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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 2 No. 1 (2022)" : 15 Documents clear
The Problems encountered by students during Mathematics online learning viewed from Constructivism: a study of students' perspectives Roslani
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8812

Abstract

Constructivism learning theory is very relevant to be applied in Indonesia because it has advantages that can be used as an innovative learning method. However, the constructivism learning model is still rarely applied, especially in mathematics learning so that the learning objectives are not achieved properly. This research was conducted to obtain comprehensive information on how constructivism theory is used in online mathematics learning and the obstacles faced. This can be useful to find out good new adaptations in implementing online mathematics learning in the future. In addition, it can be useful as an evaluation material for the application of constructivism theory in online mathematics learning in the future. This research uses descriptive analysis method with literature study technique. The constructivism theory referred to in this study is a constructivist learning theory that has been explored in the application of online mathematics learning into four parts, namely: a learner-centered learning environment, a knowledge-centered learning environment, an assessment-centered learning environment, and an assessment-centered learning environment. community-centred learning.
Apakah Keaktifan Siswa Dapat Ditingkatkan Melalu Pembelajaran Kooperatif Dengan Metode Guided Discovery Learning ? Andika Setyo Budi Lestari; Siti Aisah
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8847

Abstract

Hasil observasi yang dilakukan peneliti pada hari Selasa, tanggal 17 Februari 2015 menunjukkan sebagian besar siswa kurang aktif ini terlihat dari hasil observasi penilaian keaktifan belajar siswa sebelum dilakukan penelitian mencapai 20% dari 25 siswa. Hal ini yang mendorong peneliti untuk melakukan penelitian dalam hal meningkatkan keaktifan belajar siswa khususnya pada materi dimensi dua. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah pembelajaran yang dapat meningkatkan keaktifan belajar siswa kelas XI SMK Al-Amien Wonorejo melalui pembelajaran kooperatif dengan metode guided discovery learning. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Masing-masing siklus terdiri dari empat tahap, yaitu (1) tahap perencanaan; (2) tahap tindakan; (3) tahap pengamatan (observasi); dan (4) tahap refleksi. Hasil penelitian tindakan kelas ini menunjukkan bahwa keaktifan belajar siswa pada siklus 1 belum memenuhi kriteria yang ditentukan oleh peneliti, yaitu banyaknya siswa yang aktif adalah 75% dari seluruh siswa. Persentase keaktifan belajar siswa pada pertemuan ke-1 sebanyak 48% dan pada pertemuan 2 sebanyak 64%. Setelah dilakukan perbaikan pada siklus 2, persentase keaktifan belajar siswa meningkat menjadi 80% pada pertemuan ke-1 dan 88% pada pertemuan ke-2. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa penerapan pembelajaran kooperatif dengan metode guided discovery learning dapat meningkatkan keaktifan belajar siswa kelas XI SMK Al-Amien Wonorejo.
Profiling students' algebraic thinking ability in solving problems System Of Linear Equations Two Variables in vocational educational schools Eryanti, Ika; Sallah, Emmanuel Kwadzo; Gakuba, Emmanuel
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v1i4.8878

Abstract

Based on the results of data analysis and discussion of research results, it was concluded that students with high algebraic thinking ability category were able to fulfill all indicators of algebraic thinking on problem solving problems. For students with moderate algebraic thinking ability categories, students have not been able to think analytically and dynamically and organize, in other words, they have not been able to fulfill all indicators of algebraic thinking on problem solving problems. Meanwhile, for students with low thinking ability category, students have not been able to think analytically and dynamically and organizationally, as evidenced by students who have difficulty in the elimination method step, namely students are not able to complete the stages of the elimination method of one of the variables x or y correctly. So, the values ​​of x and y obtained by students are wrong. In addition to these errors, students also did not write down what value conclusions were intended/looked for in the problem, in other words, they had not been able to fulfill all the indicators of algebraic thinking in problem solving questions.
Eksplorasi Kemampuan Pemecahan Masalah Siswa SMA Dalam menyelesaikan Masalah Eksponensial Nada, Qothrotun; Prasetyo Aji, Purwanto
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8880

Abstract

Berdasarkan hasil penelitian, didapatkan peserta didik dengan kemampuan matematis yang tinggi telah memenuhi empat tahapan Polya dengan baik dalam menyelesaikan masalah terkait materi eksponensial. Memahami masalah ditunjukan dengan peserta didik menuliskan informasi yang diketahui dan ditanyadari soal. Menyusun rencana dan melaksanakan rencana dilakukan dengan baik dan benar sesuai prosedur, serta memeriksa kembali hasil pekerjaannya dari awal hingga akhir. Sedangkan peserta didik dengan kemampuan matematis sedang, dalam memahami masalah masih kurang karena dalam menuliskan informasi ditanya masih kurang lengkap, saat melaksanakan rencana ada kesalahan dalam mensubstitusikan nilai, dan tidak melakukan memeriksa kembali hasil pekerjaannya dari awal hingga akhir. Sementara peserta didik dengan kemampuan rendah hanya dapat memahami masalah, namun masih kesulitan pada tahap merencanakan, melaksanakan rencana, dan melakukan pemeriksaan kembali.
The potential difficulties faced by students in learning mathematics in vocational high schools: comparative study of external and internal factors Yanti, Ferda; Bayu Nugroho, Purna
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8899

Abstract

This study is meant to describe: (a) Difficulty in learning mathematics in eleventh grade, (b) the reasons behind those difficulty faced by the students eleventh grade, (c) Teachers' efforts to overcome the difficulties of learning mathematics in eleventh grade, (d) Large The level of difficulty in learning mathematics experienced by eleventh graders. This type of research is a type of qualitative research. Difficulties experienced by students are difficulty understanding concepts, difficulties in skills, and difficulties in solving problems Data collection methods used were interview and test methods. Research shows that: (1) Difficulty understanding concepts, difficulties in skills, and difficulties in solving problems. (2) The causes of those difficulty in learning comes from social, emotional, and intellectual of students themselves. (3) Teacher's efforts to overcome learning difficulties by holding remedial. (4) The level of learning difficulties of students included in the category is very difficult. It is hoped that the teacher can overcome student learning difficulties. So that students' difficulties in learning mathematics are slightly overcome.
The Problems encountered by students during Mathematics online learning viewed from Constructivism: a study of students' perspectives Roslani; Ishaq Nuriadin
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8812

Abstract

Constructivism learning theory is very relevant to be applied in Indonesia because it has advantages that can be used as an innovative learning method. However, the constructivism learning model is still rarely applied, especially in mathematics learning so that the learning objectives are not achieved properly. This research was conducted to obtain comprehensive information on how constructivism theory is used in online mathematics learning and the obstacles faced. This can be useful to find out good new adaptations in implementing online mathematics learning in the future. In addition, it can be useful as an evaluation material for the application of constructivism theory in online mathematics learning in the future. This research uses descriptive analysis method with literature study technique. The constructivism theory referred to in this study is a constructivist learning theory that has been explored in the application of online mathematics learning into four parts, namely: a learner-centered learning environment, a knowledge-centered learning environment, an assessment-centered learning environment, and an assessment-centered learning environment. community-centred learning.   Teori pembelajaran konstruktivisme sangat relevan untuk diterapkan di Indonesia karena memiliki kelebihan yang dapat dijadikan metode pembelajaran yang inovatif. Namun model pembelajaran konstruktivisme masih jarang diterapkan khususnya pada pembelajaran matematika sehingga tujuan pembelajaran tidak tercapai dengan baik. Penelitian ini dilakukan untuk memperoleh informasi yang komprehensif tentang bagaimana teori konstruktivisme digunakan dalam pembelajaran matematika online dan kendala yang dihadapi. Hal ini dapat bermanfaat untuk mengetahui adaptasi baru yang baik dalam pelaksanaan pembelajaran matematika online di masa depan. Selain itu dapat bermanfaat sebagai bahan evaluasi penerapan teori konstruktivisme dalam pembelajaran matematika online di masa yang akan datang. Penelitian ini menggunakan metode deskriptif analisis dengan teknik studi literatur. Teori konstruktivisme yang dimaksud dalam penelitian ini merupakan teori pembelajaran konstruktivis yang dieksplorasi dalam penerapan pembelajaran matematika online menjadi empat bagian, yaitu: lingkungan belajar yang berpusat pada peserta didik, lingkungan belajar yang berpusat pada pengetahuan, lingkungan belajar yang berpusat pada penilaian. , dan lingkungan belajar yang berpusat pada penilaian. pembelajaran yang berpusat pada komunitas.
Apakah Keaktifan Siswa Dapat Ditingkatkan Melalu Pembelajaran Kooperatif Dengan Metode Guided Discovery Learning ? Andika Setyo Budi Lestari; Siti Aisah; Supriyo; muhammad aufin
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8847

Abstract

The results of observations made by researchers on Tuesday, February 17 2015 showed that most of the students were less active. This can be seen from the results of observations on the assessment of student learning activeness prior to the research reaching 20% of the 25 students. This is what encourages researchers to conduct research in terms of increasing the activeness of student learning, especially in the two-dimensional material. This study aims to describe learning steps that can increase the learning activity of class XI students at SMK Al-Amien Wonorejo through cooperative learning using the guided discovery learning method. This research is a classroom action research which consists of two cycles. Each cycle consists of four stages, namely (1) the planning stage; (2) action stage; (3) the observation stage (observation); and (4) the reflection stage. The results of this class action research showed that the activeness of student learning in cycle 1 did not meet the criteria determined by the researcher, namely the number of students who were active was 75% of all students. The percentage of student learning activeness at the 1st meeting was 48% and 64% at the 2nd meeting. After the improvement in cycle 2, the percentage of student learning activity increased to 80% at the 1st meeting and 88% at the 2nd meeting. Based on the results of this study, it can be concluded that the application of cooperative learning with the guided discovery learning method can increase the learning activity of class XI students at SMK Al-Amien Wonorejo.   Hasil observasi yang dilakukan peneliti pada hari Selasa, tanggal 17 Februari 2015 menunjukkan sebagian besar siswa kurang aktif ini terlihat dari hasil observasi penilaian keaktifan belajar siswa sebelum dilakukan penelitian mencapai 20% dari 25 siswa. Hal ini yang mendorong peneliti untuk melakukan penelitian dalam hal meningkatkan keaktifan belajar siswa khususnya pada materi dimensi dua. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah pembelajaran yang dapat meningkatkan keaktifan belajar siswa kelas XI SMK Al-Amien Wonorejo melalui pembelajaran kooperatif dengan metode guided discovery learning. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Masing-masing siklus terdiri dari empat tahap, yaitu (1) tahap perencanaan; (2) tahap tindakan; (3) tahap pengamatan (observasi); dan (4) tahap refleksi. Hasil penelitian tindakan kelas ini menunjukkan bahwa keaktifan belajar siswa pada siklus 1 belum memenuhi kriteria yang ditentukan oleh peneliti, yaitu banyaknya siswa yang aktif adalah 75% dari seluruh siswa. Persentase keaktifan belajar siswa pada pertemuan ke-1 sebanyak 48% dan pada pertemuan 2 sebanyak 64%. Setelah dilakukan perbaikan pada siklus 2, persentase keaktifan belajar siswa meningkat menjadi 80% pada pertemuan ke-1 dan 88% pada pertemuan ke-2. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa penerapan pembelajaran kooperatif dengan metode guided discovery learning dapat meningkatkan keaktifan belajar siswa kelas XI SMK Al-Amien Wonorejo.
Profiling students' algebraic thinking ability in solving problems System Of Linear Equations Two Variables in vocational educational schools Ika Eryanti; Emmanuel Kwadzo Sallah; Emmanuel Gakuba
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8878

Abstract

This research is research using the descriptive analysis method, where this type of research provides descriptions, descriptions, and presentations related to the object under study by the circumstances when the research was carried out. SPLD (System of Linear Equations of Two Variables). the subjects in this study were students of SMK Bunda Auni class 10 for the 2021/2022 Academic Year. The total number of students who became the subject was 13 students, including 1 male student and 12 female students. The method used in collecting research data was by giving questions to three grade 10 students of Bunda Auni Vocational School who had taken part in the daily assessment of SPLDV material that had low mathematical ability, moderate mathematical ability, and high mathematical ability. The results showed that students with high algebraic thinking ability categories were able to fulfill all indicators of algebraic thinking in problem-solving questions, for students with medium algebraic thinking ability categories students were not yet able to think analytically and dynamically and organize, and for students with low thinking ability categories, students had not yet able to think analytically and dynamically and organize.   Penelitian ini merupakan penelitian dengan menggunakan metode analisis deskriptif, dimana jenis penelitian ini memberikan uraian, uraian, dan penyajian yang berkaitan dengan objek yang diteliti dengan keadaan pada saat penelitian itu dilakukan. SPLD (Sistem Persamaan Linier Dua Variabel). Subyek dalam penelitian ini adalah siswa SMK Bunda Auni kelas 10 Tahun Pelajaran 2021/2022. Jumlah siswa yang menjadi subyek berjumlah 13 siswa yang terdiri dari 1 siswa laki-laki dan 12 siswa perempuan. Metode yang digunakan dalam pengumpulan data penelitian adalah dengan memberikan pertanyaan kepada tiga orang siswa kelas 10 SMK Bunda Auni yang telah mengikuti penilaian harian materi SPLDV yang mempunyai kemampuan matematika rendah, kemampuan matematika sedang, dan kemampuan matematika tinggi. Hasil penelitian menunjukkan bahwa siswa dengan kategori kemampuan berpikir aljabar tinggi mampu memenuhi seluruh indikator berpikir aljabar pada soal-soal pemecahan masalah, pada siswa dengan kategori kemampuan berpikir aljabar sedang siswa belum mampu berpikir analitis dan dinamis serta berorganisasi, dan pada siswa dengan kategori kemampuan berpikir rendah, siswa belum mampu berpikir analitis dan dinamis serta berorganisasi.
Eksplorasi Kemampuan Pemecahan Masalah Siswa SMA Dalam menyelesaikan Masalah Eksponensial Qothrotun Nada; Purwanto Prasetyo Aji
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8880

Abstract

The purpose of this research is to describe the ability of solving mathematical problems to be able to solve problems related to the mathematical abilities of high school level students. The subjects of this study were 37 students of class X SMA. The method used in collecting research data is to give tests in the form of description questions to three students who have studied exponential material in the category of low mathematical ability, moderate mathematical ability and high mathematical ability by fulfilling 4 conditions: (1) understand the problem, where students can identify problems by showing information that is known, asked, as well as the completeness of the required elements. (2) Planning for completion, where students are able to determine the formula or initial method of completion, can carry out investigations to solve problems. (3) Carry out planning, where students carry out plans by carrying out settlements according to the planned steps. As well as (4) checking the process and results, where students re-check the results of the completion to ensure the work steps are in accordance with the procedure. After that the interviews were conducted with the aim of seeing the reasons for the mistakes made by students. The results showed that students with high mathematical ability had fulfilled the four stages of Polya well in solving problems related to exponential material.   Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah matematis untuk dapat menyelesaikan masalah yang berkaitan dengan kemampuan matematis peserta didik tingkat SMA. Subjek penelitian ini adalah siswa kelas X SMA yang berjumlah 37 siswa. Cara yang dilakukan dalam pengambilan data penelitian adalah dengan memberikan tes berupa soal uraian kepada tiga peserta didik yang telah mempelajari materi eksponensial yang berkategori kemampuan matematis rendah, kemampuan matematis sedang dan kemampuan matematis tinggi dengan memenuhi 4 syarat: (1) memahami masalah, dimana peserta didik dapat mengidentifikasi permasalahan dengan menunjukan informasi yang diketahui, ditanya, serta kelengkapan unsur yang dibutuhkan. (2) Merencanakan penyelesaian, dimana peserta didik mampu menentukan rumus atau cara awal penyelesaian, dapat melakukan penyelidikan untuk pemecahan masalah. (3) Melaksanakan perencanaanan, dimana peserta didik melaksanakan rencana dengan melakukan penyelesaian sesuai langkah yang direncanakan. Serta (4) memeriksa proses dan hasil, dimana peserta didik memeriksa kembali hasil penyelesaian untuk memastikan langkah pengerjaan sesuai dengan prosedur.. Setelah itu wawancara dilakukan degan tujuan untuk melihat alasan terjadinya kesalahan yang dilakukan oleh peserta didik. Hasil penelitian didapatkan peserta didik dengan kemampuan matematis yang tinggi telah memenuhi empat tahapan Polya dengan baik dalam menyelesaikan masalah terkait materi eksponensial.
The potential difficulties faced by students in learning mathematics in vocational high schools: comparative study of external and internal factors Ferda Yanti; Purna Bayu Nugroho
International Journal of Progressive Mathematics Education Vol. 2 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v2i1.8899

Abstract

This study is meant to describe: (a) Difficulty in learning mathematics in eleventh grade, (b) the reasons behind those difficulty faced by the students eleventh grade, (c) Teachers' efforts to overcome the difficulties of learning mathematics in eleventh grade, (d) Large The level of difficulty in learning mathematics experienced by eleventh graders. This type of research is a type of qualitative research. Difficulties experienced by students are difficulty understanding concepts, difficulties in skills, and difficulties in solving problems Data collection methods used were interview and test methods. Research shows that: (1) Difficulty understanding concepts, difficulties in skills, and difficulties in solving problems. (2) The causes of those difficulty in learning comes from social, emotional, and intellectual of students themselves. (3) Teacher's efforts to overcome learning difficulties by holding remedial. (4) The level of learning difficulties of students included in the category is very difficult. It is hoped that the teacher can overcome student learning difficulties. So that students' difficulties in learning mathematics are slightly overcome.   Penelitian ini bertujuan untuk mendeskripsikan: (a) Kesulitan belajar matematika di kelas XI, (b) alasan kesulitan yang dihadapi siswa kelas XI, (c) Upaya guru mengatasi kesulitan belajar matematika di kelas XI, (d) Besar Tingkat kesulitan belajar matematika yang dialami siswa kelas XI. Jenis penelitian ini merupakan jenis penelitian kualitatif. Kesulitan yang dialami siswa adalah kesulitan memahami konsep, kesulitan keterampilan, dan kesulitan menyelesaikan masalah. Metode pengumpulan data yang digunakan adalah metode wawancara dan tes. Penelitian menunjukkan bahwa: (1) Kesulitan memahami konsep, kesulitan dalam keterampilan, dan kesulitan dalam memecahkan masalah. (2) Penyebab kesulitan belajar tersebut berasal dari faktor sosial, emosional, dan intelektual siswa itu sendiri. (3) Upaya guru mengatasi kesulitan belajar dengan mengadakan remedial. (4) Tingkat kesulitan belajar siswa termasuk dalam kategori sangat sulit. Diharapkan guru dapat mengatasi kesulitan belajar siswa. Sehingga kesulitan siswa dalam belajar matematika sedikit teratasi.

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