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. 5 No. 2: July 2024" : 5 Documents clear
Statistics Flip-Worksheet: The Key to Improve Students' Critical Thinking Skill Febriani, Indri Rohmatul Fakhri; Rahaju, Endah Budi; Ekawati, Rooselyna; Shodikin, Ali
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p76-90

Abstract

Abstract The addition of flip-worksheets to the statistics curriculum is anticipated to enhance students' capacity for critical thinking. This research is a development research that aims to create a worksheet supported by a Flipbook that is reliable and useful for teaching statistics and could influence students' critical thinking skill. Some exercises and open-ended questions from the provided infographics are included in the Flip-Worksheet. The worksheet uses mean, median, and modus material. The flip-worksheet was created during a formative evaluation stage with 15 junior high school students in the eighth grade. Data was analyzed using walkthroughs, questionnaires, interviews, and document reviews. According to the validation results, Flip-Worksheet is extremely valid in terms of media (89.58%), and it is valid in terms of material (79.43%). The practicality percentage was 90.74%. It is in an interval between 80% - 100% which falls into the very practice category. The N-gain value was 0.71. The grade VIII student's capacity to think critically increased as a result of using the Flip-worksheet which had high criteria. Additionally, based on the document analysis of students' responses about the process of interpretation, analysis, assessment, inference, explanation, and self-regulation on a variety of critical thinking tasks, it may have the effect of developing students' critical thinking abilities. It can be used as a learning medium and can develop critical thinking skills needed in the 21st century. It is hoped that next studies of learning media will be conducted in the future to enhance critical thinking abilities with other technologies.
Correlation between Self-Efficacy and Mathematical Argumentation: A Case Study of Mathematics Education Students Jagadianti, Gurit Wulan; Wijayanti, Pradnyo
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p91-101

Abstract

Self-efficacy in the context of mathematical argumentation describes the importance of understanding an individual's belief in forming solid argumentation skills. Mathematical argumentation helps individuals present various opinions to support creative mathematical solutions. This research aims to determine the correlation between self-efficacy and mathematical argumentation among students in the mathematics education program. This study employs a quantitative correlational approach using survey methods to collect data from 41 students in the mathematics education program. Data was obtained from a self-efficacy questionnaire and statistical-related mathematics tasks that assessed students' mathematical argumentation. Based on the research findings, no correlation was found between self-efficacy and mathematical argumentation. Students with high self-efficacy do not always have strong mathematical arguments, and vice versa. The level of self-efficacy in students does not determine the strength of the mathematical arguments presented by students.
Student Creativity in Creating Geogebra Applet for Quadratic Function Material Karomah, Syarifatul; Siswono, Tatag Yuli Eko; Zulnaidi, Hutkemri
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p54-66

Abstract

This research aims to describe the creativity and creative process of students with high, medium, and low levels of creativity. This qualitative research involved 6 Senior High School students in grade XI, 2 students at each level of creativity. The data collection technique uses assignments to make Geogebra applets that are analyzed with document analysis methods and interviews related to students' creative processes that are analyzed with interactive models. The research results show that the Geogebra applets produced by students are different at each level. The higher the level, the Geogebra applets are the more complex in use of Geogebra tools, providing many elements of novelty from the examples given, relevant to the task, and effective in achieving the set goals. Furthermore, the student's creative process with the stages of synthesizing ideas, generating ideas, planning the ideas, and applying ideas at each level has a different process. High creativity students go through each creative process stage well and repeat several stages to produce the Geogebra applet as in the assignment. Meanwhile, students with medium and low creativity are not good at going through each stage of the creative process.
Creative Thinking Process of Prospective Elementary Education Teacher Students Based on Field Independent Cognitive Styles and Self-Efficacy in Solving Contextual Problems Suprapti, Endang; Siswono, Tatag Yuli Eko Siswono; Manuharawati; Hidayatullah, Achmad Hidayatullah; Wijaya, Armeria Wijaya
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p67-75

Abstract

This study aims to describe the creative thinking process of prospective elementary school teachers based on independent field cognitive style and self-efficacy in solving contextual problems. This qualitative-exploratory study involved two prospective elementary school teachers who had independent field cognitive style and self-efficacy. Data collection was conducted through task-based interviews and analysis using interactive methods consisting of data condensation, data presentation, data interpretation and verification. The results showed that prospective elementary school teachers with independent field cognitive style and high self-efficacy had better creative thinking processes than prospective elementary school teachers with independent field cognitive style and low self-efficacy. Prospective elementary school teachers with independent field cognitive style and high self-efficacy in synthesizing ideas understood information well, and met the criteria for creative thinking in terms of fluency, flexibility and novelty. Meanwhile, prospective elementary school teachers with independent field cognitive style and low self-efficacy did not see the provisions in the questions given well, and only met the fluency criteria aspect.
Student’s Metacognition in Solving Mathematical Problem using Chat-GPT Ihsani, Ulynnuha Aulia; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p102-112

Abstract

This study aims to understand the metacognition processes of students in solving math problems with the assistance of Chat-GPT using a qualitative method and a case study approach. The research subjects are two eighth-grade students from a junior high school in Surabaya, selected through purposive sampling, with one subject representing successful students and the other representing unsuccessful students in the initial problem-solving test (PST). Data were collected through the initial PST, Chat-GPT-assisted PST, and interviews, then analyzed using metacognitive indicators: planning, monitoring, and evaluation. The successful subject actively engaged with Chat-GPT's answers, using metacognition processes to rethink their understanding, connect with prior knowledge, consider strategies, check steps, adjust errors, and verify solutions. Their errors stemmed from misunderstandings and incorrect information from Chat-GPT, but they adjusted and corrected their work upon prompt. In contrast, the unsuccessful subject only showed metacognitive engagement at the planning stage, struggling to understand the problem and prerequisite algebra material. They relied solely on Chat-GPT's answers without understanding or evaluating them, leading to ineffective problem-solving. The difference in metacognition processes between the subjects was attributed to cognitive factors, such as information received from Chat-GPT's answers, understanding of prerequisite material, and ability to comprehend the mathematical problem

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


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