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Jurnal Elektronik Pendidikan Matematika Tadulako
Published by Universitas Tadulako
ISSN : 2338378X     EISSN : 3089803X     DOI : https://doi.org/10.22487/jepmt.v12i4
Core Subject : Education,
Education Mathematics Other
Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT) is a mathematics education journal that has p-ISSN number 2338-378X and e-ISSN number 3089-803X. JEPMT contains writings raised from the results of research or critical studies in the field of mathematics education and / or its instructional. JEPMT Publishes four times a year, in 4 times a year (March, June, September, and December). JEPMT encompasses original research articles, reviewe articles, and short communication, including mathematics education, School Mathematics, and development of mathematics learning. For author who interested submitting the manuscript , kindly register yourself. The manuscript must be original research, written in Indonesian language or english Language, and not be simultaneously submitted for another journal or conference. Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT) is an open access journal and peer-reviewed that publishes either original article or reviews. Jurnal Elektronok Pendidikan Matematika Tadulako is provided for writers, teachers, students, professors, and researchers, who will publish their research reports or their literature review articles about mathematics education and its instructional. This journal publishes two times a year, in March and September. Jurnal Elektronik Pendidikan Matematika Tadulako encompasses original research articles, review articles, and short communications, including: Mathematics Education School Mathematics Development of mathematics learning
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 10 Documents
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Search results for , issue "Vol. 10 No. 3 (2023)" : 10 Documents clear
PROFIL PEMECAHAN MASALAH SOAL CERITA STATISTIKA DITINJAU DARI GAYA KOGNITIF SISWA KELAS VIII SMP NEGERI I BAMBALAMOTU S., Sarkia; Murdiana, I Nyoman; M., Bakri
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to describe the profile of students' problem solving status based on cognitive style. This type of research is descriptive research using a qualitative approach. Determination of research subjects using the Group Embedded Figure Test (GEFT) test developed by Witkin (1973). The results of this research are. Data analysiswas carried out with data reduction stages, data prsentasions, and conclusions/verifikation stages: 1). Problem solving with Field Independent cognitive style is at the stage of understanding the problem the subject writes what is known and asked from the question and can also explain the problem in his own sentence, at the stage of designing problem solving the subject is able to determine the appropriate plan to solve the problem, at the stage of implementing the solution plan the subject of the problem can apply a predetermined plan to solve the problem and also get the correct answer, at the stage of re-examining the subject writes the final conclusion but does not re-examine the calculations made. 2). Problem solving with Field Dependent cognitive style is at the stage of understanding the subject can determine what is known and asked in the problem, and can explain in his own sentence even though it is not much different from the question sentence, at the planning stage the subject is able to determine the appropriate plan to solve the problem. the stage of implementing the plan the subject can apply the predetermined plan to solve the problem and also get answers, at the stage of re-examining the subject writes the final conclusion but does not re-examine the calculations made.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII SMPN 1 PARIGI TENGAH PADA MATERI PERBANDINGAN Saputri, Rifka; Paloloang, Baharuddin; Hasbi, Muh.
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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The purpose of this study was to obtain a description of the application of the think talk write type of cooperative learning model to improve the learning outcomes of class VII students of SMPN 1 Parigi Tengah on Comparative Materials. This research is Classroom Action Research (CAR) which refers to the research design of Kemmis and Mc.Taggart (Arikunto, 2007:16) namely (1) planning, (2) action, (3) observation, and (4) reflection. Data collected in this study through observation sheets, interviews, field notes, and data on student learning outcomes. The subjects selected in this study were class VII students of SMPN 1 Parigi Tengah, totaling 24 students and 3 students were selected as informants. The results showed that there was an increase in student learning outcomes in comparative material in class VII SMPN 1 Parigi Tengah by following the stages of cooperative learning of the Think Talk Write type, namely: (1) Think, at this stage students read and observe the problem on the LKPD given by the teacher so that it helps students to be able to think about possible answers then write them down in a small note. (2) Talk, at this stage students discuss with their group friends about the results of the small notes they have made. (3) Write, students write down the results of the discussion on the worksheet provided (LKPD).
ANALISIS KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL POLA BILANGAN TIPE HOTS (HIGHER ORDER THINKING SKILL) BERDASARKAN KEMAMPUAN MATEMATIKA KELAS VIII B SMP IT (ISLAM TERPADU) QURRATA A’YUN PALU Yuyun; Awuy, Evie; Hasbi, Muh.
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to obtain a description of students' abilities in solving HOTS (Higher Order Thinking Skill) Type Number Pattern Problems Based on the Mathematics Ability of Class VIII B SMP IT (Integrated Islam) Qurrata A'yun Palu. This research is descriptive with a qualitative approach based on the problem-solving steps put forward by Polya. The results showed that subjects with high-level thinking skills and moderate-level thinking skills in solving mathematical problems with number patterns were as follows: (1) in understanding the problem, students with high-order thinking skills and moderate-level thinking skills demonstrated an understanding that was relevant to gathering information. The information contained in the problem can identify the problem of the problem with knowledge of the sentence "statement". (2) in planning problem solving, high-level ability subjects can plan a good strategy to achieve the goals in a problem and can choose relevant information from the problem. Meanwhile, subjects with moderate ability are quite good at planning problem solving however formulating a strategy is still not appropriate to be able to solve the problem properly. (3) in carrying out a problem-solving plan, subjects with high levels of ability are very good at executing, and carrying out planning and are able to organize and integrate problems with relevant prior knowledge, as well as subjects with moderate levels of ability (4) in re-examining, high subjects re-examining because it can monitor, check or detect the final results and unexpected events. Meanwhile, subjects with moderate ability did not re-examine because they felt unsure about solving the problems they were doing.   Keywords: ability analysis, HOTs type questions, learning outcomes, response quality, number patterns
PROFIL KEMAMPUAN KONEKSI MATEMATIS SISWA KELAS VIII SMPN 3 PALU DALAM MENYELESAIKAN MASALAH SOAL CERITA PADA MATERI KUBUS DI TINJAU DARI KEMAMPUAN MATEMATIKA Lestari, Nur Ayu Enda; Bennu, Sudarman; Hasbi, Muh.; Sugita, Gandung
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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The study was to describe the ability of the eighth graders' mathematical connections to solve problems based on mathematical abilities. This type of research is a qualitative study. The subject of this study is the eighth grade 1 st student hammer with a high level, moderate ability and low capacity. The method of data collection with observation, tests and interviews through the technical data analysis phase that is the condensing of data, the presentation of data and the drawing of conclusions. The stability of mathematical connections is defined by the mathematical problem of the cube that contains the indicator of the ability of mathematics: 1) connections between mathematical concepts, 2) connections between mathematics and other disciplines, 3) connections connecting and applying mathematics in everyday life. Research shows that high-performing students are able to meet the indicator of mathematical connection capability, the gifted student only meets a portion of the mathematical competence and the underprivileged student is not yet able to meet the indicator of mathematical connection.
ANALISIS KESALAHAN SISWA KELAS XI MIA 1 SMA NEGERI 1 SOJOL DALAM MENYELESAIKAN SOAL FUNGSI KUADRAT Hasriadi, Hasriadi; Hasbi, Muh.; Hadjar, Ibnu
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to obtain a description of the errors made by students of class XI MIA 1 SMA Negeri 1 Sojol in solving Quadratic Function questions. This type of research is a descriptive research with a qualitative approach that describes the mistakes of class XI MIA 1 students of SMA Negeri 1 Sojol in solving quadratic function questions. The subjects in this study were students of class XI MIA 1 SMA Negeri 1 Sojol consisting of two students. Data collection was carried out by assignments and interviews. The results showed that the mistakes made by students according to the Castolean Stages analysis method contained three types of errors, namely (1) Conceptual errors made by students in the form of students not being able to use the rules correctly in determining or writing the intersection point of the graph with the y axis where to write the answer y = (0,-12) which should be written is the intersection point with the y axis is (0,-12), (2) the procedural error made by the student in the form of the student being wrong in writing the coordinates of the intersection point with the x axes where to write the final result (-6,6) and (2,0) who should write answers (-6,0) and (2,0) and write answers (-6,2) who should write answers (-6,0) and (2 , 0) and the student could not solve the problem, (3) a technical error was made in the form of an error in performing arithmetic operations in determining the peak point.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN CABRI 3D UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI JARAK DALAM RUANG DIMENSI TIGA SISWA KELAS XII MAN 2 KOTA PALU Badjeber, Kamila; Rizal, Muh.; Bennu, Sudarman
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to obtain a description of the application of the STAD type cooperative learning model assisted by Cabri 3D software to improve learning outcomes on distance material in the three-dimensional space of class XII Man 2 students in Palu City. The subjects of this study were students of class XII IPA 7 MAN 2 Palu City, totaling 25 people. This research is a Class Action Research that follows the research design of Kemmis and Mc. Taggart, namely (1) planning, (2) implementation of actions and observations, (3) reflection. The study was conducted in two cycles. The application of the STAD type cooperative learning model assisted by Cabri 3D software that can improve learning outcomes on distance material in the three-dimensional space of class XII MAN 2 students in Palu City follows the phases, namely: 1) Conveying learning objectives and motivating students, teachers conveying learning objectives, motivating students and providing apperceptions, 2) Presenting material, the teacher presents the material in a creative way using powerpoint and 3D Cabri, 3) Organizing students into cooperative groups, students joining their respective groups and the teacher explaining the responsibilities of students in groups, 4) Guiding groups to work and study, students cooperate with each other and help their group friends, 5) Evaluation, students present the results of group answers and students respond to the results of the presentation,  6) Awarding Awards, teachers give awards to the whole group.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PERBANDINGAN DI KELAS VII SMP NEGERI 4 PALU BERDASARKAN TAHAPAN PENYELESAIAN POLYA lawaty, susy; Nurhayadi; Pathuddin
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to describe the types of mistakes made by students in solving comparative word problems based on the Polya stages. The subjects of this study were students of class VII Sis Al-Jufri SMP Negeri 4 Palu, totaling 3 students, namely RT, PA, and AN students. This type of research uses descriptive research with a qualitative approach. Data collection is done by tests and interviews. The results of this study indicate that students' mistakes in solving comparative word problems, especially in comparison of values ​​and comparisons of grades VII Sis Al-Jufri SMP Negeri 4 Palu, are 1) Misunderstanding of the problem (under standing the problem), namely students cannot determine what is known and what is asked in the problem, 2) Mistakes in planning a settlement plan (devise a plan), namely students cannot look for concepts or theories that support each other and look for the necessary formulas. 3) Errors in implementing the completion plan (carrying out the plan), namely students not using the steps correctly and not using procedures that are in accordance with the intent of the problem. 4) Errors in checking answers (looking back), namely students do not re-check and re-examine carefully every step of the solution taken
ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS SISWA KELAS X SMAN 1 SINDUE TOBATA PADA MATERI TRIGONOMETRI DITINJAU DARI GAYA BELAJAR Anifan, Anifan; Murdiana, I Nyoman; Karniman, Tegoeh S.
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study aims to obtain a description of the mathematical understanding abilities of class X students of SMAN 1 Sindue Tobata on trigonometry based on learning styles.  This type of research is descriptive with a qualitative approach.  The subjects of this study were three students of class X MIPA 1 who had visual, auditory, and kinesthetic learning styles.  Data were collected through written assignments and interviews.  Based on the indicators of students' mathematical understanding ability, the research results obtained were (1) subjects with a visual learning style type were able to restate the trigonometry concepts they had learned, were not able to present trigonometry concepts in various forms of mathematical representations and were not able to use, utilize, and choose procedures or trigonometry calculation operations in completing tasks correctly.  (2) subjects with the type of auditory learning style can restate the trigonometry concepts that have been learned, have not been able to present trigonometry concepts in various forms of mathematical representations, and can’t determine the trigonometry ratio formula correctly.  (3) subjects with a type of kinesthetic learning style, namely being able to restate the trigonometry concepts that have been learned, not being able to present trigonometry concepts in various forms of mathematical representations, not being able to use, utilize, and choose procedures or arithmetical trigonometry operations correctly.
ANALISIS MISKONSEPSI SISWA KELAS VII MADRASAH TSANAWIYAH KALEOLANGI BOU PADA MATERI OPERASI HITUNG BILANGAN BULAT Rahmayanti, Fira; Murdiana, I Nyoman; Sugita, Gandung
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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This study is research that uses a qualitative a approach that aims to describe misconceptions of the  Madrasah Tsanawiyah Kaleolangi Bou on integer arithmetic operations. The subjects in this study were two students class seven students of Madrasah Tsanawiyah Kaleolangi Bou who experience this type of misconception concept error. Data collection is done through written assignments, interviews and members check. The results of this study indicate that students' misconceptions (concept error) (1) students have not been able to understand correctly the rules summation operations, (2) students give a statement that if faced with the addition of addition operations students still add it without look at the negative, (3) students have not been able to understand the concept of operations subtraction properly, (4) students give a statement that students will gives a negative sign if he gets one of the two numbers operated is negative, and (5) students give a statement that if subtraction must be subtracted, students subtract numbers without see the positives and negatives that result in the results of the work experiencing errors.
KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH GARIS DAN SUDUT DI KELAS VII SMP NEGERI 9 PALU Darius, Cumarlin; Hadjar, Ibnu; Murdiana, I Nyoman
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 3 (2023)
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The purpose of this research was to obtain a description of the mathematical representation of class VIIJ students of SMP Negeri 9 Palu in solving line and angle problems. This type of research is descriptive-qualitative. The research subjects consisted of 3 students, namely 1 student representing low ability, 1 student representing moderate ability, and 1 student representing high ability, based on the grades of even semester report cards for the 2021/2022 academic year. Collecting data using tests and interviews. In analyzing data, researchers used data reduction, data display, and conclusion drawing/verification. The results showed that subjects with low abilities had mathematical representation abilities in solving line and angle problems in problem number 1 but in solving problem number 2 they were still not good. This means that the subject meets the indicators of mathematical representation abilities which include image representation, verbal representation, and symbolic representation which are still not good. Subjects with moderate abilities have mathematical representation abilities in solving line and angle problems in question number 1 but in solving problem number 2 they do not show image representations. This means that the subject meets the indicators of mathematical representation which includes image representation, verbal representation, and symbolic representation quite well. Subjects with high ability have mathematical representation abilities in solving line and angle problems in questions number 1 and 2. This means that the subject fulfills all indicators of mathematical representation ability which include image representation, verbal representation, and symbolic representation well.

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