cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Evangelista Lus Windyana Palupi
Contact Email
evangelistapalupi@unesa.ac.id
Phone
-
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
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
 17   18   19   20   21 
Penalaran Siswa SMA dalam Pembuktian Matematika pada Materi Trigonometri Ditinjau dari Kemampuan Matematika Binti Nur Hidayah; Dini Kinati Fardah
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.p663-683

Abstract

Reasoning in mathematical proof is a thinking process to draw conclusions based on logical ideas by rebuilding previous knowledge and connecting it with current knowledge in order to demonstrate the truth of a mathematical statement supported by logical arguments. To be able to know students' reasoning in mathematical proving is associated with problem solving because problem solving and reasoning have a close relationship. Differences in students' mathematical abilities allow for differences related to reasoning in mathematical proof. The purpose of this study is to describe the reasoning of high school students with high, medium and low mathematical abilities in proving mathematics on trigonometry material. This study used a qualitative approach with a descriptive research type. The research subjects consisted of 3 students from class X, namely students with high, medium and low mathematical abilities. The research data were obtained from the results of mathematical ability tests, mathematical proving tests, and interviews. Mathematical ability tests were used for the selection of research subjects, mathematical proof tests were used to find out how students reasoned in proving mathematics on trigonometry material and interviews were conducted to find out more clearly about the explanation of the reasoning process written by the subjects on the mathematical proof test. The results showed that the three students understood the problem by identifying information that was known and that was not known to students with high mathematical ability and logical reasons, but students with moderate and low mathematical ability, there were statements that were not accompanied by logical reasons. In planning the completion, students with high mathematical ability are accompanied by logical reasons but students with moderate and low mathematical ability have statements that are not accompanied by logical reasons. In carrying out the completion plan students with high mathematical ability can solve problems according to plan accompanied by logical reasons, for students with moderate mathematical ability can solve problems according to plan, even though there are statements that are not accompanied by logical reasons, but students with low mathematical ability they cannot solve problems and did not succeed in carrying out according to the plan because they were confused about proceeding with problem solving. In re-examining the process and results, students with high ability get conclusions from their completion and examine the process from the start, starting from reading the problem, planning, implementing plans and conclusions with logical reasons, for students with moderate mathematical ability getting conclusions from their completion and checking their calculations with logical reasons. However, students with low mathematical ability did not get a conclusion from the solution because they could not solve the problem and did not re-examine the process.
Pengembangan Media Pembelajaran Berbasis ICT dengan Metode Game-Based Learning Materi Statistika Muhammad Fahreza Aditianata; Abdul Haris Rosyidi
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.p487-505

Abstract

This study describes the development of learning media based on ICT using game-based learning methods in statistical material and the results of its development are viewed from the criteria of the eligibility quality of the media. This research refers to the ADDIE Lee & Owens development model which consists of 5 stages, namely at the analysis stage, needs assessment and front-end analysis are carried out, the design stage is determining statistical material, navigation, flowcharts, and storyboards, the development stage is the process of making media and instrument validation ( validation sheet, pre-test, post-test and user response questionnaire) by two media experts and two material experts, the implementation stage was carried out by field trials on six class X students of a private high school in Sidoarjo, and the evaluation stage consisted of 3 levels, namely level 1 reactions, level 2 knowledge, and level 3 results. At this stage an assessment of the validation results was carried out from the media expert validator with 79.63% results in the appropriate category and material experts with 80.83% results in the appropriate category as an evaluation of level 2 knowledge, then an assessment of the results of the student respondent's questionnaire as an evaluation of level 1 reactions with a result of 80 .75% is in the proper category and the assessment level 3 results, obtained from the results of the pre-test and post-test. After that, the average rating of each aspect was added up from all validator assessments and student response questionnaires to determine the quality of the resulting media, which was 80.16%, according to quality criteria, categorized as feasible.
Efektivitas Model Pembelajaran SSCS (Search, Solve, Create, and Share) dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Anas Anshori; Masriyah Masriyah
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.p557-568

Abstract

The ability to solve mathematical problems is an important ability that must be possessed by students, one of its functions is to be able to find solutions to mathematical problems. The purpose of this study was to examine the effectiveness of the SSCS learning model in improving students' mathematical problem solving skills. This research is a descriptive research with a mixed methods approach. The subjects in this study were students of class X SMAN 1 Ngadiluwih. The instruments used were observation sheet of teacher's ability to manage SSCS learning, student activity observation sheet, pretest-posttest sheet, and student response questionnaire sheet. Based on the analysis, it was obtained that the teacher's ability to manage SSCS learning was included in the good category, student activities that met the criteria for learning effectiveness were only 3 out of 7 activities, the n-gain score obtained was 0.33, and learner responses were positive. Based on the analysis of research data, obtained: 1) The teacher's ability to manage SSCS learning is included in the effective criteria. 2) Learners' activities are included in the ineffective criteria. 3) Problem solving ability of students shows an increase. 4) Learners gave a positive response to the application of the SSCS learning model. From the description above, it can be concluded that the SSCS learning model in improving mathematical problem solving skills is not effective if applied to distance material in space in class X3 SMAN 1 Ngadiluwih.
Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient Rafika Kamila Sari; Endah Budi Rahaju
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.p635-651

Abstract

Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.
A Creative Thinking Process of Junior High School Students in Solving Story Problems Viewed from Field Dependent – Field Independent Cognitive Style Halliem Pangesti Ningrum; Endah Budi Rahaju
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.p611-623

Abstract

Giving math subjects is very important in life. This is in line with content standards in Permendiknas No. 22 of 2006 that mathematics subjects need to be given to train and teach thinking skills, one of which is creative thinking. The purpose of this study was to describe the creative thinking processes of junior high school students with field dependent and field independent cognitive styles in solving problems on the material surface area of geometric figures. The subjects in this study were one student each with field dependent and field independent cognitive styles who had high and equal mathematical abilities and were male. The research instruments used were GEFT sheets to classify cognitive styles, Mathematical Ability Test (MAT) sheets to classify students' mathematical abilities, Problem Solving Task sheets (PST) and interview guidelines to find out in detail the students' creative thinking processes. Based on the results of the research conducted, the creative thinking process of students with field dependent cognitive style at the preparatory stage read the questions twice to understand the questions, at the incubation stage field dependent students needed 15 minutes to get out of this stage. At the illumination stage, field dependent students were not fluent in solving problems and only had one solution idea. At the verification stage, field dependent students are unsure of their answers and have no other solution ideas. The thinking process of students with field independent cognitive styles in the preparation stage of field independent students read the questions twice to understand the questions. At the incubation stage, independent field students managed to get out of this stage and found ideas to solve questions for 5-10 minutes. In the illumination stage, field independent students smoothly solve problems and have several ideas for solving them. At the verification stage, field independent students are very confident with their answers and have other solutions.
Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika Erni Agustina Sari; Susanah Susanah
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.p506-521

Abstract

This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.
Proses Interpretasi Siswa SMP dalam Menyelesaikan Masalah Numerasi Bunga Cahyaning Atie; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p755-779

Abstract

The interpretation process is the process of interpreting the problem, information in the form of a representation, and communicating the proposed interpretation according to the context of the problem. Interpretation plays a role in solving numeracy problems, namely by analyzing information, predicting, and making decisions in solving problems. This research is a qualitative research with the aim of describing the interpretation process of junior high school students in solving numeracy problems. The research subjects were three grade VIII students of SMP Negeri in Surabaya, taking into account the various interpretations of students. Data on students' interpretation processes in solving numeracy problems were obtained through task-based interviews and analyzed using indicators of the interpretation process in solving numeration problems. The results showed that each student had read the graphs provided, and compared the two graphs by determining the differences and similarities between the two graphs. Students analyze the relationship between variables by associating information on graphs and student experiences. The results of the conclusions of each student vary due to the different interpretations of students on graphs. In presenting arguments students have difficulty with questions that require steps and evidence in drawing conclusions. Students check the correct interpretation of information and questions in problems by reflecting on solutions to questions and student experiences.
Representasi Matematis Siswa dalam Menyelesaikan Masalah Teorema Pythagoras berdasarkan Tahapan Polya Ditinjau dari Perbedaan Gender Dinda Putri Lestari; Evangelista Lus Windyana Palupi
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.p588-610

Abstract

Mathematical representations is the real product or result that represent mathematical ideas in various forms, such as diagrams, graphs and other concrete forms to help finding solutions to problems. Mathematical representation in problem solving is the main thing since, the use of right mathematical representation can help in solving the problem correctly. The purpose of this research is to describe the mathematical representation of masculine male students and feminine female students in solving Pythagorean Theorem problems based on Polya's stages. The research method used is descriptive qualitative. The research subjects were 3 masculine male students and 3 feminine female students at Junior High School 2 Gresik. Data is collected using BSRI questionnaire, mathematical ability test, problem solving test, and interviews. The results of problem solving test were showed that at the stage of understanding the problem, masculine male students presented known information using visual and symbolic representations while feminine female students used verbal and symbolic representations. To present what is being asked, masculine male students and feminine female students using verbal representations. At the planning stage, masculine male students and feminine female students explained solving strategies using verbal representations. At the stage of carrying out the plan, masculine male students and feminine female students solving the problems using visual, symbolic, and verbal representations, and presenting the results of the solution using verbal representations. At the re-examining stage, masculine male students and feminine female students using verbal representations to conclude the completion results and checking the completion results using symbolic representations.
Profil Kemampuan Berpikir Abstrak Siswa SMP dalam Memecahkan Masalah Matematika Ditinjau dari Adversity Quotient Dinda Putri Rubiyanti; Pradnyo Wijayanti
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.p569-587

Abstract

Abstract thinking ability is a person’s ability of someone to represent problems in the form of mathematical models and relate them to concepts to find solutions to existing problems. The succes of students in solving problems also depends on intelligence of students in dealing with difficulties or Adversity Quotient (AQ). There are 3 types of AQ namely climber, camper, and quitter. The purpose of this research was to describe the profile of abstract thinking ability in grade VIII junior high school in solving problems in terms of AQ. The type of this research is qualitative descriptive research. The data sourch for this research were 3 students of class VIII-A at SMPN 54 Surabaya with different types of AQ and high mathematical abilities. The instruments used were Adversity Response Profile (ARP) test, abstract thinking ability test, and interview. The result showed that the profile of the climber student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization. The camper student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization although there are some drawbacks. The quitter student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction only.
Argumentasi Analogis Siswa SMA pada Masalah Analogi Tipe Prediktif Gurit Wulan Jagadianti; Abdul Haris Rosyidi
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p881-897

Abstract

Analogy helps students find solutions to problems that involve new knowledge by referring to previously learned knowledge. Analogical argumentation plays a crucial role in supporting solutions to interconnected problems. Analogical argumentation itself is defined as the process of analyzing information from two similar and interconnected problems to provide logical reasons to justify conclusions. This research aims to describe the analogical argumentation of high school students on predictive analogy problems. This study uses a descriptive qualitative approach. The research subjects are three 10th-grade students from a public high school in Bojonegoro, selected based on the criteria of the source problem 1) claim being supported by grounds and warrant, 2) claim being supported by grounds, warrants focusing on congruence, and backing, 3) claim being supported by grounds, warrants focusing on square rotation, and backing. The data from the analogical argumentaion task and interviews were analyzed using predefined indicators by the researcher. The research findings indicate that students' analogical argumentation begins with identifying information, questions, and identical concepts between the two problems. Then, students make assumptions about the structure of the target problem in relation to the source problem, search for similarities in geometric properties, and discover relationships between the questions in both problems. Students engage in appropriate argumentation based on the source problem to predict conclusions for the target problem. They construct grounds and warrants based on the structure of analogical argumentation. Students tend not to double-check their answers because they are already confident with their stated conclusions.

Page 19 of 33 | Total Record : 325

 17   18   19   20   21 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025 Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025 Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025 Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024 Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024 Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024 Vol. 12 No. 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023 Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023 Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022 Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022 Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022 Vol 10 No 3 (2021): Jurnal Mathedunesa Volume 10 Nomor 3 Tahun 2021 Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021 Vol 10 No 1 (2021): Jurnal Mathedunesa Volume 10 Nomor 1 Tahun 2021 Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020 More Issue