Edumatica: Jurnal Pendidikan Matematika
Edumatica Journal is a journal on mathematics education. The Journal publishes articles of research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Articles
305 Documents
<![CDATA[Penggunaan Model Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Mainake, Patresya Nova]]>;
<![CDATA[Laamena, Christina M.]]>;
<![CDATA[Gaspersz, Magy]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.12863
<![CDATA[The ability of students to understand the material on the Three Variable Linear Equation System (SPLTV) is still an important problem that must be solved. Teachers as educators need to use various learning models to improve student learning outcomes. This study aims to determine the increase in student learning outcomes of class X SMAN 6 Ambon who are taught using the Problem Based Learning (PBL) model on SPLTV material. The type of research used is classroom action research (CAR) which consists of 2 cycles and each cycle consists of 2 meetings. The data sources are teachers and students of class X-IPA1 SMAN 6 Ambon in the 2019/2020 academic year while the research subjects are 25 students. The research instrument used is the SPLTV learning outcome test which has been validated by experts. To collect data, researchers used test and observation techniques. The results showed that there was an increase in student learning outcomes. In the first cycle, only 13 students completed (44%) but in the second cycle the number of students who completed increased to 19 students (76%). Based on the completeness in cycle I and cycle II, there was an increase from cycle I to cycle II by 32%.]]>
<![CDATA[Merencanakan Pemecahan Masalah Kontekstual: Berpandu pada Rumus atau Konteks? ]]>
<![CDATA[Ani, Suki Isffi]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 2 (2021): Edumatica: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i02.13344
<![CDATA[This study aims to analyze the planning process for solving contextual problems. The research subjects consisted of three students of class IX SMP. The research used is a qualitative research with a descriptive approach. The instrument used is a task-based interview. The data is analyzed according to the indicators of problem solving at the planning stage, namely identifying information, selecting old knowledge that can be used in problem solving, mentioning theorems related to the problem, making plans. The results showed that the first student was able to identify the information needed but the student did not submit it in writing. The first student solved the problem using the volume formula, but the student experienced a conceptual error in the middle of completion. The second student is able to identify and write down the required information, the second student uses mathematical formulas and estimates to determine the amount of wrapping paper needed. The third student is able to understand which information can be used and which information is redundant. At first the third student used the formula to solve the problem, but in the middle of the completion the student changed the plan by applying real life/context applications. Based on the results of research conducted that two students out of three students when solving problems did not pay attention to the context.]]>
<![CDATA[Analisis Kemampuan Komunikasi Matematika Siswa Ditinjau dari Motivasi Berprestasi ]]>
<![CDATA[Aspriyani, Riski]]>;
<![CDATA[Hartono, Bryan Pudji]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.13664
<![CDATA[The achievement motivation that exists in students needs to be stimulated so as to provide better changes for their learning outcomes. One of the results of learning mathematics can be seen is mathematical communication ability in solving a given mathematical problem. For this reason, this quantitative descriptive research was conductide with aimed to know the differences in students' mathematical communication ability reviewed high, medium, and low achievement motivation. The data was taken using essay test and a questionnaire to 67 students as respondents at SMA Negeri 1 Purbalingga in 2021. The sampling used purposive sampling technique. Data analysis used descriptive and inferential statistics. In inferential statistics, the One Way ANOVA test with alpha 5% was used and continued using the Scheffe method. ANOVA test prerequisites for Normality test analysis using Kolmogorov Smirnov and Homogeneity test. The result are H0 is rejected with a significance value 0.002 < 0.05 or Fh=7,159 > F 0,05;2;64= 3,23 . It means that there are differences in mathematical communication reviewed achievement motivation. Then does post ANOVA test with the result are students who have high achievement motivation better mathematical communication than students with medium and low. Meanwhile, students who have medium and low achievement motivation have the same good mathematical communication ability.]]>
<![CDATA[Pengembangan E-module Materi Persamaan Nirlanjar dengan Pendekatan Konstruktivisme Berbantuan Microsoft Excel ]]>
<![CDATA[Fitriasari, Putri]]>;
<![CDATA[Ningsih, Yunika Lestaria]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.13746
<![CDATA[This study aims to produce a valid and practical e-module of the Non-linear Equation with a Microsoft Excel-assisted constructivism approach for students. This research is development research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. Data in this study were collected through questionnaires, documentation, and interviews. Data in this study were analyzed descriptively qualitatively and quantitatively. The result of this research is that the e-module of the Non-linear Equation with a Microsoft Excel-assisted constructivism approach is valid and feasible for students. The validity of the e-module is seen from the results of experts' assessments of the material and media used in the e-module. The overall e-module validity score was 83.5%. The feasible of e-module can be seen from the results of student responses who use e-module in learning the Non-linear Equation. The result of student response is 90.16% with a very good practicality category. Based on the results and data analysis, it can be concluded that the developed e-module is valid and feasible so that it can be used in learning the Non-liniear Equation.]]>
<![CDATA[Respon Guru Matematika terhadap Keberlangsungan Belajar Siswa Selama Pandemi ]]>
<![CDATA[Apriani, Maria Suci]]>;
<![CDATA[Rianasari, Veronika Fitri]]>;
<![CDATA[Julie, Hongki]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14077
<![CDATA[The continuity of student learning in the midst of a pandemic is important. This encourages teachers to choose priorities in implementing distance learning. Teachers' efforts to accommodate inclusive learning in the midst of social and economic challenges and gaps in distance learning are a step in realizing student learning sustainability in the midst of a pandemic. The research conducted on 374 Mathematics teachers in Indonesia aims to determine the responses of Mathematics teachers to the continuity of student learning during the pandemic. These responses are seen from the teacher's priorities in distance learning and the efforts made in implementing inclusive learning during the pandemic. This research is descriptive research. Sampling was done using snowball sampling technique. Data collection was done by distributing online questionnaires. Several semi-open questions were asked which were then analyzed qualitatively using the Miles and Huberman framework and using descriptive statistics. The results showed that 81,18% teachers still prioritize the right of students to continue to acquire knowledge, by not pursuing the achievement of curriculum targets. To accommodate these student rights, teachers were encouraged to carry out inclusive learning. As many 100% teachers tended to apply the principles of flexible learning and 0,94% teachers collaborated with the student's parents by apllying the type of communication initiated by Epstein, namely by designing effective communication with parents through home visit activities.]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Persamaan dan Pertidaksamaan Nilai Mutlak Berdasarkan Teori Newman ]]>
<![CDATA[Cahyaningtyas, Octavita]]>;
<![CDATA[Rahardi, Rustanto]]>;
<![CDATA[Irawati, Santi]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14201
<![CDATA[The purpose of this study is to describe the types of errors that students make in solving absolute value equations and inequalities using Newman's theory (NEA). The method used in this study is a qualitative descriptive method. Questions were given to 30 students of class X SMA Negeri 1 Sumberpucung. The data collection techniques in this study were the results of students' written tests and the results of interviews related to the results of students' written tests. Based on the results of the research conducted, it is known that there are no students who experience reading errors on all questions while encoding error in answers are the mistakes that most students make. This happens because when students make mistakes in understanding, students will automatically make mistakes in understanding, transforming, processing skill and encoding error. The mistakes that students make are based on their lack of understanding of the concept of absolute value. Because if students understand the existing concepts correctly, they will be able to solve various existing problems. So that teachers are advised to provide meaningful learning for students so that students do not easily forget the concept of a material. From this research, it can be concluded that the types of errors that students make are understanding, transforming, processing skill and encoding error.]]>
<![CDATA[Berpikir Level Tinggi dan TPACK Calon Guru Matematika pada Pembelajaran Matematika Abad ke-21 ]]>
<![CDATA[Yanuarto, Wanda Nugroho]]>;
<![CDATA[Jaelani, Anton]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14338
<![CDATA[In the 21st century, learning requires high-level thinking processes and mastery of technology. The benefits of using technology accompanied by high-level thinking include 1) having many alternative solutions to problems, 2) be a good co-worker, and 3) being more independent in finding solutions. Also, learning mathematics is one of the main lessons in class and has the main characteristics of structured learning and has a systematic flow. The attributes of existing mathematics learning may support the technology learning process, which also has an orderly system and algorithm. This study employed a cross-sectional survey-it exploring high-level thinking and TPACK in mathematics learning. The subject was 182 pre-service mathematics teachers in Universitas Muhammadiyah Purwokerto, Indonesia. This study showed high-level thinking, and TPACK indicated that the item was sufficient to perform factor analysis. The analysis results found that the Kaiser Meyer-Oikin (KMO) value for items in the high-level thinking construct questionnaire with 12 items showed 0.657 (l> 0.50). Subsequently, in TPACK construct questionnaire with 32 items showed 0.783. The results stated that higher-order thinking is the essential capital in learning mathematics. Therefore, learning mathematics also demands the dynamism of technological developments to support the success of learning mathematics.]]>
<![CDATA[Analisis Perangkat Pembelajaran Matematika Berbasis Open-Ended yang Berorientasi Higher Order Thinking Skills Ditinjau dari Aspek Validitas ]]>
<![CDATA[Wulandari, Enika]]>;
<![CDATA[Ayda, Erni]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14404
<![CDATA[The problem in this research is that the validity aspect of open-ended-based mathematics learning tools that is oriented towards Higher Order Thinking Skills (HOTS) in quadratic equation material is unknown. The purpose of this study was to determine the validity aspects of open-ended-based mathematics learning tools oriented to HOTS quadratic equation material for class IX. This research includes content analysis research. The subject of the research is an open-ended-based mathematics learning tool that is oriented to HOTS on the quadratic equation material for class IX including the Learning Implementation Plan (RPP), Student Worksheet (LKPD) and open questions that measure HOTS. The data were taken by three validators using the RPP validity questionnaire, LKPD validity questionnaire, question validity questionnaire and the advice documentation sheet from the validator. Data were analyzed descriptively and converted in a qualitative scale. The results showed that the validity of the open-ended RPP based on the HOTS orientation was in the very good category, the validity of the open-ended LKPD based on the HOTS orientation was in the very good category, the validity of the open-ended which measured HOTS was in the very good category. Based on these results, it can be concluded that the open-ended-based mathematics learning tool oriented to Higher Order Thinking Skills (HOTS) on quadratic equation material has very good validity.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Trigonometri Model Flipped Classroom untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Ardila, Ayudita]]>;
<![CDATA[Marzal, Jefri]]>;
<![CDATA[Siburian, Jodion]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14497
<![CDATA[The purpose of this research is to produce valid, practical and effective Flipped Classroom-based mathematics learning tools and to improve students' mathematical communication skills. The method used in this research is the Ploom development model. The development of the Plomp model is namely the initial investigation phase, the development phase, and the assessment phase. Learning tools developed in the form of lesson plans, student worksheets and learning videos. The subjects of the field test were students and educators in class X of SMAN 3 Jambi for the 2020-2021 academic year. The research instruments used were instruments at the initial investigation stage, validity test instruments, practicality test instruments and effectiveness test instruments. The results of the validation of the Flipped Classroom-based mathematics learning device were valid in terms of construct and content. The validity values obtained for lesson plans, learning videos, and worksheets are 3.41; 3.17; and 3,4. Flipped Classroom-based math learning tools are practical in terms of implementation and ease of use. The results of the questionnaire analysis of the student's practicality data showed a figure of 81% so that it was categorized as practical from the observation data on the implementation of learning and interviews. The resulting learning devices are effective in improving students' mathematical communication. The results of the final test of students' mathematical communication skills are 77.78% of students who have scored above the KKM.]]>
<![CDATA[Pengaruh Model Self Regulated Learning dan Discovery Learning terhadap Kemampuan Berpikir Kreatif Matematis ]]>
<![CDATA[Andriyani, Emi]]>;
<![CDATA[Muhaimin, Muhaimin]]>;
<![CDATA[Syaiful, Syaiful]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v11i03.14599
<![CDATA[This study aims to determine the effect of self-regulated learning (SRL) and discovery learning models on students' mathematical creative thinking abilities, the influence of self-confidence on the ability to think creatively mathematically, and the interaction between the SRL learning model and discovery learning with students' confidence in creative thinking skills. The research method used is a quasi-experimental method. The research sample consisted of 32 people in the experimental class I, 32 people in the experimental class II, and 32 people in the control class. Data collection is done by giving a questionnaire and written test questions. The data analysis used is a two-way ANOVA technique. The results showed the SRL model was more effective in influencing creative thinking skills than the discovery learning model and the conventional model. High and moderate self-confidence of students is more effective in influencing creative thinking skills than low self-confidence. There is an interaction between the SRL and DL models with self-confidence in influencing creative thinking skills.]]>
