Hipotenusa: Journal of Mathematical Society
Aim : Hipotenusa: Journal of Mathematical Society is an electronic journal that provides a forum for publishing original research articles, review articles from contributors, and news about novel technologies related to mathematics education. The journal is intended for writers, teachers, students, professors, and researchers who wish to publish their research reports or literature review articles (the latter for invited contributors) on mathematics education and its instructional methods. Focus and Scope : 1. Thinking: Encompasses studies and research related to mathematical reasoning, problem-solving, and the cognitive processes involved in understanding mathematical concepts. 2. Learning: Encourages papers that explore innovative methodologies, pedagogical strategies, and best practices for effective mathematics education. 3. Assessment: Includes research on assessment techniques, evaluation methodologies, and the effectiveness of different types of assessments in measuring mathematical understanding and proficiency. 4. Evaluation: Seeks studies evaluating educational programs, curricula, and instructional methods in mathematics education, as well as their outcomes and impacts.
Articles
38 Documents
<![CDATA[The Influence of Students' Interest in Learning on Learning Achievement in Class XI Students' Trigonometry Material ]]>
<![CDATA[Wahyudi, Ari]]>;
<![CDATA[Pradipta Annurwanda]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1573
<![CDATA[Education plays a crucial role in nation-building by significantly contributing to intellectual development, societal well-being, and the formation of national identity. Although SMA Negeri 1 Ngabang is known as a quality school, most students in grade XI MIPA face challenges in achieving adequate academic performance, especially in trigonometry. This research aims to determine the influence of students' learning interest on their performance in trigonometry at SMA Negeri 1 Ngabang. The research population includes all grade XI MIPA students at SMA Negeri 1 Ngabang, totaling 180 students, with samples consisting of classes MIPA B and MIPA D, totaling 72 students. This study is quantitative, using simple linear regression analysis as hypothesis testing. The results indicate that students' learning interest has a significant impact on their performance in trigonometry, with an influence level of 90.8%, while the remaining is influenced by other factors. Analysis of learning interest indicators shows that happiness contributes the most (48.4%), while attention contributes the least (34.6%). The conclusion of this research emphasizes the importance of enhancing students' learning interest to improve their academic performance.]]>
<![CDATA[Designing of Numeracy Questions for Middle School Level Students ]]>
<![CDATA[Wulan Izzatul Himmah]]>;
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Shafanafi Azzahra]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1663
<![CDATA[Numeracy is a skill that has begun to be paid attention to in recent years, including in Indonesia. When solving numeracy questions, students often find it difficult, especially if the stimuli used in the questions are unfamiliar to students. Teachers can bridge this by using numeracy questions starting with stimuli that the students are familiar with or are around the students. The aim of this research is to produce numeracy questions at the middle school level that are suitable for use. This research is Research and Development research with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The instruments used in this research were interview guides and questionnaires. Question validation was carried out by providing draft questions to 2 experts in the field of mathematics education at State Universities in Central Java, Indonesia. Data was analyzed descriptively, both qualitatively and quantitatively. The results of this research show that references to numeracy questions are needed. After preparing the numeracy questions through the design and development process, it was discovered that the questions prepared received a score of 4.27 in the very good category from expert validators.]]>
<![CDATA[Mathematical Anxiety Profile of New Mathematics Education Students ]]>
<![CDATA[Friantini, Rizki Nurhana]]>;
<![CDATA[Winata, Rahmat]]>;
<![CDATA[Sugiharto]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1809
<![CDATA[This research is a descriptive qualitative study which aims to describe the mathematical anxiety of new students of the Mathematics Education Study Program at Palangka Raya University both classically and in terms of gender. The subjects of this research were 34 Mathematics Education students at Palangka Raya University, consisting of 21 female students and 13 male students who were selected based on a saturated sampling technique. The technique for collecting data in this research is using a questionnaire. The results of this research can be classically concluded that the majority of new students in the Mathematics Education Study Program at Palangka Raya University have mathematical anxiety. When viewed from gender, the average percentage of mathematical anxiety between female students is greater than that of male students.]]>
<![CDATA[Junior High School Students' Proportional Reasoning Ability in the Domain Comparison: A Gap in Results Between Indicators ]]>
<![CDATA[Lutfi, Ahmad]]>;
<![CDATA[Dahlan, Jarnawi Afgani]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>;
<![CDATA[Jupri, Al]]>;
<![CDATA[Rusyid, Husnul Khatimah]]>;
<![CDATA[Mukhibin, Ahmad]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1892
<![CDATA[The purpose of this study was to analyze students' proportional reasoning ability. The research subjects consisted of 21 students of VIII class in one of the public junior high schools in Semarang City who had obtained comparison materials (ratio and proportion). Data collection used test instruments that were developed based on indicators of proportional reasoning ability consisting of 6 questions. The data were analyzed qualitatively with data reduction analysis procedures, data presentation, and conclusion drawing/verification. The results showed that (1) none of the students met all the indicators of proportional reasoning ability, namely the ability to understand proportional relationships, solve proportional problems of missing values, numerical comparisons, qualitative predictions, distinguish proportional and non-proportional problems, and solve proportional relationships of inverse values, (2) all students have been able to understand proportional relationships, but they are still very limited in their ability to distinguish proportional and non-proportional problems, and solve proportional relationships of inverse value, and (3) the strategy most often used by students to solve proportional reasoning problems is the cross-multiplication strategy.]]>
<![CDATA[Geometry ability in Senior High School Students: Based on Learning Style ]]>
<![CDATA[Pipit Firmanti]]>;
<![CDATA[Yuberta, Fauzi]]>;
<![CDATA[Dimas Danar Septiadi]]>;
<![CDATA[Nurulzhia Rahma Nisa]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1901
<![CDATA[Geometry becomes an important component in mathematics which is learned by students at every stage. Learning style is one of the factors that influence students' geometry abilities. Therefore, it is important to describe how students' geometry abilities are viewed from learning styles. This research is quantitative descriptive research. The instruments used were a learning style questionnaire and a van hiele thinking test (VHGT). The data analysis technique used is descriptive statistical techniques with percentages, namely data from geometry tests that are successfully collected and then analyzed using a category assessment scale. The instruments used were the learning style questionnaire and the Van Hiele thinking test (VHGT). The research subjects were 276 high school students from eleven different schools in West Sumatra with the dominant learning style being visual as many as 104 students, followed by auditory as many as 98 and kinesthetic as many as 74. The results showed that the average students' geometric ability was 47.4 (on a scale of 0-100). In addition, students with a visual learning style have a higher average geometric ability compared to other learning styles. Therefore, it is hoped that teachers can consider using learning models that apply the Van Hiele level of thinking and the dominant learning style in geometry classes, for example by integrating technology.]]>
<![CDATA[How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge ]]>
<![CDATA[Sari, Dwi Maulida]]>;
<![CDATA[Suhendra]]>;
<![CDATA[Elah Nurlaelah]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1908
<![CDATA[The purpose of writing this article is to find out about the initial Computational Thinking ability of prospective mathematics teacher students. This is because the 21st century demands changes in human resources (HR) to be more superior and competitive. Excellent and competitive human resources require the ability of Computational Thinking (CT), because it can help a person develop critical, creative, and analytical thinking skills in solving complex problems, both in the context of computing and everyday life. Improving the quality of human resources cannot be separated from the implementation of education in preparing this requires an educator who has the capability to be able to provide good and effective learning. Students that are expected to become professional teachers in the field of mathematics education in the future must have good CT ability. So, the condition of prior CT ability of Tadris Mathematics Education students as mathematics teacher candidates needs to be investigated. The method used in this article is qualitative research with a descriptive approach, with the aim of describing the prior CT abilities of prospective mathematics teachers, namely Tadris Mathematics Education students. Based on the analysis of the answers and further interviews of students which are prospective mathematics teachers, it is concluded that the CT ability is still low and not good, especially in the indicators of pattern recognition, algorithms, abstraction and generalization. So it is necessary to develop a learning or approach that can improve the CT ability of prospective mathematics teachers.]]>
<![CDATA[LE-Probale Model through Nila's Edumath Interactive Mobile Learning to Improve Mathematical Literacy ]]>
<![CDATA[Ubaidah, Nila]]>;
<![CDATA[Zaenuri]]>;
<![CDATA[Iwan Junaedi]]>;
<![CDATA[Sugiman]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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<![CDATA[Creating a supportive learning environment through psychological well-being is an important indicator in achieving true happiness in the learning process, and also through project-based learning so that it plays an important role in the learning environment and the results are very real. The aim of this research is to produce the LE-Probale model syntax. The learning model components used adopt Joyce and Weil. The quality of the product developed is evaluated based on product development evaluations developed by Plomp and Neeven, which include validity by validators, practicality and effectiveness of field trials by observers. The realization of the model syntax consists of ten stages, namely: 1) Preparing an adequate learning environment; 2) Delivery of learning objectives; 3) Selecting learning materials and determining topics that students must study inductively (from examples then generalizing); 4) Meaningful understanding is linked to everyday life; 5) Provide trigger questions to observe and solve; 6) Group formation; 7) Design and complete projects related to other subjects with the help of Nila's Islamic Edumath Interactive Mobile Learning; 8) Rearrange and compare representations of project results; 9) Evaluate the resulting projects; 10) Teacher and student reflection to look back at the learning that has taken place.]]>
<![CDATA[Mathematical Problem-Solving Ability in STAD Learning Assisted by Question Cards in Terms of Student Learning Motivation ]]>
<![CDATA[Mulyono]]>;
<![CDATA[Amira Sulkha Fatika]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i1.1956
<![CDATA[This research aims to determine the effectiveness of Student Teams Achievement Division (STAD) learning model assisted by question cards and description of mathematical problem solving ability in terms of students' learning motivation using STAD learning model assisted by question cards. The method used in this research is mixed method with sequential explanatory design. The subjects in this research were 6 people consisting of 2 students in each learning motivation category, namely high, moderate, and low. The results of this research showed that: (1) the mathematical problem-solving ability of grade VIII students after participating in STAD learning assisted by question cards on Probability material reaches learning completeness; (2) The average mathematical problem-solving ability of grade VIII students after participating in STAD learning assisted by question cards is higher than the average mathematical problem solving ability of grade VIII students who use conventional learning models; (3) The completeness of mathematical problem-solving ability of grade VIII students after participating in STAD learning assisted by question cards is more than the proportion of completeness of mathematical problem solving ability of grade VIII students using conventional learning models; (4) Subjects with high learning motivation fulfil all four indicators of mathematical problem-solving ability well. Subjects with moderate learning motivation fulfilled 3 indicators of mathematical problem-solving ability well.]]>
<![CDATA[Analysis of Students' Computational Thinking Processes in Merdeka Curriculum Differentiation Learning using The Open-Ended Problem Based Learning Model ]]>
<![CDATA[Santika Lya Diah Pramesti]]>;
<![CDATA[Heni Lilia Dewi]]>;
<![CDATA[Norma Alias]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 2 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i2.1899
<![CDATA[This research aims to evaluate the effect of implementing differentiated learning using the Open-Ended Problem Based Learning model on students' computational thinking abilities at the Batang State Tsanawiyah Madrasah. The research used mixed methods with a concurrent embedded model, which combines quantitative and qualitative approaches. Data was collected through computational thinking ability tests, interviews, and observations during the research period. The research results show a significant increase in students' computational thinking abilities after implementing differentiated learning. Quantitative data analysis shows significant differences between before and after learning, with visible improvements in aspects of computational thinking capabilities such as abstraction, algorithms, decomposition, and pattern recognition. These findings show that differentiated learning using the Open-Ended Problem Based Learning model can improve students' abilities in computational thinking and solving problems effectively.]]>
<![CDATA[The Pedagogical Role of ICT on Computational Thinking in Learning Mathematics: A Systematic Review of Scopus Database ]]>
<![CDATA[Makur, Alberta Parinters]]>;
<![CDATA[Darhim]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ Hipotenusa: Journal of Mathematical Society Vol. 6 No. 2 (2024): Hipotenusa: Journal of Mathematical Society ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/hipotenusa.v6i2.1964
<![CDATA[The systematic review literature on the integration of computational thinking in learning mathematics at K-12 mathematics education showed that student-centered teaching approaches can bridge computational thinking and mathematics. However, studies on the role of ICT in improving the quality of learning and the integration of computational thinking in supporting the academic ability of K-12 students are still little reviewed in the current literature. In an effort to fill this gap, a systematic review of the pedagogical role of ICT in asssisting the improvement of students’ computational thinking in K-12 mathematics learning needs to be conducted. This study analyzed 14 studies from the Scopus database that met the inclusion requirements. The PRISMA protocol was used to assess the 14 studies reviewed. The results of this research are that several ICT tools effectively enhance students' CT in mathematics education, including augmented reality, digital gamification technology, robots, tablets, ePCR devices, online platforms for algorithm-based tasks, and problem-based programming. These studies recommend integrating these ICT tools into standard mathematics curricula, with careful design of learning activities, appropriate to students' developmental levels, and supported by adequate teacher training.]]>
