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JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika)
Published by Universitas Siliwangi
ISSN : 24608599     EISSN : 25812807     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
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.
Arjuna Subject : -
Articles 153 Documents
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Learning trajectory dan obstacle mahasiswa dalam mengabstraksi berdasarkan konstruk Teori Valsiner Sri Trito Madawistama
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v3i2.365

Abstract

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.
Penggunaan model pembelajaran dengan pendekatan konstruktivisme untuk meningkatkan kemampuan berpikir kritis matematis peserta didik SMK Bina Putera Nusantara Jurusan Farmasi Eva Mulyani
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v1i1.139

Abstract

This study aims to determine the enhancement in the ability of mathematical critical thinking of students treated by Constructivism Learning Approach and direct learning, to know the difference enhancement in the ability of mathematical critical thinking of students in upper, middle and lower group treated by Constructivism Learning Approach and direct learning. This is an experimental study. The population are students of SMK Bina Putera Nusantara (BPN) Department of Pharmacy Class XI and were chosen two classes randomly, Class Pharmacy III (F-III) and Pharmacy IV (F-IV).  The experiment class was treated using constructivism learning approach, and the control class was treated using direct learning. The instruments used in this study were test of the ability of mathematical critical thinking and observation sheet. Data analysis used were t test and two-way ANOVA also Contingency Coefficient. Based on the results analysis, it shows that the enhancement in the ability of mathematical critical thinking of students through constructivism learning approach is better than the enhancement in the ability of mathematical critical thinking of students through direct learning. There is different enhancement in the ability of mathematical critical thinking between upper, middle and lower group.
Peningkatan kemampuan koneksi matematik peserta didik menggunakan model problem based learning (PBL) dengan berbantuan Software Geogebra Linda Herawati
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 1 (2017)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v3i1.200

Abstract

This study aims to determine the improvement of mathematical connection ability of students using Problem Based Learning model (PBL) with GeoGebra assisted software and not assisted GeoGebra software. The research method used is the experimental method with the population of all students classes VII SMP Negeri 1 Rajapolah. Samples were taken two classes at random, selected class VII-I using Problem-Based Learning model with GeoGebra software and class VII-H using Problem Based Learning model. Data collection techniques in this study are to test the ability of mathematical connections of learners and disseminate the questionnaire of mathematical disposition. Instruments used in this study is a matter of test the ability of mathematical connections of learners. Data analysis technique used is the test of difference of two mean and quantitative descriptive analysis. Based on the results of processing, data analysis and hypothesis testing obtained the conclusion that the improvement of mathematical connection ability of learners through Problem Based Learning (PBL) model of GeoGebra software is not better or same with Problem Based Learning (PBL) model which is not supported by GeoGebra software.
Pengembangan bahan ajar berorientasi penguatan pendidikan karakter dalam pembelajaran matematika SMA pada materi peluang Ratna Utama; Nurul Anriyani; Aan Hendrayana
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 5, No 1 (2019)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v5i1.663

Abstract

Tujuan penelitian ini adalah untuk menghasilkan produk berupa bahan ajar matematika yang berorientasi pada penguatan pendidikan karakter yang valid. Jenis penelitian ini merupakan penelitian pengembangan yang meliputi tujuh langkah pokok, yaitu: potensi masalah, kemampuan peneliti sebagai pengembang, produk yang dikembangkan, konsep produk, pengembangan produk, uji ahli, dan uji coba lapangan. Kevalidan buku ajar diperoleh berdasarkan data dari angket penilaian para ahli, yaitu ahli materi, ahli pendidikan matematika, dan ahli media. Penilaian ahli materi diperoleh hasil presentase kelayakan sebesar 88.57%, katagore kelayakan sangat kuat, sehingga dapat disimpulkan bahwa bahan ajar layak untuk digunakan, Ahli pendidikan matematika diperoleh persentase kelayakan 96.55% dan kategori kelayakan sangat kuat, serta ahli media diperoleh hasil presentase kelayakan sebesar 100%, sehingga dapat disimpulkan bahwa bahan ajar sangat layak untuk digunakan. Keterbacaan dan kepraktisan buku ajar diperoleh dari data angket penilaian siswa yang hasilnya persentasi sebesar 88.1%. Secara keseluruhan peserta didik merasa puas dengan bahan ajar berupa buku teks. Terdapat beberapa kekurangan dalam bahan ajar tersebut, tetapi bahan ajar sudah dapat dikatakan layak pakai untuk kegiatan belajar mengajar di sekolah. Disimpulkan bahwa bahan ajar matematika yang berorientasi pada penguatan pendidikan karakter pada materi peluang layak digunakan dalam kegiatan pembelajaran matematika. Kata kunci: bahan ajar matematika, penguatan pendidikan karakter, peluang
Peningkatan kemampuan pemecahan masalah, berpikir kreatif dan self-confidence siswa melalui model pembelajaran berbasis masalah Sofi Nurqolbiah
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 2 (2016)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v2i2.166

Abstract

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.
Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Materi Aritmatika Sosial Kelas VII Ayu Mayang Sari; Novi Susanti; Chika Rahayu
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 4, No 2 (2018)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v4i2.542

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita materi aritmatika sosial. Penelitian ini merupakan penelitian deskriptif  kualitatif, sehingga data hasil analisisnya berbentuk kata-kata. Teknik pengumpulan data pada penelitian ini dilakukan dengan observasi, tes dan analisis wawancara. Observasi dilakukan terhadap siswa pada saat proses belajar mengajar belangsung dengan materi aritmatika sosial. Instrumen penelitian menggunakan soal tes. Analisis yang digunakan adalah lembar hasil tes siswa. Tes dilaksanakan di MTs Guppi Pagaralam tahun pelajaran 2017/2018, dengan jumlah siswa yang mngikuti tes 31 orang. Sedangkan wawancara dilakukan terhadap siswa yang dipilih berdasarkan kesalahan-kesalahan yang sering dilakukan siswa dalam menyelesaikan soal cerita materi aritmatika sosial. Hasil penelitian menunjukkan ada 3 tipe kesalahan yang sering dilakukan siswa dalam menyelesaikan soal cerita materi aritmatika sosial tipe kesalahan 1 yaitu a. Siswa salah dalam menentukan apa yang diketahui, b. Siswa salah dalam menentukan apa yang ditanyakan, tipe kesalahan 2 yaitu siswa salah dalam membuat model matematika tipe kesalahan 3 yaitu a. Siswa salah dalam melakukan operasi pengurangan, b. Siswa salah menghitung nilai % (persen) ke dalam bentuk desimal, c. Siswa salah dalam melakukan operasi pembagian. Dari kesalahan-kesalahan yang dilakukan siswa tersebut dapat dijadikan sebagai bahan pertimbangan bagi guru dalam merencanakan kegiatan belajar mengajar. Letak kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita materi arimatika sosial telah diketahui sehingga guru dapat mengambil langkah antisipasi agar kesalahan serupa tidak terjadi lagi. Kata Kunci : Analisis; Kesalahan; Aritmatika Sosial
Efektivitas penggunaan media Screencast O-Matic pada mata kuliah kalkulus integral terhadap hasil belajar mahasiswa Sinta Verawati Dewi
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 1 (2016)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v2i1.157

Abstract

This research conducted to know the effectiveness of screencast-o-matic application against student learning outcomes. This research was quasi-experimental in Siliwangi University of Tasikmalaya. The data was analyzed by using SPSS 20.0 software. Based on Test Statistic table, the value of Exact sig. (1-tailed) 0,000 0,025, means Ho is rejected. This showed that the average of ranking of the experimental group significantly exceeded the average ranking of the control group. In other words, student learning outcomes which using Screencast-o-matic media was better than the student learning outcomes which using conventional learning. Results of this research were expected that the lecturer or teachers are able to apply Screencast-o-matic media in learning so that the lessons more effective.
Kajian learning obstacle materi persamaan dan pertidaksamaan linear satu variabel pada pembelajaran matematika di sekolah menengah pertama Lelis Sulastri; Ebih Abdul Rachim Arhasy
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v3i2.408

Abstract

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.
Pengaruh penggunaan metode student facilitator and explaining dalam pembelajaran kooperatif terhadap kemampuan pemecahan masalah matematik siswa SMK di Kota Tasikmalaya Siska Ryane Muslim
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v1i1.146

Abstract

This study was aimed at determing the effect of the use of Student Facilitator and Explaining type of cooperative learning model on students’ mathematical problem-solving. This study was an experiment, with the population of vocational school students in the city of Tasikmalaya. Sampling used was a random sampling, and it was selected two classes of grade X. The experimental group was treated by apllying cooperative learning model with Student Facilitator and Explaining method whereas the control class was direct instruction. Instruments used were test to assess mathematical problem solving abilities. The result of the study has been found that students’ mathematical problem solving abilities who participated by cooperative learning model with Student Facilitator and Explaining method are better than of  the group of students who participated in direct instruction. There were differences in the problem solving abilities of the top, middle, and lower groups of students who participated by the model of cooperative learning with Student Facilitator and Explaining methods.
Analisis adaptive reasoning proficiency mahasiswa melalui implementasi teori conditioning-reinforcement-scaffolding (CRS) pada mata kuliah analisis real Karunia Eka Lestari; Mokhammad Ridwan Yudhanegara
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 2 (2017)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v3i2.257

Abstract

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.

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