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Journal of Research in Science and Mathematics Education
Published by Edupedia Publisher
ISSN : -     EISSN : 29625521     DOI : https://doi.org/10.56855/jrsme.v1i1.11
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics
Journal of Research in Science and Mathematics Education (J-RSME) is a journal to publish works in the form of research results, theoretical studies and review results that are original and have a novelty as a contribution to science in the scope of mathematics education, physics education, chemistry education, biology education and also includes research results in the field of mathematics, physics, chemistry and biology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2023): April" : 5 Documents clear
Efektivitas Model Means Ends Analysis (MEA) Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMP: (The Effectiveness of the Means Ends Analysis (MEA) Model on the Mathematical Problem-Solving Ability of Junior High School Students) Siti Gita Permana
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 1 (2023): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i1.61

Abstract

Purpose: This study aims to identify the increase and influence of the application of the means ends analysis (MEA) model in learning mathematics on students' mathematical problem-solving abilities. This research was conducted at a state junior high school in Karawang, West Java, Indonesia. Methodology: The research method used is a quasi-experimental method with the Nonrandomized Control Group Pretest–Posttest Design. The sample of this research was 80 students consisting of 40 students for the experimental class and 40 students for the control class. Determination of the sample was carried out using a purposive sampling technique in seventh grade. Data collection after treatment was carried out using a mathematical problem-solving test instrument. Findings: The results of the study revealed that the average mathematical problem-solving ability of students who were taught by the means ends analysis model was higher than that of students who were taught by direct learning. Significance: In addition, the means ends analysis (MEA) model has an influence on mathematical problem-solving abilities with a large effect. The conclusion of this study is that the means ends analysis model is effective in improving students' mathematical problem-solving abilities.   Abstrak Tujuan: Penelitian ini bertujuan untuk mengidentifikasi peningkatan dan pengaruh penerapan model means ends analysis (MEA) dalam pembelajaran matematika terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini dilakukan di salah satu SMP Negeri di Karawang, Jawa Barat, Indonesia. Metodologi: Metode penelitian yang digunakan adalah metode quasi eksperimen dengan desain Nonrandomized Control Group Pretest–Posttest. Sampel penelitian ini adalah 80 siswa yang terdiri dari 40 siswa untuk kelas eksperimen dan 40 siswa untuk kelas kontrol. Penentuan sampel dilakukan dengan menggunakan teknik purposive sampling pada kelas tujuh. Pengumpulan data setelah perlakuan dilakukan dengan menggunakan instrumen tes pemecahan masalah matematis. Temuan: Hasil penelitian mengungkapkan bahwa rata–rata kemampuan pemecahan masalah matematis siswa yang diajarkan dengan model means ends analysis lebih tinggi dari pada siswa yang diajarkan dengan pembelajaran langsung. Signifikan: Selain itu, model means ends analysis (MEA) memiliki pengaruh terhadap kemampuan pemecahan masalah matematis dengan efek yang besar. Kesimpulan hasil penelitian ini adalah bahwa model means ends analysis efektif dalam meningkatkan kemampuan pemecahan masalah matematis siswa.   
Development and Factorial Validation of Meta-Cognitive Awareness Inventory in Physics (MAIP) for Senior Secondary School Students in Benue State, Nigeria Barnabas Obiaje Ellah; Sunday Oche Emaikwu; Amalonye Dayalata Ethel Obinne; Odihi Adikwu
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 1 (2023): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i1.174

Abstract

Purpose: The study developed and factorial validated of Meta-cognitive Awareness Inventory in Physics (MAIP) for senior secondary school students in Benue State, Nigeria. Three research questions and one null hypothesis guided the study. Methodology: The study adopted instrumentation design. The sample comprised 1382 SSII students that offered Physics as a school subject for 2020/2021 Academic Session. The Meta-cognitive Awareness Inventory in Physics (MAIP) was face validated by five experts. Construct validation was carried out on the instrument. Coefficient of internal consistency was obtained through Cronbach’s Alpha and found to be 0.78. The research questions were answered using factor analysis, coefficient of internal consistency, mean and standard deviations. The null hypothesis was tested using independent t-test at 0.05 level of significance. Findings: The findings revealed that MAIP has 52 factorially simple or pure items and 23 factorially complex items in terms of their factor loadings. The coefficient of internal consistency of MAIP was found to be 0.98. It was also found that there was statistically significant difference in the mean meta-cognitive awareness ratings of students in rural and urban areas in favour of students in urban area using MAIP. Signifinance: It was recommended among others that Senior Secondary students should use the MAIP to determine their level of meta-cognitive awareness in Physics in both urban and rural schools. This may enable them to gain awareness and control over themselves as learners for effective learning of Physics in secondary schools irrespective of their locations.
Pemahaman Konsep Matematika Ditinjau Dari Gaya Belajar Dan Kecerdasan Intelektual: (The Understanding of Mathematical Concepts Based on Learning Styles and Intellectual Intelligence) Ridwan Awalian Firdaus
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 1 (2023): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i1.244

Abstract

Purpose: The aim of this research was to investigate the impact of learning styles and intellectual intelligence on the understanding of mathematical concepts in grade 10 students in Bogor City, Indonesia. The study also aimed to explore the interaction effect between learning styles and intellectual intelligence on students' understanding of mathematical concepts. Methodology: An ex post facto research method was used, and a sample of 123 students was selected using cluster sampling, which consisted of 32 visual, 54 auditory, and 37 kinesthetic learners. The data was collected through mathematical concept understanding tests and questionnaires on student learning styles. Findings: The results revealed that there was no significant effect of learning style on the understanding of mathematical concepts, as evidenced by sig.=0.573 and FH=0.559. Therefore, there were no differences in the understanding of mathematical concepts between students with visual, auditory, or kinesthetic learning styles. However, there was a significant influence of intellectual intelligence on the understanding of mathematical concepts, as evidenced by sig.=0.00 and FH=23.34. Significance: This means that there were significant differences in the understanding of mathematical concepts between students with high intellectual intelligence and those with low intellectual intelligence. Finally, the study found no significant interactive effect between learning style and intellectual intelligence on the understanding of mathematical concepts, as proven by sig.=0.821 and FH=0.197. Therefore, no further tests were required.   Abstrak Tujuan: Tujuan dari penelitian ini adalah untuk menyelidiki pengaruh gaya belajar dan kecerdasan intelektual terhadap pemahaman konsep matematika pada siswa kelas 10 di Kota Bogor, Indonesia. Studi ini juga bertujuan untuk mengeksplorasi efek interaksi antara gaya belajar dan kecerdasan intelektual terhadap pemahaman konsep matematika siswa. Metodologi: Metode penelitian ex post facto digunakan, dan sampel sebanyak 123 siswa dipilih menggunakan pengambilan sampel kluster, yang terdiri dari 32 pembelajar visual, 54 auditori, dan 37 kinestetik. Data dikumpulkan melalui tes pemahaman konsep matematika dan kuesioner tentang gaya belajar siswa. Temuan: Hasil penelitian menunjukkan bahwa tidak ada pengaruh signifikan dari gaya belajar terhadap pemahaman konsep matematika, seperti dibuktikan oleh nilai sig.=0,573 dan FH=0,559. Oleh karena itu, tidak ada perbedaan dalam pemahaman konsep matematika antara siswa dengan gaya belajar visual, auditori, atau kinestetik. Namun, terdapat pengaruh yang signifikan dari kecerdasan intelektual terhadap pemahaman konsep matematika, seperti dibuktikan oleh nilai sig.=0,00 dan FH=23,34. Signifikan: Hal ini berarti bahwa terdapat perbedaan signifikan dalam pemahaman konsep matematika antara siswa dengan kecerdasan intelektual tinggi dan rendah. Akhirnya, studi ini tidak menemukan efek interaktif signifikan antara gaya belajar dan kecerdasan intelektual terhadap pemahaman konsep matematika, seperti dibuktikan oleh nilai sig.=0,821 dan FH=0,197. Oleh karena itu, tidak diperlukan tes lanjutan.  
Mathematics Beliefs of Secondary School Students: A Systematics Reviews Lessa Roesdiana
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 1 (2023): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i1.245

Abstract

Purpose: This systematic review aims to explore the mathematics beliefs of secondary school students. Specifically, the study aims to identify the most commonly held mathematics beliefs by secondary school students and explore the factors that influence these beliefs. The review also aims to discuss the implications of the findings for educators and researchers. Methodology: The review included 27 studies, which were conducted between 2010 and 2021, and focused on mathematics beliefs of students in grades 7-12. The studies were conducted in various countries, including the United States, China, Turkey, and Iran. Findings: The results of the review suggest that mathematics beliefs of secondary school students are influenced by various factors, including gender, ethnicity, previous academic performance, teacher expectations, and cultural beliefs. Significance: Additionally, the review found that mathematics beliefs can impact students' academic achievement and their attitudes towards mathematics. Based on the findings of the review, recommendations for future research and educational practice are provided.
The Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning (PBL) pada Materi Matriks untuk Meningkatkan Kemampuan Representasi Matematis Siswa Kelas XI IPA SMAN 1 Bukit Batu: Universitas Islam Riau Ririn Dwi Sundari; Lilis Marina Angraini; Sari Herlina; Zetriuslita
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 1 (2023): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i1.253

Abstract

Purpose: This study aims to produce a mathematical learning tool in the form of implementation plans and student work sheets by using problem-based learning models to improve the ability to solve mathematical problems in number model materials for the eleventh grade Senior High School, which are valid, practical and effective. Methodology: The development model uses the ADDIE model. The data collection techniques used were the validation sheet, the response questionnaire and the test. Data analysis techniques used are validated, practical and effective. Findings: The average RPP validation was 100%, and 87.82 percent of these criteria are very valid. The average validation LKPD was 100% and 85,06% are very valid criteria. The average response rate of RPP teachers was 96.25 % of very practice, and the average response rate of students of LKPD was 87.10 %of very practice. The average score of N-gain is 91% effective. Significance: On the basis of this research, we obtained a problem-based learning model, Learning Implementation Plan (LIP) and Student Worksheet (SW), which improves the mathematical representation abilities of Bukit Batu Elementary School of 11th grade, which is very effective, practical and effective. So that learning devices can be used.   Abstrak Tujuan: Penelitian ini bertujuan untuk menghasilkan suatu perangkat pembelajaran matematika berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Peserta Didik (LKPD) dengan menggunakan model Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Representasi Matematis Siswa pada Materi Matriks Kelas XI IPA SMA yang valid, praktis dan efektif. Metodologi: Model pengembangan yang digunakan adalah ADDIE. Instrumen pengumpulan data yang digunakan adalah lembar validasi RPP dan LKPD, lembar angket guru dan lembar angket peserta didik, lembar soal pretest dan posttest. Teknik pengumpulan data yang digunakan yaitu; validasi dari 2 dosen dan 1 guru matematika, angket respon guru dan siswa dan hasil pretest dan posttest. Teknik analisis data yang digunakan adalah analisis data validasi, kepraktisan dan keefektifan. Temuan: Dari hasil validasi RPP diperoleh rata-rata 100% dengan skala Guttman dikategorikan sangat valid dan 87,82% dengan skala Likert dikategorikan sangat valid. Hasil validasi LKPD diperoleh rata-rata 100% dengan skala Guttman dikategorikan sangat valid dan 85,06% dengan skala Likert dikategorikan sangat valid. Hasil angket respon guru diperoleh rata-rata 96,25% dikategorikan sangat praktis. Hasil angket respon peserta didik diperoleh rata-rata 87,10% dikategorikan sangat praktis. Hasil rata-rata N-gain score sebesar 91% dengan kriteria tinggi dan dikategorikan efektif. Signifikan: Berdasarkan penelitian ini diperoleh Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Peserta Didik (LKPD) dengan Model Problem Based Learning (PBL) untuk meningkatkan kemampuan representasi matematis siswa pada materi matriks kelas XI IPA SMAN 1 Bukit Batu yang valid, praktis dan efektif. Sehingga perangkat pembelajaran layak untuk digunakan.  

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