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[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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Penggunaan model pembelajaran creative problem solving untuk meningkatkan kemampuan berpikir kreatif dan motivasi belajar matematika siswa ]]>
<![CDATA[Yuda Purnama Putra]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v4i2.605
<![CDATA[learning motivation is still low, so to overcome these problems required a learning model that is more focused on students to be more active in thinking on the ability to think creatively, one of which is assumed to improve the Creative Problem Solving learning model ( CPS). This study aims to determine the improvement of students ‘creative thinking skills using the Creative Problem Solving (CPS) learning model compared to students who use conventional learning models and want to know students’ learning motivation. The method used in this study is the explanatory sequential type design (mixed method).Theinstrumentusedinthestudents’creativethinkingskillsintheformof a description problem consisting of seven items in addition to that was also strengthened by questionnaire, interview and observation width to support the test results. The population in this study is the eighth grade students of Rajagaluh 3 Junior High School, while the samples taken randomly according to the class are selected in class VIII-E as the experimental class and class VIII-D as the control class. The experimental class was given learning using the Creative Problem Solving (CPS) learning model and the control class was given learning using conventional learningmodels. Data analysis techniques using two average difference test, correlation test. Based on the results of the analysis and results of data processing, it was concluded that theimprovementofstudents’creativethinkingabilitywasbetterinthecontrolclass using conventional learning models compared to the experimental class using Creative Problem Solving (CPS) learning models and better Student Motivation in the control class compared to experimentalclass.Keywords: Creative Problem Solving(CPS), learning model, creative thinking skills and Learning Motivation]]>
<![CDATA[Kontribusi Penggunaan Model Discovery Learning Terhadap Kemampuan Berpikir Kreatif Matematik Peserta Didik ]]>
<![CDATA[Siska Ryane Muslim]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v2i1.158
<![CDATA[This study aimed to determine a positive contribution of the usage of discovery learning model to the mathematics creative thinking abilities of students and to find out how students’ learning activities by using its model. The method used was experimental research. The population in this study were students of class-VIII SMP. Samples were taken randomly by class. Instruments used were the test of mathematical creative thinking abilities and observation sheets activities. The results showed a positive influence of the usage of discovery learning model to the mathematics creative thinking abilities of students. Students’ learning activities through discovery model were included in active level.]]>
<![CDATA[Analisis tingkat berpikir mahasiswa berdasarkan teori Van Hiele ditinjau dari gaya kognitif ]]>
<![CDATA[Alpha Galih Adirakasiwi]]>;
<![CDATA[Attin Warmi]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v4i1.465
<![CDATA[theory in three dimension at kapita selekta geometry subject, students who have cognitive style field independent (FI), Filed Intermediate (FDI) and Field dependent (FD). This research is descriptive by qualitative approach. Research subject are four students of third semester B that consists of one student refers to cognitive field independent, two students refers to cognitive field intermediate and one students refers to cognitive field dependent. Instrument of this research is GEFT (Group Embedded Figure Test), geometry test and interview guideline. Data collection is carried out by giving test and interview. The result if research shows that (a) the subject that includes to cognitive field independent (FI) it is in fourth level (accuracy), (b) the subject that includes to cognitive field dependent (FD) it is in third level (deducation) and (c) the subject that includes to cognitive field intermediate (FDI-1) it is in fourth level accuracy that hasn’t completed and the subject that includes to cognitive field intermediate (FDI-2) it is in third level deducation Keywords: Teori van Hiele, Cognitive Style, Geometry]]>
<![CDATA[Peningkatan kemampuan pemecahan masalah matematik melalui pembelajaran pendidikan matematika realistik untuk peserta didik SMP Negeri di Kabupaten Garut ]]>
<![CDATA[Witri Nur Anisa]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v1i1.147
<![CDATA[This research was aimed at analyzing the enhancement of students’ ability in mathematical problem solving through realistic mathematics education instruction, and at describing their attitude during realistic mathematic education instruction. The population is all junior high school students in Garut region. The experimental design used in this research was two-group design with pretest-posttest. The samples were the seventh grade students of SMP Negeri 3 Cilawu taken randomily and consisted of two classes (the grade of VII A and grade VII C) for the experimental group who participated in intruction with realistic mathematics education and other two classes (the grade of VII B and grade VII D) for the control group who participated in the direct instruction. Data collection tecniques used were Test and Questionnaires. The statistical analysis used was gain score for the test results of mathematical problem solving ability. The analysis results, showed that the enhancement of students’ mathematical problem solving ability who participated in intruction with realistic mathematics education was better than those who participated the direct instruction. Realistic mathematics education instruction has also given opportunities for students to have positive attitudes toward mathematics.]]>
<![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[Penerapan media komik matematika terhadap peningkatan pemahaman konsep perkalian dan pembagian bilangan cacah di sekolah dasar ]]>
<![CDATA[Dedi Kurniawan]]>;
<![CDATA[Karlimah Karlimah]]>;
<![CDATA[Yusuf Suryana]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v1i1.137
<![CDATA[The background of the reaseach is difficulty student to understanding about multiplication and division at whole number and the use of instructional media that matches the stage of development for elementary school student. Therefore selected math comic in learning multiplication and division of whole numbers for elementary school students, because comics are mostly readed by elementary school students. Thus the formulation of the problem is how comics can be used as a media of learning mathematics, and how it affects the understanding of multiplication and division concept in whole numbers to elementary school students. General research purpose was to describe the mathematical model of the comic can be used as media of mathematics learning, and knowing its impact on understanding of multiplication and division concept in whole numbers to elementary school students. The research is quasi experimental design type Nonequivalent Control Group with purposive sampling. Data collection techniques used are questionnaires and tests. To analyze quantitative data, researcher use Microsoft Excel 2010 and SPSS 16.0. The result show that math comic media give positive influence in the understanding of multiplication and division concept in whole numbers other than conventional learning.]]>
<![CDATA[Penerapan scaffolding untuk pencapaian kemandirian belajar siswa ]]>
<![CDATA[Elis Nurhayati]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 3, No 1 (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.v3i1.197
<![CDATA[The purpose of this study was to analyse the achievement of student learning independence through scaffolding application. This study was a quasi-experimental research with 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 the sample. The data collection technique used was non-test. The test instrument according to the indicator the ability while the non-test by questionnaire. The data analyse performance Method of Successive Interval. The research result showed that ability of the student who gets scaffolding learning is higher than the student who gets direct learning, the student learning independence of student who gets scaffolding learning is better than students who get direct learning, and the student learning independence of student who gets scaffolding is in the high category.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Implementasi pendekatan kontekstual pada model pembelajaran scaffolding ]]>
<![CDATA[Yoni Sunaryo]]>;
<![CDATA[Ai Tusi Fatimah]]>
<![CDATA[ JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jp3m.v4i2.578
<![CDATA[The purpose of this study was to find out an overview of an innovation learning model in the form of the application of the Contextual Approach applied to the Scaffolding Learning Model. This innovation is a creativity that is carried out in classroom learning to create a combination of an approach and a learning model that facilitates students to explore their thinking skills, both high-level thinking and low-level thinking. This research is a descriptive research. The results obtained from this study are a syntax of the application of the Contextual Approach to the Scaffolding Learning Model that can be made an alternative in the implementation of learning by the instructors. The learning stages are: 1) Explaining learning material; 2) Grouping students according to their ZPD; 3) Provide learning tasks in the form of tiered questions related to learning material; 4) Encourage students to work and learn to solve problems independently in groups; 5) Providing assistance in the form of guidance, motivation, giving examples, keywords or other things that can lure students towards learning independence; 6) Direct students who have high ZPD to help students who have low ZPD; 7) Summing up lessons and giving assignments; 8) Summing up lessons and giving assignments and 9) Actual assessment.Keywords: Contextual Approach; Scaffolding Learning Model]]>
