JME (Journal of Mathematics Education)
Menerima segala bentuk artikel dalam bidang pendidikan matematika Penelitian eksperimen, ekspost facto, penelitian korelasi, Penelitian pengembangan dan juga Systematic Literature Review.
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<![CDATA[THE EFFECTIVENESS OF HOTS-ORIENTED LEARNING ON ACHIEVEMENT OF STUDENT HOTS ]]>
<![CDATA[La Ode Sirad]]>;
<![CDATA[Arbain Arbain]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.2048
<![CDATA[This research is motivated by the findings regarding the difficulties experienced by students in solving combinatorial problems as an indication of weak High Order Thinking Skills (HOTS) students. The reason is that the lecture process has not facilitated active and interactive student involvement, where the lecture process is dominated by lecturers through the lecture method. Lecturers' formative and summative assessments are mostly because they only access understanding and mastery of the material, are not contextual, and have not facilitated student HOTS achievement. This study aims to improve student HOTS through the application of HOTS-oriented learning. The HOTS-oriented learning components in this study include HOTS-based strategies and models, media, and assessments. The type of research used is a quasi-experimental study with a one-group pretest-posttest design. The sample for this research was 17 students taking discrete mathematics courses for the 2022/2023 Academic Year. The data obtained were analyzed descriptively in the form of mean, standard deviation, and n-gain and inferential analysis using the one-way Multivariate Analysis of Variance (MANOVA) test. The results showed that students' HOTS experienced an increase after applying HOTS-oriented learning in the four aspects of the skills assessed, namely the skills of analyzing, evaluating, and creating; problem-solving skills; creative thinking skills, and critical thinking skills, with an average increase in the medium criteria. Learning that is applied effectively to student HOTS achievement.]]>
<![CDATA[MATHEMATICS CONNECTIONS VIEWED FROM ADVERSITY QUOTIENT IN LMS ASSISTED PROBLEM BASED LEARNING IN SMA ]]>
<![CDATA[Lilik Supono]]>;
<![CDATA[Arief Agoestanto]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1977
<![CDATA[The connection between mathematics and adversity quotient (AQ) has an important role in a person's ability to make decisions to solve problems in life. The Problem-based learning (PBL) model assisted by the Learning Management System (LMS) is a learning that utilizes technology combining PBL models and LMS assisted learning. This study aims to (1) examine the effectiveness of LMS-assisted PBL to improve high school students' mathematical connection skills, (2) examine the effect of AQ on students' mathematical connection abilities in LMS-assisted PBL learning. This research is a mixed method research with a sequential explanatory design with a larger quantitative portion than the qualitative one. The population of this study was class XI students of SMA N 1 Ungaran, Semarang Regency. Quantitative data were selected by simple random sampling technique. Qualitative data was taken based on the students' AQ. Quantitative data analysis techniques with parametric statistics such as average test, classical completeness test, and regression test. Qualitative data analysis techniques using data reduction, presentation, and drawing conclusions. The results showed that (1) LMS-assisted PBL learning was effective in increasing students' mathematical connections (2) there was an influence of AQ on students' mathematical connection abilities in LMS-assisted PBL learning.]]>
<![CDATA[ANALYSIS OF MATHEMATICAL CONNECTION ABILITY IN SOLVING HOTS QUESTIONS ON ARITHMETIC SEQUENCE ]]>
<![CDATA[Sukmayanti, Sukmayanti]]>;
<![CDATA[Karniman, Tegoeh S.]]>;
<![CDATA[Rizal, Muh]]>;
<![CDATA[Hasbi, Muh]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1972
<![CDATA[Mathematical connection ability needs to be analyzed so that teachers can get an overview of students' mathematical connection abilities and develop learning strategies to improve students' mathematical connection abilities. This study explores the mathematical connection abilities of class XI MAN 2 Kota Palu students in solving HOTS arithmetic sequence problems. The type of research is qualitative and uses student interview results as data. The results of this research show that mathematical connections high-ability students demonstrate strong connections between arithmetic series and algebra, exponents, and roots, and apply these concepts in real-life and economic contexts. Moderately skilled students link arithmetic sequences to algebra but struggle with economic connections. Low-ability students face challenges linking mathematical concepts, applying arithmetic series to daily life, and connecting it with economics. Understanding these abilities helps teachers tailor strategies to enhance students' mathematical connections, aiding their problem-solving skills.]]>
<![CDATA[Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles ]]>
<![CDATA[Raiyan, Raiyan]]>;
<![CDATA[Sukayasa, Sukayasa]]>;
<![CDATA[Anggraini, Anggraini]]>;
<![CDATA[I Nyoman Murdiana, I Nyoman Murdiana]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1969
<![CDATA[This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.]]>
<![CDATA[ANALYSIS OF STUDENTS MATHEMATICAL LITERACY ABILITY IN SOLVING PISA PROBLEMS IN TERMS OF STUDENT LEARNING INDEPENDENCE ]]>
<![CDATA[Chintya, Cici Ayu]]>;
<![CDATA[Saragih, Sehatta]]>;
<![CDATA[Hutapea, Nahor Murani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1960
<![CDATA[Mathematical literacy skills are one of the essential aspects that students need to master because, through this ability, they can solve problems in everyday life. Providing Programme for International Student Assessment (PISA) questions is one of the teachers' efforts to develop students' mathematical literacy skills. This study aims to describe the observed mathematical literacy ability of students learning independence and analyze the difficulties experienced by students in solving PISA problems. The study subjects consisted of 20 students of SMPN 02 Siak Hulu. The research method used is descriptive. The research instrument is PISA test questions oriented to quantity content, learning independence questionnaires, and interview guidelines. The data obtained is analyzed by reducing, presenting, and drawing conclusions. The result of this study is that students doing PISA questions are still experiencing difficulties. This difficulty occurs because students are unfamiliar with PISA model questions. They do not understand the meaning of the problem, do not understand the material in the problem, are confused about determining mathematical concepts, and cannot apply problem-solving strategies.]]>
<![CDATA[Innovation of Learning Management System in Mathematics Education Study Program as MBKM Supporting Media ]]>
<![CDATA[Nasrum, Akbar]]>;
<![CDATA[Sumpala, Andi Tenri]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.2057
<![CDATA[The main objective of this research is to produce an LMS that can support synchronous, asynchronous and blended learning systems, especially in the Mathematics Education study program at Universitas Sembilanbelas November Kolaka (USN Kolaka). This is very important because USN Kolaka currently does not have an independent LMS while the existence of an LMS greatly supports the implementation of MBKM, especially in lecture programs outside the University. The LMS that will be created is an opensource-based LMS that also supports the use of the Woocommerce system. Specifically, the course that will be included in the system is the Mathematics Learning Media course. However, if possible, this LMS will be developed into an online mathematics learning center throughout Indonesia, starting from elementary school to university level. To develop this LMS requires several stages. The first stage is to analyze what essential materials will be included in the system first. Second, designing or designing the LMS interface, menu layout, including how to deliver the material, The third stage realizes what has been planned. The realization stage consists of product trials, evaluation and revision. The last stage is the implementation stage. This stage of development is known as the plompt model. From these stages, an opensource LMS is obtained that is suitable for use as an online learning platform. It can include various lesson materials. Especially for this research, the teaching materials included have also gone through a validation process so that both the material and the media are ready to be used for the teaching and learning process.]]>
<![CDATA[ANALYZING STUDENTS' ABILITIES AS PROSPECTIVE TEACHERS OF MATHEMATICS IN CONSTRUCTING PROOFS: A STUDY OF GEOMETRY AND ALGEBRA ]]>
<![CDATA[Widadah, Soffil]]>;
<![CDATA[Juniati, Dwi]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1952
<![CDATA[Mathematical proof demands accuracy and precision in formulating correct and logical arguments. Students need to develop their ability to produce accurate and precise proofs. This study aims to analyze the ability of prospective mathematics teachers in constructing geometry and algebraic proofs. The research subjects were 8 prospective mathematics teacher students, four male and four female. This descriptive qualitative research begins with giving tests to research subjects, then we conduct interviews. The results showed that male students were better at compiling geometry proofs than compiling algebraic proofs. While female students are better at compiling algebraic proofs than geometry. This is due to the spatial ability of men better than women. When compiling geometry proofs apply procedural proofs, syntactic proofs, and semantic proofs. When compiling algebraic proofs only apply procedural proofs. Female students when compiling geometry proofs only apply procedural proofs. When compiling algebraic proofs, they apply procedural proofs and syntactic proofs.]]>
<![CDATA[Analysis of Student Errors in Solving Matrix Problems in Class XI of SMK Muhammadiyah Delanggu ]]>
<![CDATA[Salsabila, Safira]]>;
<![CDATA[Utami, Nida Sri]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1967
<![CDATA[This study sought to describe mistakes made by SMK Muhammadiyah Delanggu's grade XI students with high, medium, and low abilities when solving matrix problems. It also sought to describe mistakes made by SMK Muhammadiyah Delanggu's grade XI students with concepts, principles, and procedures. This exploration is an engaging subjective examination. The instrument utilized a composed test that included two things, four framework material test questions and meetings were utilized as extra instruments. 14 XI students who had studied matrix material served as the study's subjects. By gathering information from giving composed test questions, understudy mistakes can be distinguished. According to the findings of this study, students of high ability understood the concepts and principles, but performed mathematical operations incorrectly; students of medium ability made procedural errors due to a lack of accuracy in matrix multiplication calculations; and students of low ability made numerous concept, principle, and procedure errors.]]>
<![CDATA[LITERACY AND NUMERACY SKILLS OF STUDENTS SD NEGERI BENER PEKALONGAN REGENCY BASED ON AKM IN 2021 ]]>
<![CDATA[Kamal, Dewi Nurul]]>;
<![CDATA[Sumardi, Sumardi]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1973
<![CDATA[This research is to describe the literacy and numeracy skills of grade V students of SD Negeri Bener based on the results of assessment-based minimum competency assessment. This research uses qualitative methods. The research subjects used were the principal, class V teachers, grade V students and the GLS Program Team of SD Negeri Bener, Wiradesa District, Pekalongan Regency consisting of 8 people. Data collection using in-depth interviews, observation and documentation. The instruments of this study are recording devices, photo documentation. Data validity using triangulation and data analysis using interactive analysis models. Based on data analysis, it was found that students' literacy abilities based on the evaluation results in the AKM in November 2021 of 1.83 were included in the proficient category, which means that most students reached the minimum level of competence in literacy skills, this is evidenced that most grade V students can interpret indirect information in the text and can draw conclusions from the text, As for students' numeracy ability of 1.63, included in the low category which means less than 50% of students achieve a minimum level of competence and less than 50% of students who have the ability to know, apply, count, and understand the concept of number domains; algebraic domains; geometry domain; Data and uncertainty domains. ]]>
<![CDATA[PROFILE OF STUDENT’S CONCEPT UNDERSTANDING IN COMPARATIVE MATERIAL WITH VALUE AND VARIOUS GRADES IN CLASS VII ]]>
<![CDATA[Widhiani, Ni Luh Regita Eka]]>;
<![CDATA[ini, Anggra]]>;
<![CDATA[Sugita, Gandung]]>;
<![CDATA[Hajar, Ibnu]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1964
<![CDATA[This study aims to obtain a description or description of students' understanding of the concept of value comparison material and value turning at SMP Negeri 1 Ampibabo. The results of this study indicate that (1) subjects with high mathematical ability: are able to restate the concept of comparison of values and values in their own language or words; able to identify comparisons of value and return of value based on the definition of comparison of value and return of value; able to provide examples and non-examples of comparisons of value and return of value according to the characteristics of comparison of value and return of value; and able to use, utilize and choose the right procedure to solve the problem of comparison of value and return of value with complete and correct completion steps (2) subjects with moderate mathematical abilities are able to restate the concept of comparison of value and return of value by using their own sentences; able to identify comparisons of value and return of value based on the definition; able to provide examples and non-examples of comparisons of value and return of value according to the characteristics of comparison of value and return of value; and are able to use the concept of equivalent comparisons to solve comparison problems of equal value but are less able to understand the problem of comparison of value reversed so that they are wrong in completing answers and are less thorough in calculations (3) subjects with low mathematical abilities are able to restate the concept of comparison of value and reverse value in their own language ; able to identify comparisons of value and return of value based on the definition of comparison of value and return of value; able to provide examples and non-examples of comparisons of value and return of value according to the characteristics; but unable to use, utilize and choose the right procedure in solving the problem of comparison of value and return on value.]]>
