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MATHEMATIC EDUCATION AND APLICATION JOURNAL (META)
Published by Universitas Borneo Tarakan
ISSN : 26844740     EISSN : 2686018X     DOI : https://doi.org/10.35334/meta.v3i2.2396
Core Subject : Education,
Mathematics
1. Belajar dan Pembelajaran Matematika 2. Pengajaran Matematika 3. Pengembangan Kurikulum Matematika 4. Pendidikan Guru Matematika 5. Teknologi Pendidikan Matematika
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 4 Documents
 1 
Search results for , issue "Vol 6, No 1 (2024)" : 4 Documents clear
SYSTEMATIC LITERATURE REVIEW: KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP DITINJAU DARI ADVERSITY QUOTIENT Komariah, Nurul; Suryadi, Didi; Nurjanah, Nurjanah
Mathematics Education And Application Journal (META) Vol 6, No 1 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/meta.v6i1.5395

Abstract

AbstractMathematics is an essential subject that is taught at every level of school. Problem-solving is one of the abilities that must be possessed in learning mathematics. Problem-solving ability is a person's ability to solve a problem whose solution method is not previously known. Intelligence can affect students' problem-solving ability, including intelligence in dealing with problems (adversity quotient). Adversity quotient is classified into three types: climber, camper, and quitter. This study uses a systematic literature review to analyze previous studies examining problem-solving ability and adversity quotient. Some of the article criteria used are journal articles indexed by Sinta or Google Scholar and published in the last 10 years. This study aims to analyze the relationship between students' problem-solving abilities according to Polya's indicators judging from the adversity quotient category of junior high school students. Based on the results of the study, it is found that climber students can master all four Polya indicators, camper students can master three Polya indicators, and quitter students can only master one Polya indicatorKeywords: adversity quotient, problem-solving abiliy, systematic literature review.AbstrakMatematika termasuk mata pelajaran penting yang diadakan di setiap jenjang pendidikan. Kemampuan pemecahan masuk ke dalam salah satu kemampuan yang wajib dikuasai dalam pembelajaran matematika. Kemampuan pemecahan masalah adalah kemampuan seseorang dalam menyelesaikan suatu permasalahan yang metode penyelesaiannya belum diketahui sebelumnya. Kecerdasan dapat mempengaruhi kemampuan pemecahan masalah siswa, termasuk kecerdasan dalam menghadapi masalah (adversity quotient). Adversity quotient dikelompokkan ke dalam tiga jenis yakni climber, camper, dan quitter. Penelitian ini menggunakan teknik analisis data kualitatif dengan metode systematic literature review untuk menganalisis penelitianpenelitian sebelumnya yang mengkaji tentang kemampuan pemecahan masalah dan adversity quotient. Kriteria artikel yang digunakan beberapa diantaranya adalah artikel jurnal yang terindeks Sinta atau Google Scholar dan dipublish 10 tahun terakhir. Penelitian ini bertujuan untuk menganalisis hubungan kemampuan pemecahan masalah siswa menurut indikator Polya dilihat dari kategori adversity quotient siswa SMP. Berdasarkan hasil kajian didapatkan bahwa siswa climber dapat menguasai keempat indikator Polya, siswa camper dapat menguasai tiga indikator Polya, sedangkan siswa quitter hanya menguasai satu indikator Polya.Kata kunci:  adversity quotient, kemampuan pemecahan masalah, systematic literature review.
EKSPLORASI PROSES PEMECAHAN MASALAH MATEMATIKA SISWA KELAS 8 SEKOLAH MENENGAH PERTAMA DALAM MENYELESAIKAN SOAL CERITA Luthfiyah, Indah; Simamora, Rustam Effendy; Rahayu, Setia Widia
Mathematics Education And Application Journal (META) Vol 6, No 1 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/meta.v6i1.5427

Abstract

Mathematics researchers and educators promoted problem-solving as an essential process and skill for every student, as it was closely related to the development of students’ mathematical abilities and necessary for solving problems they encountered, both at that time and in the future. Several studies indicated that Indonesian students’ mathematical problem-solving skills remained low. This study focused on 8th-grade students at a public middle school in Tarakan, North Kalimantan, who were struggling with mathematical problem-solving. The study aimed to describe the mathematical problem-solving process carried out by the students in the 8th-grade class. Using a case study qualitative strategy, the researcher collected data through assignments, observation, document analysis, and interviews. Data analysis followed the model by Miles et al. (2014), which included data condensation, data display, and drawing conclusions and verification. The findings revealed that students’ mathematical problem-solving processes involved three main themes: understanding the problem, problem-solving strategies, and answer verification. Additionally, two supplementary themes were identified: students’ attention while facing problems and their perceptions of the mathematical problem and the provided solution. These findings highlighted the importance of educational practices that strengthened problem-solving through instruction and enhanced their self-regulation when dealing with mathematical problems.Keywords: mathematics, problem-solving, Polya, word problems. AbstrakPeneliti dan pendidik matematika mempromosikan pemecahan masalah sebagai proses dan keterampilan esensial bagi setiap siswa karena berkaitan erat dengan perkembangan kemampuan matematis siswa tersebut, dan dibutuhkan untuk memecahkan masalah matematis yang dihadapi, baik di masa sekarang maupun di masa depan. Sejumlah studi menunjukan bahwa kemampuan pemecahan masalah matematika siswa di Indonesia masih belum memuaskan. Penelitian ini berfokus pada siswa kelas 8 di sebuah sekolah menengah pertama negeri di Kota Tarakan, Kalimantan Utara, yang mengalami kesulitan dalam menyelesaikan masalah matematika. Studi ini bertujuan untuk mendeskripsikan secara mendalam proses pemecahan masalah yang dilakukan siswa di kelas tersebut. Dengan menggunakan pendekatan studi kasus kualitatif, peneliti mengumpulkan data melalui pemberian tugas, observasi, analisis dokumen, dan wawancara. Analisis data dilakukan dengan mengikuti model Miles et al. (2014), yang terdiri dari kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Temuan penelitian menunjukkan bahwa proses pemecahan masalah matematika siswa mencakup tiga tema utama: pemahaman masalah, strategi penyelesaian, dan verifikasi jawaban. Selain itu, ditemukan dua tema tambahan, yaitu perhatian siswa saat menghadapi masalah dan persepsi mereka terhadap masalah serta solusinya. Temuan ini menegaskan pentingnya praktik pendidikan yang memperkuat pemecahan masalah melalui pembelajaran, serta meningkatkan pengaturan diri siswa ketika menghadapi masalah matematis.Kata kunci: matematika, pemecahan masalah, Polya, soal cerita.
KUALITAS BUTIR SOAL ASESMEN FORMATIF MATERI BILANGAN BULAT Kristina, Ajeng; Suciati, Suciati; Darmayasa, Jero Budi
Mathematics Education And Application Journal (META) Vol 6, No 1 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/meta.v6i1.5393

Abstract

The aim of this research is to explore the quality of formative assessment of integer material using descriptive quantitative research. The quality of test item is reviewed based on the attributes of validity, reliability and item characteristics. Proving content validity uses Aiken's V, while the reliability coefficient estimation uses Cronbach's Alpha. estimation of item parameters using classical test theory assisted by ITEMAN 4.3 software. Based on the validation results, 11 of the 20 test items met the valid criteria, while the other items were invalid. The assessment instrument has high consistency in terms of the reliability coefficient of 0.797. The results of the item parameter estimation show that as many as 19 items have a level of difficulty that is in the medium category or stated to be good, because the level of difficulty lies in the interval 0.31-0.70. Based on the distinguishing power parameter, the eight test item were able to differentiate between high ability test taker and low ability (rpbis 0.30). Judgig from function of the distractor/distractors, the 14 items of the distractor answer distribution test functioned well (Prop.Endorsing = 0.05). The fulfillment of the item quality criteria in the formative assessment instrument shows that the instrument can be applied to monitor the development of students' learning procesess, because the instrument is able to provide reliable information regarding students' needs in whole number material and is able to describe students' abilities well.Keywords : Formative Assessment, ITEMAN. and Item QualityTujuan dari penelitian ini adalah untuk menelusuri kualitas asesmen formatif materi bilangan bulat dengan menggunakan jenis penelitian kuantitatif deskriptif. Kualitas butir tes ditinjau berdasarkan atribut validitas, reliabilitas, dan karakteristik butir. Pembuktian validitas isi menggunakan V Aiken, sedangkan estimasi koefisien reliabilitas menggunakan alpha cronbach. Estimasi paramater butir menggunakan teori tes klasik berbantuan software ITEMAN 4.3. Berdasarkan hasil validasi, 11 dari butir 20 butir tes memenuhi kriteria valid, sedangkan butir lainnya tidak valid.  Instrumen asesmen memiliki konsistensi yang tinggi ditinjau dari koefisien reliabilitas sebesar 0,797. Hasil estimasi parameter butir menunjukkan sebanyak 19 butir soal tingkat kesukarannya berada pada kategori sedang atau dinyatakan baik, karena tingkat kesukaran terletak pada interval  0,31–0,70. Berdasarkan parameter daya pembeda, delapan butir tes mampu membedakan kemampuan peserta tes yang tinggi dan kemampuan rendah (rpbis 0,30). Ditinjau dari keberfungsian pengecoh/distraktor, 14 butir tes sebaran jawaban pengecohnya berfungsi dengan baik (Prop.Endorsing . Terpenuhinya kriteria kualitas butir pada instrumen asesmen formatif menunjukkan bahwa instrumen tersebut dapat diterapkan untuk memantau perkembangan proses pembelajaran peserta didik, karena instrumen mampu memberikan informasi yang terpercaya mengenai kebutuhan peserta didik pada materi bilangan bulat dan mampu menggambarkan kemampuan peserta didik dengan baik.Kata Kunci: Asesmen Formatif, ITEMAN, dan Kualitas Butir
URGENSI DAN IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) DALAM PEMBELAJARAN MATEMATIKA Nurwahid, Mohammad
Mathematics Education And Application Journal (META) Vol 6, No 1 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/meta.v6i1.6077

Abstract

In the field of mathematics, the main challenge teachers face is how to make complex and abstract material easier for students to understand. Technology, if used appropriately, can help close this gap. Technological Pedagogical and Content Knowledge (TPACK) is a framework to help teachers integrate technology into their teaching in an effective way. The aim of writing this article is to provide information about the urgency and application of TPACK in mathematics learning. This research uses a literature review, data obtained from international and national journals in the last ten years, data analysis uses an analysis model by Miles which includes three stages, namely the process of data collection, verification and drawing conclusions through document research. The results of this research are the urgency of TPACK in mathematics learning, including increasing student involvement, increasing conceptual understanding, personalized learning, developing 21st century skills. Meanwhile, the application of TPACK in mathematics learning can be done by identifying mathematical concepts or content, identifying technology that is appropriate to the content, planning learning by integrating technology, conducting assessments, providing constructive feedback, carrying out reflection and continuous improvement.

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