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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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Berpikir Relasional Siswa SMP dalam Memecahkan Masalah Bangun Ruang Sisi Datar ditinjau dari Gaya Kognitif Nurrohmi, Faninda Jamilah; Rahaju, Endah Budi
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.p916-939`

Abstract

In the process of problem solving, a student will engage in the activity of thinking and connecting the information in his mind. One kind of thinking that can help the problem solving process and find the right solution is relational thinking. The aim of this research is to describe junior high school students relational thinking using cognitive styles field dependent and field independent in solving polyhedron problems. This research is qualitative descriptive research carried out in class VIII-B of Public Junior High School 1 Surabaya, even semester of the 2022/2023 academic year. This research was carried out on students who had received geometry material, especially regarding the volume of polyhedron. The subjects in this research were two students, namely students field dependent (FD) and field independent (FI) with equivalent mathematical abilities. This research used instruments in the form of the GEFT test, mathematics ability test, problem solving test, and interview guide. The results of this research show that field dependent and field independent students when understanding the problem, FD and FI students carry out relational thinking activities well, namely identifying the information that exists in understanding the problem given and explaining the relationship between the information in the problem and the knowledge that the students have. and related to the problem given. In the step of making a problem solving plan, FD and FI students can determine and choose the most suitable strategy for solving the problem according to the information known and the knowledge the students have. Next, FD and FI students can carry out problem solving plans. At this stage, FD students carry out problem solving according to the strategy and produce the right answer, while FI students experience errors in substituting values ​​and calculation errors to find the final result on each question. In the step of re-examining problem solving, FD and FI students can build connections between the answers and the problems given by making verbal conclusions regarding the results related to the answers to the problems given. The FD student's conclusion was correct, while the FI student's conclusion was incorrect because they experienced a calculation error in the previous stage. One of the causes of mistakes made by FI students is that FI students do not carry out activities to double-check the problem solving steps. Meanwhile, FD students carried out activities to double-check each step in solving the problem.
Proses Berpikir Aljabar Siswa Field dependent dan Field independent dalam Menyelesaikan Masalah Matematika Berdasarkan Teori APOS Oktawioni, Rossa Tri; Ekawati, Rooselyna
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.p1-20

Abstract

Algebraic thinking is a mental activity that involves analyzing relationships between quantities, observing structure, understanding changes, generalizing, modeling, justifying, proving, and predicting based on expressions and symbols that appear in solving algebraic problems. This research describes the algebraic thinking process of field-dependent and field-independent students in solving mathematical problems based on APOS (Action-Process-Object-Scheme) theory. This type of research is descriptive with a qualitative approach. The data in this study consisted of the results of the Group Embedded Figures Test (GEFT), Mathematics Ability Test (TKM), Algebraic Thinking Ability Test (TKBA), and interviews. The research subjects were eighth-grade students consisting of one field-dependent and field-independent student, each with high mathematical abilities and male gender as the control variable. Based on the research that has been carried out, the following results were obtained: (1) Students with a field-dependent cognitive style carry out the Action, Process, Object stages, and fulfill one of the Schemes, and have a tendency towards transformation activities in solving mathematical problems on number pattern material. (2) Students with a field-independent cognitive style carry out the Action, Process, and Object stages, fulfill all Schemes well, and tend towards generalization activities in solving mathematical problems on number pattern material.
Pengembangan LKPD dengan Bantuan Artificial Intelligence (AI) Materi Penyajian Data untuk Penguatan Kemampuan Numerasi Sopani, Ahmad; Hartatiana, Hartatiana; Atika, Zahra; Putri, Agustiany Dumeva; Agustiani, Riza
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.p1000-1012

Abstract

This study aims to determine the validity and practicality of student worksheets with the help of Artificial Intelligence (AI) to strengthen numeracy skills in algebraic operation material. This type of research is preliminary and formative evaluation stage research. At the preliminary stage, product preparation and design have been carried out. Furthermore, the formative evaluation stage involves expert review, one-to-one, small group, and field test stages. The material used was data presentation, questions based on numeracy literacy, and some related to numeracy literacy indicators. The data collection techniques used were questionnaires and interviews. Questionnaires consisting of validity and practicality questionnaires. Validity data was obtained from comments and suggestions from experts. Practicality data were obtained through questionnaires and interviews that were analyzed qualitatively. The potential effect can be seen from the calculation of the evaluation results. The research subjects used were grade VII students at SMP Negeri 31 Palembang. The results showed that student worksheets with the help of AI were declared valid at the expert review stage and declared practical from the results of practical questionnaires and interviews in the one-to-one, small group.
Penalaran Aljabar Siswa SMP dalam Menyelesaikan Soal Pola Bilangan Berbantuan GeoGebra Yuniarti, Salsadila Rahma; 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

Abstract

This study aims to describe the algebraic reasoning students in solving number pattern-assisted GeoGebra. The subjects of this study are students at State Junior High Schools in Nganjuk. Data collection procedures through the assignment of algebraic reasoning and interviews. Data analysis refers to the Herbert and Brown (2000). The results showed that two students had differences in generalizing number patterns in the second method because there are no constan variabel (in this case color) as with the first method, one student was not successful in generalizing because there were many colors and there were no constant colors compared to the first method. However, both students were equally successful in generalizing the first method. Based on the research results, attention is needed regarding the influence of color position or the number of colors used in GeoGebra to help students generalize the pattern and determine an effective solution strategy by considering the many elements and color positions in each pattern.
Hubungan antara Literasi Matematika dengan Kemampuan Komunikasi Tulis Matematika Siswa Kelas X Azmiyah, Faikotul; Agustina, Eka Nurmala Sari; Fachrudin, Achmad Dhany
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.p21-29

Abstract

This research is motivated by the fact that it has been known that communication has a relationship with literacy based on literacy components. However, there has been no research or reference that illustrates how big and strong the relationship between mathematical literacy and mathematical written communication skills is and there is also no research that explains the significance of the relationship between the two. With this condition, the description of the significant relationship between mathematical literacy and mathematical written communication skills is the goal of this study to describe the significant relationship between mathematical literacy and the mathematical written communication ability of grade X students. This research was carried out in the 2023/2024 school year at SMKN 1 Jabon class X. The research sample was class X TEI 2 which amount is for accountable to 30 students. Data collection is in the form of tests with the same question and as many as 4 modified questions and validated by expert lecturers. The data from the study were tested for normality and linearity, then a hypothesis test was carried out using Pearson correlation. The results of this study are the relationship between mathematical literacy and mathematical written communication skills in grade X students of SMK Negeri 1 Jabon shows that there is positive relationship with a correlation coefficient of 0.966 or included in a very strong criterion.
Proses Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Tipe Ill-Structured Ditinjau dari Kemampuan Matematika 'Atiyah, Aniqotul; 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

Abstract

This qualitative descriptive research aims to describe the creative thinking process of junior high school students in solving ill-structured type mathematics problems on Two-Variable Linear Equation System (TVLES) topics in terms of mathematical abilities. The instruments used are the Mathematics Ability Test (MAT), Problem Solving Task (PST), and interview guidelines. The subjects in this study consisted of 3 middle school students in class VIII even semester with high, medium, and low mathematics abilities who had learned TVLES material. Creative thinking process data were obtained through MAT, which were analyzed based on the stages of creative thinking according to Siswono (2008). The interview results were analyzed by condensing data, presenting data, and drawing conclusions. The results of this research show that the creative thinking processes of students with different mathematical abilities have different characteristics. Ill-structured problems can encourage students to think creatively by generating more than one solution idea. At the stage of synthesizing ideas, students with high mathematical abilities relate the information on the problem to TVLES learning experiences and daily experiences, and students with moderate mathematical abilities relate the information to learning experiences of arithmetic operations and daily experiences. In contrast, students with low mathematical abilities only relate the information with experience learning arithmetic operations.  At the idea building stage, students with high and moderate mathematical abilities can come up with 2 ideas, students with low mathematical abilities only come up with 1 idea. At the planning stage of implementing ideas, students with high mathematical abilities are productive in choosing ideas to be used, while students with low mathematical abilities are not productive in choosing ideas to be used. At the stage of applying ideas, students with high, medium and low abilities solve problems well and correctly and come up with new ideas because they have never had an ill-structured problem before but the ideas they have are different. The results of this research highlight the importance of considering students' creative thinking processes in developing learning materials.
Pengaruh Gamifikasi terhadap Hasil Belajar Matematika Siswa di Indonesia: Studi Meta-Analisis Billa, Anita Salsa; Malasari, Putri Nur
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

Abstract

In 2015 Indonesia was ranked 44th out of 49 countries that took part in the international assessment by TIMSS. The low student learning outcomes are influenced by several factors, one of which is the lack of teacher innovation in using learning media, this results in students feeling bored in following the learning process in class. To overcome this, this can be done by utilizing fun learning media, one of which is using gamification. This research aims to determine the magnitude of the influence of gamification on student mathematics learning outcomes in Indonesia as a whole, based on the type of gamification and level of education. This research uses a quantitative approach and a meta-analysis type of research. The instrument used was a coding sheet containing data from the control group and experimental group in the form of sample size, average and standard deviation obtained from studies selected using the Publish or Perish application with the Google Scholar database. In calculating the effect size using the OpenMEE application. The results of the meta-analysis research obtained 21 studies which showed that the use of gamification had an overall effect on student mathematics learning outcomes in Indonesia of 1.054. Meanwhile, based on the type of gamification used, Wordwall has the greatest influence on improving mathematics learning outcomes with an average effect-size value of 1.818. Then based on educational level, gamification is more effectively used at elementary school level with an average of 1.381. The results of this research are useful for educators in choosing appropriate gamification-based learning media to improve students' mathematics learning outcomes.
Pengembangan Soal Setara AKM Numerasi Domain Aljabar untuk Siswa Sekolah Menengah Pertama Wijaya, Muhammad Avicenna Wahyu; Khabibah, Siti
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.p39-58

Abstract

This research uses the Tessmer (1995) development model which aims to describe the process of developing questions equivalent to AKM numeracy in the junior high school algebra domain and produce valid and reliable questions. The research instruments used include question validation sheets and student evaluation sheets. At the preliminary stage, the researcher reviewed the literature, contacted schools, determined the domain to be developed, determined the question items, and designed the questions. At stage self evaluation, The questions designed are evaluated by peers and produce results prototype 1. At the level of expert review, The assessment of 3 experts showed that the 16 questions developed were valid in terms of material, construction and language aspects. At stage one-to-one, prototype 1 tested on 3 students with moderate mathematical abilities to review the language of each question. At the small group stage, Prototype 2 tested on 6 students to review the duration of the work and found that the work duration was 80 minutes. At stage field test, prototype 3 tested on 30 students to collect data to test the validity and reliability of the question items. This research resulted in 14 valid and reliable items that can be used to assess student competencies and as practice questions for facing numeracy assessments in the AKM.
Diagnostik Kesulitan Belajar Mahasiswa Fakultas Tarbiyah IAIN Kediri pada Mata Kuliah Statistika Pendidikan Melalui Four-Tier Diagnostic Test Rahmawati, Sofiyah; Zuroidah, Ninik; Rahayu, Dwi Shinta
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.p59-72

Abstract

This study aims to describe the types of learning difficulties, describe the differences in the types of learning difficulties of Faculty of Tarbiyah students in the religion group, science group, and language group, and describe efforts to overcome student learning difficulties in statistics courses. The data collection techniques used were tests, interviews, and documentation. The selection of subjects in this study was carried out by means of purposive sampling technique. Subjects were selected based on students who had taken educational statistics courses. Then 6 subjects were selected who made the most mistakes. Additionally, this study explores efforts to overcome these learning difficulties. The data collection techniques used include tests, interviews, and documentation, with subject selection carried out using a purposive sampling technique, focusing on students who had taken educational statistics courses. Six subjects were selected based on the highest number of errors. The results of the study show that misconceptions were most prevalent in the religion group, while partial understanding occurred most frequently in the religion group on specific questions. On the other hand, the language group experienced the highest occurrence of conceptual misunderstanding. The science group experienced the least severe learning difficulties compared to the other two groups, with the primary difficulty being partial understanding, caused by a lack of precision in choosing the reasoning, forgetting formulas, and calculation errors. The religion and language groups faced more misconceptions, caused by the inability to interpret formula notation, distinguish formulas, simplify root forms, as well as carelessness in entering data and rounding numbers. Efforts to address student learning difficulties include regular practice, forming discussion groups, encouraging active student participation, using software like Microsoft tools, and patient, thorough explanations from lecturers. These strategies are expected to reduce students' difficulties in understanding and learning statistical concepts.
Kemampuan Pemecahan Masalah Matematis Peserta Didik yang Memiliki Habits of Mind:Thinking Interdependently (HTI) ditinjau dari Kemampuan Matematika Sedang dan Rendah Aura Alivana, Rizky Putri; Masriyah, Masriyah
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.p73-84

Abstract

This research aims to determine the mathematical problem solving skills of students who have same percentage of HTI score but have different mathematical skills namely medium and low mathematical skills. The method used is descriptive qualitative with output descriptions of the mathematical problem solving skills possessed by the two research subjects. The data obtained came from HTI questionnaire, mathematical skills tests, mathematical problem solving skills test, and interviews conducted with selected subjects. The results showed that subject with medium mathematical skills could understand the problem well, could plan appropriate strategies, but made mistakes in implementing the strategy and carrying out re-examination. Meanwhile, subject with low mathematical skills can understand the problem well, cannot plan and implement a strategy appropriate to the problem, but can re-examine the steps taken. Thus, the problem solving abilities of student with moderate HTI and mathematical skills is better than students with low mathematical skills even though they have the same percentage of HTI scores.

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