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Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25810480     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education both theory and practice. This Journal is published periodically twice a year (April and September) by Universitas Negeri Surabaya with E-ISSN:2581-0480.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol. 6 No. 2 (2023): JRPIPM APRIL 2023" : 6 Documents clear
Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Maslaah Matematika Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent Agustiningtyas, Iin Triana; Trapsilasiwi, Dinawati; Yudianto, Erfan; Fatahillah, Arif; Oktavianingtyas, Ervin
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p187-198

Abstract

Representasi matematis menjadi salah satu aspek penting dalam belajar matematika karena dengan kemampuan representasi matematis yang baik, dapat membantu memecahan permasalahan kompleks menjadi lebih sederhana. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa Field Dependent (FD) dan Field Independent (FI) dalam menyelesaikan dua soal uraian persamaan garis. Subjek dalam penelitian ini adalah siswa kelas VIII-I SMP Negeri 1 Jember tahun ajaran 2019/2020 yang terdiri dari 10 siswa FD dan 19 siswa FI. Hasil penelitian menunjukkan bahwa dalam menyelesaiakan masalah, FD cenderung menggunakan dua indikator representasi matematis yaitu ekspresi matematis dan verbal. FD belum mampu memahami informasi yang diberikan pada soal dengan tepat sehingga, rencana penyelesaian yang dibuat tidak mengarah pada solusi. FI sudah mencakup tiga indikator representasi matematis yaitu visual berupa sketsa grafik titik potong sumbu-X dan sumbu-Y dengan tepat dan tabel untuk memperjelas masalah, ekspresi matematis berupa model matematika yang digunakan juga ditulis dengan runtut dan tepat serta representasi verbal yang digunakan berupa kesimpulan dan penjelasan langkah-langkah penyelesaian dari tes tulis juga dapat dijawab dengan baik menggunakan bahasanya sendiri. Selain itu, FI juga dapat menyelesaikan soal menggunakan alternatif penyelesaian lain.
Conventional versus Peer Teaching in Flipped Classroom: Which is Better at Increasing Students’ Conceptual Understanding and Self-Efficacy? Ramadoni, Ramadoni
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p111-130

Abstract

Calculus is one of the branches of mathematics which is often deemed difficult by students, indicated by students' weak conceptual understanding and low self-efficacy in calculus-related courses. Thus, innovative learning needs to be encouraged to overcome this problem. This study compares the effectiveness of whether a conventional or peer-teaching method is better at increasing students' conceptual understanding and self-efficacy in flipped classroom teaching practices. A descriptive quantitative method was used in this study. This research was conducted in two classes in the calculus course at a teacher education program at a university in West Sumatra. The first class was taught in a Conventional Flipped Classroom (CFC) with 34 students. The second class took place in a Peer Teaching Flipped Classroom (PTFC) with 36 students. Pre-test, post-test, self-efficacy questionnaires, and field notes were used for data collection. Data analysis techniques were performed using graphs. Results indicate that students' conceptual understanding and self-efficacy by peer teaching were better in the flipped classroom than in the conventional flipped classroom. Also, students’ academic background was found to be influential to students’ conceptual understanding and self-efficacy. We reveal that the student’s previous level of achievement in a peer-teaching flipped classroom influences their conceptual understanding and self-efficacy. This study suggests that future researchers and practitioners may implement peer-teaching flipped classrooms in advanced calculus. It is recommended that the group division should also consider the students’ prior achievement level. Keywords: Conceptual Understanding; Self-Efficacy; Flipped Classroom; Peer Teaching Flipped Classroom  
Analisis Kemampuan Numerasi Siswa Sekolah Menengah Atas Ditinjau dari Gaya Belajar Karmeliana, Dyah Siti; Ladyawati, Erlin
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p166-186

Abstract

Tujuan pada penelitian ini yaitu mendeskripsikan kemampuan numerasi siswa sekolah menengah atas ditinjau dari gaya belajar. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif yang melibatkan tiga siswa dengan kemampuan numerasi siswa tinggi dari tiap gaya belajar berdasarkan pada hasil angket dan hasil tes numerasi. Teknik pengumpulan data yang digunakan yaitu menggunakan angket, soal tes numerasi, dan wawancara. Data dianalisis dalam tiga tahap: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian yaitu siswa dengan gaya belajar visual dapat memperoleh informasi dan memahami masalah dengan cara membaca soal terlebih dahulu serta belum terbiasa mengerjakan soal yang berkaitan dengan kehidupan sehari-hari. Siswa dengan gaya belajar auditorial dapat memperoleh informasi dan memahami masalah dengan cara langsung mengerjakan soal secara langsung serta tidak dapat memenuhi indikator kemampuan representasi karena siswa tidak menuliskan dan menyebutkan permisalan yang digunakan untuk menyelesaikan soal, sehingga siswa dapat kebingungan menyelesaikan soal. Siswa dengan gaya belajar kinestetik dapat memperoleh informasi dan memahami masalah dengan cara membaca soal secara berulang serta tidak dapat memenuhi indikator kemampuan representasi karena siswa tidak menuliskan dan menyebutkan permisalan yang digunakan untuk menyelesaikan soal, sehingga siswa dapat kebingungan menyelesaikan soal.
Defragmenting Student Construction Holes in Solving System of Absolute Value Equations Putri, Rizky Widya; Indrawatiningsih, Nonik
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p131-142

Abstract

Constructing concepts is one of the processes in learning mathematics. Making mistakes in constructing concepts is often experienced by students in solving mathematical problems, errors in constructing concepts that can be experienced are construction pits. Construction holes can occur if the schemes that are formed in the thinking structure of students have not been fully constructed or not, students cannot construct concepts properly and completely. This research is a descriptive study with a qualitative approach that aims to defragment the students' construction holes in solving systems of equations in the linear absolute value of one variable. The subject of this study was a class X high school student who fit the indicator for defragmenting the construction pit that is answering correctly but there was a construction process that was not appropriate and students answering correctly but the concept was not fully constructed. Data collection was carried out using test and interview instruments and analyzed ie reducing data, presenting data and drawing conclusions. The validity of the data is done by passing triangulation by comparing test results with interview results. From the results of this study it was found that students 'construction holes were located when simplifying absolute values ​​and determining the values ​​of  and  were therefore given defragmenting by providing conflict cognitive to sensitize students' mistakes in simplifying absolute values ​​and then new schemes emerged through scaffolding so that schemes were not constructed in a constructional manner. complete when determining the values ​​of  and  can be completely constructed.
Model Pembelajaran SIMAS ERIC : Dampak Terhadap Komunikasi Matematis dan Self Efficacy Siswa Az-zahra, Nadia; Netriwati, Netriwati; Andriani, Siska; Nendra, Fadly
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p143-153

Abstract

SIMAS ERIC yaitu Skimming, Mind Mapping, Questioning, Eksploring, Writing, dan Communicating merupakan model pembelajaran inovatif dengan 6 tahapan didalamnya. Model ini mampu menggiring siswa menjadi aktif dan mandiri dalam proses pembelajaran. Penelitian ini menggunakan metode kuantitatif dengan jenis penelitian quasi eksperimen design. Populasi pada penelitian ini dilakukan di kelas 8 SMPN 6 Metro. Penelitian ini menggunakan dua kelas yaitu penelitian kelas kontrol dan kelas eksperimen dengan teknik random sampling. Teknik pengumpulan data pada penelitian ini menggunakan tes, angket, wawancara, dan dokumentasi. Instrumen pada penelitian ini menggunakan tes dan angket. Teknik analisis data pada penelitian ini menggunakan uji normalitas,  homogenitas, dan hipotesis. Uji hipotesis menggunakan uji MANOVA (Multivariate Analisis of Variance).  Hasil penelitian menunjukkan bahwa diperoleh dampak positif dari model pembelajaran SIMAS ERIC terhadap komunikasi matematis dan self efficacy.
Kinds of Mathematical Thinking Addressed in Geometry Research in Schools: A Systematic Review Fachrudin, Achmad Dhany; Juniati, Dwi
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 6 No. 2 (2023): JRPIPM APRIL 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v6n2.p154-165

Abstract

Geometry is one of the content of mathematics which in many studies is associated with students' thinking abilities, such as critical thinking and reasoning abilities or others..This study aims to conduct a systematic review of the geometry research in school for identifying the types of mathematical thinking and their interconnections. We searched the Scopus database for articles published from 2003 to 2023 using relevant keywords. We applied the PRISMA method to select and evaluate the studies or articles based on the empirical data. We retrieved and evaluated data from the studies on the various styles of mathematical thinking evolved. Out of 166 titles that were initially obtained, only 10 titles passed the five stages of the systematic review protocol process. We identified 10 types of mathematical thinking that were discussed in the context of learning geometry at school: Creative Mathematical Reasoning (CMR), Computational thinking, Geometric reasoning, Geometric thinking van hiele theory, Geometric thinking (3D geometric thinking with representations), 3D geometry thinking, Visuo spatial reasoning, Geometry Spatial Reasoning, mathematical creative reasoning (MCR), and Inductive reasoning. We also found some connections of literature between these types of mathematical thinking, such as CMR and MCR, Geometric reasoning and Geometric thinking, and Visuo spatial reasoning and Geometry Spatial Reasoning. This systematic review provides an overview of the current state of research on geometry and reasoning in school mathematics and reveals some gaps and directions for future study. It also has implications for teachers who want to enhance their students’ mathematical thinking skills in geometry by exposing them to different types of mathematical thinking and their connections.

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