MAT-EDUKASIA | Jurnal Pendidikan Matematika
Terbit perdana pada tanggal 10 April 2016, dan diterbitkan setiap bulan April dan Oktober. MAT-EDUKASIA merupakan versi daring dari jurnal lama dengan nama serupa yang terbit hingga Oktober 2015. Jurnal ini didedikasikan untuk ilmuwan yang peduli dengan studi pendidikan, khususnya kajian pendidikan matematika, pembelajaran, sains MIPA, pemikiran dan gagasan yang berkaitan dengan studi pendidikan pada umumnya. Termasuk di dalamnya tentang pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan berbagai jenis penelitian, seperti: penelitian survei, penelitian da pengembagan, penelitian eksperimentasl, penelitian tindakan kelas, dan jenis penelitian yang lain. MAT-EDUKASIA dikelola oleh Program Studi Pendidikan Matematika, FKIP, Universitas Merangin. Artikel yang dimuat dapat berbahasa Inggris, atau bahasa Indonesia. Jurnal Mat-Edukasia bekerja sama dengan penulis-penulis yang sudah memiliki pengalaman.
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28 Documents
<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAWDAN GROUP INVESTIGATION (GI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GENDER ]]>
<![CDATA[Muhammad Jainuri]]>;
<![CDATA[Awatif]]>;
<![CDATA[Winda Blizinky]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[his study aims to determine and describe the ability to solve mathematical problems in terms of gender using a jigsaw cooperative learning model better than group investigation (GI) of class XI students of SMA Negeri 1 Merangin. This study used a quantitative approach, experimental method with a 2 x 2 factorial design with a population of 5 classes of students in class XI IPA. The sampling technique used Simple Random Sampling, the selected sample was class XI IPA 1 as the experimental class 1 by applying the Jigsaw type cooperative learning model and XI IPA 2 as the experimental class 2 by applying the Group Investigation (GI) cooperative learning model and the two classes were grouped based on the gender of male students and female students. Data collection techniques through a description test of mathematical problem solving abilities. From the results of data analysis shows that hypothesis 1 obtained or, and hypothesis 2 is obtained it can be concluded: the ability to solve mathematical problems using the jigsaw cooperative learning model is better than group investigation (GI) in terms of all students and the gender of male students, hypothesis 3 is obtained or which means that the ability to solve mathematical problems using the jigsaw cooperative learning model is not better or the same as group investigation (GI) in terms of the gender of female students. Furthermore, hypothesis 4 is obtained or 3,67 < 3,99 with the conclusion that there is no interaction between the Jigsaw cooperative learning model and Group Investigation (GI) in terms of student gender in influencing students' mathematical problem solving abilities]]>
<![CDATA[UPAYA MENINGKATKAN PEMAHAMAN KONSEP DAN SELF REGULATED LEARNING PESERTA DIDIK MELALUI PBL DIPADUKAN DENGAN NHT ]]>
<![CDATA[Ratri Ayu Navela]]>;
<![CDATA[Yosep Dwi Kristanto]]>;
<![CDATA[Partini]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[Penelitian ini dilatarbelakangi oleh kurangnya kemampuan pemahaman konsep matematika dan self regulated learning peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik. Kurangnya pemahaman konsep tersebut ditunjukkan melalui penilaian materi integral tak tentu, yaitu sebagian besar peserta didik tidak dapat mengerjakan soal yang menuntut kemampuan menggunakan prosedur rutin dan menerapkan konsep dalam situasi kontekstual. Rendahnya self regulated learning di antaranya ditunjukkan dengan peserta didik bermain handphone saat pembelajaran, tidak fokus, menyalin jawaban teman, dan tidak mengumpulkan tugas tepat waktu. Penelitian ini bertujuan untuk mengetahui penerapan Problem Based Learning (PBL) dipadukan dengan Numbered Heads Together (NHT) sebagai upaya meningkatkan kemampuan pemahaman konsep dan self regulated learning peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik. Jenis penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik yang berjumlah 36. Analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif deskriptif. Data kuantitatif diperoleh melalui tes pemahaman konsep dan angket self regulated learning, sedangkan data kualitatif diperoleh dari observasi dalam pembelajaran. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran PBL dipadukan dengan NHT belum meningkatkan pemahaman konsep peserta didik kelas XI MIPA 3 SMA Negeri 1 Ngaglik, yaitu dengan nilai rata-rata tes pada siklus I adalah 36,11 dan siklus II adalah 31,79. Sementara itu, self regulated learning peserta didik meningkat dengan nilai rata-rata pada siklus I adalah 78,14 dan siklus II adalah 79,67, tetapi belum mencapai kriteria keberhasilan penelitian.]]>
<![CDATA[ANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII. 7 SMPN 9 PADANG ]]>
<![CDATA[Viktor]]>;
<![CDATA[Mulia Suryani]]>;
<![CDATA[Audra Pramitha Muslim]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[This research is Motivated by the low ability of students to understand mathematical concepts. The purpose of this study was to determine how the methematical ability of class VIII.7 students of SMP Negeri 9 Padang. The research method used is descriptive with a quantitative approach. Sampling technique using purposive sampling. The instrument used to collect data is in the form of a concept understanding ability test and interviews. Test results are analyzed based on indicators of concept understanding. The results of this study indicate that students’ ability to understand Mathematical concepts is high on indicators of restating a concept, developing necessary and sufficient conditions for a consept and clarifyng objects according to certain properties (according to the concept). And is classified as being in the indicator of presenting concsps in the from of mathmatical representations and applying concepts or problem solving algorithms.]]>
<![CDATA[HUBUNGAN MOTIVASI BELAJAR DENGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA KELAS XII SMK NEGERI 2 MERANGIN ]]>
<![CDATA[Muhammad Jainuri]]>;
<![CDATA[Sugeng Riyadi]]>;
<![CDATA[Efit Feri Astanti]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[The history of this studies is the low gaining knowledge of motivation and potential to assume creatively mathematically, primarily based on the consequences of the pre-check where there may be 1 tricky indicator, specifically 2 flexibility signs. The motive of this examine was to describe a large dating between studying motivation and the potential to assume creatively mathematically. This take a look at uses a quantitative approach with correlational methods. The populace on this study were all elegance XII students at SMK Negeri 2 Merangin inclusive of 6 instructions with 128 students. with the aid of the usage of the Slovin method, ninetyseven students were selected as samples. The sampling technique in this take a look at turned into simple random sampling by lottery. data series techniques in this study had been questionnaires and tests. The device used become within the shape of 41 declaration gadgets and three items about the potential to suppose creatively mathematically. based on the evaluation, the facts is commonly allotted and has a linear pattern. The information evaluation approach used to check the speculation is the pearson product moment, to test the significance the usage of the Z-test, followed by the figuring out coefficient formulation to specific the dimensions of the contribution of variable X to variable Y. based totally on statistics evaluation, it shows that the outcomes of the Pearson product second test are rcount > rtable or 0.238 > zero.198, the result of the Z-test is Zcount > Ztable or 2.332 > 1.960, followed with the aid of the result of the determinant coefficient test is five.sixty six%, then H0 is rejected and H1 is normal that means that there is a enormous dating among gaining knowledge of motivation and potential think creatively mathematically in elegance XII college students of SMK Negeri 2 Merangin for the 2022/2023 instructional yr]]>
<![CDATA[EKSPERIMETASI STRATEGI PEMBELAJARAN TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR DITINJAU DARI SELF CONFIDENCE SISWA ]]>
<![CDATA[Ade Susanti]]>;
<![CDATA[Hasmawati]]>;
<![CDATA[Ecy Nodar Mata]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[The background of this research is the low mathematics learning outcomes of class X students of SMKN 10 Merangin, because the learning model used by the teacher has not varied and the teacher also pays little attention to the potential in students, namely students' self-confidence. The aim of the research is to describe learning outcomes in terms of self-confidence that it is better to use the Teams Games Tournament (TGT) learning model than conventional learning for class X students of SMKN 10 Merangin for the 2021/2022 academic year. The population of class X students consisted of 7 classes totaling 166 students and the research design was a 2x3 factorial design. Class X TBSM 2 is the experimental class, while class X TBSM 3 is the control class obtained from the sampling method, namely Simple Random Sampling, then the 2 sample classes are grouped based on their self confidence. Data collection techniques through tests using instruments in the form of essay questions and self-confidence questionnaires. The data analysis technique for testing hypotheses 1,2,3 and 4 is the t-test while the fifth hypothesis is a two-way ANOVA. The conclusion of the test is: The TGT learning model performs better than conventional learning on overall student mathematics learning outcomes and moderate self-confidence. Meanwhile, the mathematics learning outcomes of students who have high and low self-confidence are worse or equivalent to conventional learning. Then, according to this research, the TGT learning model and self-confidence do not affect students' mathematics learning outcomes.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Ade Susanti]]>;
<![CDATA[Sukur]]>;
<![CDATA[Ayu Purnasari]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[The purpose of this study was to find out and describe the mathematical communication abilities of studeents whho were taughte usinge tthe group investigation typpe cooperatiive learniing modell bettter thann those taught by conventional learning in class IX students of SMP N 43 Merangin academic year 2022/2023. Thiis sutudy useed a quantitative approoach to the eksperimental metthode with aa posst-tesst only ccontrol desiign. The poopulation used iin thiis studyy weere class IX studennts oof SMP N 43 Merangin which consisted of 4 classes totaling 111 students. Way of taking samples using sample random sampliing techniquee. Data collectionn techniquess usingg testss in the forrm of descriptions which amount to 3 questions. Bassed on tthe resullts of the analysiis, the averagee vallue of the experimental cllass using the group investigation cooperative learning model was 5,35 and 64,44 in the conttrol cllass. From the resullts of datta analysiis, the normaliity test and homogeneiity test were carriied out, because the datta was normallly distriibuted and homogenneous, the hypothesiis test usiing the t-test was obtained thitung > ttabel or 1,771 > 1,675 it cann be councluded thaat the mathematical communation skills taught using the group investiigation type cooperatiive learniing modell are bettter tthan those taught by conventiional learniing of class IX students of SMP N 43 Merangin]]>
<![CDATA[PENERAPAN METODE LATIHAN SOAL (RESPONSI) DALAM MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PADA MATA KULIAH PROGRAM LINEAR ]]>
<![CDATA[Awatif]]>
<![CDATA[ Matedukasia Vol. 8 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[One way to improve mathematical communication skills is by applying the method of practice questions (responses). To be able to improve learning outcomes in improving mathematical communication skills, the question practice method is an alternative method that lecturers can use in learning. In this study using action research which was carried out in two cycles and looking at student learning activities related to attendance, activeness and attention in learning. Based on the results of this study, it was stated that the application of the practice questions method could improve the ability to understand mathematical concepts as indicated by the average learning outcomes that increased from cycle I to cycle II. From the data on understanding mathematical concepts, it shows that students' ability to understand a lot of mathematical concepts in applying the method of practice questions is in the medium category in cycle I and cycle II. For student learning activities, data were obtained from observation sheets, which showed that student learning activities also increased from cycle I to cycle II. From the discussion, it can be concluded that the application of the problem practice method (Response) can improve the ability to understand mathematical concepts in mathematics linear program courses. The average learning outcomes in the first cycle using the practice questions method was 77.75, increasing in the second cycle was 75.38 with the same method and the average student had moderate understanding of mathematical concepts]]>
<![CDATA[PENGARUH PENDEKATAN OPEN-ENDED TERHDAP HASIL BELAJAR SISWA KELAS VIII SMP NEGERI 8 SAROLANGUN ]]>
<![CDATA[Ferinaldi]]>
<![CDATA[ Matedukasia Vol. 1 No. 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[This research is motivated by the low student learning outcomes. One of the contributing factors is the lack of an applied learning model, the teacher has not been able to attract students to try to participate actively, so students do not have initiative both intellectually and emotionally. Learning outcomes of most students did not reach KKM 7.50. This study aims to determine the effect of the Open-Ended approach on student learning outcomes. This research is a quantitative research, with a type of experimental research. The population of this study is all eighth grade students at Sarolangun Middle School 8 in the 2013/2014 academic year. The sample is class VIIIA control class and class VIII C as the experimental class. first tested the question instrument, namely the validity test, difficulty index, different power test, reliability test ,. then the data were analyzed using normality and homogeneity tests on the variance of the two samples. The results of the study showed that the average value of the experimental class was 81.84 and the control class was 74.06. Then the data were analyzed using parametric statistical test, namely the t test can be tcount = 10.76 then compared with ttable at a significant level of 0.05 obtained by ttable 2.00. so 10.76> 2.00 then Ha is accepted and Ho is rejected. This means that there is a positive influence between the Open-Ended approach and the learning outcomes of class VIII SMP Negeri 8 Sarolangun Academic Year 2013/2014. The results of learning Mathematics using the Open-Ended approach are better than the mathematics learning outcomes using conventional learning models of class VIII SMP Negeri 8 Sarolangun Academic Year 2013/2014.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPTITION SISWA KELAS XA SMA NEGERI 5 MERANGIN ]]>
<![CDATA[Ahde Fitri]]>;
<![CDATA[Vini Elvianita]]>
<![CDATA[ Matedukasia Vol. 1 No. 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[This research was motivated by the low mathematical problem solving abilities of students on the subject of Trigonometry. This is because students lack the interest and motivation to learn, the teacher still applies conventional learning models. Where learning activities are still centered on the teacher and students are less active and tend to be saturated when the learning process takes place. Based on the background of the problem, this study aims to Improve Students' Mathematical Problem Solving Ability through the Auditory Intelectually Repetition learning model of class XA students of SMA 5 Merangin year 2013/2014 lessons. The method of this research is classroom action research (CAR) conducted in class Xa of SMA 5 Merangin 2013/2014 academic year. The study was conducted in April 2014 with 3 cycles. The object of research is learning the subject of Trigonometry. The subjects of this study were class Xa students of SMA 5 Merangin in the academic year 2013/2014 totaling 28 students 17 male students and 11 female students. Data is collected using written test techniques and observations of students during the learning process. The results of this study indicate that the mathematical problem solving abilities of class Xa students of SMA 5 Merangin in the academic year 2013/2014 increased by using the Auditory Intelectually Repetition learning model. This increase can be seen from the results of the initial test (pre-test) indicating that only 31, 9%. After being given the Auditory Intelectually Repetition learning model there was an increase from the first cycle of 53.57% to 57.14% in the second cycle, and in the third cycle it increased to 75%. Increasing students' mathematical problem solving abilities also followed changes in student behavior. Based on the results of observations on the actions of the first cycle, cycle II and cycle III, there was an increase in student activity. Activity increased from an average of 45.06% in the first cycle to 53.97% in the second cycle and 72.03% in the third cycle.]]>
<![CDATA[PENGARUH METODE PROBLEM BASED LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI 1 MERANGIN ]]>
<![CDATA[Yohanes]]>
<![CDATA[ Matedukasia Vol. 1 No. 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Pendidikan Matematika | Universitas Merangin ]]>
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<![CDATA[This research is motivated by students' low mathematical communication skills. Students have difficulty in solving questions related to mathematical communication. One reason is learning that only uses conventional learning models, so students' creativity and activity are still less visible. The purpose of this study was to find out and describe mathematical communication skills taught by problem based learning learning methods better than those taught with conventional learning models with expository methods. This type of research is a Quantitative Approach with quasi experimental methods. The sample of the study amounted to 67 students, 33 students in the experimental class and 34 students in the control class obtained by the Simple Random Sampling technique. The technique of collecting data through a test of mathematical communication skills in the form of a description sheet (Essay) consisting of 8 questions. The data analysis technique uses the t-test. The results revealed that the results of the average experimental class score were higher than the results of the average score of the mathematical communication skills of the control class students. Thus the problem based learning learning method influences students' mathematical communication skills ( . The conclusion of this study is that mathematical communication skills of students who use problem based learning learning methods are better than students' mathematical communication skills using conventional learning, meaning learning methods of problem based learning provide an influence on mathematical communication skills.]]>
