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Rahmat Perdana
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Interval: Indonesian Journal of Mathematical Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30251389     EISSN : 30217857     DOI : 10.37251/ijome
Core Subject : Education,
Education Mathematics
Interval: Indonesian Journal of Mathematical Education is a peer-reviewed open-access journal established to disseminate state-of-the-art knowledge in mathematics education. Editors will review all submitted manuscripts and then evaluate them by at least two international reviewers through the double-blind review. This is to ensure the quality of the published manuscripts in the journal. Interval: Indonesian Journal of Mathematical Education Journal welcomes high-quality manuscripts resulting from a research project in the scope of mathematics education
Arjuna Subject : Umum - Umum
Articles 112 Documents
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Students' Conceptions About Flat Side Space Materials Viewed From The Cognitive Styles of Students in Junior High School Hardi, Novan; Tambo, Isaac Daniel; Fabelurin, Olanrewaju; Khaminsou, Bounmy
jurnal matematika Vol 1 No 1 (2023): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i1.610

Abstract

This research is a qualitative research using a case study research design. The subjects in this study were students of class VIII even semester at SMP Negeri 2 Bayan which consisted of one class. The interview guideline instrument was in the form of a question guide used by researchers to gather information on students' conceptions of: (1) the definition of cubes and blocks and (2) the elements of cubes and blocks. Qualitative data analysis is carried out interactively and continues continuously until complete, so that the data is saturated. Data analysis techniques in this study used the Miles and Huberman methods. The results of this study are the conception of class VIII students of SMP Negeri 2 Bayan who have a field dependent (FD) Cognitive Style in stating the definition of cubes and blocks by stating that cubes are geometric shapes that have the same sides and blocks are geometric shapes that have unequal sides, by declaring that a cube is a geometric shape that has 6 square sides while a beam is a geometric shape formed from a combination of squares and rectangles, by stating that a cube is a figure whose sides are the same while a block is a figure that has length , width, and height.
Thinking Process of Mathematics Education Students in Problem Solving Proof Yohanie, Dian Devita; Botchway, Gloria A.; Nkhwalume, Alakanani Alex; Arrazaki, Mohammed
jurnal matematika Vol 1 No 1 (2023): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i1.611

Abstract

This type of research is quantitative research. This study used document analysis, interviews and evidence problem solving task instruments. Qualitative data analysis was carried out interactively. The results of this study are the thinking processes of 2nd semester Mathematics Education students who have high learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven. The thinking process of 2nd semester Mathematics Education students who have moderate learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entry phase of the thought process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequence as what must be proven. The thinking process of 2nd semester Mathematics Education students who have low learning achievements. Solving the problem of proof in a direct way, contraposition, and contradiction in the entering phase of the thinking process activity obtained is the same, that is, the subject understands the problem by writing down the antecedents as what is known and the consequent as what must be proven
Analysis of Student's Misconceptions in The Subject Material Circle in View of Learning Readiness and Student's Think Style Wardani, Endang Purwati; Fantaye, Abayneh Kebede; Ade, Jimoh Azeez
jurnal matematika Vol 1 No 1 (2023): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i1.612

Abstract

The aims of this study were: (1) to find out the characteristics of misconceptions, and (2) to find out the causes of misconceptions in class XI students in the 2013/2014 academic year on the equation of a circle and the equation of a tangent line. circle seen from the readiness and learning styles of students. Qualitative research was applied in this research. The research subjects were eleventh grade students of SMA Negeri 3 Surakarta. Data sources were taken from informants (students), documentation (questionnaire), and tests. Data collection was carried out using interviews, diagnostic tests, and questionnaires. Data validity uses source triangulation. Data analysis uses the concept of Miles and Huberman, namely data collection, data reduction, data presentation, and drawing conclusions.
Improving Mathematics Learning Outcomes Through the Consideration Model for Class VII Students Fitriah, Fitriah; Akorede, Asanre; Agyei, Emmanuel
jurnal matematika Vol 1 No 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.771

Abstract

Purpose of the study: The current research aims to determine student learning outcomes in class VII which are improved through the application of a decision-making model, namely the consideration model. Methodology: This research uses the classroom action research method, the sample involved in this research is class VII students. There are several research procedures that will be carried out, namely: planning, action, observation, and reflection. The quantitative data analysis technique is descriptive statistical analysis, while qualitative data is assessed verbally when observing the learning process. Main Findings: Based on the results of research and descriptive analysis, the average value of mathematics learning outcomes after implementing the Consideration Model in cycle I was 64.80. Meanwhile, the average value of learning outcomes after implementing the Consideration Model in cycle II was 77.83. Class VII students' mathematics learning outcomes have increased. This increase is caused by the learning techniques used which can increase student activity and reduce student tension in learning mathematics. Novelty/Originality of this study: Previous research aimed to determine the model of consideration and value clarification in improving affective abilities. Meanwhile, this research is new in improving students' mathematics learning outcomes through the consideration model.
Application of the Numbered Head Together Type Cooperative Learning Model to Improve Student Learning Outcomes in Mathematics Subjects Dessi, Langga Cintia; Shah, Mansi
jurnal matematika Vol 1 No 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.773

Abstract

Purpose of the study: The aim of this research is to determine the increase in student learning outcomes in mathematics subjects, the subject of relationships between units, after implementing the Numbered Head Together (NHT) cooperative learning model for students. Methodology:This research uses Classroom Action Research. The research subjects in this study were third grade elementary school students. The research instruments are test questions, interview guide sheets, and observation guide sheets. Main Findings: The research results obtained in the first cycle were 8 students or 34.78% of students who completed their studies and 15 students or 65.21% who had not completed their studies with an average score of 49.13. In cycle II the number of students who completed increased to 16 students or 66.7% and those who had not completed decreased to 8 students or 33.3% with an average score of 62.5. In the implementation of cycle III, the number of students who completed it reached 22 students or 91.67% and only 2 students or 8.3% did not complete it with an average score of 85.20. Novelty/Originality of this study: The novelty of this research is the latest in this research is the selection of learning models, especially the Numbered Head Together (NHT) cooperative learning model. Through this NHT type cooperative learning model, students can freely express their opinions and learn to respect other people's opinions while still referring to the material and learning objectives so that they can improve student learning outcomes.
The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education Sari, Renta; Omeiza, Idris Ibrahim; Mwakifuna, Monica Asagwile
jurnal matematika Vol 1 No 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.776

Abstract

Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education. Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics. Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts. Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.
The Influence of Teacher Teaching Creativity on Student Learning Outcomes in Mathematics Subjects Hardyanti, Venny Siti; Lateef, Hanny; Abbas, Sagir Adamu
jurnal matematika Vol 1 No 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.778

Abstract

Purpose of the study: to determine the influence of teacher teaching creativity on student learning outcomes in the first semester of fifth grade mathematics in elementary schools. Methodology: The method used is quantitative with a quantitative descriptive research design, data analysis using inductive statistics with research instruments, namely interviews, observation questionnaires and documentation. Main Findings: The results of this research show the teaching creativity of Class V Mathematics Teachers at Sdit Rabbi Radhiyya. does not have a big influence on the learning outcomes of students in the first semester of class V in mathematics, this can be seen from the results of the data analysis obtained, namely 0.174. It is very evident that in the learning process teachers still use the lecture method. Novelty/Originality of this study: It is hoped that this research can provide information for readers and interested parties in knowing the influence of teacher teaching creativity on student learning achievement.
Efforts to Improve Mathematics Learning Outcomes Using Napier Bone Teaching Aids for Elementary School Students Fakhroni, Ahmad Alfiyan; Puotier, Zutaah
jurnal matematika Vol 1 No 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.779

Abstract

Purpose of the study: This research aims to improve mathematics learning outcomes in multiplication calculation operations using Napier bone teaching aids so that an active, creative, enjoyable learning process can be produced and ultimately complete learning outcomes can be achieved. Methodology:This research was conducted using mixed methods, namely quantitative methods and qualitative methods. The qualitative method was carried out using a type of classroom action research. Meanwhile, quantitative methods use observation techniques, and formative tests are analyzed using descriptive techniques. The sample for this research was 33 fourth grade elementary school students, consisting of 16 boys and 17 girls. The sampling technique uses simple random sampling. Data analysis techniques use percentage statistics and qualitative using miles and huberman. Main Findings: The results of observations carried out in cycle I followed by a formal test showed data in the form of a class average result of 45.75. In cycle II the average student formal test result was 61.21 and the difference between cycles I and II proved that there was an increase in student learning outcomes. In cycle III the average formal test result was 72.12. Meanwhile, the students' achievement of the Minimum Completeness Criteria ) has been achieved in accordance with the class KKM achievement standard, namely 87.9%. Novelty/Originality of this study: The novelty of this research is that it is a means of creating interesting activities and games that encourage direct learning and foster a deeper understanding of multiplication.
Comparing the Impact of Problem Solving vs. Problem Posing Approaches on Mathematics Achievement in Junior High School Wirnayanti, Wirnayanti; Craig, Jeffrey; Malatjie, Jeffrey Fourrie
jurnal matematika Vol 2 No 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i2.1094

Abstract

Purpose of the study: The purpose of this research is to describe students' mathematics learning outcomes using a problem solving approach, describe students' mathematics learning outcomes using a problem posing approach, and to find out differences in mathematics learning outcomes between those using the problem solving and problem posing approaches. Methodology: This research is a type of quasi-experimental research with the Nonequivalent Posttest-Only Control Group Design. The population in this research is all students of class VIII junior high school Muhammadiyah 1 Makassar in the 2018/2019 academic year and the sample from this research consists of 2 classes, where the two classes will receive different treatment, namely the first class uses the Problem Solving approach and the second class uses the Problem Posing approach, with a total of 25 students for the Problem Solving approach and also 25 students for the Problem Posing approach. Main Findings: The results of this research are that there are differences in the average results of learning mathematics through the Problem Solving approach and the Problem Posing approach. Where in the Problem Solving approach the average learning outcome value is 82.96 with a standard deviation of 4.78, and the average learning outcome in the Problem Posing approach is 87.88 with a standard deviation of 7.36. Novelty/Originality of this study: This study provides new insights into how problem solving and problem posing approaches affect the mathematics learning outcomes of grade VIII students.
Exploring the Effectiveness of the Learning Cycle Model in Enhancing Mathematics Learning for Students Binti M, Mardatillah; Adeshina, Abimbola Nurudeen Gbolahan
jurnal matematika Vol 2 No 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i2.1144

Abstract

Purpose of the study: This study aims to determine the effectiveness of implementing the Learning Cycle model in mathematics learning.. Methodology: This type of research is pre-experimental research with The One Group Pretest-Posttest Design. The sampling technique in this study is by Multistage Sampling. The research instruments used are learning outcome tests, student activity observation sheets, and student response questionnaires. The data analysis used is descriptive analysis and inferential analysis.. Main Findings: 25 students or 89.29% achieved individual completeness and 3 students or 10.71% did not achieve individual completeness. This means that classical completeness was achieved with a normalized gain value of 0.70 in the high category. Based on this, the application of the Learning Cycle model is effective in learning mathematics for students. Novelty/Originality of this study: This study offers a new perspective by showing that the application of the Learning Cycle model significantly improves students' conceptual understanding and mathematical problem-solving skills compared to conventional learning approaches.

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