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.
Articles
282 Documents
<![CDATA[THE EFFECT OF USING MATHEMATICAL SOFTWARE IN UNDERSTANDING MATERIAL IN STATISTICS COURSES ]]>
<![CDATA[Akbar Akbar Nasrum]]>;
<![CDATA[S. Supratman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 4, No 1 (2019): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jomedu.v4i1.846
<![CDATA[This research was conducted at the Sembilanbelas November Kolaka University. This study aims to show the effect of the use of software in learning on the understanding of statistical material. The material discussed is the data normality test. To achieve that goal the researcher measures the understanding of student material before and after use of the software. Next, data analysis is done by comparing the results of the pre-test and post-test that have been obtained. The final result of the study shows that use mathematical software has a very significant effect of statistical material understanding, especially in data normality testing.]]>
<![CDATA[Interest in Gamification Learning Based on Student Learning Styles ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Marniati Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1586
<![CDATA[This study aims to analyze student interest in gamification-assisted learning in terms of student learning styles. This research is a type of descriptive research using a qualitative approach. The subjects are students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, USN Kolaka, a research course program with 20 students. The data collection technique used in this research is to use a questionnaire. The instrument used in this study was a questionnaire of learning styles and interest in learning in gamification-assisted learning. According to Miles and Huberman, the data analysis technique used in this study is a qualitative data analysis technique, namely data reduction, data presentation, and conclusion drawing. The results showed (1) the average student interest in gamification-assisted learning with word walls was in the high category, (2) student learning styles in research subjects mostly tended to be multimodal (60%), and (3) students with unimodal learning styles have high interest, bimodal, and trimodal learning styles have a very high interest in learning with gamification-assisted learning.]]>
<![CDATA[STUDENT'S ABILITY IN EXPLAINING THE CONCEPT OF SOLID FIGURE'S VOLUME REVIEWED FROM VISUALIZER VERBALIZER COGNITIVE STYLE ]]>
<![CDATA[Rohmah Indahwati]]>;
<![CDATA[Fetty Nuritasari]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1733
<![CDATA[The purpose of this study was to describe student's ability to explain the concept of solid figure's volume reviewed from visualizer-verbalizer cognitive style using the Cognitive Style Test developed by Mendelson Thorson. This study used a qualitative approach and the data collection technique was carried out by giving tests about the concept of solid figure's volume and interviews. The indicators used to measure students' ability to explain the concept of solid figure's volume are, (1) Providing information in accordance with mathematical concepts (2) Information systematically organized with the aim of showing a mathematical relationship (3) using and selecting procedures or operations certain exactly. The results showed that both visualizer subjects (SV) and verbalizer subjects (SB) were only able to fulfill the first indicator in explaining the concept, both of them just can mention the formula of pyramid's volume. Meanwhile, to explain the concept of ball's volume, SV does not meet the third indicator, SV did not use the right mathematical procedures or operations. Both subjects showed characteristics that matched their cognitive style, namely SV was more flexible in providing explanations through pictures and SB preferred to make explanations in the form of descriptions.]]>
<![CDATA[DESCRIBE REASONING OF STUDENTS IN COMPLETING THREE-DIMENSIONAL PROBLEM-SOLVING ]]>
<![CDATA[N. Nisraeni]]>;
<![CDATA[Dwi Risky Arifanti]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 3, No 1 (2018): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v3i1.526
<![CDATA[This study aims to describe reasoning by highly capable subjects (ST), medium-impacted subjects (SS), and low-ability subjects (SR) in completing three-dimensional problem-solving tasks. This research is a qualitative descriptive research. Instruments in this study are researchers as the main instrument guided by the task of solving problems Mathematics and interview guidelines are valid. The subjects of this study were students of class XI IPA C consisting of 3 people (high-ability subject (ST), medium-skilled subjects (SS), and low-ability subjects (SR)). The research process follows the steps of: (a) formulating the reasoning indicator in solving Mathematics problem, (b) formulating the supporting instrument (valid problem solving task of Mathematics and interviewing), (c) did research subject taking, (d) perform data retrieval to uncover students' reasoning in Mathematical problem solving, (e) do triangulation techniques to obtain valid data (f) perform analysis of student reasoning data in problem solving, (g) conduct discussion of result of analysis, (h) make a conclusion of research result. The results of a highly capable subject study show: 1) in understanding the problem using inductive reasoning type analogies, 2) planning completion using inductive reasoning, 3) carrying out the settlement plan using inductive and deductive reasoning, 4) re-examining using common procedures. While for the subject of moderate ability and low-ability subjects in solving problems only meet one reasoning indicator that is filed allegations (inductive type of analogy) is at the stage of understanding the problem. By looking at the students' abilities teachers need to provide non-routine questions so that students are better trained in reasoning and able to develop students' communication skills both in the learning process and in the community environment.]]>
<![CDATA[The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education ]]>
<![CDATA[Andreas M. Zendler]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1137
<![CDATA[This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a significant result in the digitization of instructional methods.]]>
<![CDATA[Analysis of Mathematical Reasoning Ability Viewed from Student Learning Motivation ]]>
<![CDATA[Hesti Marianah]]>;
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v5i2.1758
<![CDATA[This study aims to describe mathematical reasoning abilities in terms of student motivation in class VIII SMP Negeri Satap 1 Lambandia. This type of research is qualitative. The subjects of this study consisted of 20 students of class VIII SMP Negeri Satap 1 Lambandia. The instrument used is a mathematical reasoning ability test consisting of 4 questions, a learning motivation questionnaire consisting of 16 statements, and interview guidelines. The results showed that; 1) The average mathematical reasoning ability of students is 40.78 which is in the fairly low category. Many students who have a high level of ability score is 1 (5%), students with a moderately low ability score of 10 (50%), and many students who have a low ability score are 9 (45%); 2) The number of students with high levels of learning motivation is 7 students (35%), moderate learning motivation is 5 students (25%), and low learning motivation is 8 (40%); 3) Students with high learning motivation have the highest average ability with an average score of 48.66 with quite low criteria, followed by students with moderate and low learning motivation with scores of 40 and 35.15, both of which are in the criteria low. Subjects with high learning motivation are generally able to understand 3 indicators of mathematical reasoning, namely using patterns and relationships to analyze mathematically, estimate the completion process and develop valid arguments using systematic steps. Subjects with moderate and low learning motivation were only able to understand 3 indicators, namely using patterns and relationships to analyze mathematically, estimate the completion process and develop valid arguments using systematic steps. So it can be said that high, medium and low learning motivation has the same level of reasoning ability, namely in the low category.]]>
<![CDATA[THE DIFFERENCE OF LEARNING ACHIEVEMENT USING COOPERATIVE LEARNING MODEL APPLIED ON THE GRADE VIII STUDENTS OF SMP NEGERI 1 KOLAKA ]]>
<![CDATA[Supratman Supratman]]>;
<![CDATA[St. Rahma]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 2, No 1 (2017): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v2i1.288
<![CDATA[The design of this research was experiment and aimed to know whether there was difference of learning result of mathematics between students taught by using cooperative learning model type TSTS, NHT, and STAD. The population in this study was all students of class VIII SMP Negeri 1 Kolaka academic year 2015/2016 while the sample taken was by Cluster Random Sampling technique. Techniques of collecting data used test and observation technique. To get a representative test, the validity and reliability test were conducted. The data obtained were analyzed using normality test, homogeneity test, and One Way Anova test. From the analysis result, it was found that the initial analysis for normality test at 5% level (n = 26) obtained Dtabel = 0,264 while Dcount = 0.0975 (experiment class I) Dcount = 0.1668 (experiment class II) and Dcount = 0.1451 (control class), Because Dcount Dtable then H0 was accepted so the data was normally distributed. For homogeneity test at 5% level (n = 78) obtained F (0.05, 2, 75) = 3.12 and L = 2.364 Since L Ftable then H0 was accepted so the data was homogeneous. With One Way Anova test obtained Fcount = 13.427 and at 5% level obtained (2:75) Ftable = 3.12 for Fcount Ftable then H1 was accepted so there were differences in learning outcomes between students taught using cooperative learning model type TSTS, NHT and STAD. Since H1 was accepted then a further test was conducted using scheffe t test. At level of 5% (dk = 50) obtained ttable = 2.0085 and tcount = 5.181. Because tcount ttable then H1 was accepted so the mean result of students' mathematics learning taught by model of cooperative learning type TSTS was better than mean result of cooperative learning type STAD. At 5% level (df = 50) obtained ttable = 2.0085 and tcount = 2.6429. Because tcount ttable then H1 was accepted so the mean result of students' mathematics learning taught by model of cooperative learning type NHT was better than cooperative learning type STAD. At level 5% (df = 50) obtained ttable = 2.0085 and tcount = 2.5387. Because tcount ttable then H1 was accepted so the mean result of students' mathematics learning which was taught by cooperative learning model of TSTS type was better than mean of mathematics learning result of student taught by NHT type.]]>
<![CDATA[Applying Cognitive Conflict Strategy to Develop Mathematical Critical Thinking Ability and Character of Students ]]>
<![CDATA[Luh Putu Arya Putri Adnyani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v5i1.1174
<![CDATA[This study aims to design a valid, effective, and practical learning trajectory with a cognitive conflict strategy in developing critical thinking ability and character of students on set topic learning. In learning, counter-information and guided question were given to guide the students to manage built conflict. This research is a three-stage design study with the following steps: initial preparation and design, real field implementation, and retrospective analysis. Data on student's critical thinking skills were collected through student's works in worksheets, post-test results, and interviews. As for the character of the students were seen from the observations during the learning activities. The collected data are analyzed descriptive-qualitatively. The learning trajectory of this design study had the following characteristics: The students are observing and relating the problem with their prior understanding or information they got from the sources. Students are directed to comparing and writing arguments from the counter information given to choose the correct answer. The students are realizing or finding the correct information and construct their comprehension or understanding. The students are giving conclusions and finding their method to solve the problems.]]>
<![CDATA[Math Picture Story Media: Its Implementation On Learning Outcomes And Motivation Of Elementary School Students ]]>
<![CDATA[Marlin Blandy Managgel]]>;
<![CDATA[Widya Ramadhani]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 1 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i1.1911
<![CDATA[This study aims to find the effect of mathematics picture story media on elementary school students' learning outcomes and motivation. This research is a pseudo-experimental research with a post-test-only control group design. Samples were taken randomly from two elementary schools in Saparua District, namely 20 students of SDN 318 Central Maluku (experimental class) and 20 students of SD Kristen Tiouw (control class), with a total sample of 40 students. The research instruments used were the learning outcomes test and motivation questionnaire. The data were normally distributed and homogeneous based on the normality and homogeneity test results. The data obtained were analyzed using a t-test with a t-value of 3.429 2.864 t table and sign. 0.020 (α 0,05). The analysis results showed a significant difference in the mathematics learning outcomes of students taught with and without picture story media. At the same time, there is no difference in the learning motivation of students taught with and without picture story media. So there is a significant influence of picture story media on mathematics learning outcomes and student motivation. Another factor that affects student motivation is creating fun learning.]]>
<![CDATA[THE EFFECT OF APPLICATION OF PROBLEM BASED LEARNING AGAINST PROPORTIONAL REASONING ABILITY BASED ON VOCATIONAL STUDENTS’ ACHIEVEMENT MOTIVATION ]]>
<![CDATA[Fitriyani Hali]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 1, No 2 (2016): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jomedu.v1i2 July.49
<![CDATA[Proportional reasoning abilities of students is still relatively low, as seen from the student is unable to determine strategy which was to solve the problem of disproportionate and students cannot identify relationships that existed at the multiplication of proportional reasoning problems. So the purpose of this study was to: (1) Know the difference effect of the application of the model problem based learning and conventional learning models to proportional reasoning abilities of students; (2) Know the difference effect of the application of the model problem based learning and conventional learning models to special proportional reasoning abilities of students who have high achievement for motivation, medium, and low. The population in this study was all class XI student of SMK Tunas Husada Kendari. The sampling technique in the study was to directly take the sample without any randomization task because the parameter or population was not homogeny. The treatment and control class were determined based on the number of sample taken and divided in half and half. The results of the analysis of descriptive and inferential analysis using two different test Mean of data of N-gain for proportional reasoning abilities of students can be concluded that: (1) 88.24% of students who have high proportional reasoning ability and 11.767% of students who have the proportional reasoning ability was once taught by learning problem based learning; (2) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning abilities of students; (3) Application of problem based learning models had a greater impact than conventional learning models to proportional reasoning ability, good students with high achievement motivation, medium or low.]]>
