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Edumatika
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26208903     EISSN : 26208911     DOI : https://doi.org/10.32939/ejrpm.v1i2.247
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
Focus and Scope Edumatika : Jurnal Riset Pendidikan Matematika e-ISSN: 2620-8911 p-ISSN: 2620-8903 Published by Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Institut Agama Islam Negeri Kerinci The aim of the Edumatika : Jurnal Riset Pendidikan Matematika (EJRPM) is to provide an international or National forum for the sharing,disseminationand discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education (RME) Design Research in Mathematics Education PISA Task Learning Trajectory ICT in Mathematics Education High Order Thinking Skills Mathematical Abilities Ethnomathematics
Arjuna Subject : Matematika - Matematika Komputer
Articles 146 Documents
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How to Teach the Basic Concept of Function in Senior High School: a Lesson Study Yalei Shao; Ying Zhou; Tommy Tanu Wijaya; Lijuan Gan
Edumatika Vol 4 No 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i1.775

Abstract

Teaching methods are a complex topic in mathematics education. This study aims to analyze the teaching methods of previous relevant studies and design a new lesson study on how to teach the topic of functions at the high school level in China. Lesson study focuses on the basic concepts of function and problem-solving abilities. The researcher uses the research and development method to teach the material function at the high school level. This Lesson Study is used to teach in China. The researcher explains 4 important aspects in designing a lesson study, namely the introduction or opening section, the instructional section or core section, the assessment section, and the closing section.
The Students' Interest in Online Learning in Higher Education During the Covid-19 Pandemic Dafid Slamet Setiana; Betty Kusumaningrum; Riawan Yudi Purwoko
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.932

Abstract

The Covid-19 pandemic in various countries has had an impact on changes in the education system. The implementation of learning has changed from classroom to online learning. The implementation of online learning certainly affects the learning interest of students. This study was conducted to determine student interest in learning during the Covid-19 pandemic. The subjects in this study were students of the Mathematics Education Study Program at a private university in Yogyakarta as many as 72 students who were selected using the simple random sampling method. The data in this study were collected through Google Form questionnaire. The questionnaire contains 15 items of multiple choice and each item contains “why” question to obtain in-depth data about the answers given by respondents. The data of questionnaire analyzed descriptive qualitatively. The results indicated that students' interest in online learning needed to be insreased. It can be seen from students’ responses to the questionnaire that only 15.3% of students gave a positive response to online learning and 32% to online exams. In general, students prefer classroom learning compared to online learning in terms of student attendance, interaction of lecturer-students, and technical in learning. Online learning tends to reduce student interest in attending lectures. Limitations of internet access, lecturer delivery methods and the amount of workloads are factors causing the decline in student interest. By knowing students' interest in learning and the factors that cause low students’ interest in learning, lecturers can improve the quality of learning to increase student interest in online learning.
The Opportunity to Learn Euclidean Geometry in Two Mathematics Textbooks of Tenth Grade in South Africa Ugorji I. Ogbonnaya
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.976

Abstract

Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Nevertheless, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the types of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum, and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a broader range of tasks in the future editions of the textbooks was recommended.
Gerlach and Ely’s Learning Model: How to Implement It to Online Learning for Statistics Course Agus Miftakus Surur
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.987

Abstract

Statistics is a compulsory subject that is very useful for students, so, in online learning, lecturers need to determine a suitable learning model. Lecturers can apply specific learning models that are adapted to the situation. The existence of characters in Gerlach and Ely's complete learning model can be a choice for lecturers in carrying out their learning so that even though learning is carried out online, the needs needed by students are still met. The purpose of the research is to describe the design of the Gerlach and Ely learning model, which is carried out online in the statistics course. The research method is field research with data obtained through observational studies of the learning process, interviews with students taking Statistics courses, and documentation of the learning process and the results of student assignments. The data analysis used Spradley Model. The results of this study are that students and lecturers can do online learning by maximizing some of the available applications with improvements to the media used. The media must be easily accessible to support fluency when learning. The lecturer prepares all the learning needs in the stages of Gerlach and Ely's learning activities. The advantages of this applied model are that it provides detailed stages in learning to determine learning objectives to the analysis stage of the results of the feedback provided by students. It can guide learning to achieve the objectives of the planned learning. The details of Gerlach and Ely's learning model need to be emphasized so that all stages can be carried out according to the systematics in its application.
How do Students Think in Translating Verbal Representation to Graphics? Ummul Huda; Dona Afriyani; Mardiana Mardiana; Wiladahtul Fitri
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.1004

Abstract

This research is based on the variety of students' work in completing mathematical translations, especially from verbal representations to graphs. This study aimed to analyze the path of students' mathematical translation thinking from verbal representations to graphs. Thirty-two students were involved in completing the mathematical translation task, and four students were selected as research subjects. The supporting instruments in this research are in the form of mathematical translation tasks and interview guidelines. The data analysis step begins by grouping the students' work and making a transcript of the interview results. Next, the researcher explored and coded the students' work, found differences in the mathematical translational thinking path, explained the mathematical translation process for each path, reported the findings, interpreted the findings, and validated the research results by triangulating data sources. This study resulted in two types of students' mathematical translational thinking paths, namely the complete and incomplete construction translational thinking path. The difference between these two paths lies in the completeness of cognitive activity in each step of mathematical translation. The results of this study are used as considerations in designing meaningful mathematics learning activities.
The Weaknesses of Euclidean Geometry: A Step of Needs Analysis of Non-Euclidean Geometry Learning through an Ethnomathematics Approach Khathibul Umam Zaid Nugroho; Y. L. Sukestiyarno; Adi Nurcahyo
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.1015

Abstract

Non-Euclidean Geometry is a complex subject for students. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. The starting point of learning must be close to students' local minds and culture. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. This research uses qualitative descriptive methods. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. The researcher acts as a lecturer and the main instrument in this research. Researchers used a spatial ability test instrument to explore qualitative data. The data were analyzed qualitatively descriptively. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. Euclid defined a point as one that has no part. He defined a line as length without width. The words "section", "length", and "width" are not found in Euclidean Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry.
The Effect of Mathematics Anxiety and Intelligence on Students’ Logical Thinking Ability Mhmd Habibi; Novia Wahyuni; Nur Rusliah; Muhammad Ilham; Intan Fitri
Edumatika Vol 4 No 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i1.1102

Abstract

This study aims to determine the effect of mathematics anxiety and intelligence on students' logical thinking skills. Which involved 96 respondents at high school. The research instruments used in this study were mathematics anxiety questionnaires, intelligence test questions, and logical thinking ability test questions. The data analysis technique used is multiple linear regression analysis. The results of this study indicate that there is an effect of mathematics anxiety and intelligence on students' logical thinking abilities.
The Student’s Learning Obstacle in Calculus Course Ria Deswita; Selvia Erita; Febria Ningsih
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.1114

Abstract

Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods.
The Students' Numeracy Problem-Solving Skills Based on DISC Personality Type Yeni Aprilia Astika Sari; Dewi Hamidah; Noer Hidayah
Edumatika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i2.2953

Abstract

Differences in personality types significantly influence learning processes and outcomes, including problem-solving skills. This research aims to describe numeracy problem-solving skills among eleventh-grade students in the science group, focusing on the DISC personality types. The study, conducted in Kediri, West Java, Indonesia, involves two representatives for each personality type. The research utilizes the DISC personality test by William Moulton Marston, a numeracy problem-solving assessment consisting of three problems, and an interview guideline. Data accuracy is ensured through source and technique triangulation, along with member-checking to validate interview results. The findings reveal that students with dominance personality types generally follow a four-step numeracy problem-solving process, occasionally skipping the re-checking step for specific questions. Influence personality types also exhibit a four-step approach to numeracy problem-solving. In contrast, students with steadiness personalities accurately describe four levels of problem-solving to achieve correct results. Compliance personality types, while adhering to a four-step process, encounter inaccuracies in certain problem solutions. In summary, students with different personality types consistently undergo a four-step numeracy problem-solving process, but variations arise in the final outcomes of problem-solving.
Website-Based Learning: Optimizing Students’ Numeracy Skills Puji Lestari; Nabila Nurhaliza Ali
Edumatika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i2.2973

Abstract

The evaluation of the Independent Curriculum (Kurikulum Merdeka) is currently underway, employing various methods such as the Minimum Competency Assessment (Asesmen Kompetensi Minimum [AKM]). AKM assesses general yet fundamental competencies, including numeracy skills. This assessment method endeavors to delineate students' numeracy skills within the context of website-based learning. Employing a descriptive qualitative method, the study involves 20 eighth-grade students from a Junior High School in Ciamis, West Java, Indonesia. Students are instructed to access a website developed by the researchers, featuring study materials and example problems. Throughout the learning activities, students utilize the Google Meet video conferencing application, activating their cameras for interactive sessions. Following the lesson, students undergo a numeracy skills test comprising validated questions. The research outcomes unveil three distinct levels of numeracy skills among students: high, medium, and low. Those with high-level numeracy skills demonstrate proficiency in mathematical numeracy skills indicators but exhibit errors in applying formulas. Conversely, students with moderate and low mathematical numeracy skills commonly struggle with concept comprehension, identifying relevant formulas, and making calculation errors.

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