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Jurnal Tadris Matematika (JTMT)
Published by Institut Agama Islam Muhammadiyah Sinjai
ISSN : 2745956X     EISSN : 27459551     DOI : https://doi.org/10.47435/jtm.v1i2
Core Subject : Science, Education,
Library & Information Science Mathematics
Tujuan jurnal ini adalah untuk menerbitkan penelitian berkualitas tinggi dalam pendidikan matematika termasuk pengajaran dan pembelajaran, pengajaran, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, perkembangan pendidikan, dari berbagai jenis penelitian seperti survei, penelitian dan pengembangan, eksperimental penelitian, penelitian tindakan kelas, dll.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022" : 5 Documents clear
Pengaruh Media Video Youtube Terhadap Motivasi Dan Hasil Belajar Matematika Siswa Nova Aulia; Beni Asyhar
JTMT: Journal Tadris Matematika Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022
Publisher : IAI Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v3i2.1168

Abstract

The purpose of this study was to determine the effect of the use of YouTube video media on the motivation and learning outcomes of class VIII students at one of MTs in Blitar. The research uses a quantitative approach, the type of research is Quasi Experimental with the Posttest-Only Control Group Design model. Sampling used a purposive sampling technique, with class VIII B as the experimental class and class VIII A as the control class. Data collection techniques using questionnaires, tests, and documentation. Data were analyzed using the independent sample t-test and the MANOVA test with the help of SPSS. The results of the study show that: 1) There is a significant influence of YouTube video media on students' motivation to learn mathematics. Evidenced by the value of Sig. 0.009 <0.05 with an average score of learning motivation in the experimental class of 79.87 and in the control class of 73.97; 2) There is a significant influence of YouTube video media on students' mathematics learning outcomes. Evidenced by the value of Sig. 0.000 <0.05 with an average score of 86.45 in the experimental class and 74.05 in the control class; and 3) There is a significant effect of the use of YouTube video media on students' motivation and learning outcomes in mathematics. Evidenced by the value of Sig. 0.000 < 0.05.
Kemampuan Literasi Numerasi Berdasarkan Kecerdasan Logis Matematis Melalui Soal AKM Pada Siswa SMP Diah Shela Andrianti; Puji Rahayu
JTMT: Journal Tadris Matematika Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022
Publisher : IAI Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v3i2.1189

Abstract

Abstract Numeracy literacy skills are skills in to use several types of numbers and symbols related to mathematics in analyzing, interpreting, and applying the information that has been obtained to solve problems in everyday life. This study aims to determine numeracy literacy skills based on mathematical logical intelligence through AKM questions for junior high school students. This research is a descriptive research with a qualitative approach. Data collection techniques were in the form of logical-mathematical intelligence questionnaires as research subjects, numeracy literacy tests in the form of AKM questions and interviews with selected subjects. The results of this study indicate that students in the high category are able to use knowledge, interpret problems with formulas, write down steps and strategies, use complex and complicated models to solve situations correctly, use reasoning on problems but are not correct. Whereas students in the moderate category are able to use knowledge, interpret problems with formulas, write down steps and strategies, use models to solve complex and complicated situations but are incorrect, use reasoning on questions but are incorrect. For students in the low category, they are able to use knowledge, interpret problems but are incorrect, have not written down steps and strategies, have not used models to solve complex and complicated situations, use reasoning but are incorrect.
Implementasi Teori Belajar Behavioristik dalam Pembelajaran Matematika Prima Mytra; Andi Asrafiani; Ahmad Budi; Hardiana Hardiana; Irmayanti Irmayanti
JTMT: Journal Tadris Matematika Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022
Publisher : IAI Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v3i2.1253

Abstract

The purpose of this study is to describe the advantages and disadvantages and implementation of Behavioristic learning theory in mathematics learning. The research method used is literature research and conducting studies with Behavioristic learning theorists and using secondary data. The results of the study are as follows: (1) behavioristic learning theory is good for students who are still children or at the elementary and some junior high school levels, (2) this theory is good for use in lessons that require speed, spontaneity, flexibility, etc., (3) simple and easy to apply because they do not pay much attention to elements.
Profil Tingkat Kesulitan Guru Matematika Dalam Penerapan Pembelajaran Berbasis HOTS Ditinjau Dari Dimensi Perencanaan Fatma Fela; Edy Nurfalah
JTMT: Journal Tadris Matematika Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022
Publisher : IAI Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v3i2.1268

Abstract

Learning is an evaluation or assessment process that is useful to support improvements in learning, in the assessment it is necessary to have instruments that support students to have creative thinking skills and high-level thinking. This study aims to determine the level of difficulty of mathematics teachers at Madrasah Aliyah in Tuban Regency in implementing Higher Order Thinking Skills (HOTS) based learning in the assessment dimension. The problem of teacher difficulties in the HOTS learning assessment dimension requires the ability of teachers to assess learning outcomes, assess the learning process, and process values ​​in the form of percentage values. This quantitative descriptive study has a population of mathematics teachers who only teach at the Madrasah Aliyah level in the Tuban Regency. This research was conducted using a questionnaire survey method through the Zoho Form application by distributing a questionnaire link. The results showed that the difficulty level of mathematics teachers at Madrasah Aliyah in Tuban Regency towards the application of Higher Order Thinking Skills (HOTS) seen from the dimensions of the assessment in the "very difficult" category was 0% (0 teachers), 39% "difficult" category (13 teachers ), category "quite difficult" 61% (20 teachers), category "not difficult" 0% (0 teachers), "very not difficult" 0% (0 teachers), so the difficulty level of mathematics teachers in implementing HOTS-based learning is seen from the dimensions of the assessment fall into the category of quite difficult.
Analisis Kesulitan Belajar Mahasiswa dalam Menyelesaikan Masalah Matematika ke-MI/SD-an Program Studi Pendidikan Guru Madrasah Ibtidaiyah Faisya Rahayu Rustam; Danial Danial; Syarifuddin Syarifuddin; Fitriani Fitriani
JTMT: Journal Tadris Matematika Vol 3 No 2 (2022): Volume 03 Nomor 2 Desember 2022
Publisher : IAI Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v3i2.1363

Abstract

This study aims to describe students' learning difficulties in solving math problems for MI/SD based on Polya's problem-solving stages. This research is included in the case study research using a qualitative approach. The subjects of this study were 2 students of the PGMI study program who had studied Mathematics for MI/SD. The data collection methods in this study were tests and interviews, while the data analysis was done by reducing data, presenting data, and drawing conclusions. The results showed that the learning difficulties experienced by RSD and SAT were broadly similar, including: (1) difficulty in understanding the problem, such as being unable to understand the problem from the question, unable to determine the appropriate symbol with the information known from the question, incomplete in writing down the information contained in the questions, and still lacking in understanding the concept; (2) difficulty in planning problem solving, such as being unable to determine symbols and mathematical concepts or formulas; (3) difficulty in implementing the problem-solving plan, such as not sure about the concept or formula used, and difficulty in doing the exercises without looking at the example; (4) difficulty in re-examining the solution obtained, namely not knowing how to re-examine correctly.

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