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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 337 Documents
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Pengembangan Lembar Kerja Peserta Didik Materi Teorema Pythagoras Kelas VIII dengan Pendekatan Realistic Mathematics Education Oktavia, Siwi Putri; Palupi, Evangelista Lus Windyana
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.p410-430

Abstract

Although Kurikulum Merdeka encourages active and project-based learning, many teachers have difficulty compiling appropriate student worksheet. To overcome the difficulties experienced by teachers, it is necessary to conduct research on the development of student worksheet to be used as a reference by teachers. This study aims to describe the development process and the results of the validity, practicality, and effectiveness of RME student worksheet for the Pythagorean theorem. This development research uses the research design of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Student worksheet was developed based on iceberg activities designed at the design stage. The ‘situational’ level solves the problem of the square tangram context, the ‘model of’ level constructing a right triangle from several square pieces and identifying its area, the ‘model for’ level determining the length of the sides of a right triangle, and the ‘formal’ level formulating the concept and formula of the Pythagorean theorem. The Realistic Mathematics Education approach is crucial in learning as it presents problems closely related to students' lives, helping them understand faster. This aligns with the Kurikulum Merdeka;s goal of using student-based experiential learning.. Validation was carried out by three validators, then the student worksheet was tested on 30 students of class VIII of SMP Negeri 24 Surabaya. The data collected included learning implementation data, student responses, and pre-test post-test. The validation results show that the student worksheets reached the very valid criteria with a score of 4.4048. The practicality of student worksheet based on the results of the learning implementation data analysis reached the very practical criteria with an average percentage of 94.79% and student responses reached the practical criteria with a total average of 80.20%. The effectiveness based on the N-gain score of student learning outcomes reached moderate criteria with a score of 0.49. This student worksheet focuses on a fun and familiar learning process through paper crafting activities, with students responding positively to it. Thus, the RME student worksheet for the Pythagorean theorem is proven to be valid, practical, and effective.
Penalaran Matematis Siswa SMP dalam Memecahkan Masalah Sistem Persamaan Linear Dua Variabel (SPLDV) Ditinjau dari Gaya Belajar Solikha, Nursyahidatin Amrullohis; Rahaju, Endah Budi
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.p388-409

Abstract

This research aims to describe the mathematical reasoning of junior high school students with visual, auditory, and kinesthetic learning styles in solving SPLDV problems. This research used a qualitative descriptive approach. The subjects of this study were three junior high school ninth-grade students with different learning styles (visual, auditory, and kinesthetic), high equivalent mathematics ability, and the same gender. The results showed that the three students' mathematical reasoning in understanding the problem included explaining the problem in their own words, identifying all known information, stating the sufficiency of information, and representing the problem in mathematical form, accompanied by reasons. Visual students identified all questions, while auditory and kinesthetic students only had most of them, accompanied by reasons. In making plans, all three students compiled strategies involving concepts accompanied by reasons. All three students applied the strategy in implementing the plan and gave reasons at each step. In re-examining, all three students evaluated the correctness of the solution accompanied by reasons, but auditory students did not perform a final check. Kinesthetic students draw conclusions thoroughly, while visual and auditory students only cover part of it, accompanied by reasons. Through this research, teachers can design learning strategies to optimize students' mathematical reasoning in solving SPLDV problems.
Keterampilan Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Numerasi Aditama, Fauziyah Kartika; Wijayanti, Pradnyo
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.p580-599

Abstract

Critical thinking skills are important for students to have in solving simple and complex problems. This research is a qualitative study which aims to describe junior high school students critical thinking skills in solving numeracy problems. The subjects of this research were three students in VIII class of junior high school. Data collection techniques used numeracy tests and interviews. The results of this research are (1) Students who show interpretation, analysis, and explanation can mention important information in the question narrative and diagrams presented, use various mathematical symbols, and explain the solution steps coherently; (2) Students who show interpretation, analysis, evaluation, explanation, and self-regulation can mention important information in the question narrative and diagrams presented, use various numbers and mathematical symbols, show other ways to solve the problem, explain the solution steps coherently, and check again the steps taken in solving the numeracy problems; (3) Students who show interpretation, analysis, evaluation, inference, explanation, and self-regulation can mention important information in the question narrative and diagrams presented, use various numbers and mathematical symbols, show other ways to solve problems, analyze data and results calculations that have been carried out to make the right conclusions, explain the solution steps again in a coherent manner, and double check the steps taken in solving the problem. From this research, students need to be accustomed to understanding mathematical concepts by using questions in the context of everyday life such as numeracy problems.
Profil Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Kontekstual Ditinjau dari Adversity Quotient Bachrudin, Faizal; Susanah, Susanah
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.p483-496

Abstract

This study aims to describe the profile of students' critical thinking in solving contextualised mathematics problems in terms of adversity quotient. This research is descriptive research with a qualitative approach. The research subjects consisted of 3 grade IX students who were selected based on high (Climber), medium (Camper), and low (Quitter) Adversity Quotient (AQ) levels by considering equal mathematics ability (based on End Of Year Summative Assessment Mathematics scores) and the same gender. Data on students' critical thinking profiles in solving contextualised mathematics problems were collected by task-based interviews on contextualised mathematics problems. The data collected from the task-based interviews were then transcribed and reduced which were used for interpretation and inference. The results of this study show that climber students think critically evidenced by interpretation, analysis, evaluation, inference, explanation, and self-regulation at each stage of problem solving, namely the stage of understanding the problem, the stage of developing a solution plan, the stage of implementing the solution plan, and the stage of checking back. Camper students think critically, as evidenced by interpretation, analysis, evaluation, inference, explanation, and self-regulation, but at the stage of preparing a solution plan, they do not explain the reasons for the steps used and do not review their answers, so they doubt the answers stated. Quitter students think critically evidenced by interpretation, analysis, evaluation, inference, explanation, and self-regulation, but do not realise that their work is wrong.
Pemodelan Matematis Kolaboratif Siswa SMP pada Materi Fungsi Linier Hamid, Rizky Maulana; 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.p515-539

Abstract

Mathematical modelling plays an important role in developing students' problem-solving skills and addressing real-world contexts. Due to the complex nature of mathematical modelling, working collaboratively plays an important role. Working collaboratively is also able to provide better results than working individually. This study is descriptive qualitative research that aims to describe the collaborative mathematical modelling process of junior high school students on linear function material. The subjects of this study were 3 groups where the first group used a linear function model and did two modelling cycles, the second group used a linear function model and did one modelling cycle, and the third group used a division and mean value model. Students are able to identify problems until assumptions are made. Based on these assumptions, students can carry out further stages of modelling collaboratively until the validation stage. However, some groups still experienced errors in identifying the problem so that the assumptions did not match the context of the problem which caused one group to do two cycles of mathematical modelling. Students who are active in mathematical modelling are high and middle ability students, while low ability students are less active in following the mathematical modelling sequence.
Desain Soal Numerasi Konteks Saintifik dengan Integrasi Konsep Maritim Fachrudin, Achmad; Novitasari, Novitasari; Rahmawati, Tanti Diyah
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.p565-579

Abstract

As a maritime nation with significant marine potential, integrating maritime contexts into secondary education in Indonesia is essential for preparing students to understand mathematical concepts and their applications in various maritime professions. To support this goal, we developed scietific numeracy tasks by integrating maritime concepts. We designed the tasks based on a literature review related to maritime concepts and referred to the PISA framework, which was then realized in the form of a maritime numeracy conceptual framework. This framework consists of four main subcontexts: navigation, marine engineering, oceanography, and maritime economics. We developed tasks for each subcontexts, which were evaluated by three experts. The experts validated based on relevance of the maritime context, involvement of maritime concepts, suitability in measuring numeracy, and quality of the tasks from pedagogical aspect. The evaluation results showed that the quality of the tasks was in the very good category in all aspects, with a moderate and good level of agreement among the experts, indicated by the interclass correlation coefficient score of 0.538. This research is expected to contribute to the innovation of numeracy task design with scientific contexts that specifically accommodate maritime concepts and support efforts to improve students’ numeracy in Indonesia.
Investigasi Kemampuan Justifikasi Siswa dengan Gaya Belajar Diverger dalam Menyelesaikan Soal Cerita Pola Bilangan Nanda Dwi Yanto; Rofiki, Imam
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.p497-514

Abstract

Justification is done to strengthen statements or refute false statements. Students' ability to make justifications is important in solving story problems because it can ensure the correctness or incorrectness of students' answers. However, currently, there are still many students who have difficulty in justifying number pattern story problems. In fact, number patterns are very important for students to master. Therefore, this study aims to investigate the justification ability of students with diverger learning styles in solving number pattern story problem. This research is descriptive research with a qualitative approach. The subjects were selected using a purposive sampling technique so that two students with diverger learning styles were obtained. The research took place at SMPN 1 Plosoklaten. The research instruments consisted of learning-style questionnaires, justification task sheets, and interview guidelines. The results showed that the level of ability of students with diverger learning styles in making justification in solving number pattern story problems is at the deductive justification level. Students give reasons for the solution steps that have been made. In addition, students explain each stage of solving story problems with reasons that are in accordance with student knowledge.
Pengaruh Software GeoGebra dalam Pembelajaran Discovery Learning Terhadap Hasil Belajar Peserta didik Kelas X SMAN 1 Padangan Ardhani, Defi Kurnia; Manoy, Janet Trineke
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.p552-564

Abstract

To find out how much GeoGebra influences the effectiveness of learning and helps students overcome the challenges of learning with technology, it is necessary to conduct research on its impact on learning outcomes in discovery learning. The purpose of this study is to determine whether students of class X SMAN 1 Padangan who use GeoGebra-assisted discovery learning and students who do not use GeoGebra have significantly different learning outcomes. This study used a quasi-experimental approach with non-equivalent control groups. The 72 students in the study were divided into two groups: the experimental group, which used GeoGebra as an aid, and the control group, which did not use Geogebra. Tests, which included pretests and posttests, were used to collect data. After the exams were administered, SPSS was used to process and evaluate the students' test results. The findings demonstrated that there was a significant difference in learning outcomes between the experimental and control classes, with the posttest hypothesis test's significance value being 0.001 < 0.05. Next, based on the N-Gain test, the average N-Gain percentage for the experimental class was 66%, classified as moderately effective. In contrast, the control class achieved an average N-Gain percentage of 48%, categorized as less effective. This indicates that the discovery learning model supported by GeoGebra has a positive impact and is more effective in enhancing mathematics learning outcomes on quadratic function topics.
Critical Thinking Ability of Student with Reflective Cognitive Style in Solving Algebraic Numeracy Problems Aliya, Afifa; Masriyah, Masriyah; Sari, Yurizka Melia
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.p540-551

Abstract

Critical thinking is needed in problem solving. To solve problems, students will use a variety of strategies. Critical thinking ability play a role in determining the strategy used, which is also influenced by students' cognitive styles. In this research, the cognitive style discussed is reflective cognitive style. This research is a qualitative with a case study approach. This research aims to describe the critical thinking ability of students in solving algebraic numeracy problems based on reflective cognitive style. This research was conducted in Class VIII Junior High School students. The research subjects were selected through MFFT (Matching Familiar Figure Test) and Mathematical Ability Test. Data analysis techniques include data reduction, data display, and conclusions. The selected research subjects from reflective took the critical thinking ability test and interviews. The results of the critical thinking test and interviews were analyzed to describe the critical thinking in solving algebraic numeracy problems. The results showed that reflective cognitive style student fulfill each criteria of critical thinking ability FRISCO (Focus, Reason, Inference, Situation, Clarity and Overview). The reflective student is able to carry out the focus and reason criteria of critical thinking ability by identifying the main points of the problem and providing reasons for the relationship between what is known and asked correctly and completely. Reflective student is able to carry out the inference and situation criteria by deciding on the right strategy and solving the problems given correctly and systematically. Reflective student can also able to carry out the clarity and overview criteria of critical thinking ability by drawing conclusions and re-examining the solution of the problems given. So, reflective cognitive style student is categorized as very critical. It is suggested that teachers provide more practice questions and provide further discussion with limited working time.
Kemampuan Siswa SMP Dalam Memecahkan Masalah Numerasi Ditinjau Berdasarkan Gender Khotimah, Khusnul; Siswono, Tatag Yuli Eko
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.p600-610

Abstract

Problem-solving is a very important part of mathematics learning because, in both the learning process and its application, students have the opportunity to use the knowledge they already possess. One method of problem-solving is using Polya's problem-solving method. At the secondary school level, students consist of both male and female students who inherently have different characteristics and traits. Based on this, a study was conducted with the aim of identifying and describing whether there are differences between male and female junior high school students in solving numeracy problems. This research used a descriptive qualitative method with the subjects being male and female students who have a high level of mathematical ability. The results of the study showed that female students demonstrated a more systematic process in solving numeracy problems, as they were able to write the steps accurately and accompany them with correct results. On the other hand, male students showed a less systematic approach in the problem-solving process, as they tended to skip writing what was known and directly proceeded to the solution steps. Although they sometimes achieved correct results, there were several instances where their answers were inaccurate

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