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.
Articles
10 Documents
Search results for
, issue
"Vol 3, No 2 (2017)"
:
10 Documents
clear
<![CDATA[Peningkatan kemampuan komunikasi matematik peserta didik melalui model Learning Cycle 5E (LC) dengan pendekatan scientific ]]>
<![CDATA[Mida Tsamrotul Hamidah]]>;
<![CDATA[Ipah Muzdalipah]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.406
<![CDATA[The aim of this research is to know the improvement of students’ mathematical communication ability which the better one between the learning with scientific approach by way of the Learning Cycle 5E (LC) model with by way of the Discovery Learning model and knowing the mathematical disposition of the students by way of the LC model with Scientific approach. This research is in the form of quantitative research with used experiment methode research. The population in this research is all students of class X Accounting SMK Sukapura Tasikmalaya Regency. The samples were taken by two random sampling. The data collection technique performs the test of mathematical communication ability and disseminates the student’s mathematical disposition questionnaire. The research of instrument used is the test of mathematical communication ability and questionnaire of students’ mathematical disposition. Analysis techniques of data is used the test of hypothesis that test the difference of two average with a significance level of 1%. Based on the results of research, processing, data analysis and hypothesis testing obtained by the conclusion that: Improvement of students’ mathematical communication ability with scientific approach by way of the LC model is better than by way of the Discovery Learning model. Student’s mathematical disposition by way of the LC model with scientific approach is in high category.Keywords:Mathematical Communication Skills, Mathematical Disposition, Learning Cycle 5E (LC) Model, Scientific Approach.]]>
<![CDATA[Pembelajaran kooperatif dengan pendekatan tutor sebaya untuk meningkatkan hasil belajar pada mata kuliah aljabar linear mahasiswa Informatika ]]>
<![CDATA[Leni Reziyustikha]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.260
<![CDATA[At mid-semester on the 2015-2016 academic year of Informatic Management program, the result shows that from 21 students there are 6 students got grade B where the rest are grade C, D, and E. Thus, a certain learning methodology is required to improve the quality of student’s grade namely cooperative learning peer-tutors method. The objectives are 1) to improve students learning output by cooperative learning as with peer-teaching method; 2) to observe students’ opinion regarding the learning process. The method is based on a case study with comparison of pre-test and post as a tool in a group. Based on research variable where cooperative learning with tutorage approach as an independent variable and learning quality output as a dependent variable. Population and sample in this research are determined by accessible considering time and research resource. The results are 1) there is improvement of student’s learning output with cooperative learning of tutorage approaching; 2) there is correlation between the cooperative learning with tutorage approaching student’s learning output at low, medium, and high level; 3) It improves students interest and ability to help students dealing with the subject.]]>
<![CDATA[Korelasi kemampuan komunikasi matematik dengan kemampuan pemecahan masalah matematik terhadap peserta didik melalui model pembelajaran Logan Avenue Problem Solving (LAPS)-Heuristic ]]>
<![CDATA[Mentari Dewi Selvia]]>;
<![CDATA[Satya Santika]]>;
<![CDATA[Ipah Muzdalipah]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.407
<![CDATA[This study aims to determine the ability of mathematical communication and mathematical problem-solving ability to learners after using the learning model Logan Avenue Problem Solving (LAPS) -Heuristic and correlation between mathematical communication ability with mathematical problem solving ability to learners using model of learning LAPS-Heuristic. The population of the study were students of class VII of SMP Negeri 8 Tasikmalaya. Samples were taken one class at random and the selected ones were class VII I. Data collection techniques used were the provision of mathematical communication ability test and mathematical problem solving ability. Statistical analysis used is hypothesis test. The results of the analysis show the mathematical communication ability of the learners through the learning model LAPS–Heuristic baik and mathematical problem solving ability of learners through LAPS-Heuristic less good model. There is a correlation between mathematical communication ability with problem solving ability of mathematic learners using learning model LAPS-Heuristic.Keywords: Mathematical Communication, Mathematical Problem Solving, Logan Learning Model Avenue Problem Solving (LAPS) -Heuristic.]]>
<![CDATA[Learning trajectory dan obstacle mahasiswa dalam mengabstraksi berdasarkan konstruk Teori Valsiner ]]>
<![CDATA[Sri Trito Madawistama]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.365
<![CDATA[The learning process was generally conventional in nature regardless of the obstacle experienced by students, it is important to figure out the trajectory do obstacle students, so expect students as prospective teachers can develop its mathematical abstraction ability. This paper discusses about the Trajectory (Path), the Obstacle (any difficulty) in abstraction, designed based on the learning theory of constructivist approach valsiner. The purpose of this research is to examine the obstacle of students through the search trajectory. The method of this study refers to the development model of Tjeerd Plomp with qualitative approaches. The subject is students who follow courses semester V opportunity Theory in University Mathematics Education courses Siliwangi. Search results: learning trajectory through the obstacle findings obtained a student’s difficulty in understanding the concept of the material making it harder in resolving the question of the story related to everyday life–day. The second obstacle, namely the inability of students in represents the answer to question into a word–the word, sentence or notation. The third obstacle, the student still difficulty in connect between one concept with another concept. The fourth obstacle is experiencing confusion due to not knowing the techniques and characteristics of the finish reserved. There are three fundamental questions in this paper, namely what, why and how to develop the trajectory and know the obstacle of students in the process of abstraction based on the theory of Valsiner?Keywords: Trajectory, Obstacle, Abstraction, Valsiner Theory.]]>
<![CDATA[Kajian learning obstacle materi persamaan dan pertidaksamaan linear satu variabel pada pembelajaran matematika di sekolah menengah pertama ]]>
<![CDATA[Lelis Sulastri]]>;
<![CDATA[Ebih Abdul Rachim Arhasy]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.408
<![CDATA[The purpose of this research is to identifying of learning obstacle in equalities and inqualities linear one variable. This research uses qualitative method. The data collection was a test that uses to identifying learning obstacle. The instrumental of this research is the reseacrher and test instrumental. The data source of this research are students were learned materials of equalities and inqualities one variable, they are students at the second grade, third grade of SMP IT Nurul Jannah and the students at the first grade of SMA Negeri 1 Ciawi. The data were analyzed by students response about instrumental is given, categorised students response into some categorys, analyzed causality of learning obstacle, and connected causality of learning obstacle with theoretical of learning to arrange initial of DDR. The result of this study was discovery five types of learning obstacle is learning obstacle type 1 (learning obstacle related concepts in materials equalities and inqualities linear one variable), learning obstacle type 2 (learning obstacle related prosedural to finished problem of equalities and inqualities linear one variable), learning obstacle type 3 (learning obstacle related problem solving materials equalities and inqualities linear one variable), learning obstacle type 4 (learning obstacle related connction equalities and inqualities linear one variable with other concept in mathematics). The result of repersonalization concept in equalities and inqualities linear variable.Keywords: Learning obstacle, repersonalization materials.]]>
<![CDATA[Analisis adaptive reasoning proficiency mahasiswa melalui implementasi teori conditioning-reinforcement-scaffolding (CRS) pada mata kuliah analisis real ]]>
<![CDATA[Karunia Eka Lestari]]>;
<![CDATA[Mokhammad Ridwan Yudhanegara]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.257
<![CDATA[The research approach used in this research is the quantitative approach. The quantitative study is done through experimental research method by giving treatment through CRS theory implementation in Real Analysis lecture. Provision of treatment directed to improve student’s adaptive reasoning proficiency. The research design used was quasi-experimental with the design form of matching-only pretest-posttest control group design. Population in this research is all student of semester IV of academic year 2016/2017 Program of the Mathematics Education University of Singaperbangsa Karawang who contract Real Course of Analysis, and a sample of this research involves two groups of students selected using purposive sampling technique with matching the subject. Matching the subject is done by pairing individuals based on certain criteria. These criteria are determined based on placement test results before pretesting. This is done in an effort to obtain an equivalent group. The result of the research concludes that 1) The improvement of the adaptive reasoning proficiency of students who get the learning through the implementation of CRS theory does not reach 70% of ideal criteria expected. 2) Increased adaptive reasoning proficiency of students who get learning through the implementation of CRS theory is higher than students who get learning through the implementation of constructivism theory. 3) There is an adaptive difference in reasoning proficiency of students who get learning through the implementation of CRS theory based on achievement of adaptive indicators of reasoning proficiency. 4) There is no interaction between learning factor with achievement factor of adaptive reasoning proficiency toward student’s adaptive reasoning proficiency in real analysis course.]]>
<![CDATA[Eksplorasi epistemological dan didactical obstacle serta hypothetical learning trajectory pada pembelajaran konsep jarak ]]>
<![CDATA[Redi Hermanto]]>;
<![CDATA[Satya Santika]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.382
<![CDATA[Geometri merupakan salah satu materi yang sangat penting dalam pembelajaran matematika. Hanya saja, pada kenyataannya tidak sedikit siswa yang mengalami kesulitan dalam memahai konsep geometri yang diajarkan. Salah satu materi geometri yang dianggap sulit adalah materi dimensi tiga yang diberikan kepada siswa kelas X SMA khususnya mengenai konsep jarak. Penelitian ini dilaksanakan di salah satu SMA di Kota Tasikmalaya dengan subjek penelitian sebanyak 32 siswa kelas X. Berdasarkan hasil pengamatan peneliti tentang learning obstacle yang dialami siswa ditinjau dari epistemological dan didactical obestacle, bahwa hambatan belajar siswa dalam materi dimensi tiga terletak pada (1) menentukan letak hasil proyeksi suatu titik terhadap garis, (2) menentukan letak hasil proyeksi suatu titik terhadap bidang, dan (3) membuat dan mengenali bentuk sebuah bidang yang memuat titik dan memuat ruas garis pada bidang tersebut (yang memuat hasil proyeksi titik). Untuk meminimalisis learning obstacle tersebut, peneliti menyusun Hypothetical Learning Trajectory (HLT) agar siswa mampu memahami konsep jarak pada dimensi tiga secara lebih optimal. HLT pada pembelajaran materi jarak antara titik dengan garis meliputi: concept by definition, projection, making a plane, dan distance, sedangkan untuk HLT pada pembelajaran materi jarak antara titik dengan bidang meliputi: concept by definition, finding a segment, projection, making a plane, dan distance. Kata Kunci: epistemological didactical obstacle, hypothetical learning trajectory, jarak pada bangun ruang]]>
<![CDATA[Analisis kemampuan representasi matematis mahasiswa pada mata kuliah sistem geometri berdasarkan latar belakang prestasi belajar mata kuliah geometri transformasi ]]>
<![CDATA[Mokhammad Ridwan Yudhanegara]]>;
<![CDATA[Karunia Eka Lestari]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.258
<![CDATA[The purpose of this research i.e. to analyze the ability of student’s mathematical representation in the course of geometry system based on the background of learning achievement of transformation geometry courses. This research is a quantitative research with the exposed facto method. The ex-post facto method is an empirical method of finding that is done systematically, the researcher does not control the independent variables because the manifestation has happened or those variables inherently cannot be manipulated. In this study, the attachment between the ability of mathematical representation and the background of learning achievement of the course of transformation geometry has occurred naturally, and the researchers with the setting want to trace back what are the factors causing it. The research design used is the basic causal-comparative design. Population in this research is all student of semester VI of the academic year 2016]]>
<![CDATA[Perbandingan kemampuan pemecahan masalah matematik peserta didik antara yang menggunakan model problem based learning (PBL) dengan problem solving ]]>
<![CDATA[Sinta Silvia]]>;
<![CDATA[Nani Ratnaningsih]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.405
<![CDATA[This study aims to compare mathematical problem-solving ability among learners who learned with problem-based learning model (PBL) and problem-solving. The study also aims to determine the thinking process of learners in the problem-solving. The study was using an experimental method. The population was all students of class VIII SMP Negeri 13 Kota Tasikmalaya. The samples were selected two classes by cluster random sampling, first class (VIII-E) was learned by using PBL model and second class (VIII-J) was learned by using problem-solving. Data collection techniques use mathematical problem-solving tests. The data were analyzed by t-test of two difference means. The study concludes that the mathematical problem-solving ability of learners who learned with PBL model better than that learned with a problem-solving model. The conceptual thinking process in the PBL class was owned by high-ability learners, while in the problem-solving class was owned by high and middle-ability learners. The semi-conceptual thinking process of the PBL class was owned by moderate and low-ability learners, while the problem-solving class was owned by moderate-ability learners. Computational thinking processes in PBL classes and problem-solving one were owned by low-ability learners.Keywords: problem-based learning (PBL), problem-solving, mathematical problem-solving ability, thinking process.]]>
<![CDATA[Pengaruh penerapan model pembelajaran brain-based learning terhadap kemampuan pemecahan masalah matematik siswa ]]>
<![CDATA[Sunaryo, Yoni]]>;
<![CDATA[Nuraida, Ida]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v3i2.259
<![CDATA[This study aims to determine the ability of better problem solving of mathematics between classes that use the learning model of brain-based learning and the class using direct instruction learning model and to know the difference of mathematical problem solving ability from the category of early mathematical ability (high, medium, and low) As well as to find out the mean student self-efficacy higher between the two classes. This research is a quasi-experimental research with Post-test Only Control Group Design. The study population is all students of class VII MTs Negeri 2 Ciamis academic year 2016/2017. Selection of sample using purposive sampling technique which result is class VII D as a group that learn with a model of brain-based learning and class VIIE as a class which learn with direct instruction model. To get data result of research in the form of problem-solving ability score used an instrument in the form of description problem while to measure self-efficacy of student used questionnaire. Data analysis was performed using Mann-Whitney test, t-test and 2-way ANOVA test. The results showed: (1) the problem-solving ability of mathematics students using learning model of brain-based learning better than students using direct instruction model. (2) viewed from the ability of early mathematical (KAM) there is the difference of problem-solving ability of student mathematics learning using a model of brain-based learning by using direct instruction model. (3) there is no interaction between learning and KAM on students’ mathematical problem-solving abilities. (4) the average self-efficacy of students in the class who are learning with the higher brain-based learning model than those using the direct instruction model and both are positive.]]>
