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MATHEdunesa
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 325 Documents
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Student’s Numeracy on Solving Data and Uncertainty Problems in Term of Self-Efficacy Thoiffatul Khusnun Nisa'; Rooselyna Ekawati; Ahmad Wachidul Kohar
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p240-258

Abstract

Numeraticy is the ability to analyze, interpret information, and find a solution by involving one's mathematical knowledge. Numeracy is known to be influenced by self-efficacy. This study aims to describe students' numeracy in solving data and uncertainty problems in terms of high and low self-efficacy. This study is descriptive research with a qualitative approach was carried out by collecting data from research subjects purposively consisting of three students with high self-efficacy and three students with low self-efficacy. The instruments used included a self-efficacy questionnaire, three data and uncertainty questions, and an interview guide. The data is then analyzed using the numeracy’s sub-indicators. The results showed that in general the numeracy of the group of students with high self-efficacy in solving questions containing data problems and uncertainties was better than the group of students with low self-efficacy. Based on these significant differences, it is recommended for teachers to create a learning climate that can support increased student self-efficacy and numeracy. As well as from the results of the interviews which only focused on parts that were not clear from the student's answers, future researchers should conduct interviews on all of the student’s numeracy in order to obtain more complete research data.
The Development of a Flibook-Based Interactive E-Module to Facilitate Sequences and Series Learning Process for 10th-Grade Muhammad Afan Bisri; Atik Wintarti; Shofan Fiangga
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p194-206

Abstract

The use of textbooks during the learning process makes it less interactive because textbooks only focus on presenting content and neglect the motivation and activities of their users. This study aims to describe the development process of a flipbook-based interactive E-module to facilitate the independent series and sequences learning process and to determine its validity, practicality, and effectiveness. The development of the E-module used the Plomp design research model, which consists of 3 phases: preliminary research, prototyping phase, and assessment phase. The quality of the developed E-module refers to valid, practical, and effective criteria. The results of this study are 1) in the preliminary research, an analysis of needs and problems, a review of the literature, and create a conceptual framework were conducted; 2) in the prototyping phase, designing and developing the E-module using Flip PDF Professional software and testing the validity of the content & media were conducted, the content validity test scored 97.33% (very valid), the construct (media) validity test scored 91.16% (very valid); 3) in the assessment phase, practicality and effectiveness tests were conducted for 1 class of 10th-grade students, the practicality test scored 78.04% (practical), and the effectiveness test got an average N-gain score of 0.7 (high level of effectiveness). Thus, the developed E-module has valid, practical, and effective criteria to facilitate independent series and sequences learning processes.
Numerasi Siswa SMP dalam Memecahkan Soal Setara AKM Konten Geometri dan Pengukuran Ditinjau dari Kecerdasan Majemuk Novi Eka Nor Rosidah; Rooselyna Ekawati
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p259-274

Abstract

This study aims to describe the numeracy of junior high school students in solving AKM geometry and measurement content questions in terms of multiple intelligences. The research method used is descriptive research method with a qualitative approach. The research subjects were three students selected by purposive sampling, each of whom had linguistic, logical-mathematical, and spatial intelligence. The research instruments are multiple intelligence identification tests, mathematical ability tests, AKM tests of geometry and measurement content, and interview guidelines. The results of the study show that subjects with linguistic intelligence through several processes namely (1) identifying and representing information in mathematical form using language representations and symbol representations, but the choice of words used is inappropriate; (2) design and implement strategies to obtain solving results in line with AKM problems, geometry and measurement content; and (3) interpret the results of the solution by making conclusions according to the context of the problem in the AKM problem geometry and measurement content. Subjects with logical-mathematical intelligence through several processes, namely (1) identifying information and representing it in mathematical form i.e. using language representations and symbol representations; (2) design and implement strategies to obtain the results of solving geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions according to the context of the problem on the AKM geometry and measurement. Subjects with spatial intelligence through several processes, namely (1) identifying information and representing it in mathematical form using representations of language, symbols, and images; (2) design and implement strategies to obtain solving results from geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions in accordance with the context of the problem in the in line with AKM problem, geometry content and measurement.
Students’ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities Yaffi Tiara Trymelynda; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p469-486

Abstract

Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim. Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.
Pengembangan Media Pembelajaran Interaktif pada Materi Sistem Persamaan Linear Dua Variabel Chandra Kusuma Hadi Putra; Atik Wintarti; Nina Rinda Prihartiwi
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p313-334

Abstract

This study aims to develop interactive learning media based on PowerPoint VBA on a system of two-variable linear equations and determine the results of the development of learning media in terms of validity, practicality, and effectiveness. This research uses the ADDIE development model. The instruments used included media validation sheets for media experts, media validation sheets for material experts, pretest-posttest sheets, student and teacher observation sheets, and user response questionnaire sheets. Based on the results of the research that has been done, an average validity value of 3.08 (media expert) and 3.29 (material expert) is obtained so that it can be categorized that PowerPoint VBA-based interactive learning media is valid. This learning media trial was conducted on a limited basis to 25 class VII students of SMP Negeri 1 Dlanggu to obtain data from practicality (student observation sheets, teacher observation sheets, and user response questionnaires) and media effectiveness (pretest and posttest). The results of the study after being tested and evaluated, that this learning media is said to be practical because based on the percentage of user response questionnaires obtained 75.75% or it can be used without revision and based on student and teacher observation sheets each obtained a very good category with a percentage of 93.68 % and 78.57%. Based on the pretest and posttest with an N-Gain value of 0.37, it can be said that this PowerPoint VBA-based interactive learning media is effective in the moderate category.
Pemecahan Masalah Matematis Kontekstual Open-Ended Ditinjau dari Self-Efficacy Siswa SMP Moch. Alfian Nur Fadhila; Ika Kurniasari
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p335-358

Abstract

Mathematical problem solving is student process in solving mathematical problems based on the steps of understanding the problem, devising a plan, carrying out the plan and looking back. The problems can be in the form of contextual open-ended problems. Students’s mathematical problem solving can vary based on the level of student’s self-efficacy. The aim of this research is to describe the contextual open-ended mathematical problem solving in junior high school students with high self-efficacy and low self-efficacy. The type of this research uses descriptive qualitative which was carried out in one of junior high school in Surabaya city, year 2022/2023. Data collection techniques consist of questionnaires, tests and interviews. The chosen subject is one of high self-efficacy student and low self-efficacy student with equivalent mathematical abilities. Data analysis techniques consist of data condensation, data display and verifying based on Polya problem solving steps. The results show at the understanding the problem step, high self-efficacy students are better at determining the known and unknown than low self-efficacy students. Even so, both restate the problem in detail and explain the conditions of data adequacy clearly. At the devising a plan step, high self-efficacy student has initial experience, whereas low self-efficacy student hasn’t. High self-efficacy student devising and explains more plans than low self-efficacy student. At the step of carrying out the plan, both carry out and explain the steps according to the plan. However, high self-efficacy student use more strategies than low self-efficacy student. At the looking back step, high self-efficacy student crosscheck her solutions, stating her conclusions and mention examples of other problems that can be solved in a similar way. Meanwhile, low self-efficacy student just write and explain conclusions inappropriately.
Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems Rania Izzah; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p400-413

Abstract

Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.
Profil Keterampilan Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal AKM Konten Aljabar Ditinjau dari Gaya Kognitif Grisa Fima Nurandika; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p414-433

Abstract

Higher-order thinking skills (HOTS) are vital skills that must be possessed. HOTS is a cognitive process that includes the levels of analyze (C4), evaluate (C5), and create (C6). The government's effort to improve HOTS is by promoting AKM. One of the factors that affect thinking skills is cognitive style. In mathematics, abstract ideas are often represented in the form of visual and verbal symbols. A Cognitive style that is associated with differences in visual and verbal reception of information is known as the visualizer-verbalizer cognitive style. This study is descriptive-qualitative research that aims to describe the profile of higher-order thinking skills of JHS students in solving AKM problems algebra content in terms of visualizer and verbalizer's cognitive style. The subjects of this study consisted of 2 students of grade IX with each visualizer and verbalizer student who had equal mathematical ability and the same gender. Research data collection techniques with AGK, AKM question tests, and interviews. Results of this study show that HOTS of visualizer at the analyze stage (C4) can identify any information that connected to solve the problem by first imagining the picture of the problem. At the evaluate stage (C5), carry out the process of checking and critiquing to make decisions. And at the create stage (C6), can make a hypothesis based on the result imagined in mind, then make a plan and implement it to obtain results. While verbalizer at the analyze stage (C4) can identify the information presented in the text that connected to solve the problem but less accurate in reading graphs. At the evaluate stage (C5), doesn't check the examination process but immediately makes a decision. And at the create stage (C6), can make a hypothesis based on their thinking then make a plan and implement it to obtain results that match with criteria.
Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar Aini Ayuning Tias; Ismail Ismail
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p359-371

Abstract

In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.
Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert Nanda Sasvira Wulandari; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p434-449

Abstract

Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.

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