cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Novitasari, M.Pd
Contact Email
novitasari@unisla.ac.id
Phone
+6285648442919
Journal Mail Official
vygotsky@unisla.ac.id
Editorial Address
Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Lamongan, Jl. Veteran No. 53A, Lamongan, Jawa Timur-Indonesia
Location
Kab. lamongan,
Jawa timur
INDONESIA
Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Published by Universitas Islam Lamongan
ISSN : 26562286     EISSN : 26565846     DOI : 10.30736
Core Subject : Education,
Mathematics
Vygotsky: Jurnal Pendidikan Matematika dan Matematika adalah jurnal yang bertujuan untuk mengungkap fakta, masalah, dan pemecahan masalah dalam bidang pendidikan matematika dan matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 132 Documents
 10   11   12   13   14 
Development of LSLC-Based Collaborative Learning Model Learning Tools And Their Effects on Critical Thinking Skills Evi Takrimatul Ailiyyah; Didik Sugeng Pambudi; Mohamad Fatekurohman; Dian Kurniati; Susanto
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 2 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v6i2.1014

Abstract

The purpose of this study is to develop collaborative learning-based learning resources and their impact on students' capacity for critical thought. This study used a combination of methods, namely development research (R&D) with Thiagarajan 4D model and experimental research. Data was collected through observations, questionnaires, tests, and interviews. The validity coefficients for the Teaching Module, worksheet, and test were 3.80, 3.80, and 3.70, respectively. Observations showed that 96% of the learning tools met practical criteria. The tools were effective, with 93% of student activities rated very good, 96% of students giving positive responses, and 85% achieving learning completion. A t-test (sig = 0.007) confirmed the collaborative learning tool based on LSLC significantly enhanced students' critical thinking skills.
Mathematics Learning Using Japanese Multiplication Method (JAMED) Solving Multiple Problems Class III Basic Education Students Fetty Nuritasari; Septi Dariyatul Aini; Chairul Fajar Tafrilyanto; Sri Indriati Hasanah; Ema Surahmi
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 2 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v6i2.1027

Abstract

This research examines whether the multiplication abilities of third-grade students in Pamekasan improve before, during, and after using JAMED media for mathematics instruction. The study aims to assess the students' multiplication skills across these three stages, analyzing any observed improvements. The research employs a single subject experimental method with an A-B-A design, using action tests for data collection. The subject is a third-grade student with the initials AW. Findings show that the student’s multiplication ability was very low in the initial baseline (A1), improved to a sufficient level during the intervention (B), and reached a high level in the final baseline (A2). This indicates a significant positive impact of JAMED media on the student's multiplication skills.
Mathematical Literacy as a Key Competency for Maritime Education: Systematic Review of Cadet Competencies Novitasari Novitasari; Eka Nurmala Sari Agustina; Achmad Dhany Fachrudin; Saiful Irfan
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 2 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v6i2.1112

Abstract

This study discusses the role of mathematical literacy as the main competency that cadets need to have in the field of maritime education. Through a systematic literature review (SLR), the mathematical literacy competencies needed by cadets in the maritime field are navigation, problem solving, use of modern technology, operational management, critical and logical thinking, and accurate data-based decision making. This systematic review provides an illustration of literacy mastery Mathematics not only supports cadets' understanding of basic maritime concepts, but also improves cadets' abilities in dealing with challenges or unexpected situations on board ships and while at anchor. Therefore, developing mathematical literacy must be a priority in cadet education and training programs to produce graduates who are competent and ready to face the complexity of the global maritime industry.
A Comparative Analysis of the Intended Mathematics Curriculum of Cambodia and Singapore: Focus on Geometry Sieng Veasna
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1113

Abstract

Cambodian students’ achievement is low in geometry problem-solving ability. This study aims to compare the intended mathematics curriculum of Cambodia and Singapore, with a specific focus on geometry. Four recently revised Cambodian mathematics syllabi, published in 2018 and two Singaporean mathematics syllabi, published in 2020, have been collected and analyzed following the General Topic Trace Mapping procedure. This analysis reveals significant differences between Cambodian and Singaporean mathematics curricula in design, structure and coherence, followed by domain, sub-domain, contents, sub-contents and learning outcomes within and across the grade. It also highlighted that the Cambodian mathematics curriculum on geometry lacks coherence in content, sub-content, and learning outcomes, potentially lowering student achievement. Enhancing curriculum coherence could significantly improve student learning outcomes in Cambodia.
Comparison of Decomposition and Triple Exponential Smoothing Methods to Improve Rice Production Forecasting in East Java Province Nur Aisyatul Lathifah; Denny Nurdiansyah; Alif Yuanita Kartini
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1119

Abstract

This study forecasts rice production in East Java using Triple Exponential Smoothing (Holt-Winters) and Decomposition. Data includes rice production in dry milled grain (GKG) from January 2018 until December 2023, sourced from the Central Statistics Agency (BPS) of East Java. The analysis identifies the Holt-Winters Multiplicative model as the most effective, with the lowest error values: Mean Absolute Percentage Error (MAPE) of 0.1452, Mean Absolute Deviation (MAD) of 0.1078, and Mean Squared Error (MSE) of 0.0286 during training, and MAPE of 0.1974, MAD of 0.1909, and MSE of 0.0858 during testing. The Holt-Winters Multiplicative model is recommended for future rice production predictions, providing reliable method for accurate forecasting, and aiding in future rice demand planning in East Java.
Ethnomathematics in Buna-Insana Motif Weaving Activity and its Link to School Mathematics Maria Marantika Aunga; Purwanto Purwanto; Sukoriyanto Sukoriyanto
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1137

Abstract

This study explores ethnomathematics in the activity of weaving Buna-Insana motifs and its connection to school mathematics using an ethnographic case study with weavers from Botof Village, Insana District, guided by Bishop's ethnomathematics concepts: counting, measuring, designing, and reasoning. The results of the study indicate that the counting activity, mathematical knowledge in the form of addition operations is obtained. The measuring activity, hand spans are used as a unit of measurement. In the designing activity, the motifs produced are related to plane geometry concepts and similarity concepts. After the designing activity, reasoning activities are carried out. Implication logic is also found in weaving activities, namely when determining the selling price of woven fabrics and the length of weaving time.
Development of Mathematics E-Modules with Cultural Context to Support Mathematical Literacy Rhoro Qurota A'yun; Lathiful Anwar; Vita Kusumasari
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1139

Abstract

This research aims to develop a culture-based mathematics E-Module to support students' mathematical literacy in a valid, practical, and effective way. The ADDIE development model was used in this research. Data was collected with validation sheets, response questionnaires, and evaluation questions and analyzed descriptively qualitative and quantitative. The validity of the E-Module, with a validation score of 81.5%, fits the valid criteria. Practicality with a response questionnaire score of 90.49% according to practical criteria. Effectiveness was assessed from student evaluation results with an average  percentage of 63.166% according to somewhat effective criteria. The results showed that the E-Module with cultural context is feasible and practical and has a positive impact on improving students' mathematical literacy skills.
How Adversity Quotient and Learning Independence Affect Students' Mathematical Problem-Solving Ability Gabariela Purnama Ningsi; Dwi Juniati; Siti Khabibah
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1146

Abstract

This study aims to analyze the influence of Adversity Quotient (AQ) and learning independence on students' mathematical problem-solving abilities and to explore problem-solving strategies based on differences in AQ and learning independence levels. The study employed a mixed-methods approach with a sequential explanatory design, involving 150 secondary school students. Results showed that AQ and learning independence significantly influenced problem-solving abilities, with learning independence having a greater impact. Students with high learning independence were more innovative and persistent, while those with low independence faced challenges. This study highlights the importance of developing AQ and learning independence to enhance students' problem-solving skills. Education should strengthen these aspects through strategies like project-based learning and resilience training, to better prepare students for real-world challenges.
The Effect of Bamboo Dacing Learning Model to Improve Mathematics Learning Outcomes Dede Apriani; Eva Julianti; Laili Habibah Pasaribu
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1148

Abstract

This study aims to determine the learning outcomes of mathematics in class VIII MTS Ponpes Darus Sholihin before and after using the Bamboo Dancing learning model. This research was a quasi-experiment involving two classes, each with 25 students. Data were collected through observation and tests. The results showed that the control class had an average pretest score of 67.72, while the experimental class, after treatment, had a posttest average of 85.76. Statistical analysis (sig = 0.000 < 0.05) confirmed a significant effect, meaning the Bamboo Dancing model improved learning outcomes. This model enhances engagement, understanding, and social skills, making it effective in mathematics learning.
Students' Concept Understanding in Solving Mathematical Literacy Problems on The Material of Linear Equations of Two Variables Habibatunnurrohmah Aisyah; Purwanto Purwanto; Chandra Tjang Daniel
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i2.1155

Abstract

This study aims to describe how well students understand concepts when working with linear equations with two variables in math literacy assignments. The study design uses descriptive qualitative approach. The study subjects were two eighth-grade students based on three categories of conceptual understanding determined during the data reduction procedure to become study participants taken at SMP Negeri 1 Lamongan. The data collection involves providing mathematical literacy exercises on linear equation of two variables (SPLDV) and conducting interviews. Students with medium understanding could grasp basic concepts but struggled with reasoning and complete representations, while those with low understanding relied on memorization and failed to translate real-world problems into mathematics, indicating a strong link between conceptual depth and mathematical literacy performance.

Page 12 of 14 | Total Record : 132

 10   11   12   13   14 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 2 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 1 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 5 No 2 (2023): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 5 No 1 (2023): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 5 No. 1 (2023): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 4, No 2 (2022): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 4, No 1 (2022): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 3, No 2 (2021): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 3, No 1 (2021): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 2, No 2 (2020): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 2, No 1 (2020): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 1, No 2 (2019): Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 1, No 1 (2019): Vygotsky: Jurnal Pendidikan Matematika dan Matematika More Issue