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INDONESIA
Journal on Mathematics Education Research
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : 30471095     DOI : https://doi.org/10.17509/j-mer.v5i2.78906
Core Subject : Education,
Mathematics
The scope of this journal covers, but not limited to, the fields of: Mathematics Education, Algebra Education, Geometry Education, Statistics and Probability Education, Realistic Mathematics Education, Teaching and Learning in Mathematics Education, and Assessment in Education.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 52 Documents
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DESAIN DIDAKTIS BERPIKIR KREATIF MATEMATIS PADA MATERI BANGUN RUANG SISI DATAR BERBANTUAN GEOGEBRA Nurcahyo Ade Prasetyo; Tatang Herman; Al Jupri
Journal on Mathematics Education Research (J-MER) Vol 1, No 1 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i1.24574

Abstract

Adanya pembelajaran yang kurang bermakna mengakibatkan kesulitan belajar bagi siswa dan kesulitan siswa dalam meningkatkan kemampuan berpikir tingkat tinggi khususnya kemampuan berpikir kreatif. Penelitian ini bertujuan untuk membuat desain didaktis guna meminimalisir kesulitan belajar dan melatih kemampuan berpikir kreatif. Desain didaktis yang dibuat terdiri dari dua lesson design yang diimplementasikan menggunakan aplikasi Geogebra sebagai alat bantu penemuan konsep matematika serta media demonstrasi dan visualisasi. Selain itu, dalam desain didaktis ini, terdapat latihan soal dan kuis yang mengacu pada indikator berpikir kreatif. Penelitian ini dilakukan kepada siswa kelas VIII Sekolah Menengah Pertama (34 siswa) yang belum pernah mendapatkan pembelajaran konsep luas permukaan dan volume limas. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan teknik pengumpulan data secara triangulasi, yaitu mengombinasikan data observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian, desain didaktis ini dapat meminimalisir kesulitan belajar dan melatih siswa untuk berpikir kreatif sehingga dapat dijadikan alternatif bahan ajar pada pembelajaran luas permukaan dan volume limas.
SELF REGULATED LEARNING SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIS Rama Nida Siregar; Sufyani Prabawanto; Didi Suryadi
Journal on Mathematics Education Research (J-MER) Vol 2, No 2 (2021)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v2i2.48398

Abstract

This study aims to describe the self-regulated learning of junior high school students in Medan City and Deli Serdang Regency, North Sumatra in solving mathematical problems in social arithmetic material. This research includes survey research with quantitative and qualitative approaches. The research subjects were 65 junior high school students in Medan City and Deli Serdang Regency, North Sumatra who came from two schools with the category of one public school and one private school. The instrument used is a self-regulated learning questionnaire consisting of 27 statement items based on self-regulated learning indicators to be filled out by students, and interview guidelines. The results showed that the average self-study of private junior high schools in Medan City and Deli Serdang Regency, North Sumatra as a whole of 65 students was in the high category, which was 90.23. In general, students have a high tendency to self-study. For example having 1) think far ahead. Students plan behavioral independence by analyzing tasks and setting goals, 2) doing and controlling. Students monitor and control and control their own behavior, awareness, motivation and emotions, 3) Self-reflection. Students state about their own progress and change it according to their behavior, so it can be said that students who have independent learning abilities will have an impact on their learning and students' problem solving will be better
Analisis kesalahan mahasiswa dalam menyelesaikan soal pada materi statistika berdasarkan teori Newman Jelyani Feronika; Nurendah Yulianti; Sarah Inayah; Ahmad Lutfi; Husnul Khatimah Rusyid; Ahmad Mukhibin
Journal on Mathematics Education Research (J-MER) Vol 4, No 2 (2023): November
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v4i2.65087

Abstract

The purpose of this research is to describe the types of mistakes made by students in solving problems based on Newman's theory on statistical material. The type of research used is descriptive research with a quantitative approach. The subjects of this study consisted of 9 Level 1 Mathematics Education students at Suryakancana University. The data collection technique in this study was a written test, with a test instrument consisting of 3 statistical questions in the form of descriptions. The percentage of types of errors made by students at the stage of reading the problem was found to be 20%, comprehension the problem was 20%, transformation was 20%, processing skills was 20%, and encoding was 20%. The types of errors in this study were analyzed using Newman's theory, namely 1) Errors in Reading Problems, 2) Errors in Understanding Problems, 3) Errors in Transformation, 4) Errors in Process Skills, and 5) Errors in Writing Final Answers. Of the 9 students it was found that the most common types of mistakes made by students in solving statistical problems were errors at the stage of understanding the problem and encoding errors.
Peningkatan kemampuan berpikir kritis matematis melalui model Problem Based Learning dengan pendekatan Culturally Responsive Teaching dan Teaching at the Right Level Nurmala Setianing Putri; Eka Firmansyah; Bill Chairy Rizki Bustaren; Fitri Rahmawati
Journal on Mathematics Education Research (J-MER) Vol 5, No 2 (2024): November
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i2.78906

Abstract

Kemampuan berpikir kritis matematis siswa merupakan salah satu keterampilan yang perlu dikembangkan agar siswa mampu mengatasi tantangan masa depan. Selain itu, bernalar kritis adalah salah satu aspek dalam Profil Pelajar Pancasila yang perlu dikembangkan dalam Kurikulum Merdeka. Berkaitan dengan upaya meningkatkan kemampuan tersebut, penelitian ini bertujuan untuk mengetahui aktivitas pendidik dan siswa dalam pembelajaran yang menerapkan model pembelajaran Problem Based Learning (PBL) dengan Pendekatan Culturally Responsive Teaching (CRT) dan Teaching at the Right Level (TaRL) serta mengetahui peningkatan kemampuan berpikir kritis matematis siswa setelah melakukan pembelajaran tersebut. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas dengan 2 siklus yaitu Siklus 1 yang terdiri dari 2 pertemuan dan Siklus 2 yang terdiri dari 3 pertemuan. Subjek penelitian ini adalah siswa kelas VIII A SMP Negeri 13 Bandung. Kesimpulan yang diperoleh pada penelitian ini ialah bahwa penerapan model pembelajaran PBL dengan pendekatan CRT dan TaRL dapat meningkatkan kemampuan berpikir kritis matematis siswa SMP.
PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI MODEL PROJECT-BASED LEARNING DENGAN PENDEKATAN STEM Indri Octaviyani; Yaya Sukjaya Kusumah; Aan Hasanah
Journal on Mathematics Education Research (J-MER) Vol 1, No 1 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i1.24569

Abstract

Project-Based Learning (PjBL) merupakan model pembelajaran yang  mengajarkan konsep dalam kurikulum melalui sebuah proyek yang berpusat pada peserta didik agar dapat bekerja secara otonom, kolaboratif dan melalui tugas-tugas. STEM (Science, Technology, Engineering dan Mathematics) merupakan pembelajaran yang mengintegrasikan konsep-konsep sains, teknologi, engineering dan matematika. Tujuan dari studi ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa melalui model Project-based Learning dengan pendekatan STEM. Metode penelitian yang digunakan adalah kuasi eksperimen dengan one-group pretest and post-test. Instrumen yang digunakan adalah tes kemampuan berpikir kreatif matematis dalam bentuk soal uraian, dan angket respons siswa untuk mengetahui respons siswa terhadap Model Project-based Learning dengan pendekatan STEM. Populasi dalam penelitian ini adalah Siswa SMP Kelas VII dan sampelnya adalah 31 siswa kelas VII SMP Negeri 26 Badung. Data berasal dari hasil pretes dan postes kemampuan berpikir kreatif matematis siswa dan respons terhadap  model Project-based Learning dengan pendekatan STEM. Berdasarkan hasil analisis data, dapat disimpulkan bahwa peningkatan kemampuan berpikir kreatif matematis siswa adalah 0,76 (kategori tinggi). Hampir semua siswa menunjukkan respons yang cukup baik terhadap model Project-based Learning dengan pendekatan STEM.
EFEK DOMINO INDUKSI MATEMATIKA Dandy Apviano
Journal on Mathematics Education Research (J-MER) Vol 1, No 2 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i2.14861

Abstract

In integers we can determine a truth using mathematical induction. Mathematical induction is also a matter in the form of a framework because it does not have the same character as mathematical induction. Because there is a real form now we can more easily understand mathematical induction to determine its own truth. In this paper we want to determine the truth of mathematical induction in the domino effect. The basic domino effect is if the first domino card falls, the next card will fall because it gets a boost from the first card. this event will run continuously until the last card falls. This event is proportional to the character of mathematical induction if a (n) is true, a (n + 1) is also true where n is a positive integer.
Pengembangan bahan ajar berbasis proyek untuk meningkatkan kemampuan berpikir kreatif pada materi limas dan prisma Martin Valerian Amadeus
Journal on Mathematics Education Research (J-MER) Vol 4, No 1 (2023): May
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v4i1.61815

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar matematika pada materi luas permukaan dan volume limas dan prisma untuk meningkatkan kemampiuan berpikir kreatif siswa. Hal ini dilakukan  karena berdasarkan hasil observasi, banyak sekolah yang masih menerapkan model pembelajaran ekspositori sehingga siswa kurang mendapatkan pengalaman belajar yang dapat meningkatkan kemampuan berpikir kreatifnya. Penelitian ini menggunakan Metode Research and Development (RD) di mana menciptakan perangkat pembelajaran serta dilakukan pengujian validitas oleh para ahli (judgement expert). Hasil uji validitas dengan ahli menunjukkan bahwa baik validitas isi maupun validitas muka untuk setiap jenis perangkat pembelajarannya yaitu RPP, lembar penilaian, kisi – kisi assessment, bahan ajar, LKPD, dan PPT pembelajaran sangat valid. Besar harapannya, perangkat pembelajaran ini dapat digunakan secara optimal di dalam pembelajaran sehingga siswa memiliki pengalaman belajar yang dapat meningkatkan kemampuan berpikir kreatifnya. 
Desain didaktis berbasis multimodal learning dalam pembelajaran matematika siswa ditinjau dari gaya belajar Shintia Permata Surachman; Herani Tri Lestiana; Darwan Darwan
Journal on Mathematics Education Research (J-MER) Vol 5, No 1 (2024): May
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i1.75646

Abstract

This research is motivated by the lack of technology-based media designs that consider potential learning barriers from the perspective of students' learning styles. The purpose of this study is to explore how didactical design and the implementation of a multimodal learning-based didactical design in social arithmetic materials can reduce learning barriers and improve students' learning outcomes based on their learning styles. The research method applied is Didactical Design Research (DDR), which involves three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The results of this study include a Hypothetical Learning Trajectory (HLT) that was developed into an empirical didactical design aimed at improving students' learning outcomes. The developed didactical design consists of three sessions, each utilizing different media to accommodate students' various learning styles. Findings from this research indicate a reduction in students' learning barriers, with an average decrease of over 50%. Furthermore, students' learning outcomes improved after learning with the developed didactical design, achieving an n-gain score of 0.63.
ANALYSIS OF STUDENT ERRORS IN COMPLETING MATHEMATICS UNDERSTANDING QUESTIONS IN MATHEMATICS CAPITA SELECTA COURSE Rani Sugiarni; Nia Jusniani; Widy Nugraha M.
Journal on Mathematics Education Research (J-MER) Vol 3, No 1 (2022)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v3i1.49042

Abstract

The purpose of this study was to determine the students' mathematical understanding ability in understanding social arithmetic material in terms of high, medium, and low levels, to find out what errors were experienced by students in solving problems of mathematical understanding ability, and to determine the factors that caused students to often make mistakes on ability questions. Mathematical understanding in Capita Selecta Mathematics courses. The type of research used is descriptive quantitative research. The subjects in this study were level I students of the mathematics education study program in Cianjur Regency for the 2019/2020 academic year. Tests and interviews are used as data collection techniques. The instruments used are a test of mathematical understanding ability and indirect interviews. The results of the students' mathematical understanding ability test in understanding social arithmetic material in terms of high, medium, and low-level abilities show that students still make mistakes in solving mathematical understanding problems on social arithmetic problems, both students with high, medium, and low criteria. While the mistakes that are often experienced by dominant students make errors using data, besides that, some students still have conceptual and technical errors, and the main factors causing students to make mistakes are lack of accuracy and difficulty in understanding what is contained in the questions. Keywords: analysis, error, mathematical understanding, social arithmetic.
KEMAMPUAN LITERASI MATEMATIS PADA SISWA KELAS X SMA BERGAYA KOGNITIF REFLEKTIF Dian Fitriana; Suhendra Suhendra; Dadang Juandi
Journal on Mathematics Education Research (J-MER) Vol 2, No 1 (2021)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v2i1.54360

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa berdasarkan gaya kognitif reflektif. Metode yang digunakan pada penelitian ini yaitu metode deskriptif kualitatif. Subjek penelitian ini yaitu tiga siswa kelas X IPA di salah satu SMA di Kota Palembang. Instrumen tes untuk mengetahui gaya kognitif siswa menggunakan Matching Familiar Figure Test (MFFT) yang dikembangkan oleh Warli (2010) berdasarkan instrumen MFFT yang dibuat oleh Jerome Kagan (1965). Instrumen tes kemampuan literasi matematis siswa terdiri dari tiga butir soal uraian dengan satu soal memuat satu indikator. Hasil menunjukkan bahwa kemampuan literasi matematis siswa ditinjau berdasarkan gaya kognitif reflektif memiliki kemampuan literasi matematis yang tergolong sedang. Hal ini dikarenakan terdapat ada satu siswa yang mendapatkan persentase diatas rata-rata di semua indikator kemampuan literasi matematis (formulate, employ, dan interpret). Kemudian satu siswa yang menguasai dua indikator literasi matematis yaitu indikator formulate dan interpret, yang artinya siswa tersebut memiliki kemampuan untuk merumuskan situasi matematis dan menafsirkan serta mengevaluasi solusi, hasil, atau kesimpulan matematika (formulate) dan menginterpretasikannya dalam bentuk kontekstual pada masalah kehidupan nyata (interpret). Sisanya satu siswa hanya memiliki kemampuan untuk menginterpretasikan dalam bentuk kontekstual pada masalah kehidupan nyata (interpret).Kata Kunci: Employ; Formulate; Interpret; Kemampuan Literasi Matematis; Reflektif; AbstractThis study aims to describe students' mathematical literacy skills based on reflective cognitive style. The method used in this research is descriptive qualitative method. The subjects of this study were three students of class X IPA at a high school in Palembang City. The test instrument to determine students' cognitive styles uses the Matching Familiar Figure Test (MFFT) developed by Warli (2010) based on the MFFT instrument created by Jerome Kagan (1965). The instrument for testing students' mathematical literacy skills consisted of three descriptive questions with one item containing one indicator. The results show that students' mathematical literacy abilities reviewed based on the reflective cognitive style have moderate mathematical literacy abilities. This is because there is one student who gets a percentage above the average in all indicators of mathematical literacy skills (formulate, employ, and interpret). Then one student who masters two indicators of mathematical literacy, namely formulate and interpret indicators, which means that these students have the ability to formulate mathematical situations and interpret and evaluate solutions, results, or mathematical conclusions (formulate) and interpret them in contextual form on real life problems (interpret ). The remaining one student only has the ability to interpret in contextual form on real life problems (interpret).Keywords: Employ; Formulates; Interpret; Mathematical Literacy Ability; Reflective;

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