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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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Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake Antika, Helen Novi; Anjasari, Tika; Kohar, Ahmad Wachidul
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p42-56

Abstract

In math learning, creative thinking is very important because it allows broad thinking to find new solutions to problems. This study aims to describe the level of students' creative thinking in solving ill-structured problems in the context of calorie intake. This type of research was descriptive with a qualitative approach. Researchers chose three students in class VIII with different mathematical abilities (high, medium, and low) based on their value as research subjects. To collect data, researchers used ill-structured problem tests and interviews. The data were analyzed based on the level of students' creative thinking and follow-up interviews. The results showed that in aspect fluency, S1 and S2 could give two correct answers, while S3 only gave one correct answer. Aspects of flexibility: S1 and S2 can provide alternative answers using different mathematical concepts, while S3 only provides one way of providing alternative answers. Aspects of originality: S1 can provide two unique solutions, while S2 and S3 produce ordinary solutions. Based on this, S1 is included in level 4 (very creative), S2 is included in level 3 (creative), and S3 is included in level 0 (not creative). Based on the results of this study, designed learning must stimulate students' creative thinking abilities, such as by providing problem-solving questions that allow students to solve them with various strategies.
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.
Development of the Circle Equation E-module: Research on the Effectiveness of Learning Mathematics Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p35-41

Abstract

This study aims to investigate the effectiveness of the circle equation e-module in learning mathematics. The Canva-based e-module development method using the Four-D model is used in this study. The research was carried out by involving students as research subjects and carried out in a formal education environment. Data were collected through pre-test and post-test, as well as practical assessments and student project assignments. The results showed that (1) the use of the Canva-based circle equation e-module with the Four-D model had a positive and significant impact on student learning outcomes. There is a significant increase in students' understanding of the equation of a circle after using the e-module; (2) This learning e-module is categorized as effective based on the classical mastery achieved by students; (3)This research contributes to the development of a more interactive and effective mathematics education through the use of e-module technology; (4) This research can also encourage collaboration between schools and the dissemination of circle equation e-modules to teachers and students.
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.
Student’s Error in Solving Change and Relationship-PISA Problem and Its Scaffolding Khusnah, Khotimatul; Ekawati, Rooselyna; Shodikin, Ali
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p9-20

Abstract

Change and relationship problem is considered one of the most challenging PISA problems for students. This qualitative research aims to describe students' error in solving Change and Relationship-PISA problems in terms of self efficacy and the possible scaffolding. The subjects of this study were three students who had low, medium, and high self efficacy. The instrument used was a task-based interview in the form of Change and Relationship-PISA problems. The data were analyzed according to Newman’s Error Analysis and Scaffolding by Anghileri. The results of this study show that students with low self-efficacy experienced error in transformation, proccess skills, and encoding. Students with medium self-efficacy experienced error in proccess skills and encoding. Students with high self-efficacy only met error in encoding. To overcome these error, students with low self-efficacy are given scaffolding in the form of reviewing, explaining, and restructuring. While students with medium and high self-efficacy are given scaffolding in the form of reviewing and restructuring only. Errors made by students in the problem solving process vary for each level of self efficacy, so that the way to overcome with scaffolding also needs to be adjusted.
Analysis of Students' Creative Thinking Ability in Solving SPLDV Problems Assisted by GeoGebra Software Based on Initial Abilities Wuri, Wuri Indah Murwaningsih; Tatag Eko Yuli Siswono
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p21-34

Abstract

This study aims to describe the level of creative thinking ability of students in solving problems on SPLDV material using GeoGebra software based on initial abilities. This research is a descriptive research involving three junior high school students from Sidoarjo. Research instruments in the form of initial ability tests and mathematical creative thinking ability tests using GeoGebra software. Data analysis techniques are carried out through the stages of data reduction, data presentation, and conclusions. The results show, subjects with high creative thinking skills are able to meet 2 indicators of creative thinking, namely fluency and flexibility so that they are categorized into level 3 indicators of creative thinking (creative). Subjects with the ability to think creatively in the medium category are able to meet 1 indicator of creative thinking, namely novelty so that it is categorized into level 2 indicators of creative thinking (quite creative). Subjects with low creative thinking ability are able to meet 1 indicator of creative thinking, namely fluency so that it is categorized into level 1 indicator of creative thinking (less creative). The possible causes of the results in this study were discussed in order to get a number of recommendations for further research.
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 Students Mathematical Reasoning Ability in Solving Algebra Word Problems in terms of Learning Styles Farah, Ainul; Zuhri, Zainullah
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p1-8

Abstract

This study aims to describe students' mathematical reasoning abilities in solving algebra word problems in terms of learning styles. This type of research is descriptive qualitative research. The research subjects were class VII A students of SMPN 1 Pasrepan for the 2022/2023 academic year. The subjects in this study were 2 students with a visual learning style, 2 students with an auditory learning style, and 2 students with a kinesthetic learning style. Data collection techniques in this study were learning style questionnaires, mathematical reasoning ability tests, and interviews. Triangulation in this study uses triangulation techniques. The results of this study indicate that subjects with a visual learning style have high mathematical reasoning abilities with a percentage of 78.75%, subjects with an auditory learning style have high mathematical reasoning abilities with a percentage of 93.75%, and subjects with a kinesthetic learning style have reasoning abilities moderate mathematics with a percentage of 60%.
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.

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