Issues in Mathematics Educations (IMED)
Journal of IMED presents new ideas, developments, and innovations in mathematics education. It involves attempts to enhance teaching and learning mathematics in the classroom at all levels. It deals with educational articles from research, recent issues, and literature reviews. All paper related to mathematics education are welcome.
Articles
178 Documents
<![CDATA[Pengaruh Aplikasi Pembelajaran Online terhadap Hasil Belajar dan Motivasi Belajar Matematika Siswa Kelas XI SMA ]]>
<![CDATA[Sappaile, Baso Intang]]>;
<![CDATA[Rosidah, Rosidah]]>;
<![CDATA[Mutmainna, Diati]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1705
<![CDATA[This study was conducted to effect of application online learning on motivation and mathematics achievement of student at grade XI SMA. This study is an quasi experiment study with a research sample 72 students from each one class XI SMA for the academic year 2021/2022 which were selected using the Stratified cluster random sampling technique. The instruments used observation of learning implementation, test achievement and scale motivation learning. The research data were analyzed by descriptive statistical analysis and inferential statistics by Independent Sample T-Test.the results showed that (1) The mathematics achievement at grade XI SMA of using application online learning (Google Classroom and WhatsApp Group) in high category and the motivation learning mathematics using application online learning (Google Classroom and WhatsApp Group) in high category. (2) There is difference using the Google Classroom online learning application with using the WhatsApp Group online learning application on the mathematics achievement of student at grade XI SMA. (3) There is difference using the Google Classroom online learning application with using the WhatsApp Group online learning application on the mathematics motivation of student at grade XI SMA.]]>
<![CDATA[Deskripsi Pemahaman Konsep Geometri Bidang Berdasarkan Gaya Belajar Visual Auditori Kinestetik Siswa Kelas VII ]]>
<![CDATA[Bernard, Bernard]]>;
<![CDATA[Asdar, Asdar]]>;
<![CDATA[Muslim, Amila Akrama]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1790
<![CDATA[This is a descriptive research which depicts essentially the object and explains more detail and systematic about student’ conceptual understanding on plane geometry towards the students who have visual, auditory, kinesthetic studying style. The subject was selected based on the questionnaire which was deployed in a class, which consists of 28 students, at SMP Muhammadiyah Watansoppeng. In the process, there were 3 steps; first, giving information about the goal of research and once in a while giving the questionnaire of studying style. Second, giving the test and doing observation step. Third, doing interview in order to know more information about how the students answer the problems on the test. The used instruments were the researcher, questionnaire of studying style, test of plane geometry-concept comprehention, and interview outlines. The result of this research showed that a student with visual-studying style was sufficiently able to meet two of five indicators demand which had been determined. But the student with auditory-studying style unable to meet the five indicators demand which had been determined]]>
<![CDATA[Analisis Kemampuan dalam Menyelesaikan Masalah Literasi Matematika Ditinjau dari Emotional Intelligence (EI) Siswa Kelas X ]]>
<![CDATA[Dassa, Awi]]>;
<![CDATA[Arwadi, Fajar]]>;
<![CDATA[Damayanti, Isti Qama]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1791
<![CDATA[This study aims to describe the ability in mathematical literacy problems solving in terms of Emotional Intelligence (EI) of class X students of Senior High School 4 Maros. This research is qualitative research with a descriptive approach. The research subjects were taken purposively, namely 1 each from category of emotional intelligence. The instruments in this study is namely EI questionnaires, mathematical literacy tests, and interview guidelines. The indicators used consist of 6 levels of ability in solving PISA mathematical literacy problems according to the OECD. The results showed that: 1) Optimal category students are able to answer questions in a general context, addition to extracting relevant information, performed procedures applied simple problem-solving strategies, and conceptualized. 2) Special category students are able to answer questions in a general context, extract relevant information, carry out procedures sequentially, apply simple problem-solving strategies and conceptualize. 3) Vulnerable category students are able to answer questions in a general context, extract relevant information, carry out procedures sequentially, implement simple problem-solving strategies, and work effectively by involving assumptions. 4) Need alert category students are able to answer questions in a general context]]>
<![CDATA[Deskripsi Kompetensi Pedagogik Guru Matematika Sebagai Dampak Dari Pelaksanaan Pengembangan Keprofesian Berkelanjutan Dalam Bentuk MGMP Di Kabupaten Takalar ]]>
<![CDATA[Rahman, Abdul]]>;
<![CDATA[Rosidah, Rosidah]]>;
<![CDATA[Fadya, Rara Nur]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1792
<![CDATA[This study aims to describe the pedagogical competence of teachers after being given Continuous Professional Development (PKB) treatment in the form of MGMP in Takalar Regency. The type of research used is descriptive qualitative research. There are six research subjects, namely mathematics teachers who are members of the MGMP and have participated in the 2015 UKG which are grouped into three parts based on the order of values: high, medium, low. Data collection techniques in this study are by conducting pedagogical competency tests and interviews. The results showed that: Highly competent teachers have the ability to master six aspects of pedagogic competence. Medium competency teachers have the ability to master five aspects of pedagogic competence. Low competence teachers have the ability to master three aspcets of pedagogic competence. In this study, MGMP has been able to contribute to the improvement of teachers' pedagogical competence. The results of this study are expected to add insight and improve the pedagogic competence of teachers.]]>
<![CDATA[Efektivitas Penerapan Pembelajaran Model Flipped Classroom pada Materi Statistika Kelas VIII ]]>
<![CDATA[Rusli, Rusli]]>;
<![CDATA[Nasrullah, Nasrullah]]>;
<![CDATA[Sannang, Hafsah Halim]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1793
<![CDATA[This research determine to effectiveness of implementing flipped classroom model on statistics material in grade VIII at SMP Negeri 18 Makassar. The type of this study research is a pre-experimental with One-Group Pretest Posttest Design. The population in the research were all students of grade VIII and VIII.3 as the experimental group, which consisted of 21 students. The instruments used are learning achievement tests, student activity observation sheets, and student response questionnaires. The data analysis technique that used was the technique of descriptive and inferential statistical analysis. The result show that: (1) When viewed from the learning outcomes of students, the average learning outcomes after implementing flipped classroom is 81,14, the average increase in learning outcomes (gain value) is 0,74 in the high category, and the classical completeness of 85%, (2) The average percentage of student activity at each meeting in the implementing flipped classroom is 83,33% in the very active category, and (3) The average percentage of responses each students to the implementation of flipped classroom is 72% in the good category. Based on the effectiveness criteria, which concludes that flipped classroom learning is effectively applied on statistics material in grade VIII at SMP Negeri 18 Makassar]]>
<![CDATA[Pengaruh Model Problem Based Learning berbasis Assemblr EDU Augmented Reality terhadap Hasil Belajar Geometri Siswa Kelas VII ]]>
<![CDATA[Ruslan, Ruslan]]>;
<![CDATA[Djam’an, Nurwati]]>;
<![CDATA[Muhtar, Muh. Nur Ghani Ilham]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1794
<![CDATA[This research is a quasi-experimental research that aims to examine: (1) student learning outcomes after the applying of problem-based learning model that base on Assemblr EDU Augmented Reality; (2) student learning outcomes after the applying of problem based learning model without Assemblr EDU Augmented Reality; (3) Is the use of problem based learning model that based on Assemblr EDU Augmented Reality has an effect on learning outcomes of geometry compared to without Assemblr EDU Augmented Reality. The researcher used the Simple Random Sampling technique that selecting two classes from the population and determining the experimental class and the comparison class. Data obtained from the test of learning outcomes. Data were analyzed using descriptive and inferential statistical analysis. The result of the descriptive statistical analysis is the students’ learning outcomes average in geometry with problem based learning model that based on Assemblr EDU Augmented Reality is higher than learning without Assemblr EDU Augmented Reality. The result of inferential statistical analysis is the learning outcomes in geometry that achieved by the using of problem based learning model that based on Assemblr EDU Augmented Reality are not better than learning without Assemblr EDU Augmented Reality]]>
<![CDATA[Pengaruh Model Pembelajaran Student Facilitator and Explaining terhadap Kemampuan Berpikir Kritis Matematis Siswa Ditinjau dari Kemandirian Belajar ]]>
<![CDATA[Alimuddin, Alimuddin]]>;
<![CDATA[Sahid, Sahid]]>;
<![CDATA[Musdalifah, Musdalifah]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1795
<![CDATA[This study aims to determine the effect of Student Facilitator and Explaining (SFAE) learning model on students' mathematical critical thinking skills in terms of learning independence. This research is a quantitative research with a quasi experimental research in form of posttest only control roup design. The population are students in grade X MIPA in two SMA in Takalar with the number of students is 363. The samples are students in two different class from two different schools that chosen by using cluster random sampling technique. The data were collected by observation sheets, test, and questionnaire. The data analyzed using descriptive and inferential statistical analysis. The results of analysis showed that: (1) average of test score of students taught with SFAE learning model was higher than score obtained by students in control group, (2) in terms of learning independence, average of test score of students taught with SFAE learning model was higher than score obtained by students in control group, (3) there is an interaction between students' mathematical critical thinking skills and learning independence. Based on the results of analysis, there is an effect of SFAE learning model on students' mathematical critical thinking skills in terms of learning independence.]]>
<![CDATA[Deskripsi Kreativitas Siswa dalam Menyelesaikan Soal Literasi Geometri ]]>
<![CDATA[Mulbar, Usman]]>;
<![CDATA[Alimuddin, Alimuddin]]>;
<![CDATA[Chinsa, Nurhusneini]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1797
<![CDATA[This research aims to describe students' creativity in solving geometric literacy problems based on initial abilities. The population of this research were students of class IX MTs Negeri 3 Enrekang. The researcher used purposive random sampling and obtained 86 students who described quantitatively and 6 students who described qualitatively. The data collection technique is distributed an initial mathematical ability test and a creativity test for geometry. The instruments of this research are the early equivalents of mathematics, the creativity of geometry tests, and the guidance of interviews. This research is qualitatively and quantitatively. The results of this research are from 86 students solving problems related to the surface area and volume of prisms, 36 students fulfilled the fluency indicators, 30 students fulfilled the flexibility indicators, 11 students fulfilled the novelty indicators, and 39 students did not fulfil the three creativity indicatorss. Then from 86 students solving problems related to the surface area and volume of pyramids, 25 students fulfilled the fluency indicators, 22 students fulfilled the flexibility indicators, five students fulfilled the novelty indicators, and 34 students did not fulfil the three creativity indicatorss.]]>
<![CDATA[Deskripsi Penerapan Model Experiential Learning dalam Pembelajaran Matematika ditinjau dari Kecerdasan Emosional Siswa ]]>
<![CDATA[Zurachmad, Sitti Muslimah]]>;
<![CDATA[Arsyad, Nurdin]]>;
<![CDATA[Dassa, Awi]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1798
<![CDATA[The aim of this research to describe the implementation of experiential learning model in the perspective of students’ emotional intelligence at class VIII 10 at Junior High School. This is descriptive research employing a qualitative approach. Research subjects were 2 students, 1 student with a high level of emotional intelligence and 1 student with a low level of emotional intelligence. The instruments used in this study consist of the students’ self-evaluation sheet, the students’ response questionnaire, the student emotional intelligence questionnaire, the mathematics learning outcomes test, and the interview question test. Data collection techniques used in this research consist of mathematics test, questionnaire, and interview. The experiential learning model has 4 stages, namely, concrete experience, reflective observation, abstract conceptualization, and active experimentation. The result of this research showed that: (1) Students’ activities in the implementation of the experiential learning model were conducted well. The students had been involved actively so the teacher’s domination in learning lessened. Students with a high and low level of emotional intelligence were able to follow each stage of the learning model. (2) The student with a high level of emotional intelligence has a very good response to the implementation of experiential learning model, and the student with a low level of emotional intelligence gave also a very good response. (3) Students’ mathematics learning outcomes as a result of the implementation of experiential learning model achieved the classroom completeness level of 85%.]]>
<![CDATA[Deskripsi Literasi Matematika pada Ruang Lingkup Pola Bilangan ditinjau dari Self Efficacy Siswa SMP ]]>
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Rahman, Abdul]]>;
<![CDATA[Auliah, Syarifah Rahmah]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema ]]>
Publisher : <![CDATA[Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM) ]]>
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DOI: 10.35580/imed.v8i1.1799
<![CDATA[This research aims to describe mathematical literacy in terms of self-efficacy in junior high school students. This research is descriptive qualitative. The sample used was selected based on the level of self-efficacy, namely high, medium and low. The instruments used were questionnaires, tests, and interview guidelines which had been validated by mathematics education lecturers with valid and usable results. The results showed that students with a high level of self-efficacy had good mathematical literacy because they met all indicators of mathematical literacy, students with moderate levels of self-efficacy had fairly good mathematical literacy because they only met two indicators of mathematical literacy, and students with low levels of self-efficacy had not good enough mathematical literacy because it only meets one indicator of mathematical literacy. In addition, there are also differences in self-efficacy in solving questions, that is, students with high levels of self-efficacy meet the indicators of generality, strength, and level. Students with moderate self-efficacy only meet level indicators and none of the indicators are fulfilled by students with low self-efficacy. It is hoped that future researchers will not only focus on analyzing mathematical literacy, but also look for the relationship between students' self-efficacy in solving problems]]>
