunities to develop their creativity, critical thinking, and teamwork skills. Through this approach, students not only gain mathematical knowledge but also cultivate essential skills for their present and future lives.
IMPLEMENTASI RME UNTUK KEMAMPUAN BERPIKIR KOMPUTASIONAL MATEMATIS BERDASARKAN KEMANDIRIAN BELAJAR SISWA Nabila, Sabika Atha; Fatra, Maifalinda; Diwidian, Femmy
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.13-26

Abstract

The low mathematical computational thinking ability of students is caused by the lack of mathematics learning innovation that supports this ability. This study aims to analyse the effect of Realistic Mathematics Education on mathematical computational thinking ability based on students self-regulated learning. The research design used was a pseudo-experiment with a 2x3 factorial design. This research was conducted in class XI of one of South Tangerang State High School. The sample consisted of 42 students in each experimental and control class in which there were high, medium, low self-regulated learning groups. Data were collected using tests and questionnaires that had been tested for validity and reliability. Data were analysed using two-way analysis of variance. The test results showed that: 1) there is a significant average difference in mathematical computational thinking ability between students learning using Realistic Mathematics Education and students learning using conventional approaches, 2) there is a significant average difference in mathematical computational thinking ability between students who have high, medium, and low self-regulated learning, and 3) there is no interaction between learning approaches on mathematical computational thinking ability in terms of students self-regulated learning
KEMAMPUAN PENALARAN PROPORSIONAL DITINJAU DARI GAYA KOGNITIF SISTEMATIS DAN INTUITIF SISWA MTSN 2 BANDA ACEH Maidiyah, Erni; Putri, Trisna Isnanda; Fadhiliani, Dwi
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.1-12

Abstract

Research indicated that many students, from primary to secondary levels, still struggled to develop proportional reasoning. Numerous students encountered difficulties in formulating effective problem-solving strategies due to differences in cognitive styles. It was important to assess students' proportional reasoning abilities by considering whether they had systematic or intuitive cognitive styles. This study aimed to determine the proportional reasoning abilities of students with systematic and intuitive cognitive styles. The research was a qualitative descriptive study. The subjects of this study were four students in the seventh grade at MTsN 2 Banda Aceh. Data collection techniques included written tests and interviews. Data analysis was conducted in three stages: data reduction, data presentation, and conclusion drawing. The results show that students with a systematic cognitive style can identify all information and quantities when understanding covariation, whereas students with an intuitive style tend to overlook some important information. Both groups recognise that the problems involve proportional situations and use the cross-multiplication strategy, but neither group can solve the problems using other strategies.
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) TERINTEGRASI KEISLAMAN UNTUK MELATIH KEMAMPUAN LITERASI MATEMATIKA PADA MATERI ARITMETIKA SOSIAL KELAS VII SMP Sa'adah, Umi Lailatus; Utami, Mutiara Arlisyah Putri
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.65-80

Abstract

The research aimed to develop a Student Worksheet (LKPD) integrated with Islamic values to train mathematical literacy skills in social arithmetic for Year 7 secondary school students, ensuring it was both feasible and practical. The study was conducted in Year 7 at MTs Darul Falah Banyuwangi. The research method employed was Research and Development (R&D) using the ADDIE development model, which encompassed the stages of analysis, design, development, implementation, and evaluation. During the analysis stage, data were collected on initial problems in mathematics education. The design stage involved the process of designing the Student Worksheet to be developed. The development stage consisted of producing the product based on the design that had been previously created, adjusted according to feedback and validation by expert validators. Once the product was deemed feasible, the implementation stage followed, where the developed product was applied in the learning process. The final stage, evaluation, involved assessing the tested product to determine its practicality. The data collection techniques employed included interviews and questionnaires. The data analysis technique used involved calculating the percentage of feasibility and practicality. The product evaluation was carried out by five expert validators: subject matter experts, media experts, evaluation experts, integration experts, and learning experts. The research findings revealed that the developed product had an average feasibility percentage of 91.04%, categorised as highly feasible. Additionally, the findings indicated that the product had an average practicality percentage of 87.48%, also categorised as highly practical for use.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DENGAN ALAT PERAGA BALOK ALJABAR UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK Setiawati, Erna; Setianingsih, Rini; Kristanti, Dewi
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.35-42

Abstract

Students frequently receive grades that fall short of the school's Minimum Mastery Criteria, particularly in the algebra chapter, specifically the topic of evaluating algebraic expressions. This occurs as a result of pupils' lack of understanding of variables and how to substitute variable values in algebraic forms. As a result, many students make mistakes when changing variable values, and their learning objectives are seen to be unfinished. The aim of this study was to determine whether using a differentiated learning model with the Teaching at the Right Level approach and algebraic block teaching aids improved the learning outcomes of class VIII students at SMP Negeri 25 Surabaya on the content on the value of algebraic forms. Using the Kemmis & McTaggart approach, this study is an example of classroom action research. The study's findings indicate that students are learning more about the importance of algebraic forms. The pre-cycle, cycle I, and cycle II learning completion rates for students were 14.7%, 64.7%, and 88.2%, respectively. This demonstrates how using a customized learning model in conjunction with algebraic block teaching aids and the Teaching at the Right Level strategy can enhance student learning outcomes.
PENERAPAN MODEL PROBLEM BASED LEARNING BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X Vidyasary, Vicky; Lusiana, Restu; Utami, Sri Wahyu
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.81-96

Abstract

Kemampuan berpikir kritis dalam pemecahan matematika merupakan kemampuan yang sangat diperlukan untuk menghadapi tantangan global. Akan tetapi, banyak siswa yang memiliki kemampuan berpikir kritis yang rendah terutama ketika menghadapi masalah yang berkaitan dengan kehidupan nyata. Penelitian ini bertujuan untuk meningkatkan aktivitas mengajar guru, aktivitas belajar siswa, dan kemampuan berpikir kritis siswa melalui penerapan model Problem Based Learning dalam pembelajaran matematika. Jenis penelitian ini adalah Penelitian Tindakan Kelas (Classroom Action Research) yang bertujuan untuk meningkatkan aktivitas mengajar guru, aktivitas belajar siswa, dan kemampuan berpikir kritis siswa melalui penerapan model Problem Based Learning berbasis kontekstual. Penelitian ini dilakukan dalam dua siklus dimana hasil penelitian pada siklus pertama akan mendasari penelitian pada siklus kedua. Instrumen yang digunakan dalam penelitian ini adalah soal tes sesuai indikator kemampuan berpikir kritis. Teknik analisis data yang digunakan dalam penelitian ini adalah teknik deskriptif kualitatif dan deskriptif kuantitatif. Subjek penelitian ini adalah siswa kelas X MP 1 SMKN 5 Madiun pada semester genap tahun ajaran 2023/2024 sebanyak 28 siswa. Hasil penelitian menunjukkan bahwa rata-rata seluruh aspek kemampuan berpikir kritis meningkat dari kategori "Kurang" pada Pra-Siklus (60,2%) menjadi "Cukup" pada Siklus 1 (71,7%) dan mencapai kategori "Baik" pada Siklus 2 (81,3%) yang mana memenuhi kriteria keberhasilan.
SYSTEMATIC LITERATUR REVIEW : KEMAMPUAN BERPIKIR KREATIF SISWA DALAM PEMBELAJARAN GEOMETRI Sahira, Adinda; Sari, Rika Mulyati Mustika; Effendi, Kiki Nia Sania
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.43-54

Abstract

Creative thinking skills are the ability to communicate ideas, solve problems, and create something that has never been discovered by others. Geometry is one of the areas of mathematics taught in schools that requires the use of reasoning, calculation analysis, and creative imagination. This study aims to review the literature on the topic of creative thinking skills in geometry learning in junior high school. SLR (Systematic Literature Review) on “Creative Thinking Ability” and “Geometry” that have been published in the last ten years served as the research methodology. Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA), which generates research articles for systematic reviews between 2014 and 2024, became the basis of this study. The results show that there are several levels of creative thinking skills in geometry learning, namely high, medium, and low, using various approaches, models, and media support. Through the use of media and problem development tools, the results showed a high level of creative thinking ability. A moderate level was achieved when students only showed one or two of the three previously mentioned indicators of creative thinking ability, or when they had not fully met the indicators. The low level was achieved when students did not meet any of the creative thinking indicators and were mostly directed by teacher examples or standard working procedures without any input from students on how to solve the problem
PENGEMBANGAN MEDIA POP-UP BOOK PETUALANGAN LOKUS UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA Ningrum, Alia Putriana; Lestari, Bella Pramudya; Laili, Iftitah Nur; Nugraheni, Qulya Alvin Jana
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 11 No. 1 (2025): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.11.1.55-64

Abstract

The study aims to develop three-dimensional Pop-Up Book learning media to enhance students' learning independence on the topic of cubes and rectangular prisms at SDN Merjosari 2, Malang City. The method applied is Research and Development (RnD) using the 4D model (Define, Design, Develop, Disseminate). The research subjects are sixth-grade students, with research instruments in the form of questionnaires. Validation results show that the Pop-Up Book media is considered valid based on expert validation, with scores of 97.3% (media experts) and 89.2% (content experts). The use of this media has proven to significantly improve learning independence. The average learning independence score increased from 72.56 before the intervention to 93.11 after the intervention, with an N-gain of 0.7405, categorized as high. Additionally, the Pop-Up Book was rated as very appealing, with a score of 98%. Therefore, the Pop-Up Book is proven to be highly engaging and effective in enhancing students' learning independence.

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