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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 966 Documents
 90   91   92   93   94 
Analysis of Number Material in Seventh-Grade Mathematics Teaching Materials Based on Praxeology Putri, Astiwi Comastika; Sujadi, Imam; Laila Fitriana
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2013

Abstract

Ketersediaan buku teks matematika yang tidak sesuai dapat mempengaruhi rendahnya kinerja akademik siswa. Penelitian ini bertujuan untuk menganalisis bahan ajar matematika sekolah dari perspektif praxeologis, di mana peneliti berusaha memahami bagaimana siswa berinteraksi dengan materi yang disajikan dalam bahan ajar, bagaimana mereka membuat keputusan tentang masalah mana yang akan diselesaikan, dan bagaimana desain serta konten buku teks mempengaruhi hasil belajar mereka. Ini adalah implementasi paradigma interpretatif dalam penelitian desain didaktik. (DDR). Melalui studi dokumen (dalam penelitian kualitatif yang dirancang secara fenomenologis) pada bahan ajar matematika sekolah Indonesia versi Kurikulum Merdeka, hasil yang diperoleh adalah: Komponen tugas (T) dalam materi tentang bilangan besar menggunakan teknik operasional; Komponen teknik (τ) sesuai karena informasi yang disampaikan dalam setiap pertemuan memiliki kontinuitas; Komponen teknologi (θ) belum sesuai, sehingga perbaikan dan peningkatan diperlukan dalam pengembangan media pembelajaran berbasis teknologi informasi dan komunikasi; dan Komponen teori (Θ) belum sepenuhnya selaras dengan teori konstruktivis, di mana siswa dapat membangun pengetahuan berdasarkan pengalaman masing-masing.The availability of mathematics textbooks that are not appropriate can influence students' low academic performance. This research aims to analyze school mathematics teaching materials from a praxeological perspective, where the researcher seeks to understand how students engage with the material presented in the teaching materials, how they make decisions about which problems to solve, and how the design and content of textbooks affect their learning outcomes. This implements the interpretive paradigm in didactical design research (DDR). This study will involve three principal stages in the data analysis procedure. Through document studies (in phenomenologically designed qualitative research) on the Indonesian school mathematics teaching materials version of the Merdeka Curriculum, the results obtained are: The task component (T) in the material on large numbers uses operational techniques; The technique component (τ) is appropriate because the information conveyed in each meeting has continuity; The technology component (θ) is not yet appropriate, so improvements and enhancements are needed in the development of information and communication technology-based learning media; and The theory component (Θ) is not yet fully aligned with constructivist theory, where students can build knowledge based on their respective experiences. The praxeological study of this teaching module provides a new perspective on how task design plays an important role in making the presentation of material more acceptable to students.
Comprehensive Numeracy Evaluation Model of Junior High Schools in Indonesia Dedek Andrian; Nofriyandi, Nofriyandi; Mefa Indriati; Abdurrahman, Abdurrahman
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2035

Abstract

Kemampuan numerasi telah menjadi masalah signifikan terutama di sekolah menengah pertama. Penelitian ini bertujuan menciptakan model evaluasi komprehensif untuk menilai kemampuan numerasi di sekolah menengah pertama. Penelitian ini menggunakan dua pendekatan utama. Pendekatan pertama adalah penelitian dan pengembangan, meliputi tahap investigasi awal, tahap desain, dan tahap uji coba. Pendekatan kedua berfokus pada evaluasi kemampuan numerasi di sekolah menengah pertama di Indonesia, khususnya di Provinsi Riau. Hasil uji keterbacaan menunjukkan bahwa instrumen evaluasi, panduan, dan prosedur layak digunakan. Para ahli menganggap model ini sangat efektif dalam menilai kemampuan numerasi di Indonesia. Hasil uji coba skala kecil menunjukkan 26 item yang dikembangkan valid dan reliabel. Hasil uji coba skala besar mengonfirmasi bahwa instrumen memiliki validitas dan reliabilitas konstruk yang dapat diterima. Model evaluasi yang telah divalidasi oleh para ahli dan praktisi melalui uji coba skala kecil dan besar berpotensi meningkatkan kemampuan numerasi siswa sekolah menengah pertama di Indonesia, khususnya di Provinsi Riau.Numeracy ability has become a significant problem, especially in junior high schools. This research aims to create a comprehensive evaluation model to assess numeracy skills in junior high schools. This research uses two main approaches. The first approach is research and development, including the initial investigation stage, design stage and testing stage. The second approach focuses on evaluating numeracy skills in junior high schools in Indonesia, especially in Riau Province. The readability test results show that the evaluation instruments, guidelines and procedures are suitable for use. Experts consider this model to be very effective in assessing numeracy skills in Indonesia. The results of the small-scale trial showed that the 26 items developed were valid and reliable. The results of the large-scale pilot test confirmed that the instrument had acceptable construct validity and reliability. The evaluation model that has been validated by experts and practitioners through small-scale and large-scale trials has the potential to improve the numeracy skills of junior high school students in Indonesia, especially in Riau Province.
The Influence of Self-Confidence and Curiosity on Student Performance in Online Learning Ade Mirza; Pasaribu, Revi Lestari
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2047

Abstract

Rasa ingin tahu dan rasa percaya diri merupakan faktor internal peserta didik yang berperan dalam memengaruhi proses serta hasil belajar. Penelitian ini bertujuan untuk menggambarkan pengaruh rasa percaya diri dan rasa ingin tahu terhadap hasil belajar matematika dalam pembelajaran daring, baik secara teoritis maupun empiris. Metode penelitian yang digunakan ini adalah survei dengan pendekatan korelasional. Subjek penelitian terdiri dari 71 mahasiswa program studi pendidikan matematika. Data yang diperoleh dianalisis menggunakan metode deskriptif dan inferensial. Analisis inferensial mencakup uji korelasi sederhana Pearson’s Product Moment dan korelasi ganda dengan dua prediktor, setelah memenuhi syarat normalitas dan linearitas. Hasil penelitian menunjukkan bahwa hasil belajar matematika mahasiswa belum memuaskan, dengan lebih dari 50,70% mahasiswa memperoleh nilai di bawah 61. Selain itu, diketahui juga bahwa rasa ingin tahu (X1) memiliki pengaruh signifikan terhadap hasil belajar (Y), Rasa percaya diri (X2) juga berpengaruh terhadap hasil belajar (Y), dan terdapat hubungan signifikan antara rasa ingin tahu (X1) dan rasa percaya diri (X2) terhadap hasil belajar (Y).Curiosity and self-confidence are internal factors of students that play a role in influencing the learning process and outcomes. This research aims to describe the influence of self-confidence and curiosity on mathematics learning outcomes in online learning, both theoretically and empirically. The research method used is a survey with a correlational approach. The research subjects consisted of 71 students from the mathematics education study program. The data obtained were analyzed using descriptive and inferential methods. Inferential analysis includes a simple Pearson's Product Moment correlation test and multiple correlation with two predictors, after fulfilling the normality and linearity requirements. The research results show that students' mathematics learning outcomes are not satisfactory, with more than 50.70% of students getting a score below 61. In addition, it is also known that curiosity (X1) has a significant influence on learning outcomes (Y), self-confidence (X2) also influences learning outcomes (Y), and there is a significant relationship between curiosity (X1) and self-confidence (X2) on learning outcomes (Y).
The Secret to Effective Learning: The Magic of Formative Assessment in Mathematics Class Lele, Marten Luter Ke; Marsigit, Marsigit; Retnawati, Heri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2062

Abstract

Penelitian ini dilakukan untuk menentukan efektivitas penilaian formatif dalam pendidikan Matematika melalui metode tinjauan pustaka. Metode penelitian yang digunakan adalah studi literatur meliputi buku, tesis, disertasi, artikel, dan sumber lain yang relevan. Data dianalisis menggunakan teknik analisis integratif. Hasil penelitian menunjukkan bahwa penilaian formatif sangat penting karena memberikan pemahaman yang lebih mendalam tentang kekuatan dan kelemahan siswa dalam menguasai konsep-konsep matematika. Hal ini memungkinkan guru untuk melakukan penyesuaian strategi pengajaran secara real-time guna mendukung pemahaman siswa secara optimal. Dalam pendidikan Matematika, penilaian formatif diidentifikasi sebagai katalis yang sangat penting dalam menyediakan pengalaman belajar yang lebih mendalam dan bermakna bagi siswa. Penilaian formatif sangat efektif dalam pendidikan Matematika, membantu guru memahami sejauh mana siswa telah menguasai materi yang diajarkan, mengidentifikasi area yang memerlukan perbaikan, dan menyesuaikan pengajaran untuk memenuhi kebutuhan siswa. Selain itu, penilaian formatif lebih efektif dibandingkan penilaian sumatif dalam hal meningkatkan motivasi akademik, mengurangi kecemasan terhadap ujian, dan meningkatkan keterampilan regulasi diri.Mathematics education through the literature review method. The research method used is literature study including books, theses, dissertations, articles and other relevant sources. Data were analyzed using integrative analysis techniques. The research results show that formative assessment is very important because it provides a deeper understanding of students' strengths and weaknesses in mastering mathematical concepts. This allows teachers to adjust teaching strategies in real-time to optimally support student understanding. In Mathematics education, formative assessment is identified as a very important catalyst in providing deeper and more meaningful learning experiences for students. Formative assessment is very effective in Mathematics education, helping teachers understand the extent to which students have mastered the material being taught, identify areas that need improvement, and adapt instruction to meet students' needs. In addition, formative assessment is more effective than summative assessment in terms of increasing academic motivation, reducing test anxiety, and improving self-regulation skills.
Achievement Emotion in Matemathics Learning: Meta-Regression Zulkarnaen, Rafiq; Dewi Nur, Iyan Rosita
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2068

Abstract

Penelitian yang mensintesis temuan empiris mengenai hubungan pencapaian emosi dengan hasil belajar matematika masih terbatas. Penelitian ini bertujuan untuk meninjau literatur dan melakukan meta-regresi mengenai pencapaian emosi terkait aktivitas (senang, marah, putus asa, dan bosan), emosi prospektif (cemas dan malu), dan emosi retrospektif (bangga) terhadap hasil belajar matematika. Pemahaman hubungan ini penting untuk mengoptimalkan proses pembelajaran matematika. Metode Systematic Literature Review dan meta-analisis (PRISMA) digunakan dalam penelitian ini. Dari hasil identifikasi, penyaringan, dan penilaian kelayakan, diperoleh 18 artikel yang dipublikasikan pada jurnal Database Scopus (Q1-Q4) antara tahun 2014 dan 2024. Sampel independen mencakup emosi marah (6 sampel, N = 4376), cemas (13 sampel, N = 10006), bosan (18 sampel, N = 11311), putus asa (6 sampel, N = 3423), malu (5 sampel, N = 2204), senang (19 sampel, N = 13536), dan bangga (8 sampel, N = 5003). Analisis meta-regresi dilakukan untuk menghitung ukuran efek setiap emosi terhadap hasil belajar matematika. Hasil penelitian menyimpulkan bahwa emosi marah, malu, putus asa, dan bosan menunjukkan efek sedang (0.3 ≤ |r| < 0.5) terhadap hasil belajar matematika, sedangkan emosi senang, cemas, dan bangga menunjukkan efek kuat (|r| ≥ 0.5). Temuan ini mengimplikasikan pentingnya pengendalian emosi dalam pembelajaran matematika untuk meningkatkan pencapaian akademik siswa.Limited research synthesizes empirical findings on the relationship between achievement emotions and mathematics learning outcomes. This study aims to review literature and conduct a meta-regression on achievement emotions related to activity emotions (joy, anger, hopelessness, and boredom), prospective emotions (anxiety and Embarassed), and retrospective emotions (pride) in mathematics learning outcomes. Understanding these relationships is crucial for optimizing mathematics learning processes. A Systematic Literature Review and meta-analysis (PRISMA) were employed. From identification, screening, and eligibility assessment, 18 articles published in Scopus Database journals (Q1-Q4) between 2014 and 2024 were obtained. Independent samples included anger (6 samples, N = 4376), anxiety (13 samples, N = 10006), boredom (18 samples, N = 11311), hopelessness (6 samples, N = 3423), Embarassed (5 samples, N = 2204), joy (19 samples, N = 13536), and pride (8 samples, N = 5003). Meta-regression analysis was conducted to calculate the effect size of each emotion on mathematics learning outcomes. The results concluded that anger, Embarassed, hopelessness, and boredom showed moderate effects (0.3 ≤ |r| < 0.5) on mathematics learning outcomes, while joy, anxiety, and pride exhibited strong effects (|r| ≥ 0.5). These findings imply the importance of emotion regulation in mathematics learning to enhance students' academic achievement.
Trivium Curriculum in Traditional Game Based-Learning Construction Hariastuti, Rachmaniah Mirza; Amin, Siti Maghfirotun; Utami, Niken Wahyu
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2085

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan mengidentifikasi etnomatematika dalam permainan kuartet Using, serta menerapkan kurikulum trivium berbasis permainan tersebut dalam pembelajaran materi statistika di Sekolah Dasar kelas 3. Eksplorasi dan identifikasi etnomatematika dilakukan dalam kerangka penelitian kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Analisis data dilakukan secara kualitatif. Data menunjukkan permainan kuartet Using memuat konsep membilang, himpunan, perbandingan, relasi, fungsi, persegipanjang, sudut siku-siku, hubungan antar garis, kekongruenan, peluang, dan statistika. Selain itu terdapat aktivitas berhitung, bermain, dan menjelaskan dalam permainan kuartet Using. Kurikulum Trivium diterapkan dalam pembelajaran pada Sekolah Dasar kelas 3 dengan responden sebanyak 19 siswa. Pengumpulan data dilakukan dengan observasi dan tes tertulis, sedangkan analisis data dilakukan secara kualitatif dengan menentukan persentase ketercapaian konsep. Implementasi dalam pembelajaran menunjukkan bahwa pencapaian konsep literacy dan technoracy hanya 78,95%, sedangkan konsep matheracy mencapai 94,74%. Artinya implementasi kurikulum trivium dalam pembelajaran belum optimal. Hal ini terjadi karena masih ada siswa yang belum bisa membaca dan menulis dengan baik.This study aims to explore and identify ethnomathematics in the Using quartet game, as well as apply the game-based trivium curriculum in learning statistics material in grade 3 elementary schools. The exploration and identification of ethnomathematics was carried out within a qualitative research framework. Data were collected through interviews, observation and documentation. Data analysis was done qualitatively. The data shows that the Using quartet game contains the concepts of counting, sets, comparisons, relationships, functions, rectangles, right angles, relationships between lines, congruence, opportunities, and statistics. In addition, there are counting, playing, and explaining activities in the Using quartet game. Trivium curriculum was applied in learning at grade 3 elementary school with 19 students as respondents. Data collection was done by observation and written test, while data analysis was done qualitatively by determining the percentage of concept achievement. Implementation in learning shows that the achievement of literacy and technoracy concepts is only 78.95%, while the concept of matheracy reaches 94.74%. This means that the implementation of the trivium curriculum in learning is not optimal. This happens because there are still students who cannot read and write well.
Flipped Classroom Learning Model, Assisted by R&D Statistics Advanced Material Module on Learning Outcomes of viewed from Mathematical Logical Intelligence Suharianto, Joko; Thamrin, Thamrin; Andi Taufiq Umar; Mica Siar Meiriza
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2086

Abstract

Penelitian ini melibatkan faktor internal berupa kecerdasan logis matematis, dan mengontrol pengetahuan awal mahasiswa. Penelitian ini membandingkan hasil belajar mata kuliah statistik inferensial yang menggunakan flipped classroom dengan direct instraction ditinjau dari kecerdasan logis matematis dengan mengontrol pengetahuan awal. Subjek penelitian terdiri dari dua kelas prodi Pendidikan Ekonomi Unimed semester ganjil 2023/2024. Jenis penelitian adalah quasi eksperimen dengan desain posttest only group control. Pengumpulan data menggunakan soal tes berupa pilihan berganda. Teknik analisis data menggunakan analisis kovarians. Hasil penelitian menunjukan terdapat perbedaan hasil belajar mahasiswa yang signifikan, model flipped classroom dibandikan metode direct instruction, setelah mengontrol pengetahuan awal; terdapat perbedaan hasil belajar yang signifikan mahasiswa dengan kecerdasan logis matematis tinggi dibanding yang rendah, setelah mengontrol pengetahuan awal; Model flipped classroom lebih efektif dalam meningkatkan hasil belajar, terutama bagi mahasiswa dengan kecerdasan logis-matematis rendah; kedua model pembelajaran dapat memberikan hasil yang baik bagi mahasiswa dengan kecerdasan logis-matematis tinggi. This research involves internal factors in the form of mathematical logical intelligence, and controlling students' initial knowledge. This research compares the learning outcomes of an inferential statistics course that uses a flipped classroom with direct attraction in terms of mathematical logical intelligence by controlling prior knowledge. The research subjects comprised two Unimed Economic Education study program classes for the odd semester of 2023/2024. This type of research is quasi-experimental with a posttest-only control group design. Data collection uses test questions in the form of multiple choices. The data analysis technique uses covariance analysis. The research results show that there are significant differences in student learning outcomes, in the flipped classroom model compared to the direct instruction method, after controlling for prior knowledge; there is a significant difference in learning outcomes for students with high mathematical logical intelligence compared to those with low, after controlling for prior knowledge; The flipped classroom model is more effective in improving learning outcomes, especially for students with low logical-mathematical intelligence; Both learning models can provide good results for students with high logical-mathematical intelligence.
How is the Implementation of Realistic Mathematics Education on Mathematical Literacy Skills? A Systematic Literature Review Hamidah, Ida; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Pramuditya, Surya Amami
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2089

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan pendidikan matematika realistis (RME) dalam meningkatkan keterampilan literasi matematika dan mengidentifikasi kesenjangan serta rekomendasi untuk penelitian lebih lanjut dalam meningkatkan keterampilan literasi matematika. Melalui metode tinjauan pustaka sistematis, penelitian ini mengkaji 18 artikel relevan dari Scopus yang diambil dalam periode 2018-2023 menggunakan aplikasi Publish or Perish. Analisis data dalam penelitian ini dilakukan menggunakan kerangka kerja PIECES (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, dan Summarizing). Hasil analisis menunjukkan bahwa RME dapat secara signifikan meningkatkan literasi matematika siswa dengan mendorong keterlibatan aktif, pemahaman yang mendalam, dan transferabilitas pengetahuan dalam berbagai konteks. Selain itu, penelitian ini menyoroti kesenjangan penelitian dan menawarkan wawasan untuk penelitian di masa mendatang. Temuan-temuan ini memberikan kontribusi penting bagi pengembangan metode pembelajaran matematika berbasis literasi di berbagai tingkat pendidikan.This research aims to examine the application of realistic mathematics education (RME) in improving mathematical literacy skills and identify gaps and recommendations for further research in improving mathematical literacy skills. Through a systematic literature review method, this research examines 18 relevant articles from Scopus taken in the 2018-2023 period using the Publish or Perish application. Data analysis in this research was carried out using the PIECES framework (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, and Summarizing). The analysis results show that RME can significantly improve students' mathematical literacy by encouraging active engagement, deep understanding, and transferability of knowledge in various contexts. Additionally, this study highlights research gaps and offers insights for future research. These findings provide an important contribution to the development of literacy-based mathematics learning methods at various levels of education.
Ethno-Mathematics in Minangkabau Indigenous Society Fitriza, Rozi; Hurriyah, Hurriyah; Hadaina, Dhiya
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2154

Abstract

Minangkabau memiliki beberapa daerah desa adat yang dinamakan nagari. Studi etnomatematika pada unsur kebudayaan universal masyarakat adat diperlukan sebagai salah satu usaha pelestarian budaya sekaligus menjebatani budaya lokal dan pembelajaran matematika modern. Penelitian ini bertujuan mengkaji konsep matematis yang ada pada sistem mata pencarian, peralatan hidup dan teknologi serta penggunaannya dalam pembelajaran matematika. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian etnomatematika Alangui. Penelitian dilaksanakan di Nagari Pariangan dan Nagari Sijunjung Provinsi Sumatera Barat. Informan penelitian ini adalah pemuka adat, cadiak pandai dan pelaku budaya. Teknik pengumpulan data yaitu observasi, wawancara, dokumentasi dan catatan lapangan.  Analisis data dengan tahapan reduksi data, penyajian data dan membuat kesimpulan. Hasil penelitian menunjukkan pada sistem mata pencarian, peralatan hidup dan teknologi masyarakat adat Minangkabau terdapat konsep perbandingan, pengukuran dengan satuan tradisional, geometri transformasi, bangun ruang dan kalkulus serta optimasi. Aktivitas dan peralatan hidup serta teknologi dalam masyarakat adat di Minangkabau dapat digunakan sebagai konteks dalam pembelajaran matematika.Minangkabau has several traditional village areas called Nagari. Ethnomathematics studies on universal cultural elements of indigenous peoples are needed as an effort to preserve culture as well as bridge local culture and modern mathematics learning. This research aims to examine mathematical concepts that exist in livelihood systems, living equipment, and technology and their use in mathematics learning. The research uses a qualitative approach with an Alangui ethnomathematics research design. The research was conducted in Nagari Pariangan and Nagari Sijunjung, West Sumatra Province. The informants for this research are traditional leaders, clever cadiak, and cultural actors. Data collection techniques are observation, interviews, documentation, and field notes.  Data analysis with stages of data reduction, data presentation, and conclusion. The results of the research show that in the livelihood system, living equipment, and technology of the Minangkabau indigenous people there are concepts of comparison, measurement with traditional units, transformation geometry, geometric shapes, and calculus and optimization. The activities and equipment of life and technology in indigenous communities in Minangkabau can be used as a context for learning mathematics.
Analysis of Students' Mathematical Literacy in Solving Problem-Solving Questions Based on Self-Regulated Learning M. Duskri; Afrizal; Susanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2180

Abstract

Sangat penting bagi siswa untuk mengembangkan kemampuan literasi matematika sehingga mereka dapat memanfaatkan matematika untuk memecahkan masalah dalam kehidupan sehari-hari dan tidak hanya memahami materi pelajaran. Tujuan dari penelitian ini adalah untuk mengevaluasi seberapa baik siswa menggunakan literasi matematika untuk memecahkan masalah yang telah ditinjau dari SRL. Penelitian ini menggunakan metodologi kualitatif deskriptif. Tiga anak dari kelas IX MTsN 3 Banda Aceh mereka yang memiliki kemampuan SRL tinggi, sedang, dan rendah menjadi subjek penelitian. Peneliti, soal tes untuk literasi matematika, kuesioner SRL, dan protokol wawancara berfungsi sebagai instrumen penelitian. pengumpulan data melalui wawancara dan penilaian tertulis. Tiga langkah prosedur analisis data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Dengan memberikan STKLM-1 dan STKLM-2 pada berbagai waktu, teknik pemeriksaan validitas data menggunakan triangulasi waktu. Temuan penelitian menunjukkan bahwa peserta dengan SRL tinggi memenuhi ketiga kriteria literasi matematika: merumuskan, menggunakan, dan menafsirkan. Hanya dua indikator literasi merumuskan dan menggunakan yang dipenuhi oleh subjek dengan SRL menengah; mereka tetap tidak mampu memahami hasil mengingat tingkat kesulitannya. Hanya indikator merumuskan yaitu, mengartikulasikan masalah matematika yang dapat dipenuhi oleh subjek dengan SRL rendah; mereka tetap tidak mampu memenuhi indikator menggunakan dan menginterpretasi.It is crucial that students develop mathematical literacy abilities so that they can utilize mathematics to solve problems in their daily lives and not just understand the subject matter. The purpose of this study is to evaluate how well students use mathematical literacy to solve problems that have been reviewed from SRL. This study employs a descriptive qualitative methodology. Three kids from class IX MTsN 3 Banda Aceh those with high, medium, and low SRL abilities were the study's subjects. Researchers, test questions for mathematical literacy, SRL questionnaires, and interview protocols served as the study's instruments. collecting data through interviews and written assessments. The three steps of data analysis procedures are data reduction, data presentation, and conclusion drawing. By administering STKLM-1 and STKLM-2 at various times, the data validity checking technique employs time triangulation. The study's findings demonstrated that participants with high SRL satisfied all three criteria for mathematical literacy: formulate, employ, and interpret. Only two literacy indicators formulate and employ were met by subjects with intermediate SRL; they were nevertheless unable to understand the results in light of the difficulty. Only the formulate indikator that is, articulating mathematical problems could be met by subjects with low SRL; they were nevertheless unable to fulfill the employ and interpret indicators.

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