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[Pengembangan Buku Digital Matematika Saintifik pada Materi Persamaan Kuadrat ]]>
<![CDATA[Nur Islah Asyhar]]>;
<![CDATA[Asdar]]>;
<![CDATA[Nurwati Djam’an]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 5 No. 2 (2021): Volume 5 Nomor 2 Tahun 2021 ]]>
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/imed23850
<![CDATA[This development research aims to develop valid and practical a digital mathematics book scientific on the topic of quadratic equations. This research using the ADDIE development model, which includes 5 stages: analysis, design, development, implementation, and evaluation. The research instrument used is a form of media assessment sheets by media expert and material expert to measure the validity and students and teacher response questionnaires to measure the practicality of a digital mathematics book. Respondents for the product trial are 10 students of class VIII,1. The results showed that the product satisfies validity criteria based on the assessment by material expert and media expert. The product satisfies practicality criteria based on students response are categorized as strong and teacher response is categorized as very strong.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Think-Talk-Write (TTW) Terhadap Partisipasi Siswa dan Hasil Belajar Siswa dalam Pelajaran Matematika ]]>
<![CDATA[Muh. Ikhsan Ibrahim]]>;
<![CDATA[Awi]]>;
<![CDATA[Muh. Dinar]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9248
<![CDATA[This study aims (1) To know the score of student participation taught by cooperative learning model Think-Talk-Write (TTW); (2) To know the value of mathematics learning outcomes which taught by cooperative learning model of Think-Talk-Write (TTW); (3) To know the influence of cooperative learning model Think-Talk-Write (TTW) toward student participation; (4) To know the influence of cooperative learning model Think-Talk-Write (TTW) toward student's mathematics learning outcomes.Research instrument used in the form of learning activity sheet, student activity observation sheet, student participation questionnaire in learning process and test of mathematics learning result. The data collected by the instrument is analyzed using descriptive and inferential statistical techniques. The results showed that (1) The participation of class studentsscore of 35,05; (2) Mathematics learning result of students in high category with average 83,50; (3) There is influence the use cooperative learning model TTW toward student participation; (4) There is influence the use cooperative learning model TTW toward mathematics learning outcomes. It can be concluded that there is influence of cooperative learning model TTW toward student participation and student mathematics learning outcomes.]]>
<![CDATA[Mengidentifikasi Miskonsepsi Logaritma Siswa SMA Kelas X ]]>
<![CDATA[Anzar]]>;
<![CDATA[Muhammad Darwis M]]>;
<![CDATA[Asdar]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9249
<![CDATA[This study aims to identify misconceptions on logarithm of students at class X. This research is categorized as descriptive research with quantitative approach. Subjects in this study were students of class X, selected with purposive sampling technique. Data were collected by diagnostic test method. Instrument in this study is multiple choice test with four choices of answers. Students are also required to fill in the CRI score as a student's level of confidence in the chosen answer. Students’ understanding categories are obtained from combination of diagnostic test results (true or false) with CRI values (high or low). The results of this study indicate that the highest category of conceptual understanding of the logarithmic material of students at Class X senior high school is the misconception category. Students' misconceptions on logarithmic material still occur in each indicator. The percentage of students who experience the highest misconceptions at indicators that discuss understanding the values of various logarithmic forms and able to sort the logarithmic numbers from the smallest number to the largest number. The lowest misconception occurs at indicators that discuss using logarithmic properties in solving simple logarithmic equations.]]>
<![CDATA[Deskripsi Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Matematika ]]>
<![CDATA[Nurlaelah]]>;
<![CDATA[Alimuddin]]>;
<![CDATA[Ilham Minggi]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9250
<![CDATA[This research aimed to describe the types of errors made by students in solving mathematical problems in the Two-Linear Linear Equation System and the factors causing students to make mistakes. The research subjects consisted of 2 students of class IX.A who were selected based on how many errors were made in solving math story problems. The instrument used is a written test that contains 1 item description and interview guidelines. The errors analyzed are categorized using the Newman error category which consists of 5 errors, namely reading errors, misunderstanding, errors in transforming, processing errors and errors in writing the final answer. The results showed that based on the Newman error criteria, the errors that occurred were not being able to write down what was known and what was asked, not being able to make a mathematical model correctly, unable to use procedures, wrong in using count operations and unable to conclude the final results. The cause of students making mistakes is not understanding the information in the problem, lack of accuracy of students, and lack of skills, forgetting, and hurrying in answering questions. The results of this study are expected to add insight into the types of errors made by junior high school students in the material system of linear equations of two variables, especially in working on problems related to everyday life so that in the learning process mistakes made can be minimized immediately.]]>
<![CDATA[Penerapan Self Assessment (Penilaian Diri) Pada Topik Sistem Koordinat Terhadap Hasil Belajar Siswa Kelas VIII ]]>
<![CDATA[Nurwati Djam’an]]>;
<![CDATA[Ja’faruddin]]>;
<![CDATA[Nadzra]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9251
<![CDATA[This study aims to determine student learning outcomes based on self assessment and assessment conducted by the teacher, knowing the difference in the value of self assessment and assessment carried out by the teacher, and knowing the difference in the average score of the test before and after the implementation of the self assessment. Measurement of student learning outcomes was carried out on the class VIII learning group of SMP Negeri in Makassar. Samples were taken by random sampling technique. Data retrieval method using the instrument used in this study is a self assessment sheet and learning outcomes test. The value of student learning outcomes based on self assessment obtained an average value of 84.60 and the value of student learning outcomes based on assessment conducted by the teacher obtained an average value of 80.83. The difference in the value of self assessment and assessment conducted by the teacher was measured through inferential statistical analysis using SPSS 20.0 and the results of the sig. (2-tailed) 0,000 <α = 0.05 which means that H0 is rejected and H1 is accepted so that the hypothesis is accepted. The difference in the average test scores before and after the application of self-assessment was also measured through inferential statistical analysis using SPSS 20.0 and the results of the sig. (2-tailed) 0,000 <α = 0.05, which means that H0 is rejected and H1 is accepted, which means the hypothesis is accepted. Based on the results of the study it can be concluded that there are differences in the value of self assessment and assessment conducted by the teacher and there are differences in the average scores of tests before and after the application of self assessment.]]>
<![CDATA[Deskripsi Kemampuan Koneksi Matematis pada Materi Sistem Persamaan Linear Dua Variabel Ditinjau dari Gaya Kognitif Siswa SMP Kelas IX ]]>
<![CDATA[Nurdin Arsyad]]>;
<![CDATA[Rahmat Syam]]>;
<![CDATA[Asep Ardat]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9252
<![CDATA[This research was qualitative descriptive research that aims to describe the ability of students’ mathematical connection toward cognitive style. Subject as much 2 students SMP of grade IX. Instruments of this research were GEFT (Group Embedded Figure Test) test and mathematical connection ability test. The results of this study indicate ISWA’s ability to solve problems by two capability indicators connection mathematically studied. (1) Linkages between concept mathematics. (2) Linkages mathematics with daily life situation. The results of data analysis show that ability connection mathematical students corresponding with style the cognitive they possess on the material system two linear equations variable namely on the indicator first , the subject with style cognitive field independent have high level of mathematical connection ability while subject with style cognitive field dependent have medium level of mathematical connection ability. On the second indicator of mathematical connection ability, the subject with style cognitive field independent and subject with style cognitive field dependent have high level of mathematical connection ability.]]>
<![CDATA[Deskripsi Kemampuan Komunikasi Matematis Siswa Berkemampuan Matematika Tinggi Ditinjau dari Perbedaan Gender ]]>
<![CDATA[Firman]]>;
<![CDATA[Alimuddin]]>;
<![CDATA[Nurwati Djam’an]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 1 No. 1 (2017): Volume 1 Nomor 1 Tahun 2017 ]]>
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/imed9253
<![CDATA[This research is a qualitative research that has a purpose to describe mathematical communication ability of students with high level mathematical ability in solving mathematics problem with regards to gender differences in material system of linear equation in two variabels. The subjects in this research were 2 students on grade VIII, that is one male student with high level mathematical ability (KTL) and one female student with high level mathematical ability (KTP). For data collection, the instruments used are written test and interviews. The results showed that (1) in the process of analyze and evaluate the mathematical ideas and solving strategies, the subject KTL be able to analyzed and evaluated the mathematical ideas on the problem well, while the subject KTP did not be able to analyzed and evaluated the mathematical ideas on the problem well; (2) in the process of communicate their mathematical thinking coherently and clearly, the subject KTL do every step with a complete and detailed procedure but are not adept at using alternative/other procedures to solve the problem given, while the subject KTP does every step with a concise yet advanced procedure using alternatives/other procedures to resolve the given problem; and (3) in the process of use the language of mathematics to express mathematical ideas precisely, both subjects used and well understood some of the mathematical modeling and models used in solving the problems.]]>
<![CDATA[Deskripsi Kemampuan Literasi Matematis Siswa Ditinjau dari Perbedaan Gender ]]>
<![CDATA[Bernard, Bernard]]>;
<![CDATA[sahid, sahid]]>;
<![CDATA[Sakinah, Nur]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 6 No. 1 (2022): Volume 6 Nomor 1 Tahun 2022 ]]>
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/imed32235
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa ditinjau dari perbedaan gender. Kajian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Terdapat enam subjek penelitian yang masing-masing mewakili kategori tinggi, sedang, dan rendah untuk siswa laki-laki dan siswa perempuan. Instrumen yang digunakan berupa tes tertulis dan pedoman wawancara. Teknik pengumpulan data dalam penelitian ini yaitu tes dan wawancara. Teknik analisis data yang digunakan, yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dari 6 level kemampuan literasi matematika, subjek laki-laki dan subjek perempuan dengan kemampuan literasi matematis tinggi dan sedang berada pada level 3. Sementara itu, kemampuan literasi matematis subjek laki-laki dan subjek perempuan dengan kemampuan literasi matematis rendah berada pada level 1.]]>
<![CDATA[Peningkatan Kualitas Pembelajaran Matematika Melalui Penerapan Model Mind Mappingdengan Bantuan Media Pembelajaran Video pada Siswa Kelas XI SMA ]]>
<![CDATA[Minggi, Ilham]]>;
<![CDATA[Nasrullah, Nasrullah]]>;
<![CDATA[Mansur, Harnita]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 6 No. 1 (2022): Volume 6 Nomor 1 Tahun 2022 ]]>
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/imed35650
<![CDATA[Penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk meningkatkan kualitas pembelajaran matematika siswa melalui penerapan model pembelajaran mind mapping dengan bantuan media pembelajaran video. Subjek penelitian ini terdiri dari 28 orang siswa. Penelitian ini dilaksanakan dalam satu siklus selama enam kali pertemuan. Pengumpulan data dilakukan dengan observasi dan pemberian tes. Instrumen penelitian yang digunakan adalah lembar observasi dan tes hasil belajar. Teknik analisis data yang digunakan adalah analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa persentase aktivitas belajar yang diperoleh siswa mencapai 94%. Nilai rata-rata yang diperoleh siswa adalah 81,46 dengan persentase ketuntasan klasikal sebesar 92,8%. Berdasarkan hasil penelitian yang diperoleh maka dapat disimpulkan bahwa penerapan model pembelajaran mind mapping dengan bantuan media pembelajaran video dapat meningkatkan kualitas pembelajaran matematika siswa.]]>
<![CDATA[Implementasi Assessment for Learning Pada Pendekatan Saintifik Pokok Bahasan Aritmatika Sosial Kelas VII MTs Yp Tutallu ]]>
<![CDATA[Nasrullah]]>;
<![CDATA[Ruslan]]>;
<![CDATA[Nur Reski Yanti]]>
<![CDATA[ Issues in Mathematics Education (IMED) Vol. 9 No. 2 (2025): Volume 9 Nomor 2 Tahun 2025 ]]>
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.v9i2.8545
<![CDATA[Penelitian ini bertujuan untuk menganalisis proses dan hasil implementasi assessment for learning pada pendekatan saintifik pokok bahasan aritmatika sosial. Jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Subjek penelitian sebanyak 18 siswa. Instrumen utama dalam penelitian ini adalah peneliti dan instrumen pendukung yang digunakan adalah lembar observasi keteraksanaan pembelajaran, dan tes tertulis. Hasil penelitian ini menunjukkan bahwa pada siklus I ke siklus II Mengalami peningkatan pada proses pembelajaran dilihat dari lembar penilaian yang dibuat, dan untuk hasil belajar siswa dari siklus I ke siklus II meningkat. Pada siklus I menunjukkan bahwa 8 peserta didik atau 44,44% termasuk dalam kategori tidak tuntas dan 10 peserta didik atau 55,56% termasuk dalam kategori tuntas. Pada siklus II menunjukkan bahwa 3 peserta didik atau 16,67% termasuk dalam kategori tidak tuntas dan 15 peserta didik atau 83,33% termasuk dalam kategori tuntas. Disiklus II sudah menunjukan melebihi standar klasikal yaitu 80%.]]>
