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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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Barriers and Strategies to Increase Story as an Instructional Strategy Junkin, Samantha Faye
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.p12-21

Abstract

Story is an instructional strategy that is often forgotten or misused. Some mathematics educators believe they are using story when in reality only utilizing word problems, which is very different from story as an instructional strategy. When used properly, story gets students emotionally invested within the story and their learning, this increases student achievement in mathematics. Despite the low scores on the Florida State Assessment (FSA) Algebra 1 End-of-Course (EOC), teachers are still not using story as an instructional strategy. This study determines the barriers preventing the usage, along with strategies to increase the usage of story as an instructional strategy.
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.  
Metaphorical Thinking Profile of Middle School Students in Solving Mathematical Problems in terms of Students' Mathematical Ability Makrufah, Siti; Fiangga , Shofan
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.p22-32

Abstract

Metaphorical thinking is a thinking process that can be used to get a more optimal understanding of a concept by involving some appropriate metaphors. This research is a descriptive study with a qualitative approach that aims to describe the thinking profile of junior high school students in solving mathematical problems. The subjects of this study were three students with high (ST), medium (SS), and low (SR) math abilities. Data was collected by presenting students' mathematical ability tests, problem-solving tasks, and semi-structured interviews. In general, the results in this study are the three subjects with high, medium, and low abilities in the stages of relating, exploring, analyzing, and transforming. but what makes the difference is that at the connected stage, high mathematics (ST) subjects have connected the two ideas they have, but moderate (SS) and low (SR) mathematics subjects have not been able to. And at the experience stage, ST and SS have made conclusions from the final results of the problems presented and can solve the problems faced by SR not yet able, junior high school students with high mathematical ability category have better metaphorical thinking processes than students with medium and low mathematics categories. Middle school students in the category of moderate mathematical ability have better metaphorical thinking processes than students with low ability categories.
Students’ Critical Thinking in Solving Statistical Problems Collaboratively Mufidah, Latifah Nuryah Rachma; Khoiriyah, Siti
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.p45-54

Abstract

Critical thinking and collaborative is an ability that is needed by students in 21st century education. The purpose of this research is to describe students' critical thinking skills in solving statistical problems collaboratively. The type of research used in this study is descriptive research with a qualitative approach. The subjects of this study were 4 grade 11 students of SMA Negeri in Mojokerto where students would work in pairs or collaborate with 2 people to solve statistical problem-solving questions. The research methods used are critical thinking skills tests in collaborative statistical problem solving and interviews. The results obtained from this study showed that students' critical thinking skills in solving statistical problems collaboratively were divided into two categories, namely high and low. Subjects who have a high critical thinking ability category are able to fulfill the indicators of interpretation, analysis, and inference. Collaboration ability in solving problems goes well. Collaboration exchanges information and gives advice to each other in solving the given problem. Subjects who have low critical thinking ability category are less able to interpret the problem, and fulfill the indicators of analvsis and inference. Collaboration ability in solving problems is less.
Problem-Solving Ability of Female Students with Moderate Cognitive Level in Function Relation Nugroho, Muhamad; Setyawati, Rina Dwi; Sutrisno, Sutrisno
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.p33-44

Abstract

This study aims to determine the problem-solving abilities of female students with moderate cognitive levels in function relations. The subjects of this study were students in grade 8 of junior high school who were taken purposively. Two female students with moderate cognitive levels were obtained. Data collection techniques using written methods and interviews. The data analysis technique uses three stages: data reduction, data presentation, and conclusions drawing. Checking the validity of the data using the triangulation method by comparing the written test data and interviews. In this study, management and data analysis used the NVivo software. This study shows that female students with a moderate cognitive level can carry out systematic problem-solving procedures, including understanding problems, planning, implementing plans, and checking back properly. However, these students have not been able to solve the problem correctly.
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.
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.
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

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