JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika)
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Pendidikan Matematika), dengan ISSN 2460-8599 (print) dan ISSN 2581-2807 (online), adalah jurnal peer-review yang dipublikasikan dua kali setahun (April-September, dan Oktober-Maret) oleh Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi. Jurnal ini menerbitkan tulisan khusus hasil penelitian dalam pendidikan dan pengajaran matematika.
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<![CDATA[Peningkatan kemampuan koneksi matematik peserta didik dengan menggunakan model pembelajaran means ends analysis (MEA) ]]>
<![CDATA[Heryani, Yeni]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.168
<![CDATA[This study aimed to see the increase of students’ mathematical connection by using model Means-Ends Analysis (MEA), and knowing how students’ learning motivation. The method used was an experimental pretest-posttest design. The study population were all students of class VIII SMP Negeri 3 Manonjaya as much as 121 students. Samples were taken by random technique become experiment class (30 students) and control class (30 students). The research instrument used test questions and questionnaires of mathematical connection. Data analysis concluded there was an increase in the students’ mathematical connection by using model Means-Ends Analysis (MEA), and students’ learning motivation of learning with Means-Ends Analysis (MEA) model was in high level.]]>
<![CDATA[Pengembangan CAI-kontekstual untuk meningkatkan kemampuan berpikir matematik dan karakter mahasiswa ]]>
<![CDATA[Nanang Nanang]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.164
<![CDATA[This research was the development of mathematical learning model to improve students’ mathematical thinking and characters. The model developed was Computer Assisted Instruction (CAI) – Contextual in the course of mathematics capita selecta of high school. The research used research and development method through ‘thought experiments’ and ‘instruction experiments’ with a cyclical process. Subjects in this study were students of mathematics teacher education of STKIP Garut, consisted of three classes. The instruments developed were documentation study, interview guides for students, mathematical thinking ability tests and questionnaires to measure the student’s character. Based on the results achieved, it can be concluded: (1) There were a potential and opportunities that exist in the field to develop the components of CAI-Contextual, (2) CAI-Contextual potentials to improve students’ mathematical thinking and characters, and (3) Students’ mathematical thinking and characters increases on the average and the students have a good character.]]>
<![CDATA[Analisis subject matter knowledge calon guru matematika pada topik geometri ]]>
<![CDATA[Eko Yulianto]]>;
<![CDATA[Dedi Nurjamil]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.169
<![CDATA[This study aimed to analyse Subject Matter Knowledge (SMK) of preservice teachers in mathematics teaching on the topic of geometry at Mathematics Department of Siliwangi University. The researcher investigated teachers’ subject matter as the main knowledge that is needed by preservice teachers in teaching, and the other aspects might be required for developing classroom instruction to be more effective. This study was purposed to know subject matter knowledge of preservice teachers. The research used survey method at 150 participants in the fifth semester who will join the program of teaching training in the next semester. The data were collected by questioners, mathematics test, and deep interview. The subject matter knowledge was measured by four components which were constructed by the researcher from BallGrossmans’ Framework to be suited to the necessary of preservice teachers. The results showed that preservice teachers have subject matter knowledge as: (1) the average of mathematical terminology understanding was in level of 63%, (2) the average of knowing the truth of mathematical sentences was in level of 60%, (3) the average of mathematical misconception knowledge was in level of 68%, (4) the average of problem-solving skill was in level of 84%. Preservice teachers, generally, have a good enough level of subject content knowledge with the average level of 69% of all maximum scores of the instruments tested. Preservice teachers’ subject matter knowledge was identified influenced by pedagogical disposition. Based on the statistical calculation, there was the positive correlation between preservice teachers’ subject matter knowledge and pedagogical disposition of r = 0.78. It was known that prospective teachers more often work with problems solving than with understanding the concepts in depth. It was also acknowledged that solving the problem has become a learning orientation and the emphasising of the concepts and misconceptions were rarely studied in depth in teaching and learning process.]]>
<![CDATA[Penggunaan assessment for learning (AFL) melalui peer assessment untuk meningkatkan mathematical problem solving ]]>
<![CDATA[Dian Kurniawan]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.160
<![CDATA[The aim of the study to examine differences upgrade in mathematical problem solving of students in Calculus 1 Course after getting learning Assessment For Learning Through Peer Assessment. Two classes selected by cluster random sampling, the class I-C selected as an experimental class and class I-B as the control class. The study uses a method mix. Based on data analysis, by using assessment for learning through peer assessment, the students had the mathematical problem-solving abilities better than students who do not use it. Also based on the quality normalized gain, analysis represents the improvement of mathematical problem solving for students who receive peer learning through better assessment than students who did not get it. The students were able to conduct discussions properly, take feedback in questions, comments and objections for the teaching materials and worksheets and also were able to assess they friend tasking result properly through peer assessment.]]>
<![CDATA[Analisis hasil uji kompetensi guru matematika sekolah menengah pertama (SMP) di Kota Tasikmalaya ]]>
<![CDATA[Redi Hermanto]]>;
<![CDATA[Satya Santika]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.165
<![CDATA[Certification of teachers that has lasted more than a decade aimed to produce professional teachers, thus impacting significantly to the advancement of education in Indonesia. But the reality in Tasikmalaya, West Java, it is very much different from the expectations. The majority of teachers are even more concerned about the increase of social status than the professional quality as an educator. More recently the government has implemented Teacher Competency Test (UKG), which was held simultaneously throughout Indonesia with the aim to determine the ability of teachers’ pedagogical and professional competencies. The purpose of this study was to determine the mapping of the teachers’ competency by rank, domain competence, academic qualification, age, gender, and see the difference in results UKG based certification status. Outputs resulting from this study were (1) to map the results UKG mathematics of junior high school in Tasikmalaya, (2) to formulate recommendations or proposals regarding the improvement of the UKG (3) to formulate recommendations or proposals of the sustainable planning of professional development for teachers. The method used in this research were studied documentation, interviews and questionnaires open. The mapping of UKG results can be used as consideration in evaluating the program especially in what improvements need to be prioritised. By using the techniques of interviews and open questionnaire, was expected collect information of the effect of UKG for the teachers. ]]>
<![CDATA[Peningkatan kemampuan pemecahan masalah, berpikir kreatif dan self-confidence siswa melalui model pembelajaran berbasis masalah ]]>
<![CDATA[Sofi Nurqolbiah]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.166
<![CDATA[This study aimed to investigate: (1) the differences in the achievement and improvement of student’s mathematical problem solving between problem-based learning class and scientific approach class; (2) the differences in the improvement of student’s mathematical problem solving between problem-based learning class and scientific approach class; (3) the differences in the achievement and improvement of student’s mathematical creative thinking between problem-based learning class and scientific approach class; (4) the differences in the improvement of student’s mathematical creative thinking between problem-based learning class and scientific approach class; (5) the differences in student’s self-confidence between problem-based learning class and scientific approach class. This research was a quasi-experimental research through problem-based learning approach and scientific approach. The population of the study were all students of class X in one of SMK in Bandung and two classes were taken as the sample. The research instruments used were the problem-solving test, mathematical creative thinking tests and self-confidence questionnaires. The results showed that there were differences in the achievement and improvement of student’s problem-solving skills, mathematical creative thinking and self-confidence in both class groups experiments.]]>
<![CDATA[Pengaruh penggunaan pendekatan konstruktivisme terhadap kemampuan berpikir kritis matematik mahasiswa ]]>
<![CDATA[Depi Setialesmana]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.161
<![CDATA[This study aimed to determine the positive influence of constructivist approach to students’ mathematical critical thinking skills and to investigate the students’ attitude towards the use of a constructivist approach. Population in this study were all students of 2014 batch of economic education, Faculty of Teacher Training and Education, Siliwangi University. The sample used was purposive random sampling for consideration, taken two class of five existing classes. One class was class D become an experimental class that used a constructivist approach and the other class was class B become control class using conventional learning model. Data in this study were taken through the test of critical thinking skills and attitude questionnaires that were given in the experimental class. Data were analysed by the average difference test and attitude scale. The results showed a positive effect of the use of constructivism approach toward students’ mathematical critical thinking skills and students showed a positive attitude to the use of a constructivist approach.]]>
<![CDATA[Pembelajaran kooperatif tipe group investigation untuk meningkatkan kemampuan pemahaman matematis mahasiswa calon guru sekolah dasar(Studi pada mahasiswa pendidikan guru sekolah dasar Universitas Majalengka tahun ajaran 2015/2016) ]]>
<![CDATA[Iik Nurhikmayati]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.167
<![CDATA[This study aims to assess the problems of improving the ability of mathematical understanding and interaction between factors of learning and factors of early mathematical ability (subgroups of high, medium and low) to increase the ability of mathematical understanding through cooperative learning type group investigation. This study is a quasi-experimental research. The population is all students of the fifth-semester faculty PGSD primary and secondary education, Majalengka University 2015/2016. This study is a quasi-experimental research with the aim of reviewing the problems increase student’s mathematical reasoning abilities through learning with metaphorical thinking approach. In addition, this study also reviewing attitudes or responses of students to math and learning with metaphorical thinking approach. The populations of this study are all of the elementary school of class VIII students SMP Negeri 3 Lembang West Java province with a sample of 37 students of class VIIIA as the experimental group and 36 students of class VIIIB as the control group. The sampling was based on a purposive sampling technique. The research instrument consisted of pretest and posttest and attitude scale. The quantitative analysis using independent sample t-test and mann-witney test, while the qualitative analysis using was done descriptively. The results showed that increase in mathematical reasoning abilities students who received a learning with metaphorical thinking approach better than students who received a conventional learning. Analysis of the attitude scale questionnaire data showed that students have positive attitudes toward math and learning with metaphorical thinking approach.]]>
<![CDATA[Analisis faktor kesulitan terhadap kesalahan penyelesaian soal persamaan linier berdasarkan klasifikasi Taksonomi Bloom (Studi kasus terhadap mahasiswa Teknik Informatika 2015/2016) ]]>
<![CDATA[Ellisia Kumalasari]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.163
<![CDATA[Mathematics is usually regarded as the hardest lesson by children and adults. It is seen students do not seem interested in mathematics, so students often make mistakes when they do exercises because they feel difficulty in doing it. The factors causing learning difficulties consist of two kinds, internal factors and external factors of students. Mistakes made by students need to be further analysed so that we get a picture of the weaknesses of students. The purpose of this study is knowing each type of error percentage of students in working on the material linear equation based on Bloom’s taxonomy and determine the level of difficulty of the error factors influence students. This research is a descriptive research with quantitative and qualitative approaches. This study was conducted in Technic Faculty, Muhammadiyah University of Ponorogo with research subjects class 2A. Data collection techniques in this study were done by using a test, interview techniques, and questionnaires technical. As for the analysis of the data referring to the model of Miles and Huberman which includes data reduction, a data display, drawing a conclusion. Testing the validity of the research result data was conducted by the credibility test, transferability test, dependability test, and confirmability test. Based on the results of data analysis can be concluded percentages of each type of error in the students working on the linear equation based bloom taxonomy is as follows: 1)The percentage of this type of error (PP-C1) is 10.71%. 2) The percentage of this type of error (PP-C2) is 17.86%. 3) The percentage of this type of error (PP-C3) amounted to 39.29%. 4) The percentage of this type of error (PP-C5) of 21.43%. 5) The percentage of this type of error (PP-C4) amounted to 28.57%. The level of difficulty factor effects in working problems of student’s mistake are for an internal factor which includes “very strong influence” classification is an indicator of intelligence and factor which include “strong influence” classification is an indicator of attitudes, interest, and motivation. As for external factor which includes “strong influence” is an indicator of teaching method.]]>
<![CDATA[Penerapan scaffolding untuk pencapaian kemampuan pemecahan masalah matematis ]]>
<![CDATA[Elis Nurhayati]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i2.162
<![CDATA[The purpose of this study was to analyse the achievement of mathematical problem-solving ability through scaffolding application. This study was a quasi-experimental research with the design of pretest-posttest control group involving two classes using purposive sampling. The population in this study was the student of class VIII in one of the public junior high school in Tasikmalaya district involving two classes as a sample. The data collection technique used was test and non-test. The test instrument according to the indicator of mathematical problem-solving ability while the non-test by questionnaire. The data analyse performance quantitative using the different test of two means. The research result showed that mathematical problem-solving ability of the student who gets scaffolding learning is higher than the student who gets direct learning.]]>
