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Ekasatya Aldila Afriansyah
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Plusminus: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia
ISSN : 27982904     EISSN : 27982920     DOI : -
Core Subject : Education,
Education Mathematics Other
Plusminus: Jurnal Pendidikan Matematika (p-ISSN: 2798-2904 & e-ISSN: 2798-2798) 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. Plusminus terbit tiga kali dalam satu tahun, yaitu pada bulan Maret, Juli, dan November. Penerbit Plusminus adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 15 Documents
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Search results for , issue "Vol. 5 No. 1 (2025): March" : 15 Documents clear
Identifying Students’ Numeracy Skills through Realistic Mathematics Education Sarumaha, Yenny Anggreini; Nur Dina Meylaila Khasanah
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2553

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan tingkatan kemampuan numerasi siswa yang menggunakan pendekatan PMRI dalam pembelajarannya. Penelitian ini dilakukan selain karena adanya masalah mendasar dalam literasi matematika siswa dan masih sedikitnya penelitian mengenai pendekatan pembelajaran yang efektif untuk mengembangkan numerasi siswa, keterampilan ini adalah bekal siswa dalam kehidupan untuk dapat menggunakan matematika dalam berbagai konteks kehidupan nyata untuk pengambilan keputusan dan pemecahan masalah. Penelitian ini adalah penelitian deskriptif kualitatif dengan subjek penelitian adalah 18 orang siswa kelas X SMK Muhammadiyah di Yogyakarta. Data yang dikumpulkan dalam penelitian ini berupa hasil observasi, hasil wawancara, catatan lapangan, dan dokumen hasil pekerjaan siswa. Teknik analisis yang digunakan dalam penelitian ini adalah reduksi data, penyajian data, dan penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa kemampuan numerasi siswa berada pada level perlu intervensi khusus, dasar, dan cakap. Beberapa faktor yang menjadi penghambat dalam pelaksanaan penelitian di antaranya siswa belum terbiasa dengan pendekatan PMRI dalam kegiatan pembelajaran dan minimnya pengalaman siswa dalam menyelesaikan soal-soal numerasi atau masalah matematika yang memiliki konteks atau situasi yang berkaitan dengan kehidupan. The aim of this present study is to describe students’ level of numeracy competence using PMRI approach in learning mathematics. This research is conducted not only because og the fundamental issues in students’ mathematical literacy and the lack of studies on effective learning approaches to develop students’ numeracy, but also because these skills are essential for students in life to use mathematics in various real-life contexts for decision-making and problem-solving. This study is a qualitative descriptive which involved 18 Vocational School students grade X in Yogyakarta. Data collection in this research consisted of observation result, interview results, field notes, and students’ works. The analysis techniques used in this research are data reduction, data presentation, and drawing inferences and verification. The study showed that students’ level of numeracy competence was in the level of need for specific intervention, elementary, and capable. Several factors that inhibited the impelementation of research included students not being accustomed to the PMRI approach in learning and students’ lack of experiences in solving numeracy problems or mathematical problems that have a context or situation related to daily life.
Scratch vs Excel: Enhancing Math Problem-Solving and Student Confidence Indrajaya, Undang; Siti Sadiah; Rostina Sundayana; Nitta Puspitasari
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2556

Abstract

Artikel “Scratch vs Excel: Enhanching Math Problem-Solving and Student Confidence” bertujuan untuk mengetahui perbedaan peningkatan kemampuan pemecahan masalah matematis dan Self Confidence siswa dalam pembelajaran Matematika dengan menggunakan aplikasi Scratch dan Microsoft Excel. Penelitian ini menggunakan desain quasi eksperimen dengan subjek penelitian kelas XII MIPA pada salah satu SMA di Kabupaten Garut yang dipilih berdasarkan purposive sampling. Metode pengumpulan data meliputi tes, angket, dan observasi. Teknik analisis data mencakup statistik deskriptif, Gain ternormalisasi dan uji independen dua sampel untuk menguji perbedaan peningkatan (N-Gain) antara dua kelompok.  Penelitian ini dapat menjawab kebutuhan akan pendekatan pembelajaran yang lebih efektif dan relevan dengan kondisi siswa, dengan fokus pada dua aspek yaitu kognitif (kemampuan memecahkan masalah) dan afektif (self confidence). Pada penelitian ini ditemukan adanya perbedaan peningkatan kemampuan pemecahan masalah matematis dan self confidence antara siswa yang menggunakan media pembelajaran interaktif aplikasi Scratch dan Microsoft Excel. Di mana Scratch terbukti memberikan peningkatan yang lebih baik dalam kemampuan pemecahan masalah matematis dan self confidence, dibandingkan Excel. Ini menunjukkan bahwa media interaktif berbasis animasi/visual dapat meningkatkan motivasi dan pemahaman siswa. The article “Scratch vs Excel: Enhanching Math Problem-Solving and Student Confidence” is a study to compare the differences in the improvement of the ability of mathematical problem-solving and student self-confidence in learning mathematics by using Scratch and Microsoft Excel applications. This study used a quasi-experimental design with the research subjects of class XII MIPA at one of the high schools in Garut Regency which was selected based on purposive sampling. Data collection methods include tests, questionnaires, and observations. Data analysis techniques include descriptive statistics, normalized Gain and two-sample independent test to test the difference in improvement (N-Gain) between two groups.  This study can answer the need for a learning approach that is more effective and relevant to the conditions of students, focusing on two aspects, namely cognitive (problem-solving ability) and affective (self confidence). In this study, it was found that there were differences in the improvement of the ability of mathematical problem-solving and self-confidence between students who used interactive learning media Scratch application and Microsoft Excel. Scratch was shown to provide better improvement in mathematical problem-solving ability and self confidence, compared to Excel. This suggests that animation/visual-based interactive media can increase students’ motivation and understanding.
The Impact of Inquiry Learning and Discovery Learning Models on Mathematical Communication Skills and Self-Confidence Puspitasari, Nitta; Mardiani, Dian; Azaria, Rahma; Nuraeni, Reni; Noordyana, Mega Achdisty
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2605

Abstract

Kemampuan komunikasi matematis dan self-confidence penting dalam pembelajaran matematika. Namun, banyak siswa masih mengalami kesulitan dalam mengungkapkan ide matematis dan kurang percaya diri dalam pembelajaran. Diperlukan model pembelajaran inovatif seperti Inquiry Learning dan Discovery Learning yang melibatkan siswa secara aktif. Penelitian bertujuan menganalisis perbedaan peningkatan kemampuan komunikasi matematis dan self-confidence antara siswa yang dibelajarkan dengan model Inquiry dan Discovery Learning, serta mengkaji hubungan antara kedua kemampuan tersebut. Metode yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest nonequivalent control group. Data dikumpulkan melalui tes dan kuesioner, dianalisis menggunakan Independent Sample t-test dan uji t’ untuk membandingkan peningkatan, serta uji korelasi Pearson untuk melihat hubungan antar variabel. Hasil penelitian menunjukkan adanya perbedaan peningkatan kemampuan komunikasi matematis dan self-confidence antara kedua model pembelajaran. Namun, tidak ditemukan hubungan antara peningkatan komunikasi matematis dan self-confidence dalam masing-masing model. Mathematical communication skills and self-confidence are two important aspects in learning mathematics. However, many students still have difficulty expressing mathematical ideas and lack confidence in learning. Therefore, innovative learning models such as Inquiry Learning and Discovery Learning are needed that actively involve students. This study aims to analyze the differences in the improvement of mathematical communication skills and self-confidence between students who are taught with the Inquiry and Discovery Learning models, and to examine the relationship between the two abilities. The method used is a quasi-experiment with a nonequivalent control group pretest-posttest design. Data were collected through tests and questionnaires, then analyzed using the Independent Sample t-test and t' test to compare improvements, and the Pearson correlation test to see the relationship between variables. The results showed differences in the improvement of mathematical communication skills and self-confidence between the two learning models. However, no relationship was found between the improvement of mathematical communication and self-confidence in each model.
Students’ Mathematical Literacy Skills Through Contextual Teaching and Learning and Problem-Based Learning Models Sofyan, Deddy; Puspitasari, Nitta; Maryani, Siti
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2619

Abstract

Kemampuan literasi matematis siswa merupakan salah satu kemampuan kognitif yang penting untuk dikuasai oleh siswa. Berdasarkan PISA 2022 menunjukkan Indonesia masih tergolong rendah. Tujuan penelitian untuk mengetahui apakah ada perbedaan kemampuan literasi matematis siswa antara siswa yang mendapatkan model Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL). Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan populasi yaitu siswa SMP kelas VIII pada salah satu sekolah di kabupaten Garut. Teknik pengambilan sampel pada penelitian ini adalah purposive sampling. Teknik pengumpulan data yang digunakan yaitu tes dan observasi. Teknik analisis data menggunakan uji t dan gain ternormalisasi. Hasil penelitian ini yaitu: Terdapat perbedaan kemampuan literasi matematis siswa antara yang mendapatkan model CTL dan PBL; Kualitas peningkatan kemampuan literasi matematis siswa kelas CTL termasuk pada kategori sedang; Kualitas peningkatan kemampuan literasi matematis siswa kelas PBL  pada materi termasuk pada kategori sedang. Students' mathematical literacy skills is one of the important cognitive skills that students need to master. According to PISA 2022, Indonesia is still categorized as having a low level of performance. The purpose of this study is to determine whether there is a difference in students' mathematical literacy abilities between those who received the Contextual Teaching and Learning (CTL) model and those who received the Problem-Based Learning (PBL) model. The method used in this study is a quasi-experiment with the population being 8th-grade junior high school students at a school in Garut Regency. The sampling technique used in this study is purposive sampling. The data collection techniques used are tests and observations. Data analysis techniques include the t-test and normalized gain. The results of this study are: There is a difference in students' mathematical literacy skills between those who received the CTL model and those who received the PBL model; The improvement in mathematical literacy skills of students in the CTL class is in the medium category; The improvement in mathematical literacy skills of students in the PBL class is also in the medium category.
GeoGebra Enhances Mathematical Conceptual Understanding in Straight-Line Equations Afriansyah, Ekasatya Aldila; Aini, Gita Fitri
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2820

Abstract

Rendahnya pemahaman konsep matematis menyebabkan siswa kesulitan memahami materi abstrak seperti persamaan garis lurus. Penelitian ini bertujuan menguji efektivitas GeoGebra sebagai media pembelajaran untuk meningkatkan pemahaman konsep tersebut. Metode yang digunakan adalah eksperimen (one-shot case study) dengan sampel 30 siswa kelas VIII di SMP Kec. Bayongbong (purposive sampling). Data dikumpulkan melalui tes uraian dan observasi aktivitas siswa, kemudian dianalisis secara statistik deskriptif dan inferensial (uji-z). Hasil menunjukkan bahwa GeoGebra tidak efektif dalam meningkatkan pemahaman konsep matematis. Temuan ini menyiratkan perlunya integrasi GeoGebra dengan metode lain, seperti scaffolding guru atau pembelajaran berbasis masalah. The limited comprehension of mathematical concepts by students hinders their ability to grasp abstract material, such as linear equations. The objective of this study is to assess the efficacy of GeoGebra as a learning medium to enhance comprehension of the concept. The method employed was an experiment (one-shot case study) with a sample of 30 students in class VIII at SMP Kec. Bayongbong (purposive sampling). The data were collected through the implementation of descriptive tests and student activity observations. Subsequent to the collection of the aforementioned data, the data were analyzed descriptively and inferentially (z-test). The findings indicated that GeoGebra did not demonstrate efficacy in enhancing mathematical concept comprehension. This finding suggests the necessity for GeoGebra integration with alternative methods, such as teacher scaffolding or problem-based learning.

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