Jurnal Edukasi dan Penelitian Matematika
Jurnal Edukasi dan Penelitian Matematika is a journal on mathematics education. The Journal publishes articles of research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, and evaluation of learning from many kinds of research such as surveys, research and development, experimental research, classroom action research, etc.
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<![CDATA[PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) MATERI BARISAN UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP PESERTA DIDIK KELAS XI SMA ]]>
<![CDATA[Wahyuni, Dilla]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.15173
<![CDATA[Modules may be used to educate. School modules don't relate the information to the actual world and deliver the ideas and material straight. This may affect underdeveloped kids' arithmetic skills. Therefore, developing valid, practical, and effective RME-based modules to increase students' concept comprehension. The Plomp development model is used in this R&D. Preliminary research, prototyping, and evaluation are the research steps. The designed module was valid with an average of 86.79%, practical in the small group assessment stage with 81.59%, and practical at the field test stage with 81.41%. The field test showed that the curriculum improved SMA N 4 Bukittinggi students' concept comprehension.Keywords – Module, Realistic Mathematic Education, Concept Understanding, Plomp]]>
<![CDATA[PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII SMP ANGKASA LANUD SUTAN SJAHRIR PADANG ]]>
<![CDATA[Sari, Yudia Mila]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.14989
<![CDATA[The best problem-solving abilities should result from students' mathematical mastery. The class VIII pupils at SMP Angkasa Lanud Sutan Sjahrir Padang, however, only have rudimentary knowledge of how to solve mathematical problems, according to the results of the initial test. This is a result of the learning model being employed not prioritizing student learning (observation) and the fact that students are unfamiliar with problems that call for problem-solving (interview). A solution to these issues is provided by the problem-based learning (PBL) instructional model. This study sought to ascertain whether eighth-grade students at SMP Angkasa Lanud Sutan Sjahrir Padang are more adept at solving arithmetic problems while utilizing the Problem based learning learning model than when using the direct learning model. This study was a pseudo-experimental design with non-equivalent posit test and only one control group. Students in the 8th grade at SMP Angkasa Lanud Sutan Sjahrir Padang Academic Year 2022/2023 served as the study's sample. In a straightforward random sampling method used to choose research samples, class VIII.1 serves as the experimental class and class VIII.2 serves as the control class. The P-value = 0.002 was found with a significant level (? = 0.05) based on the analysis of the test results for mathematical problem-solving skills. As a result, H0 is disregarded. Problem based learning learners in the eighth grade perform mathematical problem solving tasks more effectively than direct learners.Keywords- Problem based learning, Problem solving]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII SMP ]]>
<![CDATA[Ulfah, Nadia Eza]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.14957
<![CDATA[This research compares the problem-solving abilities of students who learn directly with those of students who use the Think Talk Write (TTW) cooperative learning technique. Students in grade VIII of SMPN 12 Padang participated in this study, which employed a non-equivalent control group design. A test for solving mathematical problems served as the study's instrument. Essay questions made up the majority of the test. The goal of data analysis of test results for mathematical problem-solving skills is to determine whether the tested hypothesis is accepted or rejected. According to the findings, pupils who learnt utilizing this learning technique had greater problem-solving abilities than those who learned from teachers directly. This demonstrates how effective this form of cooperative learning is in enhancing students' capacity to solve mathematical issues. As a result, this study offers proof that TTW cooperative learning strategies can help students become better arithmetic problem solvers.Keywords– Mathematical problem-solving, Cooperative learning, Think Talk Write.]]>
<![CDATA[ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL MATEMATIKA BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA) PESERTA DIDIK DI KELAS IX SMP NEGERI 20 PADANG ]]>
<![CDATA[Irviony, Tiara]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.15134
<![CDATA[Achievement of learning mathematics can be seen through evaluation. However, the results of the evaluation in class IX of SMP Negeri 20 Padang are still low. This is because students make mistakes in solving questions. Therefore, an analysis of these errors was carried out to measure the quality of student answers. One solution to measure the quality of students' answers is by using error analysis based on Newman's Error Analysis (NEA). The errors studied were based on indicators of Newman's errors. This type of research is descriptive with research subjects as many as ten class IX students of SMPN 20 Padang. The results showed that the research subjects tended to make (a) mistakes in reading the questions in the form of mistakes in reading the important information in the questions and not using that information to solve the problems; (b) problem transformation errors in the form of not being able to transform the questions into patterns and sequences or being able to find patterns in the questions, but are wrong; (c) problem transformation errors in the form of not being able to transform the questions into patterns and sequences or being able to find patterns in the questions, but are wrong; (d) Errors in writing the final answer in the form of not writing down the answer, making a mistake at the previous stage or not completing the calculation according to what the question asked for.Keywords– Error Analysis, Newman Error Analysis, Mathematics]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS XII MIPA ]]>
<![CDATA[Putri, Auliya]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.15094
<![CDATA[One thing that helps educators understand students’ abilities in learning mathematics is mathematical communication. However, math communication abilities are lacking among class XII MIPA SMAN 6 Padang students. This study explores how students' mathematical communication abilities are impacted by and developed by the Think-Pair-Share (TPS) cooperative learning approach. With a Randomised Control Group Only Design, a quasi-experimental methodology was used in this investigation. By gathering samples using standard random sampling techniques, 177 students from class XII at SMAN 6 Padang as the research population. Instruments included maths tests and quizzes. The data analysis gave the t-test a =0.000. P-Value 0.05 or lower rejects H0. Thus, cooperative learning of the TPS kind enhances students' mathematical communication abilities.Keywords– Mathematical Communication Ability, Cooperative Learning, Think-Pair-Share (TPS)]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XI MIPA SMA ADABIAH 2 PADANG ]]>
<![CDATA[Putri, Salsa Dilla]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
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DOI: 10.24036/pmat.v12i3.15035
<![CDATA[An understanding of mathematical concepts really helps students gain a good foundation for other basic skills such as reasoning, communication, communication and problem solving. The reality on the ground presentation that concepts understanding in mathematical by students is still weak. Lack understanding of concepts was also found during daily assessments with trigonometry material in class XI MIPA SMA Adabiah 2 Padang. The solution to this problem is the application of a jigsaw cooperative learning model. The research purpose was to analyze whether concepts understanding in mathematical by students who learned using the Jigsaw cooperative learning model was better than direct learning and to describe the development concepts understanding in mathematical by students during the application of the Jigsaw cooperative learning model. The research type is quasy experiment and descriptive research and the research design is static group comparison. While the population is all students of class XI MIPA Adabiah 2 Padang. The instruments used are quizzes and tests of concepts understanding in mathematical. Quiz data analysis resulted in the conclusion that there was a development of each indicator of concepts understanding in mathematical by students during the application of the jigsaw model. The results of the hypothesis show that reject because . So it means that concepts understanding in mathematical by students who learn using the model of Jigsaw cooperative learning is better than using learning by directed.Keywords– Cooperative Learning Model Type Jigsaw, Understanding Of Mathematical Concepts]]>
<![CDATA[PENGARUH MULTIMEDIA INTERAKTIF TERHADAP KECEMASAN MATEMATIS DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMPN 13 PADANG ]]>
<![CDATA[Putra, Rhonaldo Perdana]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.15143
<![CDATA[This research aims to analyze the impact of using interactive multimedia on students' mathematical anxiety and mathematical communication abilities. The study employs a One Group Pretest-Posttest Design, involving an experimental class without a control group. The research sample was selected using a purposive sampling technique from the 8th grade of SMPN 13 Padang in the Academic Year 2022/2023. The results show a significant influence of interactive multimedia on students' mathematical communication abilities, supported by the Paired Samples T-Test and N-Gain hypothesis tests. Most students experienced an improvement in their mathematical communication abilities, falling into the high and moderate categories. The same positive effect was observed regarding students' mathematical anxiety, as indicated by the Paired Samples T-Test and N-Gain tests. Most students showed a decrease in mathematical anxiety, falling into the high and moderate categories. Overall, interactive multimedia has proven effective in enhancing students' mathematical communication abilities and reducing mathematical anxiety at SMPN 13 Padang. However, some limitations, such as generalization due to limited sample size, short treatment duration, and reliance on single multimedia, need attention. Further research is needed, involving more schools to better understand the influence of interactive multimedia on students' mathematical communication abilities and mathematical anxiety.Keywords – Interactive Multimedia, Mathematical Anxiety, Mathematical Communication]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN CORE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII SMP NEGERI 34 PADANG ]]>
<![CDATA[Surry, Salsa Billa]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.14963
<![CDATA[The ability in mathematics that must be possessed includes skills in solving problems. Students in class VIII SMP Negeri 34 Padang still cannot achieve optimal mathematical problem solving skills. In order for this problem to be resolved, one effort that can be attempted is to apply the Connecting, Organizing, Reflecting, and Extending (CORE) learning model. This study intends to compare the effectiveness of the CORE model and the direct learning model in maximizing mathematical problem solving abilities. This study used a quasi-experimental type and nonequivalent posttest only control group design. The research that will be examined has a population of class VIII SMP Negeri 34 Padang in the 2022/2023 academic year. The research sample was obtained through simple random sampling by drawing lots. The instrument used in the research is the final test of mathematical problem solving ability, which intends to test the research hypothesis. Based on the results of the hypothesis test with a significant level / α = 0.05, a P-value = 0.000 is obtained which is <0.05 so that H0 is rejected. This indicates that the mathematical problem solving abilities of students who learn by applying the CORE model are superior compared to those who learn by direct learning model. This finding shows that students who use the CORE learning model have superior abilities in solving mathematical problems compared to students who use the direct learning model. Keywords – Connecting, Organizing, Reflecting, and Extending (CORE) Learning Models, Mathematical Problem Solving Ability, Direct Learning Models.]]>
<![CDATA[PENGARUH PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK DI KELAS VIII ]]>
<![CDATA[Ningrum, Adella Sekar]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
Publisher : <![CDATA[Departemen Matematika ]]>
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DOI: 10.24036/pmat.v12i3.15063
<![CDATA[Mathematical mastery necessitates a proficiency in problem-solving. Lesson plans are not always the most effective method to help students develop these abilities. According to studies, problem-solving skills are still deficient among learners. Based on the results of examinations administered to eighth graders, this was also observed at SMPN 7 Padang. Realistic Mathematics Education (PMR) is an approach for overcoming this issue. The purpose of this study is to determine whether students who learn using the PMR method have superior mathematical problem-solving skills compared to those who learn using the conventional method. This study also seeks to describe the development of students' mathematical problem-solving skills following the implementation of the PMR method. This study employs a quasi-experimental and descriptive design with a non-equivalent posttest-only control group. The research population consisted of all eighth-grade SMPN 7 Padang students. As research instruments, descriptive-formatted tests and quizzes were utilized. According to data analysis, students who learn using the PMR approach have superior problem-solving abilities compared to students who learn using conventional approaches, and after using the PMR approach, students' mathematical problem-solving abilities improve.Keywords – Conventional Approach, Realistic Mathematics Education Approach, Problem Solving Ability]]>
<![CDATA[ANALISIS KESALAHAN PESERTA DIDIK DALAM MENYELESAIKAN SOAL KONEKSI MATEMATIS BERLANDASKAN ANALISIS KESALAHAN NEWMAN DI KELAS VII MTsN 1 PADANG ]]>
<![CDATA[Ananda, Elsa Riski]]>
<![CDATA[ Jurnal Edukasi dan Penelitian Matematika Vol 12, No 3 (2023): September ]]>
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DOI: 10.24036/pmat.v12i3.15108
<![CDATA[Mathematical connection ability is defined as a skill that is needed when learning mathematics, in fact, class VII students of MTsN 1 Padang who make mistakes when working on mathematical connection problems. For this reason, an analysis of student errors was carried out in solving mathematical connection problems. This study aims to describe the mistakes made by class VII students of MTsN 1 Padang in solving mathematical connection problems based on Newman's error analysis. The type of research used in this study was descriptive research with a qualitative approach with 6 research subjects selected based on high, medium and low skills. For each skill, 2 students were selected based on variations in answers. The results showed that the types of errors made by class VII students of MTsN 1 Padang in solving mathematical connection questions based on Newman's error analysis consisted of 31% reading errors, 25% understanding errors, 52% transformation errors, 52% processing skills errors. by 62%, and wrong in writing the final answer by 61%.Keywords– Analysis of Student Errors, Newman’s Error Analysis, Mathematical Connection Ability.]]>
