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Akbar Narum
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JME (Journal of Mathematics Education)
Published by Universitas Sembilanbelas November Kolaka
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jomedu
Core Subject : Education,
Mathematics
The Journal of Mathematics Education (JME) aims to serve as a scientific platform for researchers, practitioners, and educators in the field of mathematics education to publish their original research. JME welcomes contributions that advance theory, practice, and policy in mathematics education across all educational levels. The scope of the journal includes, but is not limited to: Teaching and learning of mathematics Mathematics curriculum development Technology in mathematics education Mathematics teacher education Assessment and evaluation in mathematics education Systematic literature reviews Bibliometric analyses related to mathematics education The journal accepts quantitative, qualitative, and mixed-methods approaches relevant to these topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 150 Documents
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ANALYSIS OF MATHEMATICS SUMATIVE EXAMINATION PROBLEMS IN CLASS VII OF SMP NEGERI 2 NGANTANG USING ANATES Mohamad Kholil; Surya Sari Faradiba
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2021

Abstract

Researching the quality of educational assessments is crucial for ensuring effective learning outcomes. This study aims to: (1) describe the level of difficulty, discriminatory power, and the effectiveness of distracting items on Year-End Assessment of mathematics using Anates software in class VII SMP Negeri 2 Ngantang, (2) describe the percentage quality of difficulty level, discriminating power, and The effectiveness of the item distractor on Year End Assessment of mathematics subject using Anates in class VII of SMP Negeri 2 Ngantang. This study uses a qualitative approach. The data source used is a secondary data source. The data collection technique used is documentation. The research data was then analyzed using Anates software. The results showed that overall the items were quite valid, the reliability was high, the average level of difficulty was moderate but not balanced, the proportion of easy to medium difficulty should be 4 – 4 - 4 or 4 - 4 -5 - 3, the discriminating power of all questions was accepted, the distractor was generally effective, only 2 out of 36 or 5.56% that were badly needed to be replaced, while the significance of the items was 7 out of 12 questions or 57.33% significant.
LEARNING MOTIVATION AND MATH ANXIETY IN RELATION TO MATHEMATICAL COMMUNICATION SKILLS OF HIGH SCHOOL STUDENTS Nia Ayumi Risdani; Asih Miatun
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2207

Abstract

The goal of this study was to ascertain how high school students' mathematical communication skills related to their learning motivation and math anxiety. In this study, a correlation approach to quantitative research methodology was employed. 192 students made up the sample, whereas 324 students made up the population. This investigation was carried out for grade X in the 2023/2024 academic year students at one of the public high schools in East Jakarta. Tests of mathematical communication skills and questionnaires on learning motivation and math anxiety were the tools employed. Multiple linear regression tests with the F and T tests were used to process this data. The finding of the research are (1) there was a simultaneously connection between learning motivation and math anxiety on mathematical communication skills, (2) there was a partial connection between learning motivation and mathematical communication skills, (3) there was no connection between math anxiety on mathematical communication skills.
DEVELOPING OF ETHNOMATHEMATICS-BASED CURVED-SIDED SPACE-BUILDING MATERIALS TO IMPROVE STUDENTS' MATHEMATICAL PROBLEM SOLVING SKILLS Annisa Fikria Hasibuan; Asrul Asrul
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2186

Abstract

Incorporating cultural elements into teaching and learning activities is an effort to localize the culture around students by linking the material of the curved side space building with the architecture of the Medan Great Mosque. It is hoped that students will be involved in the learning process and develop a deeper understanding of mathematics. This development research aims to produce valid, practical, and effective ethnomathematics LKPD to improve students' mathematical problem-solving skills in class IX-3 of National Hero Junior High School. The product developed is made of Curved Side Spaces material, which includes tubes, cones, and spheres. This research uses the Research and Development method with the ADDIE model, which includes analysis, planning, development, implementation, and evaluation. The instruments used in data collection include validation sheets, response questionnaires, and problem-solving ability tests. The results showed the results of the LKPD validity test were in the very valid category with an average of 97%, while the results of the practicality of LKPD were in the very practical category of teacher questionnaires with a percentage of 95%, and so the student questionnaires with a percentage of 87%. Post-test results show an increased student's ability to solve mathematical problems, with a result of 0.72 being an effective category. So that the LKPD of Curved Side Room Building Material Based on Ethnomathematics in Medan Great Mosque Architecture to Improve Mathematical Problem-Solving Ability is valid, practical, and effective.
TESTING EDLINK'S ABILITY TO MANAGE BLENDED LEARNING Akbar Nasrum; Sufri Mashuri; Made Subawo
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2155

Abstract

The main purpose of this research is to find out the advantages and disadvantages of the sevima edlink application through application in lectures using mixed methods. The advantages and disadvantages obtained are expected to be input for the university for the development of a better campus LMS. A good LMS will support the implementation of good MBKM through distance learning programs. In addition to finding out the advantages and disadvantages of Edlink, another important point is to involve students including lecturers involved to actively participate in using learning technology. This is one of the important points of this research. The methods used were case study, in-depth interview and participative observation. The research instruments were questionnaires and interview guidelines. The results of this study indicate that edlink is very feasible to use as a campus LMS although there are some features that must be improved.
COMPARISON OF MATHEMATICAL CRITICAL THINKING SKILLS TAUGHT USING POWERPOINT AND POWTOON LEARNING MEDIA Marniati Marniati; Chairuddin Chairuddin; Tahir Tahir
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2154

Abstract

This study aims to determine: whether the critical thinking ability of mathematics students taught using powtoon learning media is better than the critical thinking ability of mathematics students taught using power point learning media. The population in this study were all seventh grade students of SMP IT Wihdatul Ummah Kolaka. Sampling was determined by saturated sampling technique, so that class VIIIA was obtained as experimental class I and class VIIIB as experimental class II. The data on students' mathematical critical thinking skills were collected using a test instrument given during the posttest. The results showed that the critical thinking ability of mathematics of students taught using power point learning media consisting of 13 students showed an average value (mean) of 72.308. While the critical thinking ability of mathematics students taught using powtoon learning media consisting of 16 students showed an average value (mean) of 76.801. This shows that the average critical thinking ability of students in teaching social arithmetic material for Experiment II class is slightly higher than the average critical thinking ability of students in Experiment I class. Furthermore, the results of hypothesis testing using the t-test have obtained the value of t (-0.892) < ttabel (1.703), indicating that H0 is accepted, inferentially this means that the critical thinking ability of mathematics students taught using powtoon learning media is not better than the critical thinking ability of mathematics students taught using power point learning media.
ANALYSIS OF STUDENTS' ERRORS OF CLASS XI SMKN 2 PALU IN SOLVING MATRIX STORY PROBLEMS USING NEWMAN Ni Luh Ermayanti; Gandung Sugita; Alfisyahra Alfisyahra; I Nyoman Murdiana
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.1985

Abstract

The purpose of this study was to obtain a description of the mistakes made by class XI students of SMK Negeri 2 Palu in solving word problems on matrix material based on Newman's stages. The type of research used is qualitative research. The research design consists of planning, implementation and completion stages. The research subjects were 3 students of class XI at SMK Negeri 2 Palu. The results of this study indicate that DE subjects experienced errors at the stages of understanding the problem, the stage of transformation, the stage of processing skills, and the stage of writing the final answer. The HR subject experienced errors at the stage of transformation, stage of process skills and stage of writing the final answer. The RW subject experienced errors at the stages of understanding the problem, the transformation stage, the process skills stage, and the final answer writing stage. Therefore, it was concluded that all subjects did not experience errors in the question reading stage.
ANALYSIS OF STUDENT’ MISTAKES IN SOLVING PROBLEM ON PYTHAGORAS THEOREM AT SMP NEGERI PALU Mustamin Idris; Yuyun Selasti; Anggraini Anggraini; Gandung Sugita
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2059

Abstract

The purpose of this study is: to describe students' mistakes in solving Pythagorean Theorem problems at SMP Negeri 9 Palu using qualitative research methods. The subjects of this study were 3 students who were taken from 26 students who had studied the Pythagorean theorem. The selection of research subjects took into account: (1) these students made more mistakes; (2) different errors; (3) represent mistakes made by other students; (4) students' ability to communicate well and (5) recommendations from math teachers. Data collection techniques used are assignments and interviews. The analysis in this study uses Gagne's theory. The results of this study indicate that some of the mistakes students experienced in solving Pythagorean theorem problems were: (1) Subjects EN and SF made mistakes in using the Pythagorean theorem formula; (2) Subjects EN and SF made mistakes in writing mathematical symbols; (3) Subjects EN, MR and SF made mistakes in determining the hypotenuse of a right triangle; (4) Subjects EN, MR and SF made the mistake of not using the rank; (5) Subjects EN, MR and SF made mistakes in not writing down work procedures completely and accurately and (6) Subjects SF made mistakes in not doing calculations correctly.
ANALYSIS OF STUDENT ERRORS IN SOLVING STUDENT MATHEMATICS UAS QUESTIONS ACCORDING TO CASTOLAN CRITERIA Mustamin Idris; Ulvina Tangke Lembang; Muh. Rizal; Rita Lefrida
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2068

Abstract

This study aims to analyze the errors made by students in completing final semester exam (UAS) questions in the field of mathematics, namely linear programming, matrices and transformation geometry. The subjects of this study were students of class XI Nursing at SMK Kesehatan Indonesia Jaya Parigi. In determining the research subjects, purposive sampling technique was used . The data collection technique for this study used documentation of essay questions for the final semester exam and documentation of student answer sheets and interviews. The data analysis technique used according to Miles and Huberman is condensation of UAS and interview results data, presenting UAS and interview results data and drawing conclusions. The results of this study indicate that the errors made by students are conceptual errors, procedural errors and technical errors. Indicators of conceptual errors made by students are not being able to interpret problems/use terms, concepts, and principles, students are not able to choose formulas/properties correctly and students are not able to apply formulas/properties accurately. Indicators of procedural errors are inconsistencies in the solution steps with the questions asked and not being able to complete the questions until the final stage. Indicators of technical errors are errors in arithmetic operations and errors in moving numbers or arithmetic operations from one step to the next. Factors causing errors made by UAS participants are not understanding the questions well, lack of mastery of concepts in Matrix, Linear Programs and Transformation Geometry materials, rarely practicing reworking examples of questions, students only see and read examples of questions.
PROFILE OF CRITICAL THINKING SKILLS OF STUDENTS IN CLASS VII SMP ON FRACTION ADDITION MATERIAL IN TERMS OF GENDER Reski Amelia; Alfisyahra Alfisyahra; Mustamin Idris; Rita Lefrida
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2067

Abstract

This study aims to obtain an overview of the critical thinking skills of male and female students in class VII A SMPN 9 Palu on fraction addition material. This research aims to: 1) to obtain a description of the critical thinking ability of male students on the addition and subtraction of fractions 2) to obtain a description of the critical thinking ability of female students on the addition and subtraction of fractions. This type of research is descriptive using a qualitative approach. The subjects of this research were 2 students taken from 31 students of class VII A SMPN 9 Palu consisting of 1 male student with high mathematics ability and 1 female student with high mathematics ability. The results of this study showed that male and female subjects with high mathematics ability were able to fulfill the indicators of critical thinking ability by Facione (2015), namely: (1) can interpret the problem by identifying the information known and asked appropriately and able to interpret and understand the symbols contained in the problem, (2) connect between statements, questions and concepts by making mathematical modeling appropriately (3) determine and use the right strategy in the calculation process so as to find the right final solution, (4) able to draw conclusions from what is asked in the problem, and (5) have the awareness to re-examine the solution of the problem given by identifying errors in determining the strategy or in the calculation process and then being able to believe the answer.
SELF-REGULATED LEARNING DESIGN AS AN APPLICATION OF STUDENT'S SELF-ASSESSMENT IN MATHEMATICS LEARNING Nabila Nurhaliza Ali
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2097

Abstract

Self-regulated learning is one of the important factors in learning to control oneself in thinking and acting. The purpose of this research is to analyze how much students have achieved their independence in learning. Student learning independence includes all matters of student learning independently without the help of others, student learning motivation or things that affect student independence in learning, especially in learning mathematics. This analysis study will be continued as an effort to improve self-regulated learning. The scope of self-regulated learning was analyzed by descriptive quantitative method through data collection techniques in the form of questionnaires on the object of research taken from a population of 25 students. Data collection was carried out with a questionnaire consisting of 20 statements from indicators of students' self-regulated learning ability. In learning mathematics, students who have initiative and instrinsic learning motivation, apply learning targets, and set a learning schedule in the percentage of almost half of the students do according to these indicators of independence. Almost all students diagnose learning needs, view difficulties as challenges, utilize and seek relevant sources. However, a small proportion of students lack self-efficacy or confidence in their abilities and are still low in evaluating the learning process and results. So that as an educator this needs to be considered to be able to improve students' self-regulated learning abilities (learning independence) in order to improve student achievement.

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