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Galois : Jurnal Penelitian Pendidikan Matematika
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 28288386     DOI : https://doi.org/10.18860/gjppm
Core Subject : Education,
Education Mathematics
Galois : Jurnal Penelitian Pendidikan Matematika telah memiliki nomor register ISSN versi online (e 2828-8386). Jurnal Galois: Penelitian Pendidikan Matematika diterbitkan oleh Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang dengan terbitan dua kali dalam setahun yaitu pada bulan Juni dan Desember. Terbitan awal secara elektonik (online) untuk jurnal ini dimulai dari Volume 1, Nomor 1 bulan Januari Tahun 2022. Tujuan dari adanya jurnal ini adalah untuk publikasi dan penyebarluasan hasil penelitian dalam bidang pendidikan matematika. Jurnal Penelitian Pendidikan Matematika memiliki Fokus dan Cakupan diantara: Strategi Pembelajaran Matematika, Model Pembelajaran Matematika, Metode Pembelajaran Matematika, Media Pembelajaran Matematika, Etnomatematika, Berpikir Matematika, Psikologi Belajar Matematika, Evaluasi Pembelajaran Matematika, Instrumen Pembelajaran Matematika Penulis yang ingin mengirimkan naskah ke Redaksi Jurnal Penelitian Pendidikan Matematika harus mengikuti pedoman penulisan. Jika naskah yang dikirim tidak sesuai dengan panduan, fokus & scope jurnal, maka akan langsung ditolak oleh editor. Naskah yang dikirim oleh penulis akan diproses secara keseluruhan memerlukan waktu 2 bulan
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 40 Documents
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Kemampuan Berpikir Divergen Siswa Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Soal Matematika Masamah, Ulfa; Agfiyah, Uzlifatul Izzah
Galois: Jurnal Penelitian Pendidikan Matematika Vol 3 No 2 (2024): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v3i2.14867

Abstract

This research describes the divergent thinking abilities of mentally retarded students in solving mathematical problems involving the addition and subtraction of integer operations. The aspects studied include fluency, flexibility, and originality. This research is a case study research with a qualitative approach used on two mentally retarded students at SLB Rever Kids who were selected using purposive sampling. Data was obtained through tests, interviews and direct observation, explained using Polya stages and source triangulation. The data results show that S1 has potential in the aspects of fluency and originality, although it is less than optimal in accuracy and thoroughness. S2 experienced significant obstacles in all aspects, depending on teacher assistance due to difficulty reading and understanding the questions. The implications of this research emphasize the importance of visual and contextual-based learning strategies, such as visual aids and simple questions, to improve the divergent thinking abilities of students with intellectual disabilities. This research contributes to the development of inclusive learning according to the needs of students with special needs. ABSTRAK Penelitian ini mendeskripsikan kemampuan berpikir divergen siswa tunagrahita dalam menyelesaikan soal matematika operasi penjumlahan dan pengurangan bilangan bulat. Aspek yang diteliti meliputi fluency, flexibility, dan originality. Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif digunakan pada dua siswa tunagrahita di SLB Rever Kids yang dipilih secara purposive sampling. Data didapat melalui tes, wawancara, dan pengamatan langsung, dianalisis menggunakan tahapan Polya dan triangulasi sumber. Hasil data menunjukkan bahwa S1 memiliki potensi pada aspek kefasihan dan orisinalitas, meskipun kurang optimal dalam fleksibilitas dan ketelitian. S2 mengalami hambatan signifikan di semua aspek, bergantung pada bantuan guru akibat kesulitan membaca dan memahami soal. Implikasi penelitian ini menekankan pentingnya strategi pembelajaran berbasis visual dan kontekstual, seperti alat peraga dan soal sederhana, untuk meningkatkan kemampuan berpikir divergen siswa tunagrahita. Penelitian ini berkontribusi pada pengembangan pembelajaran inklusif sesuai kebutuhan siswa berkebutuhan khusus.
Profil Kemampuan Numerasi Siswa Kelas VII MTs Negeri 7 Malang dalam Menyelesaikan Soal AKM Mois, Fajrul Falah; Masamah, Ulfa; Putri Utami, Mutiara Arlisyah
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 1 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i1.14869

Abstract

This research aims to study students' level of numeracy skills in class VII F MTs Negeri 7 Malang through the analysis of Minimum Competency Assessment (AKM) questions. The qualitative descriptive method was used to examine the numeracy skills of students from low, medium, and high categories. Three students representing each numeracy ability category were selected using a purposive sampling technique. Data collection was done through AKM test questions and interviews. Data were analyzed through the stages of collection, condensation, presentation, and conclusion. The results showed that 34% of students had low numeracy skills, 33% had medium numeracy skills, and 33% had high numeracy skills. Interview analysis revealed that students with high numeracy were able to solve the problem accurately and consistently. Students with medium numeracy ability need additional guidance, while students with low numeracy ability have difficulty in understanding and applying mathematical concepts. This research recommends a comprehensive and integrated learning approach to improve students' numeracy skills. This approach should involve various aspects of the learning process to achieve optimal results. ABSTRAK Penelitian ini bertujuan untuk mempelajari tingkat kemampuan numerasi siswa kelas VII F MTs Negeri 7 Malang melalui analisis soal Asesmen Kompetensi Minimum (AKM). Metode deskriptif kualitatif digunakan untuk mengkaji kemampuan numerasi siswa dari kategori rendah, sedang, dan tinggi. Tiga siswa mewakili setiap kategori kemampuan numerasi dipilih dengan teknik purposive sampling. Pengumpulan data dilakukan melalui soal tes AKM dan wawancara. Data dianalisis melalui tahapan pengumpulan, kondensasi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 34% siswa memiliki kemampuan numerasi rendah, 33% memiliki kemampuan numerasi sedang, dan 33% memiliki kemampuan numerasi tinggi. Analisis wawancara mengungkapkan bahwa siswa dengan kemampuan numerasi tinggi mampu menyelesaikan soal dengan akurat dan konsisten. Siswa dengan kemampuan numerasi sedang membutuhkan bimbingan tambahan, sedangkan siswa dengan kemampuan numerasi rendah mengalami kesulitan dalam memahami dan menerapkan konsep matematika. Penelitian ini merekomendasikan pendekatan pembelajaran yang menyeluruh dan terintegrasi untuk meningkatkan kemampuan numerasi siswa. Pendekatan ini harus melibatkan berbagai aspek proses pembelajaran untuk mencapai hasil yang optimal.
Efektivitas Model Pembelajaran Group Investigation Terhadap Keaktifan dan Pemahaman Materi Siswa Pada Pelajaran Matematika Jadidah, Nur Aulia; Sari, Sulistya Umie Ruhmana
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 1 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i1.14892

Abstract

The purpose of this study is to determine the effectiveness of the group investigation learning model on the activeness and understanding of student material in mathematics lessons. This research is a quasi-experimental research using a quantitative approach, while the design of this study is a pretest-posttest control group design, with a research population of class VII at MTs Negeri 1 Malang. The research sample is class VII G as an experimental class and class VII H as a control class. The result of this study is that the group investigation learning model is effective in student activity in mathematics lessons with the average pretest score is 77.97 and the average posttest score is 81.17. The group investigation learning model is effective in understanding student material in mathematics lessons with an average pretest score of 49.1 and an average posttest score of 84.1. The results of the calculation of the t-test of student activeness questionnaires and student material comprehension tests show that H0 rejected and Ha accepted, so it can be concluded that the application of the group investigation learning model is effective for the activeness and understanding of student material in mathematics lessons. Keywords: Numeracy Skills, Minimum Competency Assessment, Mathematics Learning. ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui efektivitas model pembelajaran group investigation terhadap keaktifan dan pemahaman materi siswa pada pelajaran matematika. Penelitian ini merupakan penelitian quasi experiment dengan menggunakan pendekatan kuantitatif, Adapun desain penelitian ini adalah pretest-posttest control group design, dengan populasi penelitian yaitu kelas VII di MTs Negeri 1 Malang. Sampel penelitian yaitu kelas VII G sebagai kelas eksperimen dan kelas VII H sebagai kelas kontrol. Hasil pada penelitian ini yaitu model pembelajaran group investigation efektif terhadap keaktifan siswa pada pelajaran matematika dengan nilai rata-rata pretest adalah 77,97 dan nilai rata-rata posttest adalah 81,17. Model pembelajaran group investigation efektif terhadap pemahaman materi siswa pada pelajaran matematika dengan nilai rata-rata pretest adalah 49,1 dan nilai rata-rata posttest adalah 84,1. Hasil perhitungan uji-t angket keaktifan siswa dan tes pemahaman materi siswa menunjukkan bahwa ditolak dan diterima, sehingga dapat disimpulkan bahwa penerapan model pembelajaran group investigation efektif terhadap keaktifan dan pemahaman materi siswa pada pelajaran matematika.
Analisis Analisis Hasil Belajar Matematika Siswa KELAS VII SMP Negeri 1 Banyudono Tahun Ajaran 2024/2025 Aidah, Aulia Putri; Astuti, Wiwin
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 1 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i1.15549

Abstract

This study aims to analyze the mathematics learning outcomes of grade VII students of SMP Negeri 1 Banyudono for the 2024/2025 school year. The research data was obtained from the summative assessment value by applying a quantitative descriptive method. The simple random sampling technique was used to select samples so that grades VII A – C totaling 96 students were obtained. The results of the study indicate that the mathematics learning outcomes of students are relatively low. This can be seen in the results of the analysis which indicated that 9 students or 9% were in the high category, 23 students or 24% were in the medium category, and 64 students or 67% were in the low category. It is clear that there is a substantial difference between high and low category students and there are still 80 students whose grades are below the KKM. Thus, it is hoped that this research can be the basis for improvement efforts in optimizing learning evaluation, so that the approach applied can be more in line with the needs of students and improve their learning outcomes
PENINGKATAN PARTISIPASI SISWA DALAM PEMBELAJARAN MATEMATIKA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT PADA SISWA KELAS X MA MAZROATUL ULUM PACIRAN Haliza, Nur Rahma; Masamah, Ulfa
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 1 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i1.15786

Abstract

Lack of student involvement and low level of student participation in the mathematics learning process. During the learning process, students are less actively involved and often chat with their deskmates. To overcome this, researchers applied a cooperative learning model of the Teams Games Tournament (TGT) type. This study is a type of classroom action research with a cycle model that includes four stages: planning, action implementation, observation, and reflection. Data collection techniques include observation, interviews and documentation. The instruments in this study were observation sheets and interviews. The type of data analysis used in this study was qualitative analysis reinforced with descriptive quantitative data. The results of the analysis showed that in the pre-cycle stage, the average student participation was at 14.8%, the average student participation level in cycle I was 37.4%, and the average student participation level in cycle II was 87.0%. The three data indicate an increase in student participation, which is 22.6% from pre-cycle to cycle I, and 49.6% from cycle I to cycle II. The Teams Games Tournaments learning model applied in mathematics learning has a positive impact on increasing the learning participation of class X students of MA Mazroatul Ulum Paciran. This is shown by students expressing opinions and providing responses in the mathematics learning process.
Identifikasi Faktor-faktor Minat Belajar Siswa SMA pada Mata Pelajaran Matematika Wati, Erma
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 2 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i2.16494

Abstract

Minat belajar merupakan aspek penting dalam keberhasilan proses pembelajaran, terutama pada mata pelajaran matematika yang sering dianggap sulit dan membosankan oleh sebagian siswa. Minat belajar siswa tidak muncul secara tiba-tiba, tetapi dipengaruhi oleh berbagai faktor internal dan eksternal. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang mempengaruhi minat belajar matematika siswa SMA. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa angket yang terdiri dari 20 pernyataan berdasarkan enam indikator, yaitu: pemahaman konsep materi, rasa ingin tahu terhadap pembelajaran, keterlibatan siswa, minat terhadap guru dan metode, motivasi belajar, dan perasaan senang terhadap pembelajaran. Subjek penelitian terdiri dari 34 siswa SMA. Hasil analisis menunjukkan bahwa semua indikator berada pada kategori tinggi, dengan faktor motivasi sebagai faktor dominan yang mempengaruhi minat belajar siswa. Sementara itu, pemahaman konsep merupakan indikator dengan skor terendah. Kesimpulan dari penelitian ini adalah minat belajar matematika siswa dipengaruhi oleh interaksi antara faktor internal dan eksternal, sehingga penguatan aspek tertentu dapat meningkatkan semangat belajar siswa secara keseluruhan.
A Analisis Penalaran Aljabar Siswa SMA Melalui Soal Pola Bilangan Aritmatika Berbasis Representasi Visual Karimah, Siti Faizah Lathifatul
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 2 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i2.17856

Abstract

Background:Mathematics, especially algebraic reasoning, plays a crucial role in developing logical and systematic thinking skills. However, students often struggle to translate concrete patterns into abstract algebraic forms, indicating a gap between visual understanding and symbolic expression. The use of visual media in arithmetic sequence problems has proven effective in strengthening the connection between concrete and abstract concepts. This observation aims to examine students' thought processes in constructing reasoning from observed patterns and their ability to express them in algebraic symbols.Objectif : This study aims to explore students' thought processes in understanding and solving visual pattern-based mathematics problems, specifically in observing patterns, constructing reasoning, and expressing mathematical ideas into algebraic forms.Methods :The observation was conducted at SMA Negeri 1 Sugihwaras from June 10-16, 2025. The subjects were two students (Muhammad Fahmi Saputra and Anna Althofun Nisa’). Data were collected through visual pattern problem sheets (arithmetic sequence dot patterns), observation guidelines, and interview guidelines. Data were analyzed qualitatively, focusing on pattern generalization, logical argumentation, and symbolic expression. Results:Both students demonstrated good pattern generalization abilities, identifying the pattern of adding 4 dots and recognizing it as an arithmetic sequence. They also showed sufficient logical reasoning, explaining the steps and reasons for using the formula, and performing trials. However, both students still faced difficulties in formal expression, such as the inconsistent and not entirely accurate symbolic writing of the formula Un​=a+(n−1) × b. Conclusion: Students' generalization and logical reasoning abilities are well-developed, but formal expression in algebraic symbols remains a challenge. Visual learning is helpful, but it needs to be balanced with practice in writing formal formulas to enhance overall algebraic reasoning.
Profil Kemampuan Pemecahan Masalah Siswa SMP Islam Sabilurrosyad pada Materi Persamaan Linear Satu Variabel Berdasarkan Teori APOS DItinjau dari Self-Efficacy Rahma, Salsabila Zahrani
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 2 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i2.17918

Abstract

Most students are not able to solve problems well. Although students' math scores are quite good, their ability to solve math problems is actually still lacking. The theory of action, process, object, and scheme functions as one of the theories used to analyze math problem solving based on action, process, object, and scheme. The purpose of This study was to describe the profile of problem-solving abilities of students at Sabilurrosyad Islamic Junior High School on the material of one-variable linear equations based on the theory of action, process, object, and scheme reviewed from the high and low categories of self-efficacy. This study uses a qualitative approach with a case study research type. The subjects of this study consisted of six students representing each high and low self-efficacy category. The data collection techniques used were tests and interviews. The main instrument of this study was the researcher himself who was assisted by other supporting instruments in the form of problem-solving ability test sheets and task-based interview guidelines. The data analysis technique of this study used an interactive model according to Miles and Huberman, namely data reduction, data display, and drawing conclusions. The credibility test of this study used triangulation techniques and increased persistence. The results of the study indicate that, 1) students with high self-efficacy are able to meet all indicators of students' problem-solving abilities in the material of linear equations of one variable based on the theory of action, process, object, and scheme. Students with high self-efficacy solve mathematical problems through the stages of action, process, object, and scheme. However, at the scheme stage they are unable to write conclusions; 2) students with low levels of self-efficacy, although able to pass the stages of the theory of action, process, object, and scheme, show limitations at the stages of object and scheme. At the previous object stage, students were unable to find other objects. Thus, at the scheme stage, students have not been able to connect information from the action, process, object stages correctly. Thus, the following findings indicate that the theory of action, process, object, and scheme can be used as a reference in a more optimal learning and assessment model to improve students' ability to solve mathematical problems. Keywords: Problem Solving Ability, Single Variable Linear Equation System, APOS Theory, Self-Efficacy.
KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL BERDASARKAN TEORI NEWMAN’S ERROR Muhaimin, Ulum Rosyidah; Masamah, Ulfa
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 2 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i2.18379

Abstract

KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL BERDASARKAN TEORI NEWMAN’S ERROR Ulum Rosyidah Muhaimin1, Ulfa Masamah2 Tadris Matematika, FITK, UIN Maulana Malik Ibrahim Malang ulumrosyidah1@gmail.com, ulfamasamah@uin-malang.ac.id ABSTRACT This research aims to analyze junior high school students' errors in solving System of Linear Equations in Two Variables (SPLDV) story problems using Newman's Error Analysis (NEA). Errors in understanding, transformation, process skills, and drawing conclusions are errors that are analyzed. Six class IX-A students at MTs Modern Al-Rifa'ie Gondanglegi took part in this qualitative research using case study research. Tests and semi-structured interviews were used to collect data and the Miles and Huberman model was used for analysis. Research shows that high-ability students often make mistakes related to transformation and process skills. Although low-ability students made errors in almost every category, moderate-ability students also made coding errors. These findings emphasize the need for intensive guidance in understanding, transforming and resolving SPLDV story problems.
Analisis Kemampuan Literasi Matematika Mahasiswa Dalam Menyelesaikan Soal UAS Mata Kuliah Matematika Sekolah SMA/ SMK Sudrajat, Sudrajat
Galois: Jurnal Penelitian Pendidikan Matematika Vol 4 No 2 (2025): Galois : Jurnal Penelitian Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Fakultas Ilmu Tarbiyah dan Keguruan UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/gjppm.v4i2.18470

Abstract

Mathematical literacy is an essential competency for students in the Mathematics Education study program, particularly in understanding and solving mathematics problems at the high school/vocational school level. Mathematical literacy encompasses not only the ability to perform calculations, but also the ability to formulate, apply, and interpret mathematical concepts in the context of real problems. This study aims to describe students' mathematical literacy skills in solving Final Semester Exam (UAS) questions for the Mathematics course in high school/vocational school. The type of research used is descriptive with a qualitative approach. The study population was fifth-semester Mathematics Education study program students, with three subjects representing high, medium, and low ability levels, selected by random sampling and having taken the UAS for the related course. The research instruments included test questions and interview guidelines, while data collection techniques included test results, interviews, and documentation. Data analysis was carried out through triangulation with three stages: reduction, presentation, and drawing conclusions. The results showed that the average mathematical literacy ability of students was at a moderate level (average score of 67). High-ability students mastered the aspects of formulate, employ, and interpret, medium-ability students only mastered employ and interpret, while low-ability students had not mastered all three aspects adequately. This finding emphasizes the need for learning strategies that focus more on strengthening the formulating aspect, so that all students are able to understand, formulate, and interpret mathematical concepts comprehensively.

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