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Hipotenusa : Journal of Mathematical Society
Published by Institut Agama Islam Negeri Salatiga
ISSN : -     EISSN : 27163156     DOI : https://doi.org/10.18326/hipotenusa.v2i1.1-5
Core Subject : Education,
Education Mathematics Other
Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. Two of his important points of view are mathematics must be connected to reality and mathematics as a human activity. RME is implemented following three principles, they are guided reinvention and progressive mathematizing, didactical phenomenology, self-developed model. Furthermore, the practice of RME also has its characteristics, they are phenomenological exploration or the use of contexts, the use of models or bridging by vertical instruments, the use of students own productions and constructions or students contribution, the interactive character of the teaching process or interactivity, and the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. Educational design research is perceived as the systematic study of designing, developing, and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 8 Documents
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Search results for , issue "Vol 4, No 1 (2022)" : 8 Documents clear
Worksheets Electronic Development of STEAM-Based to Improve Students' Creative Thinking Ability Deden Dicky Dermawan; Kinanti Andartiani
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7213

Abstract

This study aimed to develop a valid, practical, and effective STEAM-based E-LKPD to improve students' creative thinking skills. This study used research and development procedures with reference to the 4D model (Define, Design, Develop, and Disseminate) but this research is only up to the develop stage. The experimental design used is "One Groups Pretest-Posttest Design" with 72 students as research subjects. The research instruments include observation sheets, interview sheets, expert validation test sheets, written tests (pretest and posttest), and questionnaire sheets (questionnaire). The results of the research that have been gained, it is known that the validity of the E-LKPD according to the material expert validator is 91.6 in the very valid category, the media expert validator is 75 in the valid category, and the language expert validator is 85 in the very valid category. The effectiveness of E-LKPD according to the results of the N-Gain test calculation of 0.61 is included in the category of quite effective and showed that there was a significant increase in creative thinking skills before and after using STEAM-based E-LKPD with 91% classical completeness results with complete criteria. The STEAM-based E-LKPD was declared practical according to the results of teacher and student respondents who showed the results of teacher respondents, namely scores of 83 and 80 with very interesting categories and student respondents producing an average score of 81 with very attractive categories. The conclusion of the research is that the development of STEAM-based E-LKPD is suitable for distance learning activities and can improve students' creative thinking skills.
Using Watson Criteria for Analyzing Student Errors: Systematic Literature Review (SLR) Aswin Aswin; Dadang Juandi
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7239

Abstract

This study aims to analyze the distribution of research related to the use of the Watson criteria in analyzing student errors at all levels of education. The method used is Systematic Literature Review (SLR). The sample consists of 42 results of qualitative research on the use of Watson's criteria in analyzing student errors. Samples were taken from indexed journals published in the 2017-2021 period. The key question of this research is how the description of the distribution of research related to the use of the Watson criteria in analyzing student errors, is reviewed based on the year of publication, level of research, methods used, number of subjects, types of questions, demographics, and types of errors made by students. Through the SLR method, it was found that there was an increase and decrease in the number of studies over the last five years. Based on the criteria for junior high school level studies, the use of descriptive qualitative methods, using story questions, with less than 30 subjects, and the demographics of research on the island of Java are the most dominant. The most dominant student errors are procedural errors and missing conclusions. This becomes very important to be considered in learning mathematics.
Analytical solution to the Black-Scholes Equation: Adomian Decomposition Method Versus Lie Algebraic Approach Tresor landu Ngoyi; R. Gilles Bokolo; Rostin Matendo Mabela
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7183

Abstract

In this paper, we compare two relevant methods to find Analytical solution of the Black-Scholes Equation. First, we apply the Adomian Decomposition Method as in [2], to obtain a solution to the aforementioned equation with boundary condition for a European option. Secondly, we apply the Lie algebraic Approach for determining the solution as in [7]. Those two methods conducted us to investigate the thin line between the underlying results. Finally, we suggest a simple enhanced Due Diligence on both approaches.
Ethnomathematics: Exploration of Mathematics and Cultural Values in the Performing Arts of the Sasak Tribe Perisean Lalu Muhammad Fauzi; Nila Hayati; Muhammad Gazali; Asri Fauzi
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7240

Abstract

Perisean art developed since the 13th century according to existing history, which started with a ritual to ask for rain when there was a long dry season which resulted in a famine. Perisean art performances are currently used as mere agility art performances. Pepadu is a term for players or fighters. The show is led by three referees, one pekembar tengaq (middle referee) who is in charge of leading the fight and two pekembar sedi (side referee) who is in charge of determining each pepadu. Perisean art is not only studied in the form of art but can also be studied as a form of contextual learning in mathematics. Thus, this study aims to explore the forms of mathematics and cultural values contained in the performing arts of perisean which can later be used as a source of contextual mathematics learning. This research is a qualitative research using ethnographic method. The informants used are traditional figures, pepadu, and cultural experts who understand the art of perisean , documentation and field notes. The findings show that in the performing arts of perisean in the tradition of the Sasak people there are mathematical ideas, namely geometric shapes found in perisean art instruments and musical instruments. which has the potential as a starting point in contextual mathematics learning.
The Effect of The Use of Geogebra on Understanding in Analytical Geometry Course Nalim Nalim; Santika Lya Diah Pramesti; Fera Afriani
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.6878

Abstract

The main objective of this research is to analyze the effect of learning using Geogebra software on student learning outcomes in analytic geometry courses. The type of research used in this study is a quasi-experimental and data obtained by using test instrument testing, both pretest and posttest. The pretest that was first distributed was used to determine the students' initial abilities, while the posttest was given to determine the level of understanding (learning outcomes) of students. The population in this study were students in the fifth semester who took the Analytical Geometry Course at the Tadris Mathematics Study Program FTIK (Faculty of Tarbiyah and Teacher Training) IAIN Pekalongan. Respondents in this study consisted of two classes, namely the control class (class B) and the experimental class (class C). Analysis of the data used in this study is using the free sample t test. The results obtained concluded that there was no difference in learning outcomes between students who were given the Geogebra learning model and students who were given the conventional (conventional) learning model. This can be seen from the results of the t test, with a significance value of 0.126 0.05.
Intuition and Its Role in Students' Mathematical Reasoning Ability Sri Lestari; Saiful Marom; Rochmad Rochmad
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7289

Abstract

This study aims to find out more about intuition and its role in shaping students' mathematical reasoning abilities. In the discussion of the philosophy of mathematics intuition plays an important role. Intuition has been discussed by philosophers of mathematics for centuries. It is said that intuition is a provisional guess. In relation to mathematical reasoning ability, it is an indispensable ability for students because mathematical reasoning skills greatly contribute to the development of a set of 21st century skills. The method in this research is a library study approach. Researchers collect various references and sources, both international and national journals, books, and other articles related to the theme to be discussed. From the results of the discussion obtained intuition and mathematical reasoning ability are two things that complement each other in solving a mathematical problem. Intuition, which is a candidate for evidence, is then formally proven by mathematical reasoning with mathematical reasoning indicators. Intuitive processes direct the analytical process while quickly serving as a bridge in performing analytical reasoning. So if a person's intuition is good then his mathematical reasoning ability is also good. The potential of mathematical intuition in developing mathematical reasoning abilities is based on the theory that one component of intuition is reasoning
Implementation of Constructivist-Metacognitive Learning Based on Character Education on Student's Metacognitive Ability Nurhidayah Nurhidayah
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7243

Abstract

This study aims to determine how much influence the implementation of constructivist-metacognitive learning based on character education has on students' metacognitive abilities in mathematics. The research approach carried out in this study is quasi-experimental, where the population in this study is class VII students of SMP Negeri 5 Wonomulyo, by taking simple random sampling samples obtained in this study are students of class VII A as the experimental class and class VII B as control class. The instrument used in carrying out the research is a student's metacognitive ability test. The metacognitive ability data obtained were analyzed using descriptive and inferential analysis, descriptive analysis showed that the students' metacognitive ability data were in the high category, while the results of the inferential analysis for the prerequisite test were obtained that the data were normally distributed and homogeneous, then continued with independent sample t-data analysis. The test shows that the average metacognitive ability of students with the application of constructivist metacognitive learning based on character education is greater than the average metacognitive ability of students without the application of constructivist-metacognitive learning based on character education. So it can be concluded that the application of constructivist-metacognitive learning in mathematics learning is effective in improving students' metacognitive abilities.
Implementation of Interactive Mathematics Teaching E-Modul To Improve Student Motivation and Learning Outcomes Adi Candra Kusuma; Silvia Rahmi Ekasari; Eva Weddakarti
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7218

Abstract

Online learning requires lecturers to have creativity in choosing the right learning method to be able to create fun learning facilities. Mathematics synonymous with difficult courses needs an interactive learning approach. The purpose of this research is to Effectiveness produce interactive mathematics teaching materials to improve student motivation and learning outcomes. This type of quantitative research is carried out on students of class 1A as an experimental class and 1B as an even semester control class for the academic year 2021/2022. Data collection methods use questionnaires, observations, and test questions by processing normality test data, homogeneity test, completion test, bending test, and regression test. The results showed that individual learning completion surpassed KKM (68), and student learning outcomes with Interactive Mathematics teaching materials were higher than using expository learning. There is support for the influence of motivation on student learning outcomes by 78.6% with regression equation Y = 59.064 + 1.421 X, the with positive motivation of experimental class by 83% compared to control class 69%. The math learning that students expect is more fun and less boring.

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