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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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Development of Mathematical Comic-Strip Application as a Mobile Learning Media-Based Learning Witri Lestari; Yhohan Ady Chandra
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.813

Abstract

The purpose of this study is to develop comic strip media as a learning media for mathematics so that it can create mathematical learning media by utilizing technology or called mobile learning, knowing the steps for developing learning media and designing m-learning learning media designs that are easy for students to understand. as well as knowing the quality of the Mathematical Strip Comic learning media that was developed through three test stages, namely expert validation testing, testing on teacher and student respondents, and evaluation for product revisions. In addition, a research and development development research approach is used in compiling work steps so that conclusions can be drawn that mathematical strips are learning media byutilizing image illustrations in loading the content of teaching materials that can attract students' interest and motivation in learning activities that are easier and more enjoyable. Assessment carried out by media experts, material experts, linguists, teacher respondents, and student respondents found that Comic Strip learning media is in a good category to be used as a support for mathematics learning
Analysis of the Difficulty of Mathematical Education Students in Completing the Geometric Running Problem Based on Van Hiele Theory in Geometry Transformation Andi Mariani Ramlan; Fitriyani Hali
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.834

Abstract

The purpose of this study was to: (1) finding out the difficulties experienced by mathematics education students in solving geometric reasoning problems based on van Hiele's theory; (2) identifying the factors causing difficulties experienced by students in solving geometric problems based on van Hiele’s theory; and (3) determining the steps that need to be taken to overcome the students' difficulties in solving geometric reasoning problems based on van Hiele's theory in the Transformation Geometry Course. The students' difficulties in solving geometric reasoning problems based on van Hiele's levels will give an idea of the indicators of geometrical reasoning abilities that are still low, so that the right alternative solutions are obtained. This type of research is descriptive research with a qualitative approach. The research subjects were 28 studentswho programed geometry transformation courses. The instrument in this study was a test instrument, namely geometric reasoning abilities of students as many as 5 questions consisting of 5 levels of ability, namely visualization, analysis, abstraction, formal deduction, and rigor. While the data analysis techniques in this study used descriptive analysis. Collecting data in this study used interview techniques and written tests. The results showed that from the five indicators of geometric reasoning ability, for the visualization level, there were 26 people who achieved the optimal score with a percentage of 92.9. Seen at the level of analysis still not reached optimally with a percentage of 21.4 or only 6 people who achieved the optimal score, while the level of abstraction, formal deduction, and rigor has not been achieved. Difficulties experienced by students at the level of analysis, abstraction, formal deduction, and rigor. The causal factors experienced by students based on the results of interviews obtainedinformation that students have difficulty answering questions due to several things including; students have forgotten about the material being taught, when they learn they understand but are less interested in developing, feel unsatisfied so they expect concrete media, need to be trained in many questions, and follow up to students. From this information, an appropriate alternative is needed, for example using van Hiele's theory to familiarize students with reasoning skills.
THE EFFECT OF USING MATHEMATICAL SOFTWARE IN UNDERSTANDING MATERIAL IN STATISTICS COURSES Akbar Nasrum; Supratman Supratman
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.846

Abstract

This research was conducted at the Sembilanbelas November Kolaka University. This study aims to show the effect of the use of software in learning on the understanding ofstatistical material. The material discussed is the data normality test. To achieve that goal the researcher measures the understanding of student material before and after use of the software. Next, data analysis is done by comparing the results of the pre-testand post-test that have been obtained. The final result of the study shows that use mathematical software has a very significant effect of statistical material understanding, especially in data normality testing.
THE INFLUENCE OF MACROMEDIA FLASH LEARNING ON THE STUDENTS’ MATHEMATIC CONCEPT UNDERSTANDING Hawa Liberna; Diah Oga Nusantari
JME (Journal of Mathematics Education) Vol. 3 No. 1 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i1.440

Abstract

This study aimed to determine the effect of Macromedia flash learning on the mathematical concepts understanding. This experimental research was conducted at the SMP PGRI 20 JAKARTA in the academic year 2016/2017. The sample of the research was the students of class VII with the number of students as many as 56 students consisting of 28 students of class VII-2 as the experimental group and 28 students consisting of grade VII-3 students as the control group, with different treatment from each skill program. Research data from each group was obtained by posttest using an instrument in the form of 10 items about the form of description by fulfilling the assessment aspect for the concept comprehension ability. The instruments used in this study had been tested in advance and all items were valid and had a high degree of reliability. Data analysis of research results using t-test by first testing the assumption of normality and homogeneity. The results showed that there was a significant influence of Macromedia Flash learning on the mathematical concepts understanding, especially in triangle and quadrilateral materials in class VII SMP PGRI 20 JAKARTA
EFFECTIVENESS OF COOPERATIVE LEARNING MODEL FOR ENHANCING CAPABILITY OF INVESTIGATION TIPEGROUP RESOLUTION ON STUDENT MATHEMATICAL HIGHT SCHOOL Supratman Supratman; Akbar Nasrum
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.845

Abstract

The purpose of this study are: (1) To determine the ability of mathematical problemsolving class X SMA Negeri 1 Wundulako taught using cooperative learning model Group Investigation. (2)To determine the ability of mathematical problem solving class X SMA Negeri 1 Wundulakoyang taught using conventional learning model in teaching trigonometry. (3) To determine whether the mathematical problem solving ability of students taught bycooperative learning model of Group Investigationbetter than mathematics problem solving ability of students taught by conventional learning models in Class 1 Wundulako State XSMA in teaching trigonometry. This type of research used experimental method. The population in this study were all students of class X are scattered in seven classes in parallel with the number of 155 people. Sampling was conducted using random cluster sampling technique. In this study as a sample taken two classes of the population that there is a class X2 as an experimental class and class X4 as the control class. From the results of data analysis showed that: (1) average math problem solving ability X2 grade students taught using cooperative learning model type investigative groups (Group Investigation), which consists of 19 students showed minimum value maximum value 96.00 72.00 , the average (mean)87.0526, median88.00 and mode86.00, With a variance40.608And standard deviation 6.37246, (2 average math problem solving ability X4 grade students taught using conventional learning model which consists of 22 students showed 68.00 minimum value, maximum value 96, 00 average (mean)82.3636, median82,00, and mode82.00, With a variance58.147And standard deviation7.62543, (3) the results of t-test analysis using independent samples t-test obtained t =2.116 on the significant 0,005 <? = 0.05then H0 is rejected and H1 accepted. With the rejection of H0, it can be concluded that the increase in mathematical problem solving ability of students taught using cooperative learning model typeinvestigative groups (Group Investigation) is better than math problem solving ability ofstudents taught using conventional learning models.
IMPROVING STUDENT LEARNING RESULTS THROUGH THE APPLICATION OF THE QUANTUM TEACHING MODEL Nur Arum; Nur Fadhilah Amir
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.879

Abstract

Improving Student Mathematics Learning Outcomes through the Application of the Quantum Teaching Model. This study aims to improve the mathematics learning outcomes of students using the TANDUR type Quantum Teaching learning model with the assisted discussion method of Student Worksheets (LKS). This study is a classroom action research conducted in two cycles. The subject of this study were all students of class VIII.9 SMP Negeri 1 Marostotaling 38 students. Data sources came from students and teachers. Data collection techniques used observation, documentation and tests. The analysis technique used in this study was quantitative analysis techniques. The results showed that the application of the TANDUR type Quantum Teaching method can improve student learning outcomes. in learning Mathematics in class VIII.9 1 Public High School Maros. In addition there is an increase in student activity and teacher performance.
Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka Fitriyani Hali; Herlina Herlina
JME (Journal of Mathematics Education) Vol. 3 No. 2 (2018): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v3i2.842

Abstract

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.
RELATIONSHIP OF ACHIEVEMENT MOTIVATION WITH MATHEMATICAL LEARNING ACHIEVEMENTS IN CLASS VIII OF SMP 6 PALOPO Fatimah Fatimah
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.881

Abstract

This study aims to (1) obtain an overview of the level of achievement motivation of class VIII students of SMP 6 Palopo (2) Know the level of mathematics learning achievement of class VIII students of SMP 6 Palopo. 6 Palopo. The method used in this study is a questionnaire and test of learning outcomes. The results showed that the average score of student achievement motivation was 20.05 from the ideal score of 26 and the standard deviation of 2.27 including the medium category, the average score of students' mathematics learning achievement 75.81 from the ideal score of 100 with a standard deviation of 6.26 including the medium category. It can be concluded that there is a positive relationship between achievement motivation and mathematics learning achievement of class VIII Palopo 6 SMP with a correlation coefficient of 0.72 and efficiency determination of 0.52 (52%).
THE EFFECT OF COOPERATIVE LEARNING MODELS ON INCREASING LEARNING RESULTS AND STUDENT ACTIVITIES IN MATHEMATIC LESSONS Nur Alim Noor; Imam Munandar
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.883

Abstract

This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasiexperimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than ? = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than ? = 0.05 and for learning activities obtained Sig = 0.002 smaller than ? = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.
EFFECTIVENESS OF THE REALISTIC MATHEMATICS EDUCATION APPROACH TO THE ABILITY TO SOLVE MATHEMATICAL PROBLEMS Mamik Suendarti; Hawa Liberna
JME (Journal of Mathematics Education) Vol. 4 No. 1 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i1.886

Abstract

The purpose of this study is to find out how effective the Realistic Mathematics Education (RME) approach is. The research method used in this study is the experimental method. The sampling technique uses simple random sampling technique. The instrument for collecting data in this study is an essay test consisting of 8 items. The data analysis technique used is the t-test, and based on the t-test calculation shows t-count = 10,098 and t-table = 2,002 at the significant level of 5% or (???? = 0,05) and the degree of freedom (dk = 58) which means t-count> t table (10,098> 2,002) then H0 is rejected and H1 is accepted. The conclusion is that the average mathematical problem solving ability of students given the Realistic Mathematics Education (RME) approach is higher than the mathematical problem solving abilities of students who are given an expository approach. And the effectiveness calculation for the Realistic Mathematics Education (RME) approach is quite high, which is 2,605. Thus, there is an influence and effectiveness of the Realistic Mathematics Education (RME) approach in the teaching and learning process.

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