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MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Published by Universitas Timor
ISSN : ""     EISSN : 25275933     DOI : https://doi.org/10.32938/jipm.6.2.2021.31-41
Core Subject : Education,
Mathematics
MATH-EDU: Jurnal Ilmu Pendidikan Matematika menerbitkan hasil penelitian yang original, dan atau naskah kajian teoritis dalam bidang matematika dan pendidikan matematika, tentang masalah terkini, yang dilakukan oleh: (1) Pengajar di tingkat Sekolah Dasar dan Menengah, serta Perguruan Tinggi, (2) Pengamat dan peneliti bidang Pendidikan Matematika, (3) Pengambil keputusan pendidikan di tingkat daerah dan nasional (berhubungan dengan Pendidikan Matematika).
Arjuna Subject : Umum - Umum
Articles 133 Documents
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Analysis of Errors of Grade VIII Students in Solving Minimum Competency Assessment (AKM) Questions Based on Newman's Theory Anunut, Ardi Plasidus; Bete, Hendrika; Salsinha, Cecilia Novianti
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9027

Abstract

Penelitian ini bertujuan untuk mengetahui kesalahan yang dilakukan siswa kelas VIII SMP Negeri Fatumfaun dalam menyelesaikan soal AKM berdasarkan teori Newman. Jenis penelitian ini adalah penelitian deskripsi kualitatif, yang dilakukan pada siswa kelas VIII A SMP Negeri Fatumfaun yang berjumlah 23 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes tertulis, wawancara, dan dokumentasi. Instrumen tes terdiri dari 3 butir soal AKM Numerasi yang telah di validasi. Teknik analisis data digunakan dalam penelitian ini adalah reduksi data, penyajian data, dan penarikan kesimpulan. Jenis kesalahan siswa dianalisis menggunakan metode Newman, yaitu 1) kesalahan memahami, 2) Kesalahan transformasi, 3) kesalahan keterampilan proses, dan 4) kesalahan penulisan jawaban akhir. Berdasarkan hasil analisis data, diperoleh kesimpulan yang menunjukkan bahwa siswa melakukan kesalahan pada tahapan-tahapan Newman, yaitu kesalahan memahami sebesar 53,62%, kesalahan transformasi sebesar 65,21%, kesalahan keterampilan proses sebesar 71,01%, dan kesalahan menuliskan jawaban akhir 72,46%.
Efforts to Improve Mathematics Learning Outcomes with Ethnomathematics Based Differentiated Learning in Junior High School Students Mei, Adelvina; Amsikan, Stanislaus; Naimnule, Maria
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9236

Abstract

This study aims to determine the results of mathematics learning with ethnomathematics-based differentiated learning in grade VII students of Maubeli State Junior High School. This research is called Classroom Action Research, and it was carried out at Maubeli State Middle School. The data collection techniques used are tests and observations. The research instruments used were test questions and observation sheets. The data analysis techniques used are data analysis of test results and analysis of observation data. The results of the study showed that there was an increase in students' mathematics learning outcomes with an ethnomathematics-based differentiated learning approach. The average student learning outcomes and the percentage of class completion from cycle I to cycle II have exceeded the specified standard, namely the average student score reached 68.64 with a classical completion percentage of 64% in the first cycle increasing to 80.52 with a classical completion percentage of 84% in cycle II. Learning with an ethnomathematical approach can increase students' understanding of the material because it is related to the activities they do in their daily lives, especially in the Pancasila Student Profile Strengthening (P5) project  
Path Analysis of The Effect of Social Interaction, Emotional Intelligence, and Learning Interest on Students' Mathematics Learning Achievement Sanbein, Anita Fanu; Salsinha, Cecilia Novianti; Naimnule, Maria
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9390

Abstract

Students' emotional intelligence and very low social interaction, as well as students' declining interest in learning in class X, are important problems found at SMA Negeri 2 Kefamenanu. For this reason, the researcher wanted to find out how much influence social interaction had on learning achievement with or without moderation variables, namely emotional intelligence and learning interest, as well as the influence of the selected moderation variables. This type of research is a quantitative research with a survey method. The results of the study were then analyzed with path analysis statistics. The subjects in this study are students in class X of SMA Negeri 2 Kefamenanu. The types of data used in this study are primary data and secondary data. The results showed that the biggest influence was the direct influence of emotional intelligence on learning achievement at 62.41%. In addition, there was a direct influence of social interaction on learning achievement by 43.56%. This research provides implications for educators to improve student learning achievement through social interaction and emotional intelligence. This also shows the novelty of the results of the analysis, that emotional intelligence turns out to be more influential on student achievement than learning interest.
Errors and Their Causes in Solving One-Variable Linear Equations Among Mexican High School Students Morales-Benitez, Leineri; Salgado-Beltrán, Gerardo; Son, Aloisius Loka; García-García, Javier
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9391

Abstract

The aim of this study was to identify the errors made by a group of Mexican High School students when solving linear equations, as well as their possible causes. Data collection was conducted through a task-based interview administered to 30 students from a public school in southern Mexico. The results revealed that students made arithmetic errors when solving linear equations, including difficulties in performing operations with integers, handling fractions, applying the distributive property, and transposing terms incorrectly. By analyzing students' reasoning, it was inferred that these errors stem mainly from poor assimilation of arithmetic concepts, affective and emotional factors, and the presence of cognitive obstacles. Additionally, both procedural and conceptual algebraic errors were identified. According to the conceptual framework, these errors originate from limited manipulation of algebraic language, incorrect application of procedural rules, and didactic and cognitive obstacles. These findings encourage reflection on future research aimed at improving the learning of linear equations at the high school level.
The Extended Theory of Connections (ETC) and its Contributions to Mathematics Education: Some Reflections on the Path Taken Nieto, Camilo Andrés Rodríguez
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9434

Abstract

For several years, a fundamental idea has been promoted that establishing mathematical connections is important for understanding mathematical concepts. This statement has led many researchers to consider that students' difficulties are caused by errors in problem-solving that arise from failing to make necessary connections linked to procedures, graphic representations, meanings, among other aspects, that are inconsistent with institutional mathematics. Given this problem, the Extended Theory of Connections emerged through consensus in the literature, importance in curricular organizations, the quality of analyses of mathematical activity, and its theoretical and methodological development with intra-mathematical, extra-mathematical, ethnomathematical, and neuro-mathematical connections. Specifically, this article addresses a review of the literature on connections that contains a theoretical framework, an appropriate methodology for identifying connections, and some practical cases of connections. It is asserted that mathematical connections are a topic of interest and should continue to be promoted in classrooms to improve the teaching and learning processes of mathematics by involving sociocultural and neurocognitive aspects.
Analysis of Students' Higher Order Thinking Skills in Solving Open-Ended Problems on the Topic of the System of Linear Equations in Two Variables Ningsih, Febria; Pitri, Dela Mike; Putri, Rahmi
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 2 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i2.6351

Abstract

This study aims to describe how students' Higher Order Thinking Skill (HOTS) ability is reflected in solving open-ended problems related to the topic of system of linear equations of two variables. This type of research is descriptive with a qualitative approach aimed at uncovering the description of students' HOTS ability in answering open-ended problems related to the topic. Three students from three different groups, namely high, medium and low performers, were involved in this study. The results showed that students with high HOTS ability were able to solve open-ended problems at the cognitive level involving analysis, evaluation, and solution creation. Students with moderate HOTS ability were only able to solve problems at the analysis and evaluation levels, without reaching the solution creation level. Meanwhile, students with low HOTS ability were only able to solve problems at the analysis level, without reaching the evaluation and solution creation levels
Quality Analysis of Evaluation Instruments for Junior High School Students’ Mathematical Conceptual Understanding Hakim, Abdur Rahman; Revita, Rena
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 2 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i2.7423

Abstract

This study investigates the quality of evaluation instruments developed to measure junior high school students’ mathematical conceptual understanding, with a focus on the topic of numbers. The research employed a quantitative descriptive method involving thirty-two seventh-grade students from a junior high school in Pekanbaru. Data were obtained through essay-based assessments consisting of three items aligned with specific indicators of mathematical conceptual understanding and cognitive domain levels. The analysis examined validity, reliability, difficulty level, and discrimination power. The findings show that all three items achieved high validity, although the overall reliability coefficient was categorized as low. The difficulty level varied, with one item classified as easy and two as moderate. Discrimination power also differed among items, with one item having poor discrimination, one adequate, and one good. These results highlight the importance of conducting systematic quality testing to ensure that evaluation instruments are valid, reliable, and appropriately calibrated for assessing students’ conceptual understanding in mathematics.
Model Influence Contextual Teaching And Learning Regarding the Reasoning Ability of Class VIII Students at Fatumfaun State Middle School on SPLDV Material Timutang, Moses; Siahaan, Meiva M. Lestari; Mone, Ferdinandus
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 2 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i2.7555

Abstract

The aim of this research is to determine the effect of the Contextual Teaching and Learning model on the reasoning abilities of class VIII students at SMP Negeri Fatumfaun. The type of research used in this research is quasi experimental with a pretest-posttest control group design. The subjects in this research were students in classes VIII B and VIII C of Fatumfaun State Middle School for the 2023/2024 academic year, totaling 30 students. The research data obtained used research instruments in the form of mathematical reasoning ability test instruments on SPLDV material in the form of 2 essays. Reasoning ability score data was analyzed using due diligence and comparison tests. The results of the research show that there is an influence of the CTL learning model on students' reasoning abilities, this is shown by: 1 the value of the reasoning abilities of students who take part in learning with CTL exceeds the KKM value seen from the test results, namely , 2  the reasoning ability scores of students who took part in learning with the CTL model were better than students who took part in learning with the conventional model, seen from the results of the  test
Development of Mathematics Learning Tools Based on the Discovery Learning Model with the RME Approach Containing Mathematical Literacy Amalia, Eka Nurul; Maharani, Rizqona
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 2 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i2.8438

Abstract

Indonesian students' mathematical literacy skills were categorized as low based on the results of the 2022 PISA test. This can be improved by providing students with mathematical literacy-based learning. Previous studies have shown that the majority of educators are familiar with mathematical literacy, but are unable to design learning that includes mathematical literacy. Based on this condition, a mathematical literacy-based learning tool was developed to support the improvement of students' mathematical literacy skills. Three learning tools were developed: a teaching module, a worksheet, and summative mathematical literacy questions. These three learning tools were developed using the RND method and the 4D model. Based on validity testing by two experts using V-Aiken, the results were 0.97 for the teaching module, 0.93 for the worksheet, and 0.95 for the summative mathematical literacy test questions, all of which were declared very valid. Meanwhile, based on the practicality test, an average score of 95% was obtained for the teaching module, 95% for the student worksheet, and 94% for the summative mathematical literacy test questions. All three were declared highly practical. Because the learning tools have been declared highly valid and highly practical, the learning tools developed can be implemented in the learning process.
Realistic Mathematics Education in the Context of Truck Tires and Marble Games in Elementary School Addition and Subtraction Material Sabiela, Royana Nafisa; Tamara, Latif Fatul; Permadani, Rohani Anggita; Zuliana, Eka
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 2 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i2.8964

Abstract

The purpose of this study is to describe students’ activities during realistic mathematics learning using the context of trailer truck wheels and marble games in addition and subtraction material. This research employed a design research method with 23 first-grade students of SD Negeri 3 Krasak, Jepara Regency, Central Java as participants. The findings indicate that the use of trailer truck wheels as concrete media increased students’ activeness and curiosity in understanding the concept of addition. Students were able to redraw the wheels, perform calculations, and match their drawings with real objects, leading to an understanding of addition as a process of combining. Meanwhile, through the marble game, students engaged in learning while playing and understood subtraction as the process of taking away from a whole. Overall, students actively participated and successfully completed the activities, showing that real-world contexts effectively support the understanding of basic arithmetic operations.

Page 13 of 14 | Total Record : 133

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