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Junaidi, S.Pd., M.Pd.
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l. Majapahit No. 62 Mataram, Nusa Tenggara Barat, Indonesia Lantai 2 gedung E, Program Studi S1 Pendidikan Matematika, FKIP Universitas Mataram
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Mandalika Mathematics and Educations Journal
Published by Universitas Mataram
ISSN : 27158292     EISSN : 27151190     DOI : 10.29303/jm
Core Subject : Education,
Mathematics
Mandalika Mathematics and Education Journal adalah Jurnal Matematika dan Pendidikan Matematika yang dikelola oleh Program Studi S1 Pendidikan Matematika FKIP Universitas Mataram. Fokus dan ruang lingkup dari jurnal ini adalah artikel ilmiah baik berupa hasil penelitian, review artikel maupun kajian pustaka khusus bidang Matematika dan Pendidikan Matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 452 Documents
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Prediksi Gaya Belajar Selmes Melalui Kemampuan Berpikir Aljabar Menggunakan Analisis Diskriminan Linear Rashieka Widyarini Suryoputro; Karunia Eka Lestari; Ekasatya Aldila Afriansyah
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12706

Abstract

Learning styles can be associated with mathematical abilities, particularly algebraic thinking ability, where variations in students abilities may indicate differences in their learning styles. This study aims to predict Selmes learning styles based on algebraic thinking ability using Linear Discriminant Analysis (LDA). This research employed a quantitative approach conducted among 7th and 8th grade students at SMP Islam Teratai Putih Global. The sample consisted of 57 students selected using a simple random sampling technique. The research instruments included an algebraic thinking ability test and the Selmes learning style questionnaire, which classified into five categories: surface, deep, hard work, organisation, and motivation. The data were analyzes using LDA to predict students learning styles according to Selmes theory based on their algebraic thinking ability. The result showed that the model generated discriminant functions and posterior probability that were used to determine prediction outcomes. Furthermore, the test results indicated that the discriminant model was statically significant in predicting Selmes learning styles based on algebraic thinking ability. The model performance evaluation demonstrated that the model achieved relatively good performances in terms of accuracy, macro average precision, and macro average F1-Score. However, the macro average recall indicated that the model performance still requires further improvement.
Model Team Accelerated Instruction (TAI) dengan Pendekatan Open-Ended Efektif Ditinjau dari Kemampuan Penalaran dan Self-Efficacy Siswa Tri Andriyani; Raden Rosnawati
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12707

Abstract

The purpose of this study is to describe the differences in the effectiveness of the TAI cooperative learning model with an open-ended approach and the conventional learning model in terms of students’ mathematical reasoning abilities and self-efficacy. This study is a quasi-experimental study using a nonequivalent comparison group design. The subjects of this study were 10th-grade students at a public high school in Yogyakarta. The sample consisted of two classes, each of which followed the TAI-type cooperative learning model with an open-ended approach and conventional learning, respectively. The research instruments consisted of a reasoning ability test and a self-efficacy scale. Data analysis techniques included descriptive and inferential analysis. The results of the study at a 5% significance level indicate that: 1) the TAI cooperative learning model with an open-ended approach is effective in terms of students’ mathematical reasoning ability and self-efficacy; 2) the conventional learning model is effective in terms of students’ mathematical reasoning ability and self-efficacy; 3) the TAI-type cooperative learning model with an open-ended approach is more effective than the conventional learning model in terms of students’ mathematical reasoning ability; however, there is no difference in effectiveness between the two models in terms of students’ self-efficacy.

Page 46 of 46 | Total Record : 452

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