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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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Pengembangan LASMATH (Labirin SPLDV Matematika) untuk Memperkuat Numerasi Peserta Didik pada Materi SPLDV Puspitasari, Ririn; Manoy, Janet Trineke
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.p261-277

Abstract

This research aims to develop LASMATH learning media material to strengthen students’ numeracy and find out the result of learning media development in terms of validity, practical and effective. ADDIE development was used in this research model which consists of 5 stages, namely needs analysis, curriculum analysis, student analysis and media analysis. The Design stage involves looking for ideas application names, compiling flowcharts, compiling storyboards, background designs, and compilling questions. The Development stage carried out the development of LASMATH learning media, validation of media experts and material experts, media revision. The Implementation stage was implemented for class VIII students at SMP Negeri 1 Mantup. In the Evaluation stage, activities are carried out to analyze the results of the research that has been carried out. Based on the results of validation that has been carried out. LASMATH carried out media validation by media experts with a score of 77% with valid criteria. Material expert validation received a score of 80% with valid criteria. Learning media trials were carried out on 28 class VIII students at SMP Negeri 1 Mantup. After testing the results of the research carried out by evaluation, the learning media was called pratical from the results of the percentage of students responses which obtained a score of 82,7% with practical criteria. The learning media is said to be effective and there significant difference in the data results of students score before and after using the LASMATH learning media evidenced by N-Gain 0,70. The LASMATH learning media is effective medium category.
Kemampuan Pemecahan Masalah Pembuktian Siswa SMP Berbantuan Geogebra Hikmah, Fita Amidanal; 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.p278-300

Abstract

Proof problem solving ability is an important part of the independent curriculum. However in reality, this ability is difficult for students to master because students are still unable to connect known facts with the elements to be proven so the need for the use of tools to improve students' problem solving skills. Geogebra can also facilitate students in every stage of solving proof problems. This research is a qualitative descriptive research that aims to describe the problem solving ability of Geogebra-assisted junior high school students. The subjects of this study were 4 students including 2 students with high ability and 2 students with moderate ability. The results showed that at the stage of understanding the problem, students with high and medium mathematical abilities could identify the information given. Although at first students with moderate ability experienced misunderstandings, these students could realize the misunderstanding with the help of Geogebra. Geogebra is very useful in helping students to understand the meaning of the problem and makes it easy to make visualizations quickly and accurately. At the stage of developing a solution plan, students can make several plans. With the help of Geogebra, students with moderate ability can determine the solution steps that are more precise and easy to understand. In addition, with Geogebra students can help to bring up concept ideas in problem solving. At the stage of implementing the plan, students with moderate ability have difficulty in implementing the plan, but with the help of Geogebra, students with moderate ability can re-examine the visualization results to get a new plan. Students use Geogebra to explore the plans that have been made to find the solution steps. At the stage of re-examining the solution, only students with high ability see the correctness of the results for all situations.
Penerapan Model Pembelajaran Discovery Learning Berbantuan GeoGebra untuk Meningkatkan Hasil Belajar Materi Fungsi Kuadrat Sholekah, Iis; Andaini, Susy Kuspambudi; Rofiki, Imam
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.p245-260

Abstract

Quadratic function is important for students to understand because they are useful for everyday life. In reality, most students still face difficulties in solving quadratic function problems. Meanwhile, quadratic function material is needed to understand subsequent material topics such as integrals, derivatives and linear programming. Apart from that, the results of observations on quadratic function material, students do not understand the visualization of quadratic function graphs and students tend to memorize formulas so that when faced with a problem, students forget which formula to use. The application of discovery learning combined with the use of GeoGebra has the potential to stimulate student understanding so that it has a positive effect on learning outcomes. Therefore, the aim of this research is to implementation discovery learning model assisted by GeoGebra to find out actions that can improve learning outcomes. This research uses Classroom Action Research (PTK) guided by the Mc. Taggart and Kemmis design with research stages which include planning, action, observation, and reflection. The subjects in this research consisted of 35 students from class X-K MAN 1 Trenggalek. Data is obtained by observing and administering tests at the end of each cycle. The research results reported that the average value of student learning outcomes after participating in Cycle I learning activities was 67.13 and 74.64 after participating in Cycle II learning activities. Apart from that, the results obtained in Cycle I of student learning completion were 65.71% and in Cycle II it was 77.14%. Student learning outcomes on the topic of quadratic functions can be improved through learning that applies discovery learning assisted by GeoGebra.
Analisis Pemecahan Masalah Teorema Pythagoras Ditinjau dari Gaya Belajar Sensing dan Intuition Safitri, Evilia Eka; 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.p330-349

Abstract

The Pythagorean Theorem is a basic mathematical concept that is widely applied in various fields, but students often have difficulty understanding and applying it effectively. Understanding students' learning styles, particularly sensing and intuition, can provide valuable insight into their problem-solving approaches and improve teaching strategies. This study aims to describe solving the Pythagorean theorem problem for students with sensing and intuition learning styles. This research uses a qualitative approach involving two class VIII junior high school students in Sidoarjo, each of whom consists of students with sensing and intuition learning styles. Data collection techniques were carried out by administering sensing and intuition learning style questionnaires, mathematical ability tests, problem solving tests, and interviews. The data analysis technique in this research uses learning style questionnaire scoring guidelines, mathematical ability test scoring guidelines, problem solving stage indicators according to Mason et al (2010) which consist of entry, attack and review stages, and data reduction from interviews to explore students' problem solving. The results showed that at the entry stage, students with a sensing learning style focused more on the concrete facts given in the problem, while intuition students tended to see patterns and conceptual relationships. At the attack stage, although both learning styles were able to solve the problem according to initial assumptions, there were similar errors in detailed calculations, especially those involving the concept of special triangle comparisons and root forms. At the review stage, sensing students focused more on checking the answer without looking for alternative solutions, while intuition students tried to explore other possible solutions even though they did not produce valid answers.
Berpikir Aljabar Siswa dalam Menyelesaikan Masalah Tebak Bilangan Menggunakan Microsoft Excel Adelia, Dhynda; 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.p301-329

Abstract

This study aims to describe students' algebraic thinking in solving number guessing problems using Microsoft Excel. In human life, algebraic thinking plays a very important role. Many problems in human life can be solved with algebraic thinking. In solving mathematical problems, Microsoft Excel can be used to assist students in solving mathematical problems. The method used in this study is qualitative, involving junior high school students as research subjects. The subjects are divided into two categories: the first category consists of students with correct mathematical modeling and correct Microsoft Excel formulas, and the second category consists of students with correct mathematical modeling but incorrect Microsoft Excel formulas. Data were collected through analysis of students' work completed using Microsoft Excel and interviews. he results of the study show that the difference in students' algebraic thinking between those with correct formulas and those with incorrect Microsoft Excel formulas is evident in the processes of organization, analytical thinking, and generalization. Students with correct Microsoft Excel formulas can solve equations easily, while students with incorrect Microsoft Excel formulas solve equations without paying attention to the order of operations. In the generalization process, students with correct Microsoft Excel formulas create formulas without the aid of solving equations, whereas students with incorrect Microsoft Excel formulas create formulas by combining operations in solving equations. The formulas created do not use parentheses, causing the Microsoft Excel system to perform multiplication and division operations first. These findings suggest that when using Microsoft Excel in lessons, attention should be paid to the use of punctuation marks that can affect the order of operations in the Microsoft Excel system.
Analisis Strategi Pembelajaran Matematika Pilihan Guru Putra, Aan; Fadhillah, Ulfa; Anggraini, Reri Seprina
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p431-442

Abstract

Basically, there is no strategy that is suitable for all mathematics topics, so variations in mathematics learning strategies are needed. However, teachers often choose learning strategies or methods that are more practical for teachers even though they are not in accordance with the student-centred learning approach. Therefore, this study aims to describe teachers' considerations in choosing mathematics learning strategies and their implementation. This study uses a qualitative descriptive approach involving two mathematics teachers who each teach at one of the state junior high schools (SMP) and one of the state Islamic junior high schools (MTs) in Sungai Penuh, Jambi as research subjects. The researchers conducted observations of the learning implementation, semi-structured interviews with teachers about considerations for choosing learning strategies, and documentation of learning devices. Data were analyzed through three stages, namely data reduction, data presentation, and drawing conclusions. The data trustworthiness used the source triangulation method. The results of the study showed that the learning strategy used by teachers was direct instruction with a pattern of teacher explanations, sample questions, and exercises. Direct instruction was chosen for reasons of practicality and the limited choice of other learning strategies mastered by the teacher. The researcher encourages a comprehensive evaluation of the learning implementation by teachers as well as the provision of ongoing training to improve teacher competence.
Berpikir Matematis Siswa SMP dalam Menyelesaikan Masalah Aritmetika Sosial Ditinjau dari Self-Efficacy Purwoningtiyas, Ulinnuha; Masriyah, Masriyah
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p350-369

Abstract

In solving problems, students use unique methods according to their mathematical thinking. Their success in completing assignments is influenced by self-efficacy. This research aims to describe students' mathematical thinking in solving social arithmetic problems in terms of high, medium, and low self-efficacy. This descriptive qualitative research involved eighth-grade students selected based on self-efficacy questionnaires, high and equivalent math ability tests, and good communication skills for interviews. Data collection methods included self-efficacy questionnaires, math ability tests, problem-solving tasks, and interviews. Data were analyzed through data reduction, data presentation, and drawing conclusions. Results show that in the entry phase at the specialization stage, students with high, medium, and low self-efficacy identify all available information, including what is known and what is asked in the question. They then identify the problem and develop and test potential strategies to solve it. In the attack phase at the conjecturing stage, they propose hypotheses, correct incorrect ones until accurate, and test them to solve the problem. At the justification stage, they provide logical reasons for their hypotheses and feel confident that each step taken is correct. In the review phase at the generalization stage, student with high self-efficacy does not check the compatibility of her answers with the questions or solving steps, whereas students with medium and low self-efficacy do it completely. Additionally, does all of student report difficulties when calculating large discounts.
Eksplorasi Etnomatematika pada Industri Gerabah di Desa Rendeng, Kecamatan Malo, Kabupaten Bojonegoro Salsabiila, Fachru Annisa; Setianingsih, Rini
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p443-459

Abstract

Culture and mathematics have a close relationship and cannot be separated. One way to connect mathematics learning with everyday life is through the concept of ethnomathematics. Ethnomathematics is an important concept for understanding the role of mathematics in everyday life. By using an ethnomathematics approach, mathematics learning can be delivered contextually according to students' daily lives. Cultural involvement in understanding mathematics through ethnomathematics allows learning to be more relevant and meaningful for students. Therefore, this research was conducted to identify ethnomathematics and ethnomodelling activities found in pottery burning activities in Rendeng Village, Malo District, Bojonegoro Regency. This research is qualitative research with an ethnographic approach. The instruments used in this research were interview guidelines and observation sheets. The subjects in this research were pottery craftsmen in Rendeng Village. Next, the data will be analyzed by condensing data, presenting data, and drawing conclusions. The results of the research show that there are ethnomathematics activities in the pottery firing process, namely counting activities, location determining activities, measuring activities, designing activities, playing activities and explaining activities. There is also ethnomodeling in how to calculate combinations of pottery that can be fired simultaneously to achieve optimal results. The results of this approach are calculations using the simplex method which can be used by teachers as learning material in schools as well as calculations using Excel Solver which can be used by pottery craftsmen in Rendeng Village as a reference for determining the right combination of pottery to achieve optimal results in the pottery firing process. . Thus, the pottery burning activity in Rendeng Village can be a bridge for teachers to teach mathematical concepts at school. The hope is that through this activity, students can more easily understand the mathematical concepts taught in class.
Penalaran Aljabar Siswa Sekolah Menengah Pertama (SMP) dalam Menyelesaikan Soal Open-ended Ditinjau dari Adversity Quotient Dewi, Silvia Kumala; Setianingsih, Rini
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p370-387

Abstract

Algebraic reasoning is the process of finding patterns from mathematical problems, recognizing relationships between quantities, and forming generalizations. Algebraic reasoning is important to develop to build deeper and more complex mathematical conceptual development. One step that can be taken is by giving open-ended questions. Adversity quotient (AQ) influences students in responding to problems. This research is a qualitative descriptive study which aims to describe the algebraic reasoning of students with climber, camper and quitter AQ types in solving open-ended problems. The instrument for determining research subjects is the Adveristy Response Profile (ARP) questionnaire, while the instruments for collecting data are algebraic reasoning tasks and interview guides. Data analysis is carried out through data condensation, data presentation, and drawing conclusions. The subjects in this research were class VIII students at SMPN 3 Surabaya consisting of one student from each type of AQ climber, camper, and quitter. The results of the research show that in the pattern search indicator, climber and camper students collect existing information and find pattern regularities. Quitter students make calculation errors so they do not find pattern regularity. In the pattern recognition indicator, climber and camper students tested the truth of the patterns they had previously obtained, while quitter students did not carry out a truth test because in the previous activity they did not find pattern. In the generalization indicator, climber and camper students make general rules in precise mathematical form. Quitter students do not write general rules on answer sheets and cannot provide explanations during interviews.
Konstruksi Konjektur Siswa secara Kolaboratif berbantuan Geogebra Rahmadhani, Yanti Nur; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p460-482

Abstract

Reasoning and proof are part of mathematical activities. One of the activities of reasoning and proof is constructing conjectures. In several studies, students' skills in constructing conjectures are still lacking. Conjecture construction can be maximized through collaborative discussions. Geogebra helps students in visualization, construction, and discovery of concepts. This study aims to describe students' conjecture construction collaboratively assisted by Geogebra on the topic of. This study is a qualitative descriptive study. Data were obtained through assignments and interviews. The subjects in this study were 4 groups divided into high homogeneity, medium homogeneity, low homogeneity, and heterogeneity groups. Conjecture construction was analyzed based on the stages of (1) understanding the problem, (2) exploring the problem, (3) formulating conjectures, (4) justifying conjectures, and (5) proving conjectures. The result showed t the stage of understanding the problem, all groups can determine what is requested and what is given even though there are still errors. At the problem exploration stage, all groups illustrate problems on Geogebra, they also explore using tools on Geogebra the group is highly homogeneous and is having discussions in exploring problems At the stage of designing the conjecture, they discussed with their group to create a conjecture from the exploration results, but the low homogeneity and heterogeneous groups prepared the conjecture without discussion. All groups can explain the reasons for the conjectures that have been made. At the stage of proving the conjecture, only highly homogeneous and moderately homogeneous groups allow the conjecture. At the stage of proving the conjecture, their proof structure was incomplete, they only described one example of the conjecture they made.

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