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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

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

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

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

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

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.

A ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL PADA MATERI BILANGAN BULAT KELAS VII SMP N 1 SENAYANG: ANALISIS Muhammad Marqozi; Indah Widiati; Dedek Andrian; Faridatul Masruroh
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 2 (2023): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i2.267

Purpose: The objective of this study is to analyze the errors committed by students while solving problems related to integers. Methodology: The research methodology employed is descriptive qualitative research. The participants of the study consisted of 22 seventh-grade students from SMPN 1 Senayang, Riau Islands, Indonesia. Data collection for this study involved the utilization of both testing and non-testing techniques. The testing technique employed descriptive instrument tests, while the non-testing techniques included observation guidelines, interview guidelines, and documentation. Data analysis for this study encompassed several stages, including data collection, data reduction, data presentation, and drawing conclusions. Findings: The research findings revealed the following: (1) Student code 12 made errors in utilizing formulas, solving operations, and drawing conclusions. (2) Student code 6 made errors in completion operations and concluding their answers. (3) Student code 2 made errors in employing formulas, solving operations, and concluding answers. (4) Student code 16 made errors in utilizing formulas, solving operations, and drawing conclusions. (5) Student code 19 exhibited errors in comprehension, formula usage, solving operations, and drawing conclusions. Significance: (6) Student code 22 made errors in utilizing formulas, solving operations, and concluding answers.

Adaptation of Meta-Cognitive Awareness Inventory in Physics (MAIP) for Public and Private Senior Secondary School Nigerian Students Ellah Barnabas; Sunday Oche Emaikwu
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 2 (2023): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i2.290

Purpose: The study focused on the adaptation of the Meta-Cognitive Awareness Inventory in Physics (MAIP) for senior secondary school students in Nigeria, both in public and private schools. Methodology: The study employed an adaptation research design. The sample included 1,382 SSII students who had taken Physics as a subject. To ensure its validity, the MAIP underwent face validation by five experts. Construct validation of the MAIP was conducted using factor analysis. This involved applying the principal component analysis extraction method and the Varimax rotation method with Kaiser Normalization. Items with a factor loading of 0.40 or higher on any of the factors were selected to be included in the instrument. The coefficient of internal consistency was calculated using Cronbach's Alpha and was found to be 0.78. Research question 1 was addressed through factor analysis, while research question 2 was answered by calculating the coefficient of internal consistency using Cronbach's Alpha. Research question 3 was answered by calculating means and standard deviations. The null hypothesis was tested using an independent t-test at a significance level of 0.05. Findings: The findings of the study revealed that the MAIP consisted of 52 factorially simple or pure items and 23 factorially complex items based on their factor loadings. Significance: The coefficient of internal consistency for the MAIP was found to be 0.98. Furthermore, a statistically significant difference in the mean meta-cognitive awareness ratings was observed between students in private and public schools, favoring students in private senior secondary schools when using the MAIP.

Software GeoGebra as a Proposal for Mathematical Modeling Problems Renata Teófilo de Sousa; Paulo Vítor da Silva Santiago; Francisco Régis Vieira Alves
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 2 (2023): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i2.319

Purpose: This study arises from an investigation into the difficulties in understanding Geometry and the mishaps in the interpretation of problems from the Mathematics Olympiads. The objective of this work is to present a didactic proposal that explores the resolution of Olympic issues, developing visualization skills and geometric reasoning with the support of GeoGebra software. Methodology: For this, we used Didactic Engineering as a methodology, in its first two phases - preliminary analysis and a priori analysis - considering that this study is part of an ongoing research. Findings: As a result, we present a didactic proposal that explores two questions of the International Kangaroo Mathematics, describing their resolution based on the assumptions of the Theory of Didactic Situations. Significance: Finally, we hope to contribute to the teaching work in this area and, subsequently, implement these didactic situations in the last two phases of Didactic Engineering, carrying out their experimentation, posterior analysis, and validation.

Pengaruh Pembelajaran Kooperatif Tipe Think Pair Share (TPS) terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP YLPI Perhentian Marpoyan: The Effect of Cooperative Learning Type Think Pair Share (TPS) on Mathematical Problem Solving Ability of Class VIII Students of SMP YLPI Perhentian Marpoyan Azura Fitri; Lilis Marina Angraini
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 2 (2023): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i2.346

Objective: This study aims to determine whether or not there is an effect of Think Pair Share (TPS) cooperative learning model on mathematical problem-solving ability of seventh grade students of YLPI Perhentian Marpoyan Junior High School. Methodology: This research is an experimental research. The sampling technique used random sampling. The population of this study was 29 students of class VIII YLPI Perhentian Marpoyan Junior High School and the sample of this study was class VIII-2 as the experimental class and class VIII-1 as the control class. The data collection instrument used was the mathematical problem-solving ability test. Data analysis techniques used are descriptive statistical data analysis and inferential statistical data analysis. Findings: Based on the results of the t-test calculation obtained t hitung = 4,55 with α=0,05 and db=27 Obtained t tabel = 2,051. Significance: Hence, it can be concluded that the null hypothesis is rejected and the alternative hypothesis is accepted, which means that there is an effect of the Think Pair Share (TPS) type cooperative learning model on the mathematical problem-solving ability of VIII-grade students of YLPI Perhentian Marpoyan Junior High School.

Perceived Influence of Test Anxiety on the Academic Performance of Secondary School Students in Physics Emmanuel Edoja Achor; Jonah Joel Kyado; Esther E. Ejeh; Kingsley I. Eba
Journal of Research in Science and Mathematics Education (J-RSME) Vol. 2 No. 2 (2023): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v2i2.495

Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the secondary schools of the Obi Local Government Area in Benue State. Moreover, the results revealed a significant difference in the influence of test anxiety levels exhibited by male students on their average performance in physics in secondary schools. Significance: Similarly, a significant difference was observed in the influence of test anxiety levels exhibited by female students on their average performance in physics within secondary schools. Based on these findings, recommendations for school management are proposed.

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Hendra Kartika

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Jawa barat

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hendra Kartika

Contact Email journal_jrsme@teachers.org

Phone +6282218560919

Journal Mail Official edupedia.publisher@gmail.com

Editorial Address Blok Selasa RT 004 RW 005 Ds. Trajaya Kec. Palasah, Kab. Majalengka, Provinsi Jawa Barat, 45475

Location Kab. majalengka, Jawa barat INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Hendra Kartika

Contact Email
journal_jrsme@teachers.org

Phone
+6282218560919

Journal Mail Official
edupedia.publisher@gmail.com

Editorial Address
Blok Selasa RT 004 RW 005 Ds. Trajaya Kec. Palasah, Kab. Majalengka, Provinsi Jawa Barat, 45475

Location
Kab. majalengka,

Jawa barat

INDONESIA