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Journal of Mathematical Pedagogy (JOMP)
Published by Universitas Negeri Surabaya
ISSN : 27157466     EISSN : 27157458     DOI : https://doi.org/10.26740/jomp.v5n1
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The aim of the Journal of Mathematical Pedagogy (JOMP) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The JoMP invites authors to submit high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Pedagogical issues in mathematics instruction, 2. Mathematics teacher knowledge and beliefs, 3. Assessment in mathematics education, 4. ICT in mathematics teaching/learning, 5. Social and cultural dimension of mathematics education,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1: December 2020" : 5 Documents clear
The 10th Grade Students' Folding Back Process in Solving Decimal Problem with Field-dependent and Field-independent Cognitive Styles Nuswantoro, Ari Wahyudi; Siswono, Tatag Yuli Eko; Khabibah, Siti
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p1-7

Abstract

The purpose of this study was to describe the folding back process of 10th grade students with field-dependent (FD) and field-independent (FI) cognitive styles in solving decimal problems. This research was conducted explorative with a qualitative descriptive approach. The subjects in this study were two students grade X at SMA Al Muslim Surabaya. The subjects chosen based on a different of the FI-FD cognitive style was carried out by giving a cognitive style test, then a group of students with a cognitive style of FI and a group of students with a cognitive style of FD were selected. This results is the GFI subject can determine the definition of a decimal number when presenting a decimal number on a ruler and at that time the GFI subject experiences folding back. Folding back also occurs when the GFI subject determines the size ratio of decimals, decimal number operations and when converting decimal numbers into fractions and percentages. Then for GFD subjects must be given a stimulus first using the original numbers given commas and zeros, then the GFD subject changes his opinion on decimal numbers.Keywords: Folding back, decimal problem, field-dependent (FD), field-independent (FI), cognitive styles
Mathematics Anxiety and Students Creative Thinking Process in Solving Number Patterns Problems Bahrudin, Eko Rahmad; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p8-17

Abstract

This research aims to describe students creative thinking process with high and low mathematics anxiety in solving number patterns problems. The research used a descriptive qualitative method. The subject of this research data was 27 students of Junior High School class VIII. The research subjects is one student with the highest levels of creative thinking ability at each level of mathematics anxiety. Data collection techniques used in this research were questionnaires, tests, and interviews. The result data of mathematics anxiety questionnaire were analyzed by summing the scores of each student. Scoring is based on a five-point Like Scale. Data analysis of the results of problem-solving tests refers to the indicators of creative thinking abilties namely fluency, novelty, and flexibility. Interview data were analyzed based on of the creative thinking, namely synthesizing ideas, generating ideas, planning the application of ideas, and applying ideas. The results showed that student with high mathematics anxiety cant understand the purpose of the tests, can only generate one solution idea. Student with low mathematics anxiety productively in generating ideas to solve the problem.Keywords: Creative Thinking Process, Mathematics Anxiety, Number Patterns.
Analysis of Google Classroom's Online Learning Motivation on Mathematics Subjects Apriana, Anik; Hidajat, Djatmiko
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p18-25

Abstract

This article aims to describe students' motivation for online learning using Google Classroom in mathematics. In this study, the method used is descriptive qualitative, involving 21 senior high school students in Sukoharjo. The data collection techniques used were questionnaires and interviews. The results showed that the motivation to learn online Google Classroom in mathematics is influenced by internal and external factors. The first internal factor, namely the desire and desire above 60% indicates a good category, supported by the results of interviews that students have the desire and desire to succeed after using learning using Google Classroom. Second, there is an encouragement and learning need above 70% in a good category, indicating that students are motivated to learn. With the interview results, students answered that the ease of using Google Classroom provided a special experience in the student learning process that gave rise to a desire and encouragement to learn. The external factor, namely the existence of interesting activities in learning Google Classroom, is considered quite effective. From the four statements given, it reaches an average of 65%, the category is sufficient which indicates that Google Classroom can be accepted by studentsKeywords: Online learning, Google Classroom, Motivation
The Effect of Learning Style on Academic Achievement of Prospective Teachers in Mathematics Education Kurniawan, Agus Prasetyo; Hartono, Sugi
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p26-31

Abstract

This study aims to determine the effect of learning styles on academic achievement of prospective teachers in mathematics education. The method used in this research is descriptive analytic with cross sectional approach. The subjects in this study were 66 students of 5th semester mathematics education teacher candidates at the State Islamic University of Sunan Ampel Surabaya, Indonesia. Data were collected by two methods, namely the questionnaire method or questionnaire through the Visual Auditory and Kinesthetic (VAK) test to collect student learning style data and the documentation method to collect student academic achievement data which was carried out by using the chi square test to see the relationship between learning styles and academic achievement. The results showed that the most student learning styles were visual learning styles (54.5%), then auditory learning styles (24.2%) and finally kinesthetic learning styles (13.6%). Furthermore, there were some students who chose more than one learning style, namely visual-auditory (3.1%), visual-kinesthetic (3.1%), and auditory-kinesthetic (1.5%). After performing the statistical test, namely the chi square test, it is obtained that X2 count = 4.497 is greater than X2 table = 3.9403 at a significant level of 0.05. This shows that there is a relationship between learning styles and academic achievement of prospective mathematics education teacher students. Keywords: learning style, academic achievement, prospective teachers, mathematics education
Improvement of Students' High Order Thinking Skills (HOTS) Ability through the Application of Van Hiele Theory Assisted by Video Animation Kairuddin, Kairuddin; Siregar, Budi Halomoan; Siregar, Nur Hasanah
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p32-39

Abstract

Geometry, which is a branch of mathematics related to visualization often makes students less motivated. Thus, the ability to think mathematically, which is suitable with Van Hiele's geometric thinking ability, need to be promoted in any interactive mathematics learning. Thus, this research is aimed at examining how students' high order thinking skills through the application of Van Hiele's theory with the help of animated videos.  Van Hiele's geometric thinking stages consist of visualization, analysis, abstraction, deduction, and rigor. To apply it, researchers used the Thiagarajan learning model known as the Four-D Model. Participants involved in this study were eleventh grade students of an Islamic secondary school in Sumatra, Indonesia. The instruments used were learning tests and student worksheets. Results indicates that Van Hiele's theory aided by video animation helps students improve students thinking skills and students experience regarding their ability to solve geometric higher-order thinking skill problems.Keywords: HOTS, Van Hiele, Geometry, Video Animation

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