cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Tatag Yuli Eko Siswono
Contact Email
tatagsiswono@unesa.ac.id
Phone
+6285649483254
Journal Mail Official
sugihartono@unesa.ac.id
Editorial Address
Mathematics Department, Building C1 FMIPA Universitas Negeri Surabaya Jl. Ketintang Surabaya 60231
Location
Kota surabaya,
Jawa timur
INDONESIA
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. 4 No. 2: July 2023" : 5 Documents clear
Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks Auni, Anggita; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 2: July 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n2.p57-73

Abstract

This study aims to describe the differences in the problem-solving abilities of well-structured problems and ill-structured problems models related to the concept of opportunity for Grade VIII junior high school students. Two students with the same mathematical abilities were selected to be subjects according to our research objectives. The results show that the two samples find it more difficult to solve well-structured problems than ill-structured problems. When at the stage of understanding the problem students need to read the questions repeatedly and when asked to retell the students can't do it well. In the questions of the type of well-structured problems subject 1 can only mention what is asked, but it is not appropriate to state the conditions needed to solve the problem and in subject 2 it is found otherwise, while in ill-structured problems it is not appropriate to write down what is known but write down what is asked with precise and knowing the requirements to solve the problem. Subject 1 uses logical and logical reasoning strategies. Then, subject 2 uses a trial and error strategy with logical reasoning. The two subjects carried out problem solving according to plan, carried out the re-checking stage, and were able to find solutions to problems that did not require calculations in them but could not find solutions to problems that contained calculations and had to be solved by utilizing the probability theorem. These results can be used as an evaluation in the learning process or a reference for further research.
Students' Deductive Reasoning in Evaluating Solutions to Geometry Problems Rahmah, Aulia; Dewi, Silvia Kumala; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 2: July 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n2.p74-83

Abstract

Deductive reasoning is very important in learning mathematics and is one of the formal goals that emphasizes the arrangement of reasoning. This is a qualitative research that aims to describe the deductive reasoning abilities of junior high school students in evaluating problem solutions in geometry material. The subjects of this study were two junior high school students in Gresik who had high mathematical abilities and were of different genders. The instrument used was task-based interviews. The task in question is a deductive reasoning ability test in which there are problems and their solutions. Data analysis was carried out using three indicators of deductive reasoning according to Sumarmo: carrying out calculations based on certain formulas, conducting proofs, and drawing conclusions. The results showed that the deductive reasoning abilities of female and male students were relatively the same. In solving the problem, Both male and female students had similar initial idea by making an example of the length of the side of the given object. However, male students are more capable of proving and considering more effective strategies for solving problems. Therefore, students and teachers need to improve their deductive reasoning abilities and consider all effective strategies for solving problems.
Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert Mahfudhoh, Mahfudhoh; Saniya, Saasa; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 2: July 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n2.p84-96

Abstract

This study aims to describe the process of constructing new concepts for students with introverted and extroverted personalities. The research subjects were two students of grade VI in one of the elementary schools with different personalities (introverts and extroverts). Data collection techniques using personality test questionnaires, tests, and interviews. Analysis of the data from the proportion concept test results refers to the APOS indicator (Action, Process, Object, Schema). The results showed that there were differences between introverted and extroverted students in the process of constructing students' new concepts on proportion concept. At the Action stage, they can solve problems related to the concept of worth comparison. The two subjects used a similar strategy, namely the multiplication operation. At the Process stage, introverted subjects can interpret the value comparison problem into various representations, both tables and graphs, and can explain its characteristics. While the extrovert subject is only able to represent the problem of value comparison in the form of a table only and experiences doubts in explaining its characteristics. At the Object stage, they can provide other examples of the concept of value comparison, but introverted subjects are more creative in this regard. In addition, they are also able to classify whether a problem includes the concept of valued comparison or not. At the Schema stage, they can define worth comparison and can infer its relationship with several concepts even though the extroverted subject has not fully concluded its relationship with the classification of comparison. This description can be used as input for teachers in choosing learning methods or strategies to convey material that is well received by each student.
Analysis of Student Errors in Solving Mathematical Story Problems Based on Newman's Theory in View of Student Learning Styles Ulfa, Siti Maria; Zuhri, Zainullah
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 2: July 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n2.p97-105

Abstract

This study aims to describe the types of errors experienced by students in solving mathematical word problems based on Newman's theory in terms of the learning styles of junior high school students. This type of research is a qualitative descriptive research. The subjects of this study were class VIII students at SMP Negeri 3 Pasuruan, Pasuruan Regency, for the 2022/2023 academic year. The subjects of this study were 2 students with visual learning styles, 2 students with auditory learning styles, and 2 students with kinesthetic learning styles. Data collection techniques in this study were observation, giving learning style questionnaires, social arithmetic story questions, interviews and documentation. The data obtained was tested for its validity by technical triangulation. The results of this study are 1) Students with a visual learning style tend to make all mistakes except reading and understanding problems, 2) Students with an auditory learning style tend to make all mistakes except reading mistakes and, 3) Students with a kinesthetic learning style also tend to make all errors except read errors.
Analysis of Madrasah Aliyah Students' Errors on Exponent Materials in View of Students' Mathematical Ability Levels Rohmah, Sillatur; Jannah, Ifatul; Qowiyuddin, Agus
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 2: July 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n2.p106-119

Abstract

Errors in solving math problems are often found in the steps of answering math problems by students. These errors can have an impact on the final results of students' answers. For this reason, researchers conducted research on the mistakes that are often made by students in answering math problems in terms of students' mathematical ability level. This research used descriptive qualitative research methods. The subjects in this study were class X students at MA Abu Amr Paserpan totaling 29 students. Furthermore, researchers only took 6 students to be interviewed. Data collection in this study was carried out by means of observation, test questions, interviews, and documentation. The results of this study indicate that the types of errors made by students when answering mathematical problems on the material of operating power numbers (exponents) in class X MA Abu Amr Learning Year 2023/2024 consist of three errors, namely, concept errors of 52.29%, language interpretation errors of 48.85% and technical errors of 56.32% where the level of students' mathematical ability also affects the types of errors experienced by these students.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 6 No. 2: July 2025 Vol. 6 No. 1: December 2024 Vol. 5 No. 2: July 2024 Vol. 5 No. 1: December 2023 Vol. 4 No. 2: July 2023 Vol. 4 No. 1: December 2022 Vol. 3 No. 2: July 2022 Vol. 3 No. 1: Desember 2021 Vol. 2 No. 2: July 2021 Vol. 2 No. 1: December 2020 Vol. 1 No. 2: July 2020 Vol. 1 No. 1: December 2019 More Issue