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
153 Documents
<![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 ]]>
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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[Pengaruh penggunaan model problem based learning terhadap peningkatan kemampuan penalaran mahasiswa pada mata kuliah kalkulus III ]]>
<![CDATA[Ratna Rustina]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v1i1.144
<![CDATA[This research was conducted to provide an alternative learning model which can improve the ability of students ‘ reasoning. By giving the opportunity to students to be more active in the learning process, Problem Based Learning model was one of the alternatives to improve students ‘ reasoning in calculus III course. This research was quasi experimental research at the Siliwangi University Tasikmalaya to answer the main hypothesis: Problem Based Learning can improve the ability of students mathematical reasoning. The instruments used in this study consisted of mathematical reasoning tests in Calculus III. Research samples were taken randomly i.e. one experimental class and one control class. The data were processed by using the normalited gain test, t-test percentage presentation after all the requirenment of the test were met. The results of the analysis shows that there was a difference.]]>
<![CDATA[Korelasi antara motivasi belajar dengan kemampuan pemecahan masalah matematik peserta didik menggunakan model problem based learning (PBL) ]]>
<![CDATA[Yeni Heryani]]>;
<![CDATA[Subaru Utama Olpado]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v3i1.203
<![CDATA[This study aims to determine the learning motivation of learners using Problem Based Learning (PBL) model, the ability to solve mathematical problems of learners using the Problem Based Learning (PBL) model, and the correlation between learning motivation and mathematical problem-solving skills of students using Model of Problem Based Learning (PBL). The method used is correlation method and descriptive method. The population in the study were all students of class VIII SMP Negeri 9 Tasikmalaya, academic year 2015/2016. The sample in this study selected one class at random from all members of the population. The selected sample is class VIII B. The instrument used in the research is a matter of mathematical problem-solving abilities on the material of flat side room consisting of 4 items, and a set of the statement of motivation questionnaire as many as 18 items statement. The problem-solving and questionnaires test of learning motivation is carried out at the end of the lesson after all the materials are delivered. To analyse the results of research using statistical tests of regression and correlation between variables. Based on the results of research, processing, data analysis, and hypothesis testing it can be concluded that the ability of problem-solving mathematics learners using learning model of Problem Based Learning (PBL) included in good category, learning motivation of learners using Problem Based Learning model (PBL ) Included in medium motivation category, and there is correlation between learning motivation with problem-solving ability of mathematic learners using Problem Based Learning (PBL) model.]]>
<![CDATA[Pengaruh model pembelajaran generatif terhadap peningkatan kemampuan komunikasi matematis ditinjau dari kemampuan awal matematis siswa ]]>
<![CDATA[Aan Qonaah]]>;
<![CDATA[Heni Pujiastuti]]>;
<![CDATA[Abdul Fatah]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v5i1.656
<![CDATA[Penelitian ini didasarkan pada permasalahan rendahnya kemampuan komunikasi matematis dalam pembelajaran matematika. Untuk mengatasi hal tersebut, dilakukan penelitian dengan menggunakan model pembelajaran generatif. Penelitian ini mengkaji masalah peningkatan kemampuan komunikasi matematis antara siswa yang mendapat pembelajaran matematika dengan model generatif dan ekspositori ditinjau dari Kemampuan Awal Matematis (KAM) siswa (tinggi, sedang, dan rendah). Selain itu, diungkap pula hubungan interaksi antara model pembelajaran dengan KAM terhadap kemampuan komunikasi siswa. Penelitian ini merupakan penelitian quasi eksperiment, disain penelitian yang digunakan adalah Nonequivalent Control Group Design dengan menggunakan Purposive Sampling. Populasi dalam penelitian ini adalah siswa SMA Negeri 6 Pandeglang kelas XI Tahun Pelajaran 2018/2019. Instrumen yang digunakan dalam penelitian berupa nilai KAM dan tes kemampuan komunikasi matematis. Analisis data dilakukan secara kuantitatif. Analisis kuantitatif dilakukan dengan menggunakan uji-t dan uji Anova dua jalur. Hasil penelitian menunjukan (1) Peningkatan kemampuan komunikasi matematis siswa yang diberi perlakuan pembelajaran generatif lebih baik daripada siswa yang mendapat pembelajaran ekspositori; (2) Terdapat interaksi antara metode pembelajaran dan KAM terhadap peningkatan kemampuan komunikasi matematis siswa; (3) Terdapat peningkatan kemampuan komunikasi matematis pada siswa dengan KAM tinggi; (4) Tidak terdapat peningkatan kemampuan komunikasi matematis pada siswa dengan KAM sedang dan rendah. Kata kunci: pembelajaran generatif, kemampuan komunikasi matematis, dan Kemampuan Awal Matematis (KAM)]]>
<![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[Problem Based Learning terhadap Hasil Belajar Siswa pada Materi Balok Kelas VIII ]]>
<![CDATA[Hilwandi Putra Utama]]>;
<![CDATA[Indah Widyanungrum]]>;
<![CDATA[Chika Rahayu]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v4i2.543
<![CDATA[Tujuan penelitian untuk mengetahui keefektivan pembelajaran matematika melalui model Problem Based Learning Efektif pada hasil belajar siswa pada materi balok di kelas VIII SMP Negeri 1 Tanjung Sakti PUMU Tahun Pelajaran 2017-2018. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Tanjung Sakti PUMU Tahun Pelajaran 2017-2018 yang berjumlah 165 siswa, sampel dalam penelitian ini adalah kelas , dan Pengumpulan data diambil dengan metode tes dalam bentuk essay, sedangkan analisis data menggunakan deskriptif kuantitatif yaitu uji hipotesis dengan rumus t (statistik uji t). Setelah diadakan penelitian maka didapat yaitu 1,88 1,66 maka Ho ditolak Ha diterima. Sehingga dapat disimpulkan bahwa strategi pembelajaran Problem Based Learning efektif terhadap Hasil Belajar siswa pada materi balok di kelas VIII SMP Negeri 1 Tanjung Sakti Pumu Tahun Ajaran 2017/2018. Berkaitan dengan hasil penelitian, guru matematika disarankan untuk dapat menggunakan pendekatan model Problem Based Learning sebagai salah satu strategi pembelajaran untuk meningkatkan hasil belajar siswa. Kata Kunci : Efektivitas, Model Problem Based Learning, Hasil Belajar]]>
<![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[Peningkatan kemampuan pemahaman matematis peserta didik melalui metode inkuiri model Alberta ]]>
<![CDATA[Depi Setialesmana]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v2i1.149
<![CDATA[This research aimed to observe (1) the improvement of mathematical understanding of students who were taught with Alberta inquiry method compared to conventional method, (2) the differences in improvement of mathematical understanding of students with higher, moderate and lower of mathematical abilities who had learning process with Alberta inquiry method and conventional method, and (3) attitudes of students after learning using Alberta inquiry method. Population in this research were all grade VIII students at Junior High School 12 Tasikmalaya Two classes were selected as the samples. One class was selected as the experiment class and the other served as the control class. The instruments used consisted of understanding skill test and attitudes scale questionnaire. Data processing technique used “normalized gain test“, t-test, Two-way ANOVA. The results showed that the improvement of mathematical understanding and mathematical critical thinking of the students who learned using Alberta Inquiry method were better than this learnd using conventional method. There were differences between the improvement of mathematical understanding of students, with higher, moderate and lower mathematical abilities who learned using Alberta inquiry method compared to there learned using conventional method. Students showed a positive attitude toward learning process using, Alberta inquiry method.]]>
<![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 ]]>
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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[Peningkatan kemampuan pemecahan masalah matematis siswa kelas VII melalui penerapan model pembelajaran creative problem solving (CPS) berbasis kontekstual ]]>
<![CDATA[Herlawan Herlawan]]>;
<![CDATA[Hadija Hadija]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
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DOI: 10.37058/jp3m.v3i1.199
<![CDATA[The purpose of this research is to know about the improvement of the mathematical problem-solving ability of grade VII students through the application of creative problem-solving model based on contextual. This study included quasi-experimental. The population involves all students of class VII SMPN 2 Lapandewa consisting of three classes and samples taken by purposive sampling so selected 25 students from class VIIA as an experimental class and 25 students of class VIIC as a control class. The research instruments are pretest and postes problem-solving abilities. The data of the research were analysed using independent samples t-test. The result of the research shows that the improvement of mathematical problem-solving ability of students who follow creative problem solving based on contextual learning is better than who follow conventional learning. Thus this model can be used as an alternative effective learning model to improve students’ mathematical problem-solving skills optimally, especially on the rectangular material.]]>
