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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
 1 
Search results for , issue "Vol. 3 No. 2: July 2022" : 5 Documents clear
Scaffolding to Help Middle School Students' Critical Thinking Skill in Solving Social Arithmetic Material tazkia, savirra; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p55-67

Abstract

Junior high school students in completing social arithmetic material often fail to think critically, so they need help using scaffolding to help critical thinking skill. This qualitative research is a case study of two junior high school students who failed to think critically. Data were obtained through task-based interviews. The tests used in this study were 2 social arithmetic questions that required students' critical thinking skills in solving them. Data analysis used the flow model analysis technique developed by Miles and Huberman (2014) which consisted of data collection, data reduction, data presentation, and drawing conclusions. The researcher uses research diligence to ensure the credibility of the data. The results of this study indicate that Subject 1's critical thinking failure lies in the components of interpretation, and inference. Subject 2 failed to think critically on the components of interpretation, analysis, evaluation, inference, and explanation. The scaffolding given to overcome the failure of critical thinking in subject 1 and subject 2 is the Anghileri’s level 2 scaffolding, namely explaining, reviewing, and restructuring.
Improving Students’ Mathematical Problem-Solving Skill and Self-Efficacy through Problem-Based Learning Models with Scientific Approaches Taufiqurrahman, Muhammad; Hidayat, Dayat
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p81-97

Abstract

This study aims to determine (1) the mathematical problem-solving skills of students who receive the PBL model compared to students who receive conventional learning, (2) improving the mathematical problem-solving skills of students who receive the PBL model with a scientific approach compared to students who receive conventional learning, (3) self-efficacy of students who receive the PBL model with a scientific approach compared to students who receive conventional learning, (4) improving the self-efficacy of students who receive the PBL model with a scientific approach compared to students who receive conventional learning. The research method used was a quasi-experimental method with a population of all VIII grade students at one of the junior high schools in Cilegon. Sampling was carried out by cluster random sampling technique. This results showed that the mathematical problem-solving skill of students who received the PBL model with a scientific approach was better than students who received conventional learning,  improved problem-solving skills of students who get the PBL model with a scientific approach are better than students who get conventional learning,  the self-efficacy of students who receive the PBL model with a scientific approach is better than students who receive conventional learning, and the improving in self-efficacy of students who get the PBL model is better than students who get conventional learning. Based on the research results, learning the PBL model with a scientific approach can be an alternative learning to improve students' problem-solving skills and self-efficacy.
Using Canva to Create Visual Materials in Mathematics Education Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p114-120

Abstract

The research aims to create innovative learning e-modules in circle equation material. This module is designed using the Canva application which provides an attractive and interactive display. After development, the module has been tested to ensure its quality. The trial was carried out in two stages. The first stage involved 2 expert validators in their fields. The second phase involved 30 students from SMAN 3 Sidoarjo. The module development process followed the ADDIE model, namely Analysis, Design, Development, Implementation, and Evaluation. The trial results show that this module is suitable for use as an effective teaching material to help students in the learning process. This results show that can helping students to find the circle equation material themselves, associating the material with issues that are currently being discussed in students' lives so that it attracts their interest, equipped with interesting pictures and an aesthetic appearance, and providing flexibility and convenience for teachers to make further revisions and developments according to learning needs and developments.
How does Math Anxiety affect Students’ Problem Solving Ability? A case of Ill Structured Problem Mathematics Problem Anjasari, Tika; Antika, Helen Novi; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p98-113

Abstract

The process of learning mathematics for some students can cause anxiety. The anxiety experienced by students can interfere with the mathematics learning process, especially in students' ability to solve mathematical problems. This study is qualitative descriptive research that aims to analyze problem-solving abilities in terms of mathematical anxiety. Researchers tested the ability to solve problems ill-structured on six grade VIII students of SMPN 1 Kemlagi in Mojokerto. The six students consisted of two students with high math anxiety, two students with moderate math anxiety, and two students with low math anxiety. The results of data analysis showed ill-structured problem-solving abilities (1) students with low and moderate anxiety levels were able to reach the stage of understanding problems, making plans, and re-examining very well; (2) students with low levels of mathematical anxiety have reached the stage of executing the plan very well, while students with moderate levels of mathematical anxiety have not reached this stage because there are still errors in making calculations; (3) students with high levels of math anxiety have not been able to reach all stages of problem-solving. This study suggests that teachers pay more attention that math anxiety as one of the factors that must be considered in mathematics learning
Critical Thinking of Students with High and Low Mathematics Efficacy PISA Problem: A Case of Algebraic Task Yanto, Arfan Dwi; Wijaya, Muhammad Avicenna Wahyu; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p68-80

Abstract

This study aims to describe students' critical thinking on PISA problems on algebra content in terms of high and low mathematics efficacy. This descriptive qualitative research involves two junior high school students with high and low mathematics efficacy in one of the junior high schools in Jombang Regency. Data collection techniques were carried out by administering a mathematics efficacy questionnaire, Algebraic Content PISA Problems (ACPP), and interview guidelines. Data analysis was based on indicators of critical thinking ability (interpretation, analysis, evaluation, inference, explanation, and self-regulation). From the results of data analysis, critical thinking in the interpretation aspect shows that only students with high mathematics efficacy can write what is known and asked. Likewise, in the analysis aspect, it shows that only students with high mathematics efficacy can create a mathematical model of the given problem.  In the evaluation aspect, students with high and low mathematical efficacy can write complete problem-solving. Likewise, in the inference aspect, students with high and low mathematics efficacy were able to draw conclusions logically. Likewise, in the explanation aspect, students with high and low mathematical efficacy can write down the final results and provide reasons for the conclusions drawn. Meanwhile, in the aspect of self-regulation, students with high and low mathematics efficacy have conducted a review. Therefore, understanding students' critical thinking is very important for students and teachers to improve students' ability to solve PISA problems.

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