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MATHEdunesa

mathedunesa
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Published by Universitas Negeri Surabaya

ISSN : 23019085 EISSN : 26857855 DOI : https://doi.org/10.26740/mathedunesa.v12n1

Core Subject : Education,

Education Mathematics Other

MATHEdunesa is a scientific journal of mathematics education published by the Mathematics Department of Faculty of Mathematics and Natural Sciences of Universitas Negeri Surabaya. MATHEdunesa accepts and publishes research articles and book review in the field of Education, which includes: ✅ Development of learning model ✅ Problem solving, creative thinking, and Mathematics Competencies ✅Realistic mathematics education and contextual learning, ✅Innovation of instructional design ✅Learning media development ✅ Assesment and evaluation in Mathematics education ✅ Desain research in Mathematics Education

Arjuna Subject : Matematika - Matematika (Lain-Lain)

Articles 311 Documents

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Proses Berpikir Kreatif Proses Berpikir Kreatif Siswa SMP Bergaya Kognitif Impulsif dan Reflektif dalam mengajukan masalah matematika syifaul Qulub
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Problem posing can be used to see creative thinking skills. In posing a problem, each student has a different way of thinking, because the way students process the information they receive is different. This difference is known as cognitive style. Cognitive styles that are based on time differences and students' accuracy in responding to something can be divided into two, namely impulsive and reflective cognitive styles. The purpose of this research is to describe the creative thinking process of junior high school students with impulsive and reflective cognitive style in posing mathematical problems. The method used is descriptive method with a qualitative approach. Based on the results of the MFFT test and the TPM test, two research subjects were obtained, namely one impulsive cognitive style subject and one reflective cognitive style subject. The results showed that the creative thinking process of students with impulsive cognitive style in posing mathematical problems, namely: the stage of synthesizing ideas, the subject reads information, concludes the problem then remembers the experience of working on relevant questions, the subject does not require a long time at this stage; in the idea building stage, the subject relates the experience of working on a problem with the information on the test so that the subject can create an idea; in planning the implementation stage, the subject makes a question framework based on the ideas obtained, namely the purchase of goods in packages; the stage of implementing the idea, the subject applies the idea that has been obtained. The subject re-checks the questions and solutions to check whether they are correct. The subject believes that the problems and solutions made are correct. The creative thinking process of the subject in a reflective cognitive style in posing a mathematical problem, namely: the stage of synthesizing an idea, the subject repeatedly reads the test to understand the information then remembers the experience of working on the relevant questions, the subject takes quite a long time at this stage; the idea building stage, the subject associates the experience he has with the information on the test so that the subject can make more than one idea; the stage of planning the implementation, the subject chooses an idea that he feels can solve it, the subject uses a textbook as a reference in making questions, the subject makes questions about purchasing items that are separate from the package; the stage of applying the idea, the subject applies the idea that has been selected, the subject can make two questions. The subject re-checks the questions and solutions made to check whether they are correct. The subject believes that both the problems and the solutions made are correct.

STUDI KASUS: ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL DI SMA NEGERI 1 CERME GRESIK JAWA TIMUR Heni Baskorowati
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Abstrak Penelitian ini didasari atas banyaknya kesulitan yang dihadapi siswa dalam mengerjakan soal cerita matematika menyebabkan terjadinya kesalahan. Kesalahan siswa harus segera dipecahkan agar tidak terulang dan mempengaruhi hasil belajar. Pemecahan ini dapat dilakukan dengan cara mengetahui dimana letak kesalahan yang terjadi, jenis kesalahan yang dilakukan dan faktor penyebabnya. Penelitian ini menggunakan metode deskriptif-kualitatif. Penelitian ini bertujuan untuk menganalisis letak dan jenis kesalahan serta faktor yang menyebabkan kesalahan yang dilakukan siswa menggunakan tahapan pemecahan pemecahan masalah Polya. Teknik pengambilan data menggunakan metode tes tulis dan wawancara. Tes tulis yang diberikan berupa soal cerita matematika pada materi sistem persamaan linear tiga variabel. Subjek penelitian yaitu 3 siswa dipilih dari 36 siswa XI IPA4 SMA Negeri 1 Cerme. Subjek penelitian dipilih berdasarkan banyaknya kesalahan yang dilakukan pada saat tes tulis, kemudian diwawancarai. Hasil penelitian mengindikasikan bahwa dalam mengerjakan soal cerita dengan materi sistem persamaan linear tiga variabel, terjadi kesalahan pada masing-masing indikator dalam tahapan pemecahan masalah Polya, di antaranya (1) kesalahan dalam pemahaman soal, (2) kesalahan dalam perencanaan penyelesaian, (3) kesalahan dalam pelaksanaan rencana penyelesaian, dan (4) kesalahan dalam pemeriksaan kembali. Siswa melakukan kesalahan dalam bentuk kesalahan konsep, kesalahan prinsip, dan kesalahan operasi. Faktor penyebab kesalahan siswa yaitu tidak memahami makna soal, lemahnya pemahaman konsep, tidak fokus dalam pengerjaan, lingkungan dan cara belajar siswa. Dari letak, jenis dan faktor penyebab kesalahan yang diperoleh pada penelitian ini dapat digunakan oleh pendidik sebagai pertimbangan dalam merencanakan pembelajaran agar kesalahan serupa tidak terulang. Kata kunci: analisis, kesalahan, pemecahan masalah Polya, soal cerita, spltv. Abstract This research is motivated by the number of difficulties students faced while solving mathematics story problem which causes errors. Student’s error needs to be solved immediately to not affecting the learning result. To solve them, we needs to identified location of the errors occur, types of mistakes are made, and what are the causes. This research use a qualitative-descriptive approach. This research aims to analyze the location, type of errors, and the causes using Polya’s problem-solving steps. To collect data, this research using written test and interview methods. The written test is in the form of mathematics story problem involving the linear equation of three variables. The research subjects were 3 of 36 students from class 11th Science 4 State Highschool of Cerme. Research subject is chosen based on the number of errors made during the written test then interviewed. The result of this research shows that in order to solve problems, errors occurs on each Polya’s problem-solving steps indicators, such as (1) errors in understanding the problem, (2) errors in devising a plan, (3) errors in carrying out the plan, and (4) errors in looking back. The type of errors made by students were concept error, principle error, and operation error. The factors are not understand the problem, low concept, not focus, cognitive factors, and their learning environment. The result of this research can be used for teachers to make their teaching plan to avoid the same error occurs. Keywords: analysis, errors, story problems, Polya’s problem-solving, spltv.

Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal TIMSS-like Domain Data dan Peluang Anisha Dwi Rahmawati
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Indonesia's position is relatively very low compared to other Southeast Asian countries participating in TIMSS. From the results of the TIMSS ranking of Indonesian students is low, it is known there are still many mistakes made by students. One effort to solve this problem is to find out where the location of errors that are often made by students and the factors causing students make these errors. In this study, the method used is a descriptive method that aims to describe the types and factors of student error in solving TIMSS-like domain Data and Chance problems. The subjects of this study were 3 out of 19 Lembaga Bimbingan Belajar (LBB) Primagama Sukodono students in class IX SMP selected based on the number of errors and variations in the types of errors made during the written test. The results showed that in solving TIMSS-like domain data and chance problems, students made errors in understanding the questions was22.1%, errors in transforming was 9.47% and errors in process skills was 4.21%. The reason students make these errors is students are not careful in reading the questions, do not understand the purpose of the question, wrong in choosing a solution and lack of practice questions. Keywords: error analysis, TIMSS-like data and chance problems.

Studi Kasus: Literasi Matematis Siswa Berdasarkan Gaya Belajar Kolb di SMPN 21 Surabaya Anis Norawati
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Mathematical literacy is an individual’s capacity to formulate, employ, and interpret mathematics in a variety of contexts. Mathematical literacy of each students can influenced by one internal factor, namely Kolb’s learning style. Kolb’s learning style consists of accomodating, diverging, assimilating, and converging. The research is a qualitative-descriptive reseacrh that aims to describe mathematical literacy students in PISA questioan solving on the content space and shape based on Kolb’s learning style. This research technique used questionnaire, test, and interview. The research subject were four students, each of had accomodating, diverging, assimilating, and converging learning style. The results of this research shows that (1) Students accmodating through the process of identifying important aspect of promblems, translating promblems into mathematical language, using mathematical cocepts and estimates to find solution, reinterpreting the result of calculations but not re-evaluating the solution. (2) Students diverging through the process of identifying important aspect of the problem, incorrectly translating problems into mathematical language, planning and implementing strategies using direct experiments, reinterpreting the result of calcualtions and not re-evaluating the solution. (3) Students assimilating through the process of identifying aspects of the problems, translating into mathematical language clearly, using mathematical consepts and writing step by step, reinterpreting the result of calculations, and re-evaluating the solution. (4) Student converging through the process of identying important aspect of the problems, not quite right in translating into mathematical language, using mathematical concepts and direct experiments to find solutions, reinterpreting the result and not re-evaluating the solution. Keywords: mathematical literacy, space and shape content, Kolb’s learning style

Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal Bangun Ruang Ratih Ayu Utami
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

This study aims to: (1) describe the location of the students' mistakes in solving geometrical problems, (2) to describe the students' mistakes in solving geometrical problems, and (3) to describe the factors that cause students' errors in solving geometric problems. This research is a qualitative study using test and interview methods and was conducted at SMP Negeri 21 Surabaya. Selection of subjects based on criteria, namely students who made many mistakes on indicators of the location and type of error, variation of errors, openness and fluency of the subject to communicate during the interview process.

analisis kesalahan siswa dalam menyelesaikam soal cerita sistem persamaan linear dua variabel menggunakan fase newman Sonya Grace Eveline Sianipar
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

In learning mathematics, students often make mistakes in solving math questions, especially story questions. Solving story questions, students are required to understand the contents of the story questions and take them in the form of mathematical symbols and process them using mathematical methods until the final stage and draw conclusions. The aim of the research is to describe locations, types, and causes of VIII grade Students’ errors in solving story questions of Two-variable Linear Equality System using Newmann’s Error Analysis. Newman’s Error Analysis namely Reading error, comprehension error, transformation error, process skill error, and an encoding error. The result of this research says the students made many mistakes in reading the story question, transforming into a mathematic model onto the encoding stage. The types of errors that were made were: students were wrong concepts, there including wrong in modeling and students were wrong in operations, i.e. students did not use the right arithmetic operation. The cause of the errors is that the subject is bad in the concept of the variable, including being unable to read the symbols implied in the problem. Unable to transform question to math-model correctly, weak in making equivalent questions, and weak in determining calculation result rightly. Keywords: Error Analysis, Newmann, Two-variables Linear Equality System, and Story Question.

PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA MATERI FUNGSI DITINJAU DARI PERBEDAAN JENIS KELAMIN Erin Wahyu Wijayanti
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Education is basically an effort to provide certain knowledge and expertise to develop one’s potential due to advance in science and technology. In the 2013 curriculum, mathematics learning teaches students to think logically and be able to think creatively to solve mathematical problems. In learning mathematics and solving mathematical problems, students do the thinking process. The thought process is a process that begins with receiving data, processing, drawing conclusions and recalling that information from students memories. This type of research is a descriptive study with a qualitative approach that aims to describe the thinking process of junior high school students in solving mathematical problems of material functions in terms of gender differences. The data collection methods in this study through written tests and interviews. The subject of this study was conducted on two students, namely one female student who had an equivalent high mathematical ability. The result of this study indicate that there are differences in the thinking processes of male students and female students. There are diffrences in the thinking process of male students and female students in understanding problems with indicators of translating problems into mathematical language, male students by experimenting, while female students by writing mathematical language from what is known. Furthermore, in planning problem solving activities with indicators determining the completion plan carried out, male students directly apply what is known, while female students in a gradual way from what is known then determine the steps for the solution. Keywords: Thinking process, gender, mathematical problems, material function, gender differences

Peran Fungsi Eksekutif Siswa SMP dalam Menyelesaikan Soal Cerita Ditinjau dari Kemampuan Matematika Cicik Fauziyah
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Mathematics is a subject that has an important influence in every daily life. So that mathematics becomes the subject of learning at almost every level of education. However, many people complain that they have difficulty working on math problems. One of the factors that influence someone in solving math problems is the executive function. This study will conduct research to describe the role of the executive function of students in learning mathematics. The method used in this is descriptive qualitative research. Researchers will explore the role of junior high school students' executive function in solving story problems with the subject of three eighth grade students from 5 Junior High School of Surabaya. Data collection techniques used were tests and interviews. The results showed that the level of mathematical ability played a role in students' ability to solve story problems. There is an indication that the higher the level of mathematical ability, the higher the executive function they have and the students will solve the form of the story problem better. The conclusion in this study is that there is an important role of the executive function on students' ability to solve story problems in mathematics.

PROFIL KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL HIGHER ORDER THINKING SKILLS (HOTS) DITINJAU DARI JENIS KELAMIN TRI PUTIH LESTARI
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Critical thinking skills are the ability to think individuals in managing information, finding solution, and evaluating the problems obtained based on six criteria, namely (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity and (6) Overview. HOTS questions are a type of question that can help hone students' critical thinking skills. This research is a descriptive study with a qualitative approach that aims to describe students' critical thinking skills in solving HOTS questions in terms of gender. The instrument used in this study was a math ability test and HOTS questions. The subjects used in this study consisted of two junior high school students, one male student and one female student with high math ability. The results of the research on male students' critical thinking skills in solving HOTS questions show that male students are able to understand and find the essence of the problem, can provide reasons that support the way male students use, and can draw conclusions using the method that male students have used, so that male students meet the indicators of critical thinking Focus, Reason, and Inference. The ability to think critically of female students shows that female students can understand and find the essence of the problem, can provide reasons that support the way female students use it, can draw conclusions using the method that female students have determined, female students can reveal important factors that support the method used , and can describe the term at every step of the completion, so that female students meet the indicators of critical thinking Focus, Reason, Inference, Situation, and Clarity. Keywords: Critical Thinking, Higher Order Thinking Skill

UNDERSTANDING OF ONE VARIABLE LINEAR INQUIRY TOPIC SMP STUDENTS WITH SPUR APPROACH Husna Fidda Ro'aini; Abdul Haris Rosyidi
MATHEdunesa Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020
Publisher : Program Studi S1 Matematika UNESA

Students' understanding can be known based on 4 components, (1) mastery of procedures (skills), (2) the ability to use properties and principles, (3) the ability to use in the context of the problem (uses), and (4) the ability to make representations ( representation). This qualitative research aims to describe students' understanding of the topic of the linear inequality of one variable guided by the 4 components of understanding. The research subjects were 3 students of grade VIII, with details of 1 student indicated to have fulfilled the 4 components of understanding, 1 student indicated to have fulfilled the 3 components of understanding, and 1 student indicated to have fulfilled the 2 components of understanding. Data collection techniques, namely task-based interviews. The results showed that the skill component of each subject mastered the inequality solving procedure, but there were differences in how to simplify, and the accuracy of each subject was also different. In the properties component, each subject provides truth arguments and conclusions in solving problems, but there are differences when identifying problems by using properties related to inequalities. In the use component, each subject is able to solve contextual problems related to inequalities, but there are differences in how to make the mathematical model. In the representation component, each subject has the ability to solve the inequality, but there are differences in representing the results. Keywords: Understanding, one variable linear inequality, and SPUR

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Evangelista Lus Windyana Palupi

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mathedunesa@unesa.ac.id

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Gedung C8 lantai 1FMIPA UNESA Ketintang 60231 Surabaya Jawa Timur

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Contact Name Evangelista Lus Windyana Palupi

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Editorial Address Gedung C8 lantai 1FMIPA UNESA Ketintang 60231 Surabaya Jawa Timur

Location Kota surabaya, Jawa timur INDONESIA

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Contact Name
Evangelista Lus Windyana Palupi

Contact Email
evangelistapalupi@unesa.ac.id

Phone
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Journal Mail Official
mathedunesa@unesa.ac.id

Editorial Address
Gedung C8 lantai 1FMIPA UNESA Ketintang 60231 Surabaya Jawa Timur

Location
Kota surabaya,

Jawa timur

INDONESIA