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[Penerapan Model Project Based Learning Berbasis DGMATH untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Prianggono, Agus]]>;
<![CDATA[Yuniarti, Dwi Ariani]]>;
<![CDATA[Pawening, Ari Setiyani]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.21622
<![CDATA[Learning mathematics for students at the elementary school level is an important lesson to be concern. Learning model to use is a student centered learning model. DGMATH-based PBL is a student centered learning model and uses a DGMATH application that contain main subject is elementary arithmetic. The purpose of this study was to test the effectiveness of DGMATH-based PBL learning and measure how much influence student motivation had on learning outcomes from the implementation of DGMATH-based PBL learning. The method used is a quantitative method to test the effectiveness and regression test to learning motivation on DGMATH-based PBL learning with the subject of first grade students (1) SD Islam Insan Cendekia with a total of 60 students. The instruments used were learning tools, pre-test questions, post-test questions and student learning motivation questionnaires. The research results showed that in the completeness test the results were 82.83 in DGMATH-based PBL learning and in the average difference test with a sig value of 0.015 <0.05, which means that there is a significant difference in learning outcomes between the experimental class and the control class. So it can be concluded that DGMATH-based PBL learning has proven effective and learning motivation has an influence of 76% on learning outcomes.]]>
<![CDATA[Kalibrasi Instrumen Literasi Matematika Siswa Menggunakan IRT dan Aplikasinya untuk Estimasi Skor ]]>
<![CDATA[Susanto, Hari Purnomo]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.23135
<![CDATA[Mathematical literacy is one of the components that is of concern to the Minimum Competency Assessment (AKM). This policy is an effort by the Ministry of Education and Culture to overcome the low literacy skills of students, and the faktors that cause it. Multistage Adaptive Test (MSAT) is used as an assessment method in AKM. The MSAT was developed with the IRT concept. The purpose of this article is to apply Item Respons Theory (IRT) to calibrate mathematical literacy instrumens and utilize the calibration result item parameters to estimate scores for mathematical literacy skills. Many items in the instrumen used are 15 multiple choice items. Respondents were used as many as 66 grade 8 junior high school students. After going through the construct validation process using Confirmatory Factor Analysis (CFA), 2 items did not meet, because they had a low loading factor, and 13 items were used for the calibration process. The grain calibration and scoring processes were carried out using the R package Mirt program. The calibration results show that the instrument matches the Rasch model. All assumptions of unidimensional IRT are proven to be met, so there is no violation in estimating item parameters. The item parameter is the level of difficulty where there is one item that does not fit, namely item 3. The intersection of the information function and the standard error shows that the instrument will provide accurate information if it is used by students with abilities of -2.965 to 1.085. The resulting item parameters can be used to estimate the algebra content math literacy score.]]>
<![CDATA[Karakter Disiplin dan Karakter Religius: Pengaruhnya terhadap Kemampuan Numerik Peserta didik ]]>
<![CDATA[Pradana, Kenny Candra]]>;
<![CDATA[Fatimah, Okis]]>;
<![CDATA[Rahmawati, Yasinta]]>;
<![CDATA[Windya, Pelangi Mutia]]>;
<![CDATA[Erprabowo, Alfian]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.23696
<![CDATA[Numerical abilities and educational character are very important in learning mathematics at school, some of the student characters that must be considered are disciplinary and religious characters. This study aims to determine the effect of students' disciplinary and religious character on numerical ability. This study uses survey research methods with descriptive research types with survey techniques. The population used in this research is all SMP/MTs/equivalent in North Lampung for the 2020/2021 academic year. The sampling technique used in this study was the cluster random sampling technique, so that MTs Negeri 1 North Lampung and MTs Negeri 2 North Lampung were obtained as samples. Three classes were taken from each school as a sample consisting of representatives from class VII, VIII and IX. The instruments used in this study were a numerical ability test and a disciplinary character questionnaire and a religious character. Data analysis technique using Multiple Linear Regression analysis. Based on the results of the analysis, it was found that the influence of the disciplinary character of the religious character on students' numerical abilities was very strong, amounting to 73.6 percent. The results of the regression equation analysis show Y = 32.586 + 0.286X1 + 0.368X2. This equation shows that every 1 increase in the disciplinary character variable will affect the numerical ability variable by 0.286. Likewise, for the coefficient of the religious character variable, it will affect the numerical ability variable of 32.586.]]>
<![CDATA[Analisis Hambatan Belajar Mahasiswa dalam Perkalian Pecahan: Sebuah Studi Hermeneutics Phenomenology di Perguruan Tinggi ]]>
<![CDATA[Isnawan, Muhamad Galang]]>;
<![CDATA[Alsulami, Naif Mastoor]]>;
<![CDATA[Rusmayadi, Muh.]]>;
<![CDATA[Samsuriadi, Samsuriadi]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Yanuarto, Wanda Nugroho]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.24190
<![CDATA[Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.]]>
<![CDATA[Analisis Kesalahan Siswa Berdasarkan Teori Kesalahan Kastolan dalam Menyelesaikan Soal Relasi dan Fungsi Kelas VIII SMP IT Bangkinang ]]>
<![CDATA[Anisa, Uirma Isnani]]>;
<![CDATA[Kartini, Kartini]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 2 (2023): Edumatica: Jurnal Pendidikan Matematika (Agustus 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i02.19473
<![CDATA[Based on Kastolan's error theory, the mistakes made in solving math problems consist of three errors, namely conceptual, procedural, and technical. This study aims to analyze and explain the mistakes made by students when answering mathematical questions about relations and functions. This research is qualitative descriptive research. The subjects in this study were 30 class VIIIE students at SMP IT Bangkinang. Data collection is done by testing techniques. The instruments used were five questions of relations and functions in the form of descriptions. The validity of the questions was then calculated and the errors in the questions that met the categories used were analyzed. The results of the study showed that the most errors students made were procedural errors. The error rate of students based on the type of error is 12, 87% for conceptual errors, 74.26% for procedural errors, and 12.87% for arithmetic operations errors. Factors that make students make mistakes in working on relations and functions are that students do not pay attention, students cannot distinguish relations that are functions and not functions, and students are in a hurry to carry out algebraic operations, that students do not complete the problem until the final result.]]>
<![CDATA[Pengembangan Multimedia Pembelajaran Interaktif Berbasis Articulate Storyline 3 pada Materi Aritmetika Sosial Siswa Kelas VII SMP Negeri 12 Merangin ]]>
<![CDATA[Jainuri, Muhammad]]>;
<![CDATA[Susanti, Ade]]>;
<![CDATA[Awatif, Awatif]]>;
<![CDATA[Yohanes, Yohanes]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.21564
<![CDATA[This study aims to develop interactive learning multimedia based on articulate storyline 3 on social arithmetic material for class VII students of SMP Negeri 12 Merangin which is valid, practical, and effective. This study uses research and development methods with the APPED model. These interactive learning multimedia was validated by five experts. Validity is seen from the validation sheet, the practicality of the response sheet and student interviews, and the effectiveness of learning outcomes and student learning activities. The results showed that the average score for the validation of mathematicians was 4.22 with a very valid category, Indonesian language experts 3.88 with a very valid category, media experts 4.78 with a very valid category, and teacher validation. mathematics 4.80 with a very valid category. The overall validity score is 4.58 with a very valid category. The proportion of students' responses was 82.27% in the practical category. The percentage of classical learning outcomes is 77.3% in the effective category and the average percentage of student activity is 68.64% in the active category. Based on the results of research and development, it was stated that interactive learning multimedia was valid, practical, and effective.]]>
<![CDATA[Pengembangan Media Pembelajaran Smart Board dengan Pendekatan PMRI pada Materi Bilangan Bulat ]]>
<![CDATA[Mardhiyah, Elok Izzatul]]>;
<![CDATA[Qohar, Abd]]>;
<![CDATA[Anwar, Lathiful]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 2 (2023): Edumatica: Jurnal Pendidikan Matematika (Agustus 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i02.21617
<![CDATA[Learning can run well if the components contained in it work together and support each other to achieve learning goals. This study aims to develop Smart board learning media with the Indonesian Realistic Mathematics Education (PMRI) approach on integer material that is valid and practical. This study uses the Research and Development (R&D) method. The subjects of this study were students of class VI MI in Malang City. This type of research is development research, where the instruments used include interview sheets, material expert validator questionnaires, media experts and student response questionnaires. Through these instruments, data is obtained that will be analyzed to find out whether the learning media that have been made are suitable for use in the learning process. The development model used is the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The results of the validation of material experts and media experts show that the media meets valid criteria with an average score of 3.71. The results of the student questionnaire show that the media is stated to be practical with the criteria for an average score of the student questionnaire results of 3.68. Based on the results of this analysis, Smart board learning media on integer material can be declared valid and practical. During the learning process, students can more easily understand the material presented because it uses interesting and not boring media. So that the learning media that are made are suitable for use in the learning process, especially on integer material.]]>
<![CDATA[Pengaruh Model Problem Based Learning Menggunakan LKPD Kontekstual terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP ]]>
<![CDATA[Agustinsa, Ringki]]>;
<![CDATA[Anjasari, Vesi]]>;
<![CDATA[Yensy, Nurul Astuty]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i01.24387
<![CDATA[Students need to have mathematical problem solving abilities to be able to solve complex mathematical problems. Mathematical problem solving abilities consist of understanding, planning, solving, and reviewing. These abilities can be trained through the application of appropriate learning models. One model that can be used is the problem based learning model. This study aims to determine the effect of the problem based learning model using contextual student worksheet on the mathematical problem solving ability of the junior high school students. This type of research is a quasi-experimental research with a research design of One Group Pretest-Posttest Design. The population in this study were all seventh grade students of SMP Negeri 12 Lebong in the 2021/2022 academic year. The sample in this study were class VIIA students, totaling 23 students as an experimental class taken by purposive sampling technique. The instrument used in this study was a problem-solving ability test sheet in the form of description questions. Data analysis using descriptive and inferential statistics. The results showed that there were differences in students' math solving abilities before and after learning. Based on the research results, it can be concluded that there is a significant influence on the Problem Based Learning model on mathematical problem solving in class VII students of SMP Negeri 12 Lebong.]]>
<![CDATA[Efektivitas Model Pembelajaran Missouri Mathematics Project (MMP) Terhadap Kemampuan literasi Matematika Siswa Ditinjau dari Self-Efficacy ]]>
<![CDATA[Setyowati, Elis]]>;
<![CDATA[Nurcahyo, Adi]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 2 (2023): Edumatica: Jurnal Pendidikan Matematika (Agustus 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i02.24487
<![CDATA[Indonesia is a country with low mathematical literacy skills. Improving the learning model is an action that can be taken to improve students' mathematical literacy skills. The Missouri Mathematics Project (MMP) learning approach is a learning approach that is considered effective in improving mathematical literacy skills. In addition to this, self-efficacy is another factor that can affect students' mathematical literacy skills. The purpose of this study was to determine the effectiveness of the Missouri Mathematics Project (MMP) learning model on students' mathematical literacy in terms of self-efficacy. This study used a quantitative research approach with a quasi-experimental method. The research instruments used essay tests and questionnaires. Hypothesis testing uses the Two-Way Anova test of Unequal Cells. The results concluded that there was an effect of Missouri Mathematics Project (MMP) learning model and self-efficacy on students' mathematical literacy. The interaction of different learning models and self-efficacy has no effect on students' mathematical literacy skills. The results obtained Fcount = 0.106 < Ftable = 4.001 which means H0 is accepted. This means that both conventional learning models and Missouri Mathematics Project (MMP) learning models students with high self-efficacy categories have superior mathematical literacy skills compared to students with moderate or low self-efficacy categories. Based on the research results, it can be concluded that there is an effect of Missouri Mathematics Project (MMP) learning model and self-efficacy on students' mathematical literacy.]]>
<![CDATA[Eksplorasi Berpikir Aljabar Siswa Kelas V dalam Menyelesaikan Soal Pola Bilangan ]]>
<![CDATA[Maharani, Windy Anggita]]>;
<![CDATA[Masduki, Masduki]]>
<![CDATA[ Edumatica : Jurnal Pendidikan Matematika Vol 13 No 2 (2023): Edumatica: Jurnal Pendidikan Matematika (Agustus 2023) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi ]]>
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DOI: 10.22437/edumatica.v13i02.24925
<![CDATA[This study aims to investigate the algebraic thinking skills of fifth grade elementary school students in solving functional dimension problems. The type of research is descriptive qualitative. The subjects in this study were 131 grade 5 students from two private elementary schools in Surakarta, Central Java, Indonesia. The data collection instrument used was 5 questions on the dimension function algebraic thinking test adopted from Raslton which consisted of 2 numerical pattern questions and 3 picture pattern questions. Prior to use, the questions were first validated by three elementary school mathematics learning experts and tested on 10 students who were not included as research subjects. This research is limited to data analysis of 89 students who belong to the category of moderate algebraic thinking skills obtained from the test results. Data analysis was carried out by analyzing students' answer documents in solving algebraic thinking test questions. Document analysis is focused on solving steps and strategies used to solve problems. The results showed that students were more able to solve linear patterns than nonlinear patterns. Students are also more able to solve numerical patterns than picture patterns. In addition, the strategy used to solve numerical patterns is to determine multiples of numbers and identify the differences between terms in the pattern. Whereas in solving of picture patterns, the strategy used is to draw patterns and identify differences between terms in patterns. This study concluded that most of the subjects in the moderate category were able to demonstrate algebraic thinking skills in functional dimensions.]]>
