JEDMA Jurnal Edukasi Matematika
JEDMA Jurnal Edukasi Matematika e-ISSN: 2746-637X merupakan jurnal yang berisi artikel ilmiah hasil penelitian dan kajian toeritis dalam bidang pendidikan matematika dan penerapannya. JEDMA diterbitkan dua kali setahun. Setiap Volume memiliki dua nomor terbitan. Nomor pertama akan diterbitkan pada bulan Juli dan nomor kedua akan diterbitkan pada bulan Januari . Jurnal ini diterbitkan oleh Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo . Oleh karena itu, kami mengundang penulis dari mahasiswa (S1, S2, S3), guru, dosen, praktisi, dan pemerhati pendidikan matematika untuk mempublikasikan artikel ilmiah melalui JEDMA Jurnal Edukasi Matematika . Harap tinjau Panduan Penulis dan gunakan template penulisan artikel yang telah disiapkan dalam menulis artikel sebelum dikirimkan.
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<![CDATA[PENGAJUAN SOAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT ]]>
<![CDATA[Evin Marisa]]>;
<![CDATA[Siti Nuriyatin]]>;
<![CDATA[Nurina Ayuningtyas]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 1 (2021): JEDMA Jurnal Edukasi Matematika Vol 2 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i1.184
<![CDATA[This study aims to describe the analysis of students abilities in question submission in terms of cognitive style field dependent (FD) and field independent (FI). Qualitative descriptive study is type of this research. The selection of research subjects was carried out using 2 tests, namely GEFT (the Group Embedded Figures Test) and a test problem posing. Then from this study the selected subjects consisted of four students, namely two students who had a field dependent cognitive style and two students who had a field independent cognitive style. The ability to understand information (questions), field dependent subjects and field independent subjects described accurately. what is known in his own language. The ability to plan a question-making, field dependent and field independent subjects clearly describe the plan for making questions. The ability to make questions, field dependent subjects and independent field subjects are able to make questions with a flat image according to the material. The ability to check questions, field dependent subjects and field independent subjects solve them by entering the right formula and using the correct calculations. As well as checking the answers to the questions he made very carefully the correctness of the answers he had completed.]]>
<![CDATA[IMPLEMENTASI BLENDED LEARNING MODEL FLIPPED CLASSROOM: PERAN TEKNOLOGI DALAM PEMBELAJARAN MATEMATIKA DI TENGAH PANDEMI ]]>
<![CDATA[Miftahul Huda]]>;
<![CDATA[Risdiana Chandra Dhewy]]>;
<![CDATA[Eka Nurmala Sari Agustina]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 1 (2021): JEDMA Jurnal Edukasi Matematika Vol 2 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i1.187
<![CDATA[Blended learning is a combination of face-to-face and online learning with the help of technology. In this study, using mixed learning between synchronous and asynchronous learning, the learning model applied is the flipped classroom. This study aims to determine the activities of teachers and students, achievement of learning outcomes and student responses to learning using the flipped classroom model. This research is in the form of quantitative descriptive with a sample of 7 students from class X IPS-1 SMA Persatuan Tulangan. The data collection technique used was learning observation, learning result test in the form of post test and giving student response questionnaire. The results of observations of teacher activity during learning obtained a percentage of 84.37%, student activity in asynchronous learning through LMS Kelase, students were active, namely obtaining 83%, but when learning synchronously in the WA group student activities only obtained a percentage of 66.1% with the criteria being quite active. From student learning outcomes using flipped classroom trigonometric material, completeness of classical learning outcomes obtained 71.43% and declared incomplete because ≤ 75%. From the implementation of this learning, students gave a positive response.]]>
<![CDATA[ANALISIS PROSES BERPIKIR REFLEKTIF DALAM PEMECAHAN MASALAH MATEMATIKA DI TINJAU DARI GAYA BELAJAR SISWA ]]>
<![CDATA[Ninda Yulia Sari]]>;
<![CDATA[lailatul Mubarokah]]>;
<![CDATA[Dewi Sukriyah]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 1 (2021): JEDMA Jurnal Edukasi Matematika Vol 2 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i1.227
<![CDATA[This study aims to analyze students' reflective thinking processes in solving mathematical problems in terms of learning styles. This research is a descriptive qualitative research that describes reflective thinking in problem solving in terms of learning styles. This study used eight subjects with two learning styles each. The data collection technique in this study was carried out by means of tests and interviews. The results showed that the subject took complete problem solving steps, meaning that the subject took steps in the reflective thinking process. Reflective thinking process in solving mathematical problems in terms of accommodator learning style has not been carried out properly because it did not carry out the test and information of conclutin stage. Reflective thinking process in solving mathematical problems in terms of diverger learning styles has not been carried out properly because it does not carry out the rational elaboration of an idea and test and information of conclutin stages. Reflective thinking process in solving mathematical problems in terms of assimilator learning style has not been carried out well because it does not carry out the rational elaboration of an idea and test and information of conclutin stages. The process of reflective thinking in solving mathematical problems in terms of converger learning styles is done well. Students with the learning style accommodator are not afraid to try new things. Students with the diverger learning style are individuals who get bored quickly when faced with a slightly complicated problem. Students with the assimilator learning style are individuals who observe and think a lot. Students with the converger learning style are individuals who have good abilities in problem solving and decision making.]]>
<![CDATA[ANALISIS KESALAHAN BUKU MATEMATIKA MATERI SISTEM PERSAMAAN LINIER DUA VARIABEL SERTA ALTERNATIF PENYELESAIANNYA ]]>
<![CDATA[Abdur Rohim]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.278
<![CDATA[Textbooks are one of the important media in learning. The quality of textbooks affects students' understanding. One way to determine the quality of a textbook is to analyze the book. This study aims to analyze the errors of the Mathematics book on the Two Variable Linear Equation System (SPLDV) material contained in the Class VIII Junior High School Student Book. The method used in this research is a qualitative method with a descriptive approach. The results showed that there were still some errors. Eight conceptual errors, three drawing errors and seven writing errors. The results of the study can be used as material for consideration in improving the book. So as not to be bad for students who use the book]]>
<![CDATA[KEEFEKTIFAN BUKU AJAR BERBASIS LITERASI MATEMATIKA UNTUK MATERI “PERSAMAAN KUADRAT DAN FUNGSI KUADRAT” ]]>
<![CDATA[Erlin Ladyawati]]>;
<![CDATA[Sri Rahayu]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.283
<![CDATA[The purpose objective of this research is to determine the effectiveness of literacy-based textbook development on the material of Quadratic Equations and Quadratic Functions. The effectiveness of mathematical literacy-based textbooks for Quadratic Equations and Quadratic Functions material is determined from the value of classical learning completeness criteria and student response questionnaires that are positive. The development of this textbook uses the ADDIE model which stands for Analyze, Design, Development, Implementation, and Evaluation. From the data above, it is also obtained information that students 'responses to the use of mathematics literacy-based textbooks for Quadratic Equations and Quadratic Functions material for class IX Junior High School who answered "Yes" to all questions that were positive were 82.7%, meaning that the students' responses met positive criteria. Furthermore, in the learning result test or posttest, it can be seen that as many as 13 students completed their learning or got more than the KKM, which is 80, or if it is stated in percent, there are as many as 87% of students who are declared complete in their learning, this can be said that the class achieved classical completeness. From these results, it is found that the books that have been developed meet the effectiveness requirements.]]>
<![CDATA[TPACK CALON GURU DALAM PROSES PEMBELAJARAN MATEMATIKA SECARA DARING ]]>
<![CDATA[Liknin Nugraheni]]>;
<![CDATA[Erlin Ladyawati]]>;
<![CDATA[Moh. Syukron Maftuh]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.285
<![CDATA[The role of the teacher is one of the most important aspects or factors that impact learning success. As a result, prospective teachers must have technical pedagogical content knowledge (TPACK) skills, as these are the integration of information and communication technology (ICT) with content knowledge of mathematics, pedagogy, and knowledge of students. The subjects in this study were students or prospective mathematics education teachers who had obtained theories regarding mathematical content, pedagogy, student knowledge, and technology, but they lacked experience in integrating these knowledges. As a result of the study, students are better equipped to integrate technology with mathematical curriculum, pedagogy, and student understanding.]]>
<![CDATA[PENGARUH METODE HYPNOTEACHING TERHADAP HASIL BELAJAR SISWA PADA MATERI NILAI MUTLAK ]]>
<![CDATA[Rosmeidina Lukitasyani]]>;
<![CDATA[Dewi Sukriyah]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 1 (2022): JEDMA Jurnal Edukasi Matematika Vol 3 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i1.290
<![CDATA[The teacher's role is very important because teachers can apply different procedures in the classroom to achieve their learning objectives. Today, learning with the simultaneous use of conscious and subconscious mind is widely discussed by educational professionals. Teaching with two minds is called hypnoteaching, and a teacher who practices hypnosis in the classroom is called a hypnotist. If a teacher can apply the principles of hypnosis in the classroom, then the teacher is a hypnotic teacher. This research is quantitative with the aim of knowing the effect of the hypnoteaching method on student learning outcomes. The research was conducted online at SMA Antarctica Sidoarjo class X. Determination of the sample is done randomly as many as 15 students. This study uses tests and observations as data collection techniques. Analysis of the data obtained r = 0.271 with a percentage coefficient of determination of 27.1%. Based on the partial test, it was stated that there was an effect of the hypnoteaching method on student learning outcomes in the absolute value material with a sig value. (0.046) which is more than (0.05).]]>
<![CDATA[PERAN GAMBAR DALAM PENYELESAIAN SOAL GEOMETRI ]]>
<![CDATA[Nur Hidayatul Muzdalifah]]>;
<![CDATA[Lailatul Mubarokah]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.291
<![CDATA[This study aims to determine whether there is a difference in the average student learning outcomes for verbal geometry class and visual geometry class in terms of mathematical representation ability. Quantitative is this type of research. The implementation is in the 2020/2021 academic year in class X majoring in TKJ SMK Darussalam Sidoarjo. The samples were from class X TKJ 1 and X TKJ 2. The results of data analysis showed that the normality assumption test could be met, but the homogeneity test showed that the data had heterogeneous variants, so data transformation was carried out. The results of retesting the assumption of homogeneity still have heterogeneous variants, so the solution does not use a comparative test of 2 independent samples but uses the Mann Whitney nonparametric test. The test results show that there is a difference in the average student learning outcomes for the verbal geometry class and the visual geometry class in terms of mathematical representation abilities. This is evidenced by the results of the Mann Whitney test with a p-value of 0.001 0.05. This difference can also be seen through the average result of the visual geometry test of 80.42 which is higher than the result of the verbal geometry test, which is 52.33.]]>
<![CDATA[ANALISIS PENALARAN MATEMATIS SISWA DENGAN GAYA KOGNITIF IMPULSIF DITINJAU DARI GENDER ]]>
<![CDATA[SITI NURIYATIN]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 2 No 2 (2022): JEDMA Jurnal Edukasi Matematika Vol 2 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v2i2.298
<![CDATA[This study aims to analyze the mathematical reasoning ability of students with impulsive cognitive style in terms of gender. Qualitative descriptive is this type of research. The research subjects were two students, one female student and one male student. This research was conducted in class VII SMP. The instruments in this research are MFFT, reasoning tests, and interviews. The results of this study indicate that female subjects can perform mathematical manipulations, while male subjects can perform mathematical manipulations and check the validity of an argument.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TWO STAY TWO STRAY TERHADAP HASIL BELAJAR MAHASISWA ]]>
<![CDATA[Indah Chairun Annisa]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 1 (2022): JEDMA Jurnal Edukasi Matematika Vol 3 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i1.362
<![CDATA[Model Two Stay Two Stray yang lebih dikenal dengan model TS-TSadalah salah satu model pembelajaran yang berpusat pada peserta didik.Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan pengaruhmodel TS-TS terhadap hasil belajar mahasiswa. Sampel yang digunakansebanyak 12 mahasiswa. Instrumennya meliputi lembar observasi penelitidan mahasiswa serta soal tes. Pada analisis data digunakan uji asumsiklasik dan uji parsial regresi. Hasil analisis asumsi klasik menunjukkanbahwa residual berdistribusi normal, bersifat homogen, dan tidak terjadikorelasi antar residual. Pada parsial regresi diperoleh t hitung sebesar 8,170dan t tabel 2,228 sehingga memberikan keputusan bahwa H 0 ditolak atauterdapat pengaruh yang signifikan dari model TS-TS terhadap hasil belajarmahasiswa dengan nilai koefisien determinasi sebesar 87%.]]>
