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JME (Journal of Mathematics Education)
Published by USN Scientific Journal
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jme
Core Subject : Education,
Mathematics
Menerima segala bentuk artikel dalam bidang pendidikan matematika Penelitian eksperimen, ekspost facto, penelitian korelasi, Penelitian pengembangan dan juga Systematic Literature Review.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 257 Documents
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Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles Sobirin, Juliyat Hadi; Setiawan, Yayan Eryk; Faradiba, Surya Sari
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1981

Abstract

Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can represent with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, in the learning process, the teacher can plan a differentiated lesson by paying attention to the differences in students' cognitive styles.
Systematic Literature Review: MATHEMATICAL CONNECTIONS THROUGH PROBLEM-BASED LEARNING IN TERMS OF ADVERSITY QUOTIENT SUPONO, LILIK; Agoestanto, Arief
JME (Journal of Mathematics Education) Vol 8, No 1 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1922

Abstract

Mathematical connection is a skill needed to understand mathematical concepts and relate them to formulas taught, once taught, applied in other subjects, and also applied to the real world. Every student has differences in terms of mathematical connection ability. This is known as the Adversity Quotient (AQ). AQ is divided into three groups namely Climbers, Campers, and Quitters. Apart from the AQ review, there is an appropriate learning model to be used in improving students' mathematical connections, namely the Problem Based Learning (PBL) model. PBL is a learning model related to everyday problems. The purpose of this study is to (1) determine the effect of AQ on mathematical connection skills in the PBL learning model (2) determine the influence of AQ on mathematical connection skills.The discussion in this article uses the SLR (System Literature review) method searched from Google Scholar, Scimago Journal Rank, and Publish or Perish from 2013 to 2023. The results of this study get 22 relevant articles. Of the 24 articles studied, 14 articles concluded that mathematical connections are appropriate to use in PBL learning models and 8 articles concluded that the effect of AQ on students' mathematical connections is proportional or directly proportional. Students with a good AQ will have good math connections.
Effectiveness of Cooperative Learning Model For Enhancing Capability of Investigation tipe group Resolution on Student Mathematical Hight School S. Supratman; Akbar Nasrum
JME (Journal of Mathematics Education) Vol 3, No 2 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.845

Abstract

TThe purpose of this study are: (1) To determine the ability of mathematical problem solving class X SMA Negeri 1 Wundulako taught using cooperative learning model Group Investigation. (2)To determine the ability of mathematical problem solving class X SMA Negeri 1 Wundulakoyang taught using conventional learning model in teaching trigonometry. (3) To determine whether the mathematical problem solving ability of students taught bycooperative learning model of Group Investigationbetter than mathematics problem solving ability of students taught by conventional learning models in Class 1 Wundulako State XSMA in teaching trigonometry. This type of research used experimental method. The population in this study were all students of class X are scattered in seven classes in parallel with the number of 155 people. Sampling was conducted using random cluster sampling technique. In this study as a sample taken two classes of the population that there is a class X2 as an experimental class and class X4 as the control class. From the results of data analysis showed that: (1) average math problem solving ability X2 grade students taught using cooperative learning model type investigative groups (Group Investigation), which consists of 19 students showed minimum value maximum value 96.00 72.00 , the average (mean)87.0526, median88.00 and mode86.00, With a variance40.608And standard deviation 6.37246, (2 average math problem solving ability X4 grade students taught using conventional learning model which consists of 22 students showed 68.00 minimum value, maximum value 96, 00 average (mean)82.3636, median82,00, and mode82.00, With a variance58.147And standard deviation7.62543, (3) the results of t-test analysis using independent samples t-test obtained t =2.116 on the significant 0,005 α = 0.05then H0 is rejected and H1 accepted. With the rejection of H0, it can be concluded that the increase in mathematical problem solving ability of students taught using cooperative learning model type investigative groups (Group Investigation) is better than math problem solving ability of students taught using conventional learning models.
Analysis of the Application of STEM Approaches in Mathematics Learning in Junior High Schools Mubarik, Mubarik; Permata, Dyah; Pathuddin, Pathuddin; Anggraini, Anggraini; Nasir, Rahma; Alfisyahra, Alfisyahra; Meinarni, Welli; Fajriani, Fajriani; Desti, Desti; Rumi, Moh. Fadhel; Ulfiana, Dewi; Muazin, Muhammad
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1842

Abstract

The integration of ICT in learning is a component of 21st-century learning. Science and technology always develop rapidly from time to time.  The purpose of this study is to determine the knowledge and abilities of junior high school mathematics teachers in STEM learning. This research was also conducted to determine student knowledge related to STEM learning. This study used a mixed method. The results showed that most junior high school mathematics teachers in the Donggala district did not understand STEM/STEAM learning. The teacher has also not been able to apply the STEM/STEAM approach in the learning process. Therefore, it is hoped that mathematics teachers in the Donggala district can apply a STEAM-based approach combined with local wisdom in the Donggala district. And it is necessary to conduct training to improve teacher competencies related to STEM learning.
SELF ASSESSMENT TO KNOW UNDERSTANDING MATHEMATIC CONCEPT Deni Iriyadi
JME (Journal of Mathematics Education) Vol 3, No 1 (2018): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i1.525

Abstract

This research is a qualitative study aimed to determine the students' understanding of the concept of matter limit. The subjects were students of class XI IPA 1 SMA Negeri 1 Watampone. The concept includes the definition of the limit. Data obtained using a research instrument in the form of self-assessment and then proceed with the interview subjects were selected based on the results of self-assessment has been done before. Analysis using qualitative analysis of students' understanding of the concept of the limit concept. The results of this study indicate that students' understanding of concepts some of which are not / do not understand especially regarding definitions limit. In addition students are also wrong about the resolution limit. Students who understand the concept of limit dinyakatakan them restate concepts, including examples and classify the sample to non-completion of function and limit the right results.
Improving Students' Mathematics Learning Outcomes Through the Cooperative Learning Webbed Model at the Second Grade of SMP Negeri 3 Kolaka Ramlan, Andi Mariani; Irfan, Irfan; Hali, Fitriyani
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1749

Abstract

This study aims to improve the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka through the Webbed type of cooperative learning model. This type of research is classroom action research with research procedures covering planning, implementing actions, observing and reflecting. The implementation of the action consists of 2 cycles. Each cycle is carried out in accordance with the changes to be achieved and adjusted to the factors being investigated. Sources of research data are teachers and students of class VIIB, totaling 25 students. The types of data obtained are quantitative data obtained from learning outcomes tests and qualitative data obtained through observation sheets. The results of the study refer to the Minimum Completeness Criteria (KKM), namely at least 80% of students have obtained a minimum score of 70. From the results of the evaluation of the first cycle of action, classical completeness achieved is 63.6% (14 students from 25 students) who get a score of 70 with an average value of 68.4. From the results of the second cycle test evaluation, classical completeness was obtained as much as 86.4% (19 students from 25 students) obtained a score of 70 with an average value of 78.2. The implementation of the second cycle of action gave an increase of 22.8% from the first cycle evaluation test. So it was concluded that the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka could be improved through the webbed type of cooperative learning model.
DIFFERENCES IN STUDENTS' MATHEMATICS LEARNING OUTCOMES BETWEEN OFFLINE AND ONLINE LEARNING AT SMP NEGERI 2 PALU Rifka, Rifka Rifka; Rizal, Muh. Rizal Muh; Hasbi, Muh. Hasbi Muh; Meinarni, Welli Meinarni Welli
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1962

Abstract

This research aims to determine whether there are differences in student mathematics learning outcomes between offline and online learning at SMP Negeri 2 Palu. The research used a comparative method with a population of all students in class VIII, totalling 332 students. The sample was class VIII students who did offline and online learning, with different samples but the same abilities. The sampling technique is Purposive Sampling. The researchers took 60 samples consisting of 30 students each from classes A and B. The data collection technique was carried out by taking the even semester midterm test scores for the 2021/2022 academic year obtained by students during online learning and the even semester midterm test scores for the 2022/2023 academic year obtained by students during offline learning, with the same subject matter, namely the Pythagorean theorem. Provided that the material taught is equivalent during offline and online learning and has the same academic abilities: (1). Mathematics learning outcomes obtained an average score of 64.13 and 68.27 (2). Sig value. (2-tailed) 0.187 0.05. This means that H0 is accepted, and Ha is rejected. So, the research results show no difference in student mathematics learning outcomes between offline and online learning.
THE INFLUENCE OF INTELLECTUAL INTELLIGENCE AGAINST STUDENTS' ACHIEVEMENT IN MATHEMATICS Fitriyani Hali; Muh. Iqbal Heryanto
JME (Journal of Mathematics Education) Vol 2, No 1 (2017): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v2i1.263

Abstract

This study aimed to determine: (1) the level of intellectual intelligence of students. (2) the level of student's mathematics learning achievement. (3) the presence or absence of significant influence of intellectual intelligence on student's mathematics learning achievement. This research was conducted on 12 April until 29 April 2013 which is located at SMP Negeri 2 Wundulako. The population in this study were all students of class VIII SMP Negeri 2 Wundulako Lesson Year 2012/2013 which amounted to 110 people, where the samples used by researchers as much as 25% that is 28 people by using random sampling method. Data collection techniques for intellectual intelligence variables using intelligence test results, while for learning achievement variable using the value of report cards.  Data analysis techniques used were statistical analysis and inferential statistical analysis. From the results of the study indicated that: (1) No students (0%) had intelligence on intelligent and very intelligent category, 1 student (3.75%) had intelligent intellectual intelligence, 5 students (17,86 %) had intelligent intellectual intelligence, 19 students (67.86%) had moderate intellectual intelligence, 1 student (3.57%) had average intellectual intelligence, 2 students (0% ) had less intellectual intelligence, and no students (0%) had very little intellectual intelligence; (2) The achievement of students' mathematics learning was in good category with the amount of 1 student (3,57%) had high learning achievement of math, 25 students (89,29%) got moderate learning achievement, 2 students 7.14%) got low mathematics learning achievement, and no students (0%) had very low mathematics learning achievement; (3). There was a significant influence between students' intellectual intelligence on mathematics learning achievement of students of grade VIII SMP Negeri 2 Wundulako.
The Effect of Ms. Teams On Math Learning Motivation And Its Implications For HOTS Skills Noor, Hanif Jauhar; Agoestanto, Arief
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1971

Abstract

The ability to think higher order is one of the important abilities because every concept in mathematics is interconnected. This study aims to analyze the improvement of students' higher-order thinking skills and motivation to learn mathematics. The type of research is a combination (mixed methods) with a sequential explanatory design. The sampling technique uses cluster random sampling technique. The sample of this study was class XI IPS 4 (experiment) and XI IPS 3 (control) SMAN 3 Cirebon Instrument This study used tests, questionnaires of motivation to learn mathematics, and observation sheets of learning implementation and data analysis techniques. The results of this study were (1) the acquisition of tests using the experimental and control class N-Gain test was 0.67 and 0.43, (2) student learning motivation in the experimental and control classes was in a good category, (3) the results of the student mathematics learning motivation questionnaire obtained an average initial percentage of 67.470% to 76.405% and, (4) for the percentage of observation results of the average learning implementation of 89%. The conclusion of this study is that student learning motivation in the Microsoft Teams-assisted blended learning model can provide positive for students' higher-order thinking skills
Comparison of The Effectiveness of Scientific Approach and Problem-Solving Approach in Problem-Based Learning in Class IX of SMP Negeri 3 Pangsid Chairuddin Chairuddin; Farman Farman
JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1010

Abstract

The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and student responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level α = 0.05 with the t-test showed a significant difference in effectiveness, in terms of learning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem-solving approaches.

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