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Tatag Yuli Eko Siswono
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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
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Search results for , issue "Vol. 2 No. 2: July 2021" : 5 Documents clear
Using Story as an Instructional Strategy to Teach Mathematics. Junkin, Samantha Faye
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p52-58

Abstract

Most instruction focuses on procedural learning. Students dont understand why they are doing mathematical procedures and mimicking the teacher. While conceptual learning has been proven to increase student achievement. Story is an instructional strategy that conceptually teaching mathematics. Students become emotional invested and apply their mathematical learning to make predictions.
Creative Thinking Ability of Visual-Dominant and Visual-Kinesthetic Students in Solving Statistics Problems Fadlilah, Chusnul; Karim, Karim; Hartono, Sugi
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p40-51

Abstract

Creative thinking ability is a personal ability to carry out mental activities to produce an innovative new product. This study aims to analyze the level of creative thinking ability (LCT) of students with visual-dominant and visual-kinesthetic learning styles in solving statistics problems. Participants of this qualitative research are two junior high school students in 8th grade. The participant selection using purposive sampling technique, namely subjects who have a visual-dominant and visual-kinesthetic learning style. The instrument consisted of a learning styles questionnaire, the statistical problem-solving test, and task-based interviews. The indicators used to assess creative thinking products include fluency, flexibility, and originality. The data collected to be analyzed using the data source triangulation technique (reducing, presenting, verifying, and conclusions). The results showed that students who had a visual-dominant learning style met the indicators of fluency and originality. So, he was categorized at LCT 3 (creative). Meanwhile, students who have a visual-kinesthetic learning style only meet fluency indicators, so he was categorized at LCT 1 (almost not creative).
Profile of Collaborative Problem Solving among XI Grade Students in Solving Financial Mathematics Problems Hikmah, Nur Hidayatul; Siswono, Tatag Yuli Eko; Zahri, Mohammad
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p82-91

Abstract

The aim of this research is to describe CPS profile of XI grade students in solving financial mathematics problem. The subject of this research was three pairs of XI grade students which: a pair student consisting of medium-high ability students, a pair student who are both had high ability and a pair student consisting of low-medium ability students. The result showed that a pair student who are both had high ability were able to answer all the question correctly. A pair student consisting of medium-high ability students almost answered all the questions correctly and a pair student consisting of low and medium ability students were unable to answer all the questions correctly. A pair student who are both had high ability and a pair student consisting of medium-high ability students able to design and do problem solving activities well. They also able to work well together when solving the problems. However, a pair student consisting of low-medium ability students unable to design and do the problem solving activities well. They also unable to work well together when solving the problem and tend to work individually. It can be said that based on collaborative problem solving indicators and problem solving result obtained, collaborative problem solving in a pair student who are both had high ability much better than othes.
The Effect of Guided Discovery Learning Model towards the Mathematics’ Critical Thinking Ability on Secondary School Students Samron, Samron; Arua, Afudin La
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p59-67

Abstract

This study is aimed to determine the effect of guided discovery learning model on mathematical thinking ability of secondary school students. This study was a quasi-experimental study involving students in the VIII grade at SMP Negeri 9 Baubau, Southeast Sulawesi Province. T-test analysis is used to analyze the collected data. The findings revealed that (1) the guided discovery learning model had a significantly better on improving students. Mathematical critical thinking skills than the direct learning model; (2) both classes experienced an increase in every aspect of mathematical critical thinking skills, but the the guided inquiry learning model had asignificantly higher increase in every aspect of mathematical critical thinking skills than the direct learning model.
Mapping High School Students' Metacognition Based On Mathematics Skills Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi; Santoso, Digdo
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p68-81

Abstract

Problem solving and metacognitive are two things that are interrelated. Problem solving is synonymous with cognitive processes whereas metacognition is synonymous with controlling and regulating cognitive processes. This study aims to describe the metacognition of students with different mathematical abilities. The subjects in this study consisted of one student with high, medium, and low math abilities. Data analysis was carried out based on metacognition indicators and problem solving. It was found that, there were differences in the three subjects in solving problems. The three subjects were able to fulfill the three components of metacognition, namely awareness, regulation, and evaluation. From this study, it is suggested to conduct a deeper assessment of the metacognition process of students with high, medium, and low math abilities to see their characteristics.  

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