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 337 Documents
 19   20   21   22   23 
Proses Berpikir Siswa SMP dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Gaya Kognitif Reflektif-Impulsif Risalatus Sa'idah; Endah Budi Rahaju
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.p814-833

Abstract

Mathematics learning should emphasize students' thinking processes so that they can reveal the processes that take place when students solve problems so that they are by the goals of learning mathematics according to Permendikbud Number 21 of 2016. The use of contextual problems can motivate students when solving problems. Contextual problems are found in algebraic materials. Each student has a different cognitive style, including reflective and impulsive cognitive styles. When students have different cognitive styles, the way to solve problems is also different, so it will trigger differences in students' thinking processes. This research is qualitative descriptive research because it fits the purpose of this study, which is to describe the thinking processes of junior high school students with reflective and impulsive cognitive styles in solving contextual problems in algebra material. The subjects of this study were two students of class VII-E at SMPN 2 Porong with different cognitive styles and high levels of mathematical ability. The instruments used in this study were cognitive style tests (Matching Familiar Figure Test), mathematical ability tests, contextual problem-solving assignments, and interview guidelines. The results of the cognitive style test (MFFT) were analyzed by calculating the time spent working on and the correct answers, the results of the mathematics ability test were analyzed according to the scoring guidelines, and the task of solving contextual problems was analyzed according to the indicators of the thinking process in solving the problems that had been created. The results of the study show that 1) Reflective students carry out the stages of solving problems properly and thoroughly without making mistakes until they find the final answer to the problem given. 2) Impulsive students experience mistakes and are not careful in solving the problem because they cannot find answers to the problems given.
Penalaran Analogi Peserta Didik SMP dalam Menyelesaikan Dua Masalah dengan Kesamaan Permukaan Rendah Kevin Anugrawan; 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.p834-857

Abstract

Analogical reasoning is a process of identifying two problems that aim to produce knowledge by associating relevant concepts and facts and adapting them so that they can solve more complex problems. Low surface similarity does not play a significant role in solving analogical reasoning. This type of research was carried out descriptively with qualitative methods with the aim of describing students' reasoning in solving analogy problems with low surface similarity. The research was conducted at one of the junior high schools in Sidoarjo with three selected students. Research data were analyzed using indicators that had been made by researchers. The data from the research results gave rise to three students who have uniqueness in analogical reasoning. There are two peculiarities found, namely the peculiarities with general cases and the peculiarities with special cases. The low surface similarity in analogy problems has an impact on students in the form of different stages of analogical reasoning that are passed by the three students. Students with general characteristics have stages of linear analogy reasoning. Students with special case characteristics have dynamic analogical reasoning stages. Identifying is done by students by identifying characteristics and concluding the relationship between the two problems. Mapping is done by students by mapping information related to analogy problems. At the time of applying the answers to the source problem to the target problem, there were two students with special characteristics who returned to the previous stage because they found it difficult. Verifying has been done by each student, but students with special cases have beliefs that are contrary to the results of the answers. So, the use of source problems and target problems that have low surface similarities can be used with the condition that the structure of the answers between the two problems must be analogous to each other.
Proses Berpikir Analitis Siswa SMA dalam Menyelesaikan Soal Pemecahan Masalah Matematika Ditinjau dari Kemampuan Matematika Hasnia Firdaus; Ismail Ismail
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.p797-813

Abstract

Analytical thinking is a person mental activity in problem solving by separating in important parts of a problem, looking for relationships between these parts, the drawing conclusions from problem solving. The analytical thinking skills possessed by student will have an impact on their ability to solve a problem. In solving mathematical problems, apart from paying attention to analytical thinking skills, it also pay attention to students mathematical abilities. The purpose of this research is describe the analytical thinking processes of senior high school students with high, medium, and low mathematical abilities in mathematical problem solving. The research approach used is a descriptive qualitative. The research subject consisted of three students from class X-4 SMA Hangtuah 2 Sidoarjo. The research data were obtained from the result of math ability test, math problem solving test, and interviews. The results showed that (1) Students with high mathematical abilities completed 2 problem solving questions properly and correctly. Students distinguish an important part of a given problem. Students plan strategies that will be used to solve problems, and carry out these strategies appropriately. Students re-examine the completion process that has been carried out. (2) Students with mathematical abilities are completing 2 problem solving questions correctly. Students distinguish an important part of a given problem. Students plan the steps that will be used to solve the problem, as well as carry out the strategies that have been made before. Students do not re-check the completion process carried out. (3) Students with low mathematical ability solve 1 problem out of 2 problem solving questions given. Students distinguish important parts of a given problem. Students plan strategies that will be used to solve problems. However, in carrying out the settlement plan that has been made, students experience difficulties. Therefore, students do not get a solution to the problem given. Students do not re-examine the completion that is done.
Analisis Berpikir Kritis Siswa SMP dalam Memecahkan Masalah Segitiga Berbantuan Geogebra Defi Imamatus Sholikha; Tatag Yuli Eko Siswono
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.p982-996

Abstract

Critical thinking is an important skill in making life changes for every individual. The importance of critical thinking causes the need to be developed since school. Learning in schools today needs to be linked to technology because it can improve students' critical thinking, one of which is GeoGebra. However, nowadays in the learning process not many or even no one has implemented technology-assisted learning, so it is necessary to implement technology-assisted learning, especially GeoGebra to help improve students' critical thinking. This research is a qualitative research using case studies. The purpose of this study was to analyze the critical thinking of students who were successful, less successful and unsuccessful in solving geogebra-assisted triangle problems. The subjects of this research were 3 students who fulfilled this research category. The results showed that (1) students with the category of successfully solving triangle problems with the help of Geogebra could fulfill all indicators of critical thinking well at each stage of solving triangle problems. (2) students in the less successful category of solving triangle problems with the help of Geogebra, can only fulfill 3 indicators of critical thinking skills, namely interpretation, analysis, and evaluation. (3) students in the category of not being successful in solving triangle problems with the help of Geogebra, can only fulfill 1 indicator of critical thinking skills well, namely interpretation.
Efforts to Improve the Mathematical Ability of Grade VII Students Spatial Building Materials with the Project Based Learning (PjBL) Maulidah, Noor Mayaminiy; Mardiana, Ari; Priyo Prawoto, Budi
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p268-274

Abstract

This type of research uses Classroom Action Research (CAR). The subjects in this study were class VII-C students at SMP Negeri 6 Surabaya with a total of 34 students. Research data were obtained from project sheets, evaluation questions, and activity sheets on spatial learning through the Project Based Learning (PjBL). The results of the study show that the application of the Project Based Learning (PjBL) can increase the mathematical value of geometric material in class VII-C students of SMP Negeri 6 Surabaya for the 2022/2023 academic year. The average score of students in cycle I was 59.7 and the average score of students in cycle II increased to 83 with the KKM at SMP Negeri 6 Surabaya being ? 80. And the Project Based Learning (PjBL) can meet the KKM achievement target, activity and projects in mathematics subject matter geometry. Achievement of the percentage of completeness to improve students' mathematical abilities in cycle II was 82.34% with students who completed reaching 28 students, 6 students who did not complete with further guidance through giving assignments.
Pengaruh Model Problem Based Learning terhadap Hasil Belajar Siswa Kelas X SMK N 1 Kalasan Sukiyanto, Sukiyanto; Istiqomah, Istiqomah; Arigiyati, Tri Astuti; Marlinda, Hestu
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p275-282

Abstract

Pengembangan Soal Model AKM Numerasi Pada Domain Konten Geometri dan Pengukuran Untuk Siswa Kelas VIII SMP Berliana, Audrey Putri; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p216-233

Abstract

World Economic Forum in 2015 emphasized that there are six basic literacy which are 21st century skills that must be mastered, one of which is numeracy. However, students experience difficulties in solving AKM numeracy questions on geometry material because these questions require reasoning abilities. This research using the Tessmer (1993) development model aims to describe the process and results of developing numerical AKM model questions in the geometry and measurement content domains for class VIII students of junior high school that are valid, practical, effective, and reliable. The research instruments used included question sheets, question validation questionnaires, teacher response questionnaires, and student response questionnaires. The results of the study showed that the questions on the AKM numeration model included good quality questions. The numerical AKM model questions meet the valid criteria as indicated by the mode of assessment by the expert which is 3 (good validity criteria) and based on analysis of the validity of the questions (in the category of medium and high validity) and the reliability of the items (in the category of high reliability); fulfilling practical criteria is shown by achieving a good assessment category from the teacher's response questionnaire; fulfilling the effective criteria is shown by achieving a good or very good assessment category from the students' responses and students can express the numeracy abilities of the seven numeracy abilities in working on the questions.
Berpikir Kritis Siswa Kelompok Homogen dalam Pemecahan Masalah Kolaboratif Materi Lingkaran Rachma Mufidah, Latifah Nuryah; Siswono, Tatag Yuli Eko
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p94-103

Abstract

Critical and collaborative thinking are skills that need to be learned in the 21st century. One of the things that can build critical thinking is collaboration. Collaboration is a joint involvement in a coordinated effort to solve problems together through interactions that help each other and understand their tasks to achieve shared goals.The purpose of this study is to describe students' critical thinking in collaborative problem solving of circle material. The type of research used is descriptive research with a qualitative approach. The research subjects were students of SMP Negeri 25 Surabaya grade 8 who were paired with 2 people to solve the problem of circle material. Data collection was conducted in two meetings, one meeting for collaborative problem solving test and one meeting for interview.The results of data analysis show students in homogenous groups of high and high categories can achieve the critical thinking indicators such as interpretation, analysis, inference, evaluation, explanation, and self-regulation and the role of collaboration runs well. The low and low category subjects were lacking in fulfilling the indicators of analysis, inference, evaluation, explanation and self-regulation. The collaborative role of these subjects lacks interaction and there is no exchange of information.
Komunikasi Matematika Siswa SMP Berkecerdasan Logis-Matematis, Linguistik, dan Spasial dalam Memecahkan Masalah Sistem Persamaan Linear Dua Variabel Sholikha, Rizka Ayu Amanatush; Palupi, Evangelista Lus Windyana
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.p1032-1060

Abstract

Communication is an important part of learning mathematics and needs to be mastered by students. The facts show that junior high school students written and oral mathematical communication in the matter of systems of linear equations of two variables is still lacking. Intelligence is one factor that causes it. Each student has different intelligence, including logical-mathematical, linguistic, and spatial. This indicates that students written and oral mathematical communication with intelligence is related. The purpose of this research is to describe the written and oral mathematical communication of junior high school students who have logical-mathematical, linguistic, and spatial. This research is a qualitative descriptive study. The subjects of this study were two students of VIII-G and one student of VIII-H at SMPN 3 Surabaya with different types of intelligence and equal levels of mathematical ability. The data collection method in this study was through multiple intelligence test, written math communication test, oral math communication test, and interview. The results of the written and oral mathematical communication test will be analyzed to determine the written and oral mathematical communication of each subject. The results showed that students with logical-mathematical demonstrated the process of communicating mathematical ideas in writing, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalizations. Students with logical-mathematical also show the process of communicating mathematical ideas orally, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, and constructing arguments. Meanwhile, students with linguistic show the process of communicating mathematical ideas in writing, namely interpreting ideas from mathematical problems and expressing everyday situations or events into mathematical models. Linguistically students also show the process of communicating mathematical ideas orally, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalizations. For students with spatial, it shows the process of communicating mathematical ideas in writing, namely expressing everyday situations or events into mathematical models. Students with spatial also show the process of communicating mathematical ideas orally, namey interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalization.
Profil Pemecahan Masalah Matematika Model PISA Siswa SMP Ditinjau dari Tingkat Emotional Quotient (EQ) Hidayatullah, Muhammad Syahrul; Ismail, Ismail
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p57-68

Abstract

Pemecahan masalah penting dalam pendidikan matematika karena dalam kehidupan sehari-hari manusia tidak lepas dari masalah dan dari masalah yang ada, terdapat masalah yang berhubungan dengan matematika. Kemampuan pemecahan masalah siswa Indonesia diuji dalam tes yang diselenggarakan secara internasional oleh Organisation of Economic Co-operation and Development (OECD), yaitu tes Programme for International Students Assessment (PISA). Skor Indonesia masih berada pada peringkat yang rendah karena skor rata-rata dari OECD yaitu 500. Terdapat banyak faktor yang memengaruhi pemikiran manusia dalam memecahkan masalah, salah satunya yaitu kecerdasan emosional (EQ) manusia. Penelitian yang dilakukan bertujuan mendeskripsikan profil pemecahan masalah matematika model PISA ditinjau dari tingkat EQ siswa. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah satu siswa dari setiap tingkat EQ tinggi, sedang, dan rendah. Instrumen yang digunakan dalam penelitian ini antara lain angket kecerdasan emosional, tes pemecahan masalah matematika model PISA, dan pedoman wawancara. Hasil dari penelitian ini diperoleh bahwa siswa dengan tingkat EQ tinggi dan siswa dengan tingkat EQ sedang memiliki kemampuan pemecahan masalah yang baik, siswa mampu melakukan empat tahapan pemecahan masalah dengan baik, yaitu memahami masalah, membuat rencana penyelesaian, melaksanakan rencana penyelesaian, dan memeriksa kembali. Sedangkan siswa dengan tingkat EQ rendah memiliki kemampuan pemecahan masalah yang kurang baik karena pada tahap memahami masalah, siswa masih kesulitan dalam menceritakan kembali soal menggunakan bahasa sendiri dan informasi soal yang ditulis masih kurang lengkap. Pada tahap melaksanakan rencana penyelesaian, siswa belum mampu menuliskan kesimpulan dengan jelas. Serta pada tahap memeriksa kembali, siswa tidak mengecek kembali jawaban yang telah ditulis.

Page 21 of 34 | Total Record : 337

 19   20   21   22   23 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026 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