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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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Profil Komunikasi Matematika Tulis Peserta Didik SMP dalam Menyelesaikan Soal AKM Subdomain Geometri Wulanningrum, Annisa Maulidha; 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.p104-117

Abstract

This study aims to describe written mathematics communication of male and female junior high school students with high mathematics ability in solving AKM problems in the geometry subdomain. The research subjects were a male students and a female students in grade 8 with equal high mathematics ability. This research is limited to AKM problems in the geometry subdomain of shapes material with cognitive level of reasoning, personal context, and description questions. Data collection was used with a test of mathematical ability (TKM), a test of solving AKM, and interviews. The results of TKM were used to determine the research subject. The results of solving AKM problems in the geometry subdomain were analyzed by paying attention to the indicators of written mathematical communication. The results of interview were analyzed by data reduction, data presentation, and conclusion drawing stages. The results of written mathematical communication research show that  male students can state information that has a value without represent it using symbols; draw a flat shape according to the information in the problem; connect ideas by writing the value on the picture caption; interpret ideas by writing the appropriate formula; check steps that do not have complicated calculations; and female students state information by writing it completely without representing it with symbols; describe flat buildings according to the information in the problem; connect ideas by writing symbols as a description of the picture; interpret ideas by writing the appropriate formula; evaluate the results work by re-examining steps that without calculation process
Pengembangan E-Modul Pembelajaran Matematika SMP Materi Kekongruenan dan Kesebangunan Bermuatan Etnomatematika Noerisahak, Tasya Puspita; Kurniasari, Ika
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

One of the materials of geometry that is difficult for students to understand is coherence and coherence, that is, the lack of examples that occur in real life in a cultural sphere called ethnomathematics. Efforts to overcome the difficulties of learners in the material one of which is the use of the concept of E-modules that can be an alternative in the teaching and learning process. This research aims to describe the development process of the E-Module learning media on the topics of congruence and similarity in terms of validity, practicality, and effectiveness. This study employs the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, performance, students, curriculum, and media were analyzed. The Design stage involved the preparation of materials, creation of instruments (interview guidelines, media validation sheets, material validation sheets, student response questionnaires, pretest and posttest questions), and the creation of flowcharts and storyboards. The Development stage included the development of an Android-based E-Module, validation by media and material experts, media revisions, and limited trials. During the Implementation stage, the E-Module was implemented with ninth-grade students at SMP Negeri 2 Sukodono. The Evaluation stage involved analyzing the results of the conducted research. The learning media was deemed highly valid by media experts with a validation score of 60.2% in the first stage, which was subsequently revised to achieve a score of 80.8% with a highly valid criterion in the second stage. Material experts rated the media with a score of 86.8%, also within the highly valid criterion. Additionally, the validity of the pretest and posttest questions received a score of 85.7%, meeting the highly valid criterion. The learning media was considered practical with a student response questionnaire score of 83.5%, categorized as very practical. The learning media was also deemed effective, with a significant difference between the students' scores before and after using the E-Module, further evidenced by an average N-Gain score of 0.88, which falls under the high criterion.
Kemampuan Berpikir Aljabar Siswa SMP dalam Menyelesaikan Masalah Relasi dan Fungsi Ditinjau dari Perbedaan Jenis Kelamin Ramanda, Alvira; Rahaju, Endah Budi
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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Abstract

Algebraic thinking is a mental activity that occurs within a person in using symbols, generalizing, formulating relationships between patterns and developing variable concepts in problem solving. This study aims to describe the algebraic thinking ability of junior high school students with male and female gender in solving relation and function problems. Researchers conducted an algebraic thinking ability test on two junior high school students in Surabaya with high mathematics ability based on the results of the mathematics ability test. The results showed that male and female students on the generalization indicator, can find information contained in the relation and function problems, and identify patterns based on the objects given systematically. Likewise, on the abstraction indicator, both students can express something that has no known value in algebraic form and make equations from the relationship between the objects given. In the dynamic thinking indicator, male and female students can predict the relationship between known values to determine the next value, but only female student can solve with two different alternative ways. On the organization indicator, male student can arrange the information obtained into a logical deduction strategy, while female student arrange the information in the form of a graph but are less precise to describe the problem situation and the relationship between the conditions of the overall problem. On the modeling indicator, only male student can state the problem into a mathematical model. Therefore, this research can be used as a consideration for teachers to familiarize students to find other ways of solving so that students will be skilled in thinking algebra by paying attention to differences in the algebraic thinking abilities of male and female students. In addition, further research needs to be done to examine subjects of moderate or low mathematical ability, to see differences in students' algebraic thinking skills because there may be differences in algebraic thinking skills between male and female students with moderate or low ability.
Berpikir Reflektif Siswa SMA dalam Menyelesaikan Masalah Geometri dari Gaya Belajar Purwadhani, Dea Annice; Wijayanti, Pradnyo
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.p231-244

Abstract

Reflective thinking is one of the higher order thinking. Reflective thinking has not been fully realized during learning at school. This is due to the existence of a factor that influences one of them in terms of learning style. This research is a qualitative descriptive study that aims to describe the reflective thinking of high school students in solving geometry problems from visual, auditory, and kinesthetic learning styles. The research subjects were 3 students of each learning style and high math ability at SMA Negeri in Sidoarjo. Collecting data using tests, questionnaires, and interviews. Data were analyzed using indicators of reflective thinking contained in the four components of reflective thinking, namely selection of techniques, monitoring, insight, and conceptualization. The results of the study show that 1) students with a visual learning style have carried out all indicators on the reflective thinking component, namely selection of techniques, monitoring, conceptualization, and several indicators on the insight component, namely not checking and identifying wrong statements 2) students with an auditory learning style have carried out all indicators on the thinking component, namely monitoring and insight as well as several indicators on the selection of techniques and conceptualization components, namely not understanding the questions properly, not finding different strategies/alternatives to solve problems, and not connecting relevant experiences with problems 3) students with the kinesthetic learning style have carried out all a series of components of reflective thinking at once or the same as carrying out all the indicators totaling thirteen indicators of reflective thinking in it.
Junior High School Students' Numeracy in Solving Number Content AKM Problems Based on Mathematical Ability Anjasari, Tika; Rahaju, Endah Budi
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.p195-212

Abstract

Numeracy is essential for students to utilize their basic mathematical skills optimally and be more critical in receiving and processing information. However, facts in the field show that students still need help understanding the concept of numeracy. This research aims to describe junior high school students' numeracy in solving AKM questions with number content based on mathematical ability. This research uses a qualitative approach with a descriptive research type. For the research subjects, the researchers chose three class VII junior high school students with different levels of mathematical ability (high, medium, low) by paying attention to their communication skills. Researchers used TKM, numeracy tests, and interviews to collect data. The TKM was used as a reference to determine the analyzed research subjects based on the scoring guidelines. The numeracy test and interview results were analyzed using three stages of qualitative data analysis: data condensation, data presentation, and conclusion. The numeracy test results and video-recorded interviews were analyzed by taking important parts by coding them and then presenting them in figures and tables. The results of this study show that students with high mathematical abilities could fulfill the seven basic mathematical abilities in completing the numeracy test. Students with moderate mathematics abilities only fulfilled six basic mathematics abilities in completing the numeracy test. The basic mathematical abilities that cannot be fulfilled were the ability to use language and symbolic operations because students make calculation errors. Then, students with low mathematics ability could only fulfill some numeracy indicators to solve the problem. Students with low mathematical abilities needed help communicating the process of solving writing or orally. Students could not change the context of the mathematical model and did not change the information or equations presented. In completing the numeracy test, students with low mathematical ability could not make patterns and relationships and made calculation errors.
Kemampuan Berpikir Komputasional Peserta Didik dengan Kecerdasan Logis Matematis Tinggi dan Sedang dalam Menyelesaikan Bebras Task Putri, Kharisma Dwisinta; Setianingsih, Rini
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.p118-128

Abstract

Indonesia's Minister of Education and Culture determined Merdeka Belajar Kampus Merdeka Curriculum) in 2019. Computational thinking is one of the skills that supports curriculum development in science and technology. Bebras tasks can be used to practice computational thinking. The research aims to describe the computational thinking abilities of students with high and medium mathematical and logical intelligence in completing bebras tasks. The research method is qualitative descriptive. Instruments in research are logico-mathematical intelligence tests, mathematical ability tests, computational thinking tasks, and interview guides—data analysis through data condensation, data presentation, and conclusions. The subjects in the research are students in class XI SMA Negeri 4 Kediri, one student with high and medium mathematical logical intelligence. The research results show that students with high logico-mathematical intelligence can answer entirely and in detail because they always give reasons that support indicators of problem decomposition, pattern recognition, algorithmic thinking, abstraction, and generalization. Meanwhile, students with medium logico-mathematical intelligence can answer well but do not complete the problem decomposition indicator and have less understanding of questions, so there are errors in calculations on the pattern recognition indicator. Based on the research results, the researcher hopes educators introduce Bebras tasks in mathematics learning to improve computational thinking.
Penalaran Analogi Peserta Didik SMP dalam Menyelesaikan Masalah Matematika Open-Ended Putri, Cika Noviana; Wijayanti, Pradnyo
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.p213-230

Abstract

Analogical reasoning has an important role in mathematics, especially in solving problems. This study aims to describe the analogical reasoning of junior high school students in solving open-ended mathematics problems. The type of research used is descriptive with qualitative methods. The subjects in this study were 29 students of class VIII junior high school, the selection of subjects using Purposive which represents each category based on the data obtained. Data collection techniques using analogical reasoning tasks and interviews. The data were analyzed based on the four stages of analogical reasoning. The results showed that there were two categories of students' analogical reasoning when solving closed-ended source problems and open-ended target problems, namely: (1) Students with similar solution steps solve open-ended problems by mentioning and understanding all information and summarizing the material in both problems, finding similarities in both problems by mapping the characteristics of the source problem to the target problem, applying all the solution processes in the source problem to the target problem, and re-examining and believing the solution; (2) Students with some similar solution steps solve open-ended problems by writing and understanding all information but not summarizing the material, finding similarities in both problems in the outline of the problem and solving it by mapping the characteristics of the source problem to the target problem, apply some of the solution processes in the source problem to the target problem, and recheck but lack confidence in the solution. The results of this study can be used by educators as a reference to train students' ability to solve open-ended problems through analogical reasoning.
Kemampuan Berpikir Kreatif Siswa SMP dalam Menyelesaikan Soal Matematika Open-Ended Pakpahan, Milka Rosabella Marito; Wijayanti, Pradnyo
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.p129-148

Abstract

This study aims to describe the creative thinking ability of junior high school students in the aspects of fluency, flexibility, and novelty in solving open-ended mathematics problems. The subjects of the study were students of class VII-B at SMPN 3 Surabaya. Data was collected by examining the results of written tests based on indicators of creative thinking skills and conducting interviews. The question test is a creative thinking ability test for open-ended mathematics problems. Interviews in this study were conducted with 4 out of 30 students based on the results of the work of 30 students to explore more deeply the aspects of students’ creative thinking. Data analysis in this study used indicators of creative thinking skills, namely fluency, flexibility, and novelty. The results showed that the fluency aspect was demonstrated by 25 out of 30 students by showing various correct answers. The flexibility aspect was demonstrated by 3 out of 30 students by showing various alternative solutions, the various solutions in question mean using a combination of various concepts of mathematical material needed such as a combination of flat shape formulas with percentage comparisons, a combination of flat shape formulas with Pythagoras, and by conducting a sketch test of the shape. In terms of novelty, it was demonstrated by 1 out of 30 students by showing a diversity of answers and/or different ways of solving than the majority of students' answers in general.
Pemodelan Matematis Siswa SMP dalam Menyelesaikan Masalah SPLDV Ditinjau dari Gaya Belajar Halizah, Tsania Rahmah; Wijayanti, Pradnyo
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.p149-174

Abstract

Mathematical models are the product of the mathematical modeling stage. One of the causes of students' errors in solving SPLDV problems is changing them to mathematical models and the variety of learning styles that students have. This qualitative descriptive research aims to describe the mathematical modeling students in solving SPLDV problems in terms of learning style. The instruments used were researchers, learning style questionnaires, mathematical modeling tasks, and interview guidelines. Mathematical modeling data is obtained through mathematical modeling tasks which are analyzed based on mathematical modeling indicators and interview results which are analyzed by reducing the data, presenting the data and drawing the resulting conclusions. The results of this research indicate that visual students' mathematical modeling in understanding problems is dominated by using pictorial illustrations. In addition, this study also shows that auditory students experience confusion at the stage of making mathematical models, the process of making mathematical models is not systematic so that it causes confusion. Meanwhile, in mathematical modeling, kinesthetic students do not carry out the checking stage again because they feel confident. Based on the research results obtained, a teacher should develop learning strategies by paying attention to a student's learning style so that students can carry out mathematical modeling according to their learning style. Teachers should also provide visual students with the habit of trying to do calculations with different strategies to strengthen their validation stage. Teachers can also provide practice exercises related to the stages of making mathematical models, so that students with auditory learning styles are more accustomed to working systematically, so that they can reduce the confusion in making mathematical models experienced by auditory students. In addition, teachers should also emphasize kinesthetic students to recheck, so that the results of the solutions obtained can be confirmed to be correct.
Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Kontekstual Terbuka Ditinjau dari Gaya Kognitif Reflektif dan Impulsif Sari, Silvia Novita; Rosyidi, Abdul Haris
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.p175-194

Abstract

Critical thinking is one of the skills needed to solve problems. Cognitive style has an important role in developing critical thinking skills. This study aims to describe students' critical thinking in solving open contextual math problems based on reflective and impulsive cognitive styles. This research is a qualitative descriptive. The subjects in this study consisted of two students of VIII grade at junior high school in Surabaya who had reflective and impulsive cognitive styles. The instruments in this study were Matching Familiar Figure Test (MFFT), critical thinking test of contextual open-ended problems, and interview guidelines. The data of this study were analyzed based on critical thinking indicators adapted from Jacob & Sam's critical thinking indicators. The results showed that in general students with reflective and impulsive cognitive styles went through four stages of critical thinking namely clarification, assessment, inference, and strategy. Students with reflective cognitive style solve problems with clear and detailed steps and arguments, and the time required tends to be long. At the strategy stage, students are able to determine other different alternative solutions. Meanwhile, students with impulsive cognitive style solve problems with steps and arguments that are short and the time required tends to be fast. At the strategy stage, students tried to determine other different alternative solutions even though in the end they could not find them.

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