Postulat : Jurnal Inovasi Pendidikan Matematika
Postulat: Jurnal Inovasi Pendidikan Matematika (e-ISSN: 2723-0600; p-ISSN: 2723-0597) is a scientific, peer-reviewed and open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal managed and published by Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Gresik, Gresik, Indonesia. Postulat publishes two times a year. The journal consists of high-quality technical manuscripts on advances in the state-of-the-art of mathematics education; both theoretical approaches and practical approaches are encouraged to submit. Submitted papers must be written in Bahasa or English for the initial review stage by editors and further review process by at least two anonymous reputable reviewers. The journal provides a forum for the sharing, dissemination, and 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 for authors and readers worldwide. The focus and scope of Mathematics Education Journal include the following topics Realistic Mathematics Education (RME) or Pendidikan Matematika Realistik Indonesia, Design/Development Research in Mathematics Education, Mathematics Ability, and PISA Task
Articles
102 Documents
<![CDATA[Meningkatkan Keaktifan Peserta Didik Pada Kelas XI TBG 1 SMKN3 Jember Melalui Aplikasi Google Classroom ]]>
<![CDATA[Sevi S Addine]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i2.2110
<![CDATA[This research is a Classroom Action Research (CAR) which aims to increase the learning activeness of students through the Google Classroom application. The subjects in this study were 33 students of class XI TBG 1 SMK Negeri 3 Jember. Data collection techniques in this research include observation, tests. Active learning through the Google Classroom application is carried out in 2 cycles consisting of the planning stage, the implementation stage, the observation stage and the reflection stage. The results of the study in cycle 1 showed that the class average value obtained was 66.3%, after being given action in cycle II using an innovative learning model, the learning outcomes increased with a class average score of 75% with 31 students who completed. . These results indicate that there is an increase in student learning outcomes using the google classroom application, so it can be concluded that student learning activity also increases.]]>
<![CDATA[Efektivitas Penggunaan Fitur Smartphone Android Sebagai Media Pembelajaran Matematika pada Peserta Didik Kelas 10 Di SMA Muhammadiyah 10 GKB-Gresik ]]>
<![CDATA[Yana Firna Aisiyah]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i1.1778
<![CDATA[In the era of industrial revolution of 4.0 it is important for the teacher to be able to use smartphone as learning media. The use of technology which is close to student will make it easier for teachers to create effective learning. There are still many learning process now adays that makes student unable to learn independently, students got difficulties to find the material, student are familiar with the lecture method so as to make students less active in learning. The alternative to the problem is the application of smartphone. The aim of research to determine the effectiveness of the use of smartphone media in learning process of senior high school in SMA Muhammadiyah 10 GKB-Gresik. Effectiveness in learning conducted with smartphone media is viewed from the theory of Moore D. Kenneth in his book, effective learning depends on professional teachers with several indicators. This research was conducted at SMA Muhammadiyah 10 GKB-Gresik. The subjects were students of class 10-MIA 2. The instrument used is an observation sheet taken from 6 indicators of the theory of Moore D. Kenneth. The method used is descriptive method. Data is collected using observation techniques. The results of the study showed that the teacher got a score of 92% with the category very feasible to be called a professional seen from 6 indicators so that the teacher had effective learning using smartphone media. The conclusion is that mathematics class teachers are called professionals with the use of smartphone media in learning mathematics in the 10th grade MIA 2 Muhammadiyah 10 High School GKB-Gresik is effectiveKeywords: Effectiveness, Learning, and Smartphone]]>
<![CDATA[Peningkatan Aktivitas Belajar Siswa Melalui Metode Kerja Kelompok Dengan Bantuan LKPD di Aplikasi Whatsapp Pada Kelas IX Semester Ganjil SMP Negeri 2 Bintan TA 2020/2021 ]]>
<![CDATA[Helda Veronica Sipayung]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 2 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v2i2.2651
<![CDATA[The purpose of this study is to: to find out how much increase in learning activities occurs after using the group work method with the help of LKPD in the WhatsApp application in online learning. This research is a class action research (PTK). The subjects of this study were students of class IX D SMP Negeri 2 Bintan with 34 students. The object in this study is the mathematics learning activity of students of class IX D SMP Negeri 2 Bintan in the 2020-2021 academic year on quadratic equation material. The data collection technique in this study was carried out by observing the activities carried out by students during the online learning process. The data analysis technique was carried out by calculating the average percentage of student activities. The learning process uses the guided discovery learning model with a scientific approach and discussion method. Early in the learning process, the teacher prepares students to carry out group discussion activities to solve problems in the prepared LKPD. After the students finished discussing in groups, then each group presented the results of the discussion in front of the class. At the end of each lesson, students are asked to do an evaluation that is done individually. The evaluation score obtained by the students was then calculated for the class average and the number of students who reached the KKM score. The results showed that after the use of LKPD through WhatsApp in mathematics learning, there was an increase in student activity from cycle 1 to cycle 3. In cycle 1, the percentage of student activity was 41.17%, in cycle 2 it reached 58.97% and in cycle 3 reached 76.07%. It is suggested for further mathematics learning to use LKPD through WhatsApp on other materials as an alternative source of learning for students so that students' learning activities increase.]]>
<![CDATA[Penerapan Model Guided Discovery Learning Berbasis LKPD Untuk Meningkatkan Hasil Belajar Matematika ]]>
<![CDATA[Purwanti Purwanti]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 2 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v2i1.2972
<![CDATA[Penelitian ini dilatarbelakangi oleh kegiatan belajar mengajar yang berlangsung di SMP Negeri 2 Malinau Selatan Hilir. Tujusn dari penelitian ini adalah untuk meningkatkan hasil belajar peserta didik menggunakan model pembelajaran Guided Discovery Learning . Sasaran penelitian ini yaitu kelas VII yang berjumlah 7 siswa. Jenis penelitian ini adalah penelitian tindakan kelas dengan tiga siklus. Pada kondisi awal berdasar dari nilai ulangan harian KD 3.4 nilai rata-rata klasikal adalah 58,57 dengan jumlah siswa tuntas sebanyak 3 siswa dan jumlah siswa tidak tuntas 4 siswa. Pada siklus I rata-rata hasil belajar matematika meningkat menjadi 64,57, pada siklus II meningkat menjadi 72,57 dan pada siklus III rata-rata hasil belajar meningkat lagi menjadi 75,00. Presentase ketuntasan belajar siswa juga mengalami peningkatan. Pada siklus I ketuntasan hanya 57,14%, siklus II meningkat menjadi 85,71% dan siklus III ketuntasan mencapai 100%. Sehingga dapat disimpulkan penerapan model Guided discovery learning berbasis LKPD dapat meningkatkan hasil belajar matematika]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Menengah Atas ]]>
<![CDATA[Sufri Mashuri]]>;
<![CDATA[Nasruddin Nasruddin]]>;
<![CDATA[Sarida Sarida]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i2.2092
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan siswa dan faktor penyebab terjadinya kesalahan yang dilakukan siswa SMA. Penyelesaian soal pemecahan masalah berdasarkan langkah penyelesaian Polya terdiri dari empat tahap, yatu memahami soal, menyusun rencana, melaksanakan rencana, dan memeriksa kembali jawaban yang telah diperoleh. Jenis kesalahan yang dimaksud dalam penelitian ini adalah jenis kesalahan berdasarkan langkah penyelesaian Polya, yaitu kesalahan memahami soal, kesalahan menyusun rencana, kesalahan melaksanakan rencana dan kesalahan memeriksa kembali jawaban yang telah yang diperoleh. Jenis penelitian ini adalah penelitian deskriptif kualitatif dengan jumlah sampel 40 orang siswa. Instrumen yang digunakan yaitu berupa tes uraian yang terdiri dari 5 soal. Hasil penelitian yang dilakukan menunjukan bahwa terdapat empat jenis kesalahan yang dilakukan siswa saat menyelesaikan soal 141 142 Sufri Mashuri 1 , Nasruddin1* , Sarida2 : Analisis Kesalahan Siswa dalam….. yang diberikan. Kesalahan tersebut adalah 1) memahami soal sebesar 31,70%; 2) kesalahan menyusun rencana sebesar 36,58%; 3) kesalahan melaksanakan rencana sebesar 35,60%; dan 4) kesalahan memeriksa kembali jawaban yang telah diperoleh sebesar 59,51%. Pada penelitian ini faktor penyebab kesalahan siswa dalam menyelesaikan soal pemecahan masalah matematis adalah faktor internal siswa]]>
<![CDATA[Pengaruh Komunikasi Matematika Terhadap Koneksi Matematika, Kemandirian Belajar, dan Berpikir Kreatif ]]>
<![CDATA[Sarina Wati]]>;
<![CDATA[sarwo Edy]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i1.1684
<![CDATA[Berpikir kreatif sangat diperlukan dalam proses pembelajaran matematika. Dengan adanya kemampuan berpikir kreatif maka peserta didik akan lebih cakap dalam menghasilkan berbagai cara dalam menyelesaikan suatu masalah. Banyak penelitian terdahulu yang mengungkapkan bahwa kemampuan berpikir kreatif ini dipengaruhi oleh beberapa kemampuan peserta didik lainnya. Seperti kemampuan komunikasi matematika, kemampuan koneksi matematika, dan kemandirian belajar. Tujuan dalam penelitian ini ialah untuk mengetahui pengaruh kemampuan komunikasi matematika terhadap koneksi matematika, kemandirian belajar dan berpikir kreatif. Penelitian ini adalah penelitian Structural Equation Model (SEM). Anggota populasi dalam penelitian ini adalah seluruh peserta didik kelas VII SMP Negeri 2 Gresik yang berjumlah 224 peserta didik dan sampel yang digunakan dalam penelitian ini dengan rumus slovin dengan taraf kesalahan sebesar 5%, maka jumlah anggota sampel sebanyak 144 peserta didik. Instrument yang digunakan dalam penelitian ini adalah tes kemampuan komunikasi matematika, koneksi matematika, dan berpikir kreatif serta kuisioner kemandirian belajar. Hasil penelitian menunjukkan bahwa komunikasi matematika berpengaruh positif dan signifikan terhadap peningkatan koneksi matematika, kemampuan komunikasi matematika tidak berpengaruh terhadap peningkatan kemandirian belajar, komunikasi matematika berpengaruh positif dan signifikan terhadap peningkatan kemampuan berpikir kreatif, koneksi matematika tidak berpengaruh terhadap kemampuan berpikir kreatif, dan kemandirian belajar berpengaruh positif dan signifikan terhadap peningkatan kemampuan berpikir kreatif.]]>
<![CDATA[Penggunaan Aplikasi Youtube Untuk Meningkatkan Hasil Belajar Matematika Kelas IX E SMP N 17 Balikpapan Materi Persamaan Kuadrat ]]>
<![CDATA[Rosalina Rosalina]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 2 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v2i2.2634
<![CDATA[Tujuan penelitian ini untuk : meningkatkan hasil belajar peserta didik di masa pandemi Covid - 19 pada materi Persamaan Kuadrat di kelas 9E SMP N 17 Balikpapan tahun pelajaran 2020 – 2021, dengan menggunakan media pembelajaran video Youtube. Penelitian ini termasuk jenis penelitian tindakan kelas (PTK). Subjek penelitian ini adalah siswa kelas 9E SMP Negeri 17 Balikpapan dengan jumlah siswa adalah 32 siswa. Objek dalam penelitian ini adalah hasil belajar matematika peserta didik kelas 9E SMPN 17 Balikpapan tahun pelajaran 2020 – 2021 pada materi persamaan kuadrat. Teknik pengumpulan data pada penelitian ini dilakukan dengan teknik observasi dan teknik tes. Teknik analisis data dilakukan dengan menghitung rata-rata kelas dan menghitung banyaknya peserta didik yang mencapai nilai KKM sedangkan untuk aktivitas peserta dilakukan dengan menghitung persentase tiap aspek kemudian ditentukan kualifikasinya. Proses pembelajaran dilakukan secara daring menggunakan google meet di awal pembelajaran untuk mempersiapkan peserta didik melakukan kegiatan diskusi kelompok menyelesaikan permasalahan di LKPD yang telah disiapkan. Setelah peserta didik selesai berdiskusi dalam kelompok kecil melalui grup whatsapp, kemudian mempresentasikan hasil diskusinya secara daring di google meet. Setiap akhir pembelajaran, peserta didik diminta untuk mengerjakan evaluasi yang dikerjakan secara individu melalui google form. Nilai evaluasi yang diperoleh peserta didik kemudian dihitung rata – rata kelasnya dan banyak peserta didik yang mencapai nilai KKM. Hasil penelitian menunjukkan bahwa setelah digunakannya video pembelajaran youtube pada pembelajaran matematika, hasil belajar peserta didik mengalami perubahan dari siklus I, siklus II dan siklus III. Rata-rata hasil belajar peserta didik pada siklus I adalah 92 kemudian pada siklus II adalah 71,30 dan meningkat menjadi 76,25 pada siklus III. Sedangkan banyaknya peserta didik yang mencapai nilai KKM adalah pada siklus I siswa yang mencapai KKM sebanyak 100% atau 32 dari 32 siswa menjadi 62,50% atau 20 dari 32 siswa pada siklus II dan meningkat menjadi 68,75 atau 22 dari 32 siswa pada siklus III. Disarankan untuk pembelajaran matematika selanjutnya dapat menggunakan video pembelajaran melalui youtube pada materi lain sebagai alternatif agar hasil belajar matematika siswa meningkat.]]>
<![CDATA[The Effectiveness Of Lesson Study On Differentiated Instruction Among Mathematics Head Panels In District Of Port Dickson ]]>
<![CDATA[Lau Sai Ping]]>;
<![CDATA[Ilda Salwani binti Ameer Hamza]]>;
<![CDATA[Ruzihan binti Abdullah]]>;
<![CDATA[Murni binti Mohamad Yasin]]>;
<![CDATA[Suzalin binti Zaini Sooria]]>;
<![CDATA[Lee Bee Bee]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i2.2124
<![CDATA[This study is to examine the effectiveness of lesson study on differentiated instruction among Mathematics headpanels in district of Port Dickson, Malaysia. Teachers who received substantial professional development canboost their students’ achievement. The effectiveness of professional development practice is being measuredby the heads of panel understanding about differentiated instruction and the application of differentiatedinstruction in the classroom. Teachers often struggle to deliver mathematics lesson effectively in classroom dueto different learning styles and students’ mixed abilities in the classroom. Some students learn at a slower paceand some in advance stage. The activities provided by teachers may work best for some students but will notwork for others. During lesson, teachers often assign tasks, which many students end up with disappointmentand confusion. Students become passive learners and teacher felt frustrated. Therefore, differentiatedinstructions make sense because it offers different paths to understand content, process and product. The aimof the present study was to obtain information from the school teachers in the implementation and planning ofdifferentiated instruction in teaching and learning. Moreover, the research team were interested in knowing thestrategy of differentiated instruction used in teaching and learning that support quality teaching. This studyinvolved 33 mathematics head panels from national primary schools in district of Port Dickson who volunteeredto participate in this study. In this programme, heads of panel will be able to share their experiences inconducting and implementing differentiated instructions in classroom among peers in the district. Structuredquestionnaires and interviews were used in this qualitative study to collect data. Results indicated that thelesson study carried out by the Port Dickson District Education Office is effective. Furthermore, the lessonstudy that were carried out by heads of panel in theirs school managed to boost self confidence among theseheads of panel. In fact, they showed willingness to share best practices to all mathematics teachers in the district205]]>
<![CDATA[Upaya Meningkatkan Kemampuan Menyelesaikan Masalah Matematika Melalui Guided Discovery Learning Menggunakan Microsoft Teams Berbantuan Excel ]]>
<![CDATA[Aulia Diraswati Septyanggraeni]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 1 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v1i2.2088
<![CDATA[COVID-19 pandemic in Indonesia has an impact on learning process, which requires students to learn bynetwork/long distance. One of the platforms that teachers can used is Microsoft Teams. To be able to improvethe ability of students in solving problems in mathematics learning, teachers must make learning situationswith more problems solving, so students can more active in solving problems related to this material. Thelearning model that teachers can use is Guided Discovery Learning. Based on the findings in class, one of themathematics topics in SMK that are still difficult for students to understand is matrix. This is because matrixis considered an abstract material and is not related to everyday life. Students bored in studying matrixbecause this material consists of many numbers and requires high accuracy. So it takes learning media thatcan attract and help students in learning these materials. One of the learning media that can be applied isExcel Matrix. This research was conducted on 34 students of XI APAT 2 in SMK Negeri 1 Grati. Thisresearch is a classroom action research (PTK) which consists of 3 cycles. The results showed that in cycles 1and 2 it was still said to be not good, meaning that students were not yet able to understand problems, plansolutions, carry out solutions, and re-check solutions, while in cycle 3, the ability to solve mathematicalproblems of students could be said to be good according to the success criteria. which is determined as many as 23 students from the total (68%) in good or very good criteria in solving problems.]]>
<![CDATA[Upaya Meningkatkan Self Communication Pada Materi Aljabar Melalui Diskusi Kelompok Peserta Didik Kelas VII E di SMP Negeri 11 Kota Sukabumi Tahun Pelajaran 2020 – 2021 ]]>
<![CDATA[mutia agustina]]>
<![CDATA[ Postulat : Jurnal Inovasi Pendidikan Matematika Vol 2 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/postulat.v2i2.2632
<![CDATA[The purpose of this study is to know the increase in self-communication in algebra material through group discussions. This study is conducted using the Google Classroom platform with algebraic material. This research is a type of Classroom Action Research (Ind:Penilian Tindakan Kelas). The subject of this research is the VII E students of SMP Negeri 11,Sukabumi,I n the academic year of 2020-2021, the total is 28 students. The research data is obtained through the results of observations by researchers and documentation of student learning outcomes in the form of quizzes to see the increase in self-communication through group discussions for the grade VII students. Data analysis is carried out descriptively with the results of the study showing that through group discussions, and it can help to improve students' self-communication in algebraic material.]]>
