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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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Pengajuan Soal Matematika Siswa SMP pada Materi Aritmetika Sosial Ditinjau dari Tipe Kepribadian Ekstrovert-Introvert Dewi, Annisa Rifka; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p731-745

Abstract

Problem posing is an important role in mathematics learning. By using problem posing activities in mathematics learning, teachers can find out how much students understand the material being taught. The aim of this research is to describe the mathematics problem posed for junior high school students on social arithmetic material viewed from the extrovert-introvert personality types. This is a descriptive qualitative research and the subjects are two students of junior high school. Data were collected through a questionnaire, mathematics ability test, problem posing tests, and interviews. The results of the study showed that extrovert and introvert subjects could pose problems through all three process of problem posing. Extrovert student tent to ask fewer questions than introvert student, but they were more likely to relate personal experiences to assignment information in the process of asking questions. On the other hand, introvert student tent to ask more questions, especially at the translating stage, with a focus on remembering and relating previous material.
Eksplorasi Etnomatematika pada Bangunan Keraton Kacirebonan Sofhya, Herlinda Nurafwa; Az-zahwa, Salma
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p779-792

Abstract

This research is an exploration of Philosophical values and Mathematical Concepts in the building design of Kacirebonan Palace. This research was conducted in order to respond to changes in the independent curriculum in accordance with Kepmendikbudristek number 56 of 2022 which requires education units to add local content. Local content can be added through integration with other subjects, through Pancasila profile projects, or stand alone as a subject. The results of the exploration of ethnomathematics in the Kacirebon palace building can be a reference in integrating local content in mathematics subjects. Data collection through interviews with palace servants and relatives of the palace and direct observation at the Kacirebonan palace. Based on the results of the study, most of the philosophical values contained are religious values in accordance with Islamic teachings. This philosophical value is contained in the building structure, layout, building names, and reliefs or carvings on the walls of the palace. The mathematical concepts that exist in the design of the palace buildings are mostly the concept of geommetry, especially the geometry of spaces such as pyramids and prisms, this is illustrated from the roof shape of the palace. In addition to the concept of geometry there are also geometry transformations such as mirroring on most of the palace gates, and the concept of congruence on the window vents of the kacirebonan palace.
Proses Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Aljabar Ditinjau dari Gaya Kognitif Reflektif-Impulsif Irfana, Nahda; Ismail, Ismail
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p793-811

Abstract

Efforts that can be made to achieve educational targets in the 21st century require an individual to have at least one of the four main abilities known as the 4Cs, namely critical thinking in analyzing and solving problems. Steps that can be used by teachers to improve critical thinking are posing problems. Algebra is material related to mathematical problems. Every student's critical thinking process is different, this is related to cognitive style. One cognitive style is reflective-impulsive. This descriptive-qualitative research aims to describe the critical thinking process of 3 students in completing algebra material in terms of their reflective-impulsive cognitive style. The instruments used in this research were researchers, MFFT and Algebraic Critical Thinking Process Tasks. Critical thinking process data was analyzed based on Jacob and Sam's stages and interview results were analyzed based on Miles, Hubberman and Sam, namely data condensation, data presentation and conclusion drawing. The results of this research show that (1) reflective students demonstrate three stages maximally, namely clarification, assessment, and inference stage. However, at the strategy stage there are indicators that reflective students do not show, namely discussing problem solving steps that might be implemented. (2) impulsive students show two stages of critical thinking, namely the clarification stage and the assessment stage, while at the strategy and inference stages there are indicators that impulsive students do not show. At the strategy stage students do not use other solution plans and do not check again. At the inference stage, students were less than optimal in the indicators of establishing relationships between different parts of the problem. The results of this research can be used as reference material for designing students' critical thinking process assignments in algebra material. Keywords: Critical Thinking Process, Problem Solving, Reflective-Impulsive
Verbal Mathematical Communication in Solving Sequence and Series Problem Based on Learning Style Putri, Ulinnuha Aisya; Palupi, Evangelista Lus Windyana
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p870-882

Abstract

The research aims to describe students’ verbal mathematical communication skills in solving sequence and series problems, considering their visual, auditory, and kinesthetic learning style. The study addresses the issue that many students still struggle to express their thoughts on sequence and series problems. A qualitative approach is employed in this study, focusing on grade XI students who exhibit a dominant visual, auditory, and kinesthetic learning style. Data collection methods include a learning style assessment, a prerequisite test, and both oral test and written tests on mathematical problem-solving. Results from the oral and written tests are analyzed to characterize each student’s verbal and written mathematical communication. Findings indicate that visual students struggle to verbally communicate mathematical ideas but are able to provide solutions and conclusions. Auditory learners, who excel at learning through listening, meet all indicators, effectively communicating mathematical ideas, presenting solutions, and making conclusions. Meanwhile, kinesthetic learners face challenges to satisfy one of the indicators, namely making conclusions but able to communicate mathematical ideas and provide the solution in their preferred way.
Berpikir Reflektif Siswa dalam Pemecahan Masalah Open Ended Materi Segitiga Berbantuan GeoGebra Maharani, Elyzabeta Marya; Rosyidi, Abdul Haris
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p812-835

Abstract

Reflective thinking and Geogebra can facilitate students in developing problem solving. Reflective thinking plays a role in formulating problem-solving strategies, while Geogebra functions as an exploratory tool. One of the materials related to reflective thinking and geogebra is triangles. This research is a qualitative descriptive study that aims to describe students' reflective thinking in solving open ended problems with Geogebra-assisted triangle material. Data collection was carried out using tests, interviews, and documentation. The research subjects were 3 class VII students of Public Middle School in Jombang for the 2022/2023 school year who got solutions in the form of acute triangles, right triangles, and obtuse triangles. Data were analyzed using the stages of reflective thinking in problem solving adapted by Dewey. The results showed that when they first read the problem, students felt confused, depressed, relieved, and normal. Students remember similar problems in terms of both context and form. Students identify information on the problem by reading the problem carefully or considering known and unknown information. Students connect what is known and asked using the flat shape concept they have. Students state that the information provided on the problem is sufficient or insufficient based on the calculation of the height of the triangle. When students remember problems with similar contexts, they will use that knowledge to solve current problems. Students find the concept of triangles and Geogebra exploration that can be used in solving problems. Alternative student strategies in solving problems related to the formula for determining the height of a triangle, problem solving steps, and geogebraic exploration. Students try every alternative strategy they find to determine the most effective strategy. Students reveal that Geogebra helps in drawing triangles. Students express confidence in the solutions given along with the reasons.
Profil Soal Numerasi yang Dikembangkan oleh Calon Guru Matematika Hardiyanti, Yulia Tria; Fachrudin, Achmad Dhany; Widadah, Soffil
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p860-869

Abstract

Prospective teachers are at the forefront in forming quality students. As a prospective teacher, it is good to be able to master the material given to students, including prospective teacher’s mastery of numeracy questions. For this reason, this research aims to determine the numeracy abilities of prospective teachers in applying problems in everyday life. This qualitative descriptive research uses numeracy questions created by students by providing a sample of 27 students. The technical analysis used is manual analysis by two analysts and Cohen Kappa analysts agreed that the quality of the questions being developed was still at the lowest level. Apart from that, grouping numeracy questions based on cognitive level, context, and domain content. Furthermore, the Cohen Kappa analysis shows a value of 1, which means there has been good agreement between the two analysts.
Mathematical Communication Skills Of Senior High School Student In Solving Mathematical Problem Based On Adversity Quotient Cahyadi, Hasbiansyah; Susanah, Susanah
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p85-103

Abstract

Mathematical communication skills are useful for students to understand mathematical language. This research aims to describe student’s mathematical communication skills with type AQ climber, camper, and quitter in solving mathematical problems. This research is a descriptive study. Data collection techniques include questionnaires, assignments, and interviews. Data analysis techniques include data reduction, data display, and conclusions. The results of this study show that: a) At the stage of understanding the problem, climber and camper students wrote of all the necessary mathematical information, while quitter students wrote of some the necessary mathematical information. Climber and quitter students use mathematical language in the form of precise numbers and symbols, while camper students don’t use precise mathematical symbols. b) At the stage of devising a plan three of them make mathematical models and write down calculation operations that correspond to the question. Climber and camper students present and explain their ideas with clear reasons, while quitter students give less clear reasons. c) At the stage of carrying out the plan climber and camper students use mathematical language in the form of numbers, variables, symbols and logical connections appropriately, while quitter students uses a symbol that is not properly used. d) At the stage of looking back climber and camper students use mathematical language in the form of appropriate numbers and symbols, while quitter students don’t use mathematical language.
Penggunaan Scaffolding untuk Mengurangi Kesalahan Peserta Didik dalam Menyelesaikan Persamaan Kuadrat Safira, Nura Delta; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p883-898

Abstract

In mathematics learning activities, students often make mistakes, including in the topic of quadratic equations. This research aims to describe the effect of scaffolding provision based on the type of student’s error in solving problems on quadratic equation material. This research is a descriptive study with a qualitative approach. The data collection technique uses tests and interview methods. This research was conducted in class IX with a total of 25 students who are the prospective subjects. The research subjects who were interviewed and given scaffolding were three students who experienced the most errors and various types of error. The test and interview results were described and analyzed using descriptive analysis. The conclusion of the research is that: 1) Errors in solving quadratic equations include a) process skill errors, which are writing what is known and asked but not accurate and misunderstanding what is known and asked, b) comprehension errors, which are incorrect use of mathematical rules, c) transformation errors, which are the inability to connect important information found and change information in the problem but not accurate, and d) reading errors, which are the inability to read words, units, or symbols correctly. 2) Scaffolding given to reduce errors in solving quadratic equations are a) level 2: explaining, reviewing, and restructuring, and b) level 3: developing conceptual thinking. 3) Scaffolding can reduce errors in solving quadratic equations. For the first error, the three subjects made 12 errors. After receiving the scaffold, three subjects made five (5) errors.
Kemampuan Komunikasi Matematis Siswa dalam Menyelesaikan Soal Numerasi Ditinjau dari Self-Efficacy Putri, Aline Fatika; Setianingsih, Rini
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p836-845

Abstract

One goal of mathematical learning in an independent curriculum is to communicate ideas with symbols, tables, diagrams, or other media to clarify a situation or problem, and present a situation into a mathematical symbol or model (communication and mathematical representation). Students must have good and clear communication skills. Communication is not only done by question and answer or by discussion between students and other students, communication can also be done by answering math problems. Communication, self-confidence, and mathematics are considered mutually influential. This study is a descriptive study with a qualitative approach aimed at (1) describing students' mathematical communication ability in solving data material numeration problems and the uncertainties reviewed by high self-efficacy (2) to describe students' mathematical communication ability in resolving problems. The results of this study are (1) The mathematical communication ability of students to solve numeration problems with high self-efficacy was stated to be accurate, smooth but incomplete. Meanwhile, students' verbal communication skills in solving numeration problems with high self-efficacy were stated to be accurate, complete and smooth (2) The mathematical communication ability of students to solve numeration problems with low self-efficacy is stated to be inaccurate, incomplete and not smooth, as there are still scribbles and inaccuracies in solving problems. For verbal mathematical communication skills students solve numeration problems with low self-efficacy are also stated to be inaccurate, incomplete, and not smooth. Students can't solve both writing and verbal problems at all.
Kemampuan Berpikir Analogis Siswa SMP dalam Menyelesaikan Masalah Aljabar Ditinjau dari Tipe Kepribadian Anwari, Nabilah Chairunisa; Wijayanti, Pradnyo
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p899-915

Abstract

This study aims to describe analogical thinking abilities of junior high school students in solving algebra problems with guardian, artisan, rational and idealist personalities. The type of research used is qualitative descriptive research. The subjects in this study are 1 student for each personality type, namely guardian, artisan, rational, and idealist. Data is collected using test and interview techniques. The instruments used include personality type tests, analogical thinking ability tests, and interview guidelines. Data is processed using Miles and Huberman's techniques, which include three stages: data reduction, data presentation, and drawing conclusions. The research results indicate that students with guardian and artisan personality types can master all indicators of analogical thinking abilities. These students can identify source problems and target problems by searching for characteristics or problem structures, infer concepts present in the source problem, find connections between both problems, and implement ideas or solution methods from the source problem to solve the target problem. Students with a rational personality type can master the inferring indicator, meaning they can infer concepts present in the source problem. Meanwhile, students with an idealist personality type can master both the inferring and mapping indicators, meaning they can infer concepts present in the source problem and find connections between the source and target problems.

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