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MATHEMA: JURNAL PENDIDIKAN MATEMATIKA
Published by Universitas Teknokrat Indonesia
ISSN : -     EISSN : 26865823     DOI : https://doi.org/10.33365/jm.v2i1
Core Subject : Education,
Education Mathematics
Mathema: Jurnal Pendidikan Matematika (E-ISSN: 2686-5823) is a single peer-reviewed journal published in Indonesia by the Faculty of Arts and Education, Universitas Teknokrat Indonesia. This journal aims to facilitate and promote the dissemination of scholarly information on research and development in the field of Mathematics and Mathematics Education. The articles published in this journal can be the result of research, conceptual thinking, ideas, innovations, best practices, and book reviews.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 142 Documents
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Narratives of the Experiences of Indonesian Pre-Service Teachers in Learning Mathematics and Their Relationship with Their Beliefs in Mathematics Teaching Ramli, Dhitta Puti Sarasvati; Masruroh, Aulia; Tambunan, Nurma
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4680

Abstract

Pre-service teachers’ experiences of learning mathematics in schools is one of the factors that affect their beliefs on mathematics teaching. This study aims to: (1)  explore the learning experiences of Indonesian mathematics pre-service teachers prior to their teacher’s training in the university, (2) a analyze the connection between pre-service teachers’ mathematics learning experiences and their belief related to mathematics teaching. The latter includes beliefs about mathematics, learning mathematics and teaching mathematics. Six first year pre-service mathematics teachers studying in Mathematics Education in a private university in Jakarta were interviewed using an in-depth semi-structured interview where they narrated their experiences in learning mathematics and defined their beliefs related to mathematics teaching. This study explains how the past experiences of the pre-service teachers connect with their beliefs related with mathematics teaching. Our findings showed that most participants experience learning mathematics through listening to teachers’ explanations about mathematical concepts and through working on mathematical exercises (drilling). This kind of learning relates with the instrumental and platonic view of mathematics. Consistently, participants in this study show that their beliefs related with mathematics teaching is derived from either the instrumental or platonic view of mathematics, while we did not find any that showed belief from a problem-solving view. This means that the participants believed that mathematics is seen of a set of facts, rules , or skills that is given or it sees mathematics or seen as something fixed and static.
Analysis of TPS Learning (Think, Pair, Share) Based on Differentiation Process on Students' Numeration Abilities Cahyani, Aulia Febi Dwi; Nuriyatin, Siti; Kusumawati, Intan Bigita
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4814

Abstract

Numeracy is a skiil in applying number concepts, artihmetic operations skiils and solving mathematical problems in various contexts related to real life. So cooperative learning type TPS (Think, Pair, Share) based on process differentiation is learning that is able to adapt to the needs and level of understanding of each student and has the potential to improve students’ numeracy abilities. This research aims to find out if there is a difference in increasing the numeracy skills of the low group, the middle group and the high group before and after treatment and aims to evaluate students’ numeracy abilities in cooperative learning type TPS (Think, Pair, Share) based on process differentiation. The research method used is One Group Pretest-posttest. The subjects in this research were students in class VIII-B of SMP Plus Arroudhoh with a total of 32 students. The data collection techique uses a pretest-posttest of data content and uncertainty in the event material, involving a total of 6 descriptive questions. Based on the research results, there were differences in the increase in numeracy skills of the low group, middle group, and high group before and after treathment. This is based on the results of the One-Way Anova test analysis of the N-Gain Score of the pretest-posttest data for the three group showing that the Sig. equal to 0.004< 0.05 then H0 s rejected. As well as the average posttest score for each group, it can be seen that the indicator most mastered by students is the 1st indicator and the indicator less mastered by students is the 3rd indicator.

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