cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Daut Siagian
Contact Email
mdsiagian@gmail.com
Phone
+6282277290216
Journal Mail Official
-
Editorial Address
Jl. Sisingamangaraja, Teladan - Medan
Location
Kota medan,
Sumatera utara
INDONESIA
MES: Journal of Mathematics Education and Science
Published by Universitas Islam Sumatera Utara
ISSN : 25284363     EISSN : 25796550     DOI : https://dx.doi.org/10.30743/mes.v4i2.1292
Core Subject : Education,
Mathematics
MES (Journal of Mathematics Education and Science) diterbitkan secara berkala pada bulan April dan Oktober oleh Program Studi Pendidikan Matematika FKIP Universitas Islam Sumatera Utara. Jurnal ini membahas tentang kajian dibidang pendidikan matematika, pembelajaran matematika berbasis ICT dan matematika terapan.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 319 Documents
 28   29   30   31   32 
SEBUAH SYSTEMATIC LITERATURE REVIEW : PEMBELAJARAN DIFERENSIASI DALAM DUNIA PENDIDIKAN Ratnaya, I Gede; Noviyanti, Putu Ledyari; Wibowo, Sarwo Edi
MES: Journal of Mathematics Education and Science Vol 9, No 2 (2024): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v9i2.8736

Abstract

Kurikulum merdeka adalah kurikulum yang memberikan keleluasaan kepada pendidik untuk menciptakan pembelajaran berkualitas yang sesuai dengan kebutuhan dan lingkungan belajar peserta didik. Pembelajaran yang ditekankan pada kurikulum  merdeka  diwujudkan  dalam  bentuk pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mengevaluasi  hasil  penelitian  terkait  topik  pembelajaran diferensiasi. Prosedur yang digunakan yaitu prosedur PRISMA dengan jenis penelitian Systematic Literature Review (SLR). Studi ini dilakukan karena dengan studi ini peneliti dapat memahami pembelajaran diferensiasi mampu memenuhi kebutuhan belajar yang beragam, keefektifan pembelajaran diferensiasi, mampu mengidentifikasi kesenjangan pengetahuan serta mendukung keberagaman dalam kelas. Dari sembilan belas artikel yang diperoleh didapatkan hasil bahwa pembelajaran diferensiasi sudah banyak dilaksanakan dan dalam hasilnya mampu meningkatkan aktivitas, kemampuan kolaborasi siswa, pemahaman, hasil belajar, kemampuan berpikir kritis, kreatif matematis, kemampuan literasi dan numerasi siswa. Selanjutnya dalam beberapa artikel juga telah ditemukan pengembangan pembelajaran diferensiasi yang berbasis digital yaitu berupa aplikasi android dan juga berbasis E-PjBL dengan bantuan media H5P.
PENGEMBANGAN MODUL BERBASIS TEKNOLOGI DIGITAL (E-MODUL) BERORIENTASI PADA KEMAMPUAN PEMBUKTIAN MATEMATIS Hasanah, Rusi Ulfa
MES: Journal of Mathematics Education and Science Vol 9, No 1 (2023): Edisi Oktober
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v9i1.8128

Abstract

Mahasiswa calon guru matematika harus memiliki kemampuan pembuktian matematis. Namun kemampuan pembuktian matematis mahasiswa belum memuaskan sehingga dibutuhkan bahan ajar yang sesuai dengan kemanjuan teknologi. Tujuan penelitian ini adalah menghasilkan modul berbasis teknologi digital berorientasi pada kemampuan pembuktian matematis mata kuliah Analisis Real Lanjut yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Penelitian ini dilaksanakan di Prodi Pendidikan Matematika UIN Sumatera Utara tahun akademik 2023/2024. Teknik pengumpulan data dilakukan dengan angket dan tes. Instrumen angket yang digunakan adalah lembar validasi ahli dan angket respon mahasiswa. Instrumen tes yang digunakan adalah soal tes kemampuan pembuktian matematis materi limit. Teknik analisis data yang digunakan adalah uji kevalidan, kepraktisan, dan keefektifan. Produk hasil penelitian ini adalah modul berbasis teknologi digital yang berorientasi pada kemampuan pembuktian matematis. Hasil penelitian menunjukan skor kevalidan modul berbasis teknologi digital oleh ahli materi memiliki skor 4,38 (sangat valid), oleh ahli media memiliki skor 4,21 (sangat valid), dan oleh ahli bahasa memiliki skor 4,27 (sangat valid).  Hasil uji kepraktisan pada saat uji coba kelompok kecil menunjukkan skor 4,22 (sangat praktis) dan uji coba kelompok besar menunjukkan skor 4,08 (sangat praktis). Hasil uji keefektifan menunjukkan rata-rata ketuntasan klasikal sebesar 77,48%.
IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBANTUAN VIDEO INTERAKTIF PADA PEMBELAJARAN MATEMATIKA Muizah, Ayi; Khatimah, Husnul
MES: Journal of Mathematics Education and Science Vol 9, No 2 (2024): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v9i2.9255

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman peserta didik dalam memahami materi segibanyak. Metode yang digunakan dalam penelitian ini yaitu pendekatan kuantitatif, dengan desain one- grup pretest-posttest berbentuk pre-eksperimen. populasi dalam penelitian ini melibatkan 26 siswa di kelas IV MIN 12 Kuala Batee Kabupaten Aceh Barat. Berdasarkan hasil penelitian, perbedaan antara nilai setelah diberikan perlakuan (posttest) lebih besar dari nilai sebelum perlakuan (pretest) yaitu 82,3 37,7. Sehingga dapat disimpulkan bahwa penggunaan Model Pembelajaran Project Based Learning berbantuan Video Interaktif dapat meningkatkan pemahaman peserta didik dalam proses pembelajaran, mampu meningkatkan semangat belajar peserta didik dan memperoleh peningkatan hasil belajar peserta didik. Kata Kunci: PjBL, Video Interaktif, Segibanyak
ANALISIS KEMAMPUAN BERPIKIR KOMPUTASI MAHASISWA DALAM PEMBUKTIAN INDUKSI MATEMATIKA Syahlan, Syahlan; Siregar, Rosliana; Malay, Irval
MES: Journal of Mathematics Education and Science Vol 9, No 1 (2023): Edisi Oktober
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v9i1.8738

Abstract

The increasingly rapid development of technology and information has enabled transformation in the fields of education and teaching. This is clearly seen in the current curriculum expectations, where one of the expected learning outcomes from elementary school to middle school is that students are expected to have computational thinking skills. For this reason, the aim of this research is to look at students' abilities related to their computational thinking abilities. in solving the problems given. The results of the answers given by students are then analyzed according to the four foundations of computational thinking. This research is descriptive research with a qualitative approach. This research was carried out in the Mathematics Education study program, Universitas Islam Sumatera Utara in the Number Theory course. The sample used was 12 students taking Number Theory courses. The instrument used is a description of 2 questions which are given during the learning process on mathematical induction material. The students' answer sheets were then analyzed to get a picture of students' computational thinking abilities based on the four foundations. The results of this research show that students' computational thinking abilities still need to be improved, such as decomposition abilities which are 41.67% and abstraction abilities which are 58.33%. Overall, students' computational thinking abilities are still in the sufficient ability category.
Pengaruh Model Pembelajaran Somatic, Auditory, Visual, Intelectual Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Berbantuan JACAMA Irawan, Syakia Kirti; Hendriana, Evinna Cinda; Kariadi, Dodik
MES: Journal of Mathematics Education and Science Vol 9, No 2 (2024): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v9i2.9121

Abstract

This study aims to determine whether there is an effect of the Somatic Auditory Visual Intelectual (SAVI) learning model on students' mathematical concept understanding skills assisted by JACAMA. The type of research used is quantitative research with quasy experimental design method, post-test only control group design. The samples taken in this research were VB class students totaling 23 students of SD Negeri 12 Singkawang. The data collection technique used questionnaires and essay-shaped tests containing indicators of students' understanding of mathematical concepts. Data analysis technique using t test and percentage of student response questionnaire. The research results obtained are: 1) Students' responses to learning media taught with SAVI learning models in grade V elementary school have good criteria; 2) The SAVI learning model assisted by JACAMA has a major effect on students' mathematical concept understanding ability as shown by Es, namely 1.30 with high criteria; 3) There is a difference in students' mathematical concept understanding ability between those taught with the SAVI learning model assisted by JACAMA and those who apply the direct learning model in class V SD Negeri 12 Singkawang.
REKONSTRUKSI FILSAFAT MATEMATIKA DALAM PEMBELAJARAN BERBASIS TEKNOLOGI UNTUK MATERI PENDIDIKAN KONTEMPORER Kinanti, Anggi Anatasia; Nasution, Mislah; Manurung, Sartika
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.13088

Abstract

The development of digital technology and the demands of 21st-century competencies require mathematics learning to move beyond procedural approaches. This article aims to compile a conceptual and empirical synthesis of the integration of mathematical philosophy and information technology-based learning, as well as to test its influence through comparative simulation analysis. The study was conducted through a systematic literature review of research related to the philosophy of mathematics, humanistic and constructivist approaches, and IT-based learning models. To strengthen the empirical argument, a paired t-test simulation was conducted based on the average score increase reported in various experimental studies. The findings indicate that the integration of philosophical and technological approaches is not only statistically significant but also substantively pedagogical. Theoretically, these results confirm that an epistemological paradigm shift—from knowledge transmission to active construction—is a key factor in improving learning outcomes. Thus, the effectiveness of technology-based learning is highly dependent on its underlying philosophical foundation.
ANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA PADA MATERI OPERASI BILANGAN BULAT DI KELAS VII SMP NEGERI 1 SUWAWA Husaini, Elan; Majid, Majid; Isa, Dewi Rahmawaty
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.12855

Abstract

Mathematics is a fundamental science that plays an important role in developing students' logical, critical, and analytical thinking skills. One of the main competencies in mathematics learning is conceptual understanding, but international evaluation results and field findings show that this ability is still relatively low, especially in the subject of integer operations. This study aims to analyse students' mathematical concept comprehension skills in integer operations in Grade VII at SMP Negeri 1 Suwawa. The study used a quantitative descriptive method conducted at SMP Negeri 1 Suwawa, Bone Bolango Regency, Gorontalo, with 21 students selected through purposive sampling. The research instruments consisted of an eight-question essay test that had been validated and reliability checked, as well as semi-structured interviews. The data were analysed using descriptive analysis techniques through the calculation of mean scores, standard deviations, and percentages, then grouped into high, medium, and low categories based on four concept understanding indicators. The results showed that 67% of students were in the medium category, 19% in the high category, and 14% in the low category. The indicator of recalling concepts was the most mastered by students, while the indicators of selecting procedures and applying concepts in problem solving were the most challenging. These findings indicate that most new students have mastered procedural understanding but have not yet achieved deep conceptual understanding. Therefore, learning strategies that emphasise meaningful activities and the use of various representations are needed to improve students' understanding of mathematical concepts.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP IT AL-HIJRAH Khazanah, Khazanah; Lubis, Asrin
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.12058

Abstract

This study aims to determine: efforts that can be made to improve students' mathematical concept comprehension abilities and the extent of improvement in students' mathematical concept comprehension abilities through the application of the STAD cooperative learning model assisted by GeoGebra. This study is a classroom action research conducted in two cycles. The research subjects were 28 students in class VIII-D of SMP IT Al-Hijrah in the 2024/2025 academic year, where the researcher acted as the teacher during the learning process. The research instruments included tests, observations, and interviews. The results showed that the application of the STAD cooperative learning model assisted by GeoGebra could improve students' mathematical concept comprehension skills through the provision of contextual examples, guided discussions with prompts and questions, additional exercises, facilitation of the use of GeoGebra to visualise concepts, systematic guidance on the steps to solve problems, reinforcement and motivation, and rewards for active groups. Based on the test results, there was an increase in conceptual understanding ability from the pre-cycle, where only 11 students (39%) achieved mastery with an average score of 51.79, to 17 students (61%) in cycle I with an average score of 68.45 and an N -Gain of 0.20 (low category), and in cycle II, it increased to 24 students (86%) with an average score of 85.71 and an N-Gain of 0.59 (medium category). Thus, the application of the STAD cooperative learning model assisted by GeoGebra proved to have a significant positive impact on the mathematical concept comprehension abilities of Grade VIII students at SMP IT Al-Hijrah.
PENGEMBANGAN MEDIA GAME EDUKASI BERBASIS MODEL PROBLEM BASED-LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS SISWA KELAS X MAN 1 MEDAN Wardahlia, Firli; Siregar, Tiur Malasari
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.12264

Abstract

Educational game media developed based on problem-based learning is one alternative designed to help students improve their mathematical literacy skills and understand sequences and series in a more interesting and interactive way. This study aims to examine the validity, practicality, and effectiveness of using media in mathematics learning. The type of research used is development research with the ADDIE research model. This study was conducted at MAN 1 Medan with class X-16 as the subject. The results showed that the use of educational game learning media could improve the mathematical literacy skills of class X-16 students. This was indicated by the results of subject matter expert validation with a percentage of 88% in the ‘highly valid’ category, as well as media expert validation results with a percentage of 89.9% in the ‘highly valid’ category. In addition, the students' response to the media reached 88.4% and was categorised as ‘very practical’, which was also supported by the N-Gain results on the mathematical literacy skills of class X-16 students with a result of 0.710, which falls into the high category, meaning that the educational game media developed is effective for use in learning the material on sequences and series

Page 32 of 32 | Total Record : 319

 28   29   30   31   32 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11, No 2 (2026): Edisi April Vol 11, No 1 (2025): Edisi Oktober Vol 10, No 2 (2025): Edisi April Vol 10, No 1 (2024): Edisi Oktober (Progress) Vol 10, No 1 (2024): Edisi Oktober Vol 9, No 2 (2024): Edisi April Vol 9, No 1 (2023): Edisi Oktober Vol 8, No 2 (2023): Edisi April Vol 8, No 1 (2022): Edisi Oktober Vol 7, No 2 (2022): Edisi April Vol 7, No 1 (2021): Edisi Oktober Vol 6, No 2 (2021): Edisi Mei Vol 6, No 1 (2020): Edisi Oktober Vol 5, No 2 (2020): Edisi Juni Vol 5, No 1 (2019) Vol 4, No 2 (2019) Vol 4, No 1 (2018) Vol 3, No 2 (2018) Vol 3, No 1 (2017) Vol 2, No 2: April 2017 Vol 2, No 1 (2016) More Issue