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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40 Documents
<![CDATA[PERBANDINGAN HASIL BELAJAR SISWA DENGAN MODEL PICTURE AND PICTURE DI SDN PUCANG 4 SIDOARJO ]]>
<![CDATA[Endang eryanti]]>;
<![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.v3i1.384
<![CDATA[This study uses the Picture and Picture model for grade 3A students on the flat shape material. The purpose of the study was to determine whether or not there were differences in student learning outcomes before and after using the Picture and Picture model, but it also aimed to determine student responses to learning. The sample used was 32 students. The test method and the provision of response questionnaires are methods for collecting data for this activity. There are 10 test questions for the pretest and posttest. The response questionnaire consists of 7 indicators. After analyzing the data, it shows the conclusion that the data is not normally distributed so that the data transformation is carried out and the results show that the data is still not normally distributed. Therefore, the researchers chose nonparametric statistical techniques as the solution by using the Wilcoxon test. The test results show that there are differences in student learning outcomes before and after the Picture and Picture model with an average value of 90.34 pretest and 91.50 posttest.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Eva Wuryani]]>
<![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.v3i1.406
<![CDATA[The purpose of this study was to describe mathematics learning on the subject of equations and inequalities using the Cooperative Method of Problem Based Learning (PBL) Model. The research design used is classroom action research. This study involved 40 students as subjects. The instruments used in this study were evaluation sheets and observation sheets. The results showed that the implementation of the Problem Based Learning Cooperative Method was proven to be able to improve student learning outcomes and also create a more conducive learning atmosphere so that students were more active in participating in lessons and fostered a sense of responsibility in students. complete assignments and group activities.]]>
<![CDATA[Hubungan Kemampuan Literasi Matematika Dengan Gender di Kelas VIII ]]>
<![CDATA[Siti Nuriyatin]]>;
<![CDATA[Eka Nurmala Sari Agustina]]>
<![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.v3i1.408
<![CDATA[The students must have numeracy skills because it is important to them. This study describes the differences in numeracy skills between male and female students; describe the correlation of numeracy skills with gender. The research subjects were 112 grade VIII junior high school students. Measurement of numeracy skills using a test instrument. The analysis was performed using the Mann Withney test and Pearson correlation. There is a significant difference between the numeracy abilities of male and female students. Correlation test obtained a significance value of 0.000 < 0.050 so that there is a significant relationship between numeracy ability and gender. Correlation value indicates a low level of relationship.]]>
<![CDATA[PEMAHAMAN MATEMATIS DITINJAU DARI GAYA BELAJAR SISWA ]]>
<![CDATA[Nasrul Khotimah]]>;
<![CDATA[M. Zainudin]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.415
<![CDATA[The purpose of this study was to analyze the ability of mathematical understanding in terms of student learning styles. The method used is literature study, by collecting library data, journals, articles, reading, taking notes, and processing research results. This study shows that differences in learning styles affect students' mathematical understanding. Based on the three learning styles, namely visual, auditory, and kinesthetic learning styles, there are differences in understanding of mathematical concepts. The dominant learning styles used by students are visual learning styles and auditory learning styles. Based on the results of the study, it can be concluded that the auditory learning style has a higher ability than other learning styles.]]>
<![CDATA[A PENGARUH PENERAPAN METODE TANYA JAWAB MULTI ARAH TERHADAP HASIL BELAJAR SISWA MATERI PYTHAGORAS ]]>
<![CDATA[Moh. Syukron Maftuh]]>;
<![CDATA[Eko Sugandi]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.425
<![CDATA[This research is motivated by the importance of overcoming the lack of understanding of student’s material to improve student learning outcomes, namely question and answer multi direction method. This learning method, students are expected to be more active, creative, and able to develop concepts to solve mathematical problems appropriately. The aim is to determine the effect of question and answer multi-direction on mathematic learning outcome in pythagorasin 8th class students of SMP N 19 Surabaya. The design used is a post-tes-only control group. The population in this research were all 8th students at SMP N 19 Surabaya. The sampling technique used is purposive sampling, the samples obtained are class VIII-E and class VIII-F. The data collection technique used is the test method. The data analysis technique used normality lest, homogenity, and t-test. Based on analysis of the data obtained that the sample is normally distributed and homogenous. Bu analyzing the data using the t-test, it was obtained that with a significant level of 0,05 and . This shows that is greater than . Then it was concluded that there was an effect of question and answer multi-direction on mathematic learning outcome in pythagoras in 8th class students of SMP N 19 Surabaya.]]>
<![CDATA[METODE SEMIOTIC VYGOTSKIAN DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Dewi Sukriyah]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.470
<![CDATA[Learning mathematics is one of the social phenomena that occurs in class, so that the interactions that occur between teachers and students are the main focus in mathematics research. The Vygotskian Semiotic Method divides the class into small groups in the learning process. The teacher as a public figure in the class who is an example, mediates discussions in the learning process. Phenomenon studies are analyzed based on the resulting learning videos. The study was conducted interpretatively based on the two methods developed, namely semiotic nodes and semiotic bundles. Semiotic nodes with synchronic tools to focus on how students give meaning to students' actions in understanding mathematical relationships and structures. Semiotic bundle with diachronic tools for signs or key moments of the student's objectification process in pattern generalization activities.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEKNIK BERKIRIM SALAM DAN SOAL TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Dian Kurniati Agusningtiah]]>;
<![CDATA[Liknin Nugraheni]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.473
<![CDATA[The purpose of this study was to determine whether the cooperative learning model of sending greetings and questions technique with conventional learning has an effect on students' mathematics learning outcomes on the material of rows and series. This type of research uses quantitative research and the method used is the experimental method. Class X Phase E3 and Phase E4 were used in the sample of this study. The test technique was used in the collection technique in this study, by analyzing through the t-test hypothesis, using the prerequisite test: normality test, and homogeneity test. From the prerequisite calculations it can be concluded that both data are normally distributed and vary equally, then proceed with hypothesis testing or t-test. Posttest results with row and sequence material, there is a significant difference. The test scores obtained by using the cooperative learning model of sending greetings and questions technique in the Phase E3 class averaged 86.83, while the test scores carried out with the conventional learning model in the Phase E4 class obtained an average of 78.19. Based on the results, sig. (two-way) 0.000 <0.05, it is concluded that there is an influence on student learning outcomes when the cooperative learning model of the greeting and question technique is applied to mathematics learning in the experimental class compared to applying conventional learning in the control class.]]>
<![CDATA[ANALISIS KEMAMPUAN LITERASI SISWA SMP DALAM MENYELESAIKAN SOAL MODEL PISA: FORMULATE DAN EMPLOY ]]>
<![CDATA[Fidiyah Rachmah]]>;
<![CDATA[Soffil Widadah]]>;
<![CDATA[Nurina Ayuningtyas]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.496
<![CDATA[The study aims to describe students' mathematical literacy skills in solving PISA model problems, using qualitative methods with approaches to explore and understand a symptom by asking respondents questions, and analyzing data to draw conclusions. The subjects in the study consisted of 3 15-year-old junior high school students with criteria of high, medium and low math ability. The instruments in this study are tests and interviews. The results of this study concluded that students are highly mathematically capable and have good mathematical literacy skills, namely students are able to solve problems appropriately but have not met interpret indicators. Students with low mathematical ability cannot solve problems correctly and have not met all indicators on aspects of mathematical processes, meeting only two aspects of mathematical processes, namely formulate and employ.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH MAHASISWA DALAM MENYELESAIKA SOAL KALKULUS DIFERENSIAL PADA MASA PEMBELAJARAN ONLINE ]]>
<![CDATA[Eka Nurmala Sari Agustina]]>;
<![CDATA[Siti Nuriyatin]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 3 No 2 (2023): JEDMA Jurnal Edukasi Matematika Vol 3 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v3i2.504
<![CDATA[The research conducted at the end of this semester aims to describe the condition of students' problem-solving abilities in differential calculus courses during online lectures during a pandemic. The research involved 10 second-semester students who were given 3 test questions related to derivative rules, implicit functions, and practical problems. The results of student answers are given a score of 0 – 4 to determine the level of problem-solving ability. Then 3-5 students were selected for each question according to the level of problem-solving ability to describe their problem-solving abilities. It was found that students do not always have high problem-solving abilities on a problem, they also have high problem-solving abilities on other problems. Students tend to make problem-solving mistakes on implicit function questions and practical problems. Errors are caused by students not understanding the variables that are implicit functions and tend to make these variables into coefficients. Students also have difficulty forming appropriate mathematical models from questions in the form of contextual problems.]]>
<![CDATA[PENGARUH KETERAMPILAN SELF ADVOCACY TERHADAP PELAJARAN MATEMATIKA SISWA SMP ]]>
<![CDATA[nur annisa rosyiidah]]>;
<![CDATA[ANGGITA MAHARANI]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 4 No 1 (2023): JEDMA Jurnal Edukasi Matematika Vol 4 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v4i1.507
<![CDATA[This study aims to determine the effect of self-advocacy skills on junior high school mathematics. The method used is a quantitative method with a student response questionnaire as an instrument. The results showed that self-advocacy skills in students' mathematics lessons can be seen from the results of the questionnaire percentage, namely students' Self Awareness Skills by 25%, Student Communication Skills by 26%, Problem Solving and Decision Making Skills for students by 25%, Students' Responsibility Awareness Skills by 23%.]]>
