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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 60 Documents
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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.
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
Students’ Reflective Thinking Ability in Solving Mathematics Problems Assessed From Students' Learning Style Happy, Nurina; Setyowati, Khoirunisak; Utami, Rizky Esti
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1: Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p1-11

Abstract

This study aims to describe students' reflective thinking skills in solving mathematics problems in terms of the learning styles of junior high school students. This type of research was descriptive qualitative research. The research subjects were students of class VIII at SMP Negeri 1 Candimulyo, Magelang Regency, in the academic year 2020/2021. The subjects of this study were 2 visual learning style students, 2 auditory learning style students, and 2 kinesthetic learning style students. Data collection techniques in this study were learning style questionnaires, tests of reflective thinking skills, and in-depth interviews. Triangulation in this study using source triangulation. The results of this study indicate that subjects with visual and auditory learning styles can meet the reflective thinking ability phase (Reacting, Comparing, and Contemplating) with each indicator being met so that the subject was at a reflective level. Kinesthetic learning style subjects were able to meet the reflective thinking ability phase (Reacting, Comparing, and Contemplating) but several indicators were not fulfilled, so the subject was at a fairly reflective level. Therefore, the profiles of students’ reflective thinking skills in visual and auditory learning styles were both at a reflective level, while the profiles of students' reflective thinking skills in kinesthetic learning styles were different because they were at a sufficiently reflective level.
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.

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