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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 44 Documents
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Pecel Madiun dalam Perspektif Etnomatematika: Analisis Filosofi dan Rasio Bumbu Tradisional Nency Surya Andini
Galois: Jurnal Penelitian Pendidikan Matematika Vol. 5 No. 1 (2026): 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.v5i1.19703

Abstract

ABSTRACT This study aims to explore the mathematical values ​​and cultural philosophy contained in the process of making Pecel Madiun seasoning through an ethnomathematics perspective. The background of this study begins with the view that local cultural practices can represent mathematical concepts that exist in society. This study uses a qualitative approach with ethnographic methods. The subject of the study is a seller and maker of traditional Pecel Madiun who has been selling for more than 25 years in Madiun City, East Java. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that the process of making Pecel Madiun seasoning contains the application of the concept of ratio and equivalent comparison that emerges intuitively. The composition of ingredients such as peanuts, dried chilies, brown sugar, white sugar, lime leaves, and salt is arranged in certain proportions that are passed down from generation to generation to maintain a balance of taste. The balance between spicy and sweet flavors reflects the life philosophy of the Madiun people about harmony and simplicity, which can be interpreted as a form of mathematical representation in a cultural context. These findings indicate that local culture has great potential as a source of contextual mathematics learning that is relevant and meaningful for students. Keywords: ethnomathematics, Pecel Madiun, ratio, balance, cultural philosophy
Penalaran Proporsional Siswa SMP Islam Bani Hasyim Singosari Dalam Menyelesaikan Soal Perbandingan Terintegrasi Islam Farha Ashiilah Herwinsyah; Ulfa Masamah
Galois: Jurnal Penelitian Pendidikan Matematika Vol. 5 No. 1 (2026): 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.v5i1.20039

Abstract

This study discusses the analysis of proportional reasoning ability of students at SMP Islam Bani Hasyim Singosari in solving comparison problems integrated with Islamic values. The main issue examined is the low ability of students to understand proportional concepts. The research aims to analyze students' proportional reasoning skills, particularly in solving comparison problems within the Islamic context, specifically zakat. The method used is qualitative descriptive research with data collected through written tests and structured interviews with purposively selected students. Data analysis was conducted using triangulation techniques to obtain a comprehensive picture of students’ proportional reasoning abilities. The results indicate that most students meet the indicators of proportional reasoning, namely understanding the concept of covariation, identifying proportional situations, and correctly using multiplicative strategies. However, there are still limitations in accurately understanding the conditions for ratio usage and integrating the concept of zakat within the problem context. Thus, the study confirms that mathematics learning that optimally integrates Islamic values has the potential to strengthen mastery of the material and foster students' religious attitudes in a balanced manner.
Kesalahan Siswa SMP pada Soal HOTS Relasi dan Fungsi Berdasarkan Teori Kastolan Ditinjau dari Gender Muhammad Ferdian Syah; Ulfa Masamah; Sulistya Umie Ruhmana Sari
Galois: Jurnal Penelitian Pendidikan Matematika Vol. 5 No. 1 (2026): 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.v5i1.20233

Abstract

The low level of higher-order thinking skills in junior high school students indicates a fundamental problem that often triggers errors in solving mathematics problems. This study aims to analyze and describe junior high school students' errors in HOTS relation and function problems based on Kastolan's theory from a gender perspective. This study uses a descriptive qualitative approach involving two subjects, namely one male and one female student of grade VIII of UPT SMP Negeri 30 Gresik, selected through purposive sampling technique. Data collection through HOTS essay tests and interviews to explore students' thinking processes. Using technical triangulation data validity. The data analysis process is carried out by means of data reduction, data presentation, and drawing conclusions. The results of the study show that male students make conceptual, procedural, and technical errors, while female students do not show conceptual errors but still make procedural and technical errors. This difference indicates variations in problem-solving strategies based on gender, where male students are more impulsive and less verification, while female students are more careful but less confident. These findings emphasize the need to strengthen conceptual understanding, systematic solution steps, and accuracy to improve students' HOTS abilities.
PENGARUH KECEMASAN MATEMATIKA TERHADAP HASIL BELAJAR MATEMATIKA RANAH KOGNITIF PADA MATERI BENTUK ALJABAR SISWA KELAS VII Dimas Femy Sasongko; Afiah Putri Yuliandani
Galois: Jurnal Penelitian Pendidikan Matematika Vol. 5 No. 1 (2026): 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.v5i1.32535

Abstract

Background: Mathematics anxiety is one of the psychological factors that may affect students' success in learning mathematics. Students who experience mathematics anxiety often have difficulty concentrating, lack self-confidence, and show lower academic achievement. Therefore, identifying students' mathematics anxiety levels and examining their relationship with learning outcomes are essential for improving mathematics instruction.. Objectif This study aimed to determine the mathematics anxiety levels of seventh-grade students and examine the effect of mathematics anxiety on cognitive mathematics learning outcomes in algebraic expressions. Methods : This study employed a quantitative approach using an ex post facto research design. The population consisted of 286 seventh-grade students at SMP Negeri 13 Malang, Indonesia. A sample of 32 students was selected using cluster random sampling. Data were collected through a mathematics anxiety questionnaire and a mathematics achievement test. The data were analyzed using descriptive statistics and simple linear regression. Results:The findings showed that 18.75% of students experienced low mathematics anxiety, 53.13% moderate anxiety, and 28.12% high anxiety. Simple linear regression analysis revealed that mathematics anxiety had a significant negative effect on students' learning outcomes (p = 0.006 < 0.05). The regression equation was Y = 7.928 − 0.062X, with a correlation coefficient (R) of 0.476 and a coefficient of determination (R²) of 0.226, indicating that mathematics anxiety explained 22.6% of the variance in mathematics learning outcomes. Conclusion: Most students experienced a moderate level of mathematics anxiety. Furthermore, mathematics anxiety had a significant negative effect on cognitive mathematics learning outcomes. These findings suggest that reducing students' mathematics anxiety should become an important consideration in designing effective mathematics learning strategies.

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