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Journal of the Indonesian Mathematics Education Society
Published by Universitas Negeri Surabaya
ISSN : 26563479     EISSN : 26567253     DOI : https://doi.org/10.26740/jimes
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Journal of the Indonesian Mathematics Education Society (JIMES) is a peer-reviewed open-access journal that publishes research and development articles in mathematics education. All submissions are reviewed through a double-blind process to ensure publication quality. JIMES is a periodical publication that publishes articles in the field of research and development of mathematics education, both research results, theory development and the results of the thoughts of practitioners working in the field of mathematics education such as lecturers, teachers, students and other experts.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 28 Documents
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MENINGKATKAN PRESTASI BELAJAR MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING Mustasyfiyah, Mustasyfiyah
Journal of the Indonesian Mathematics Education Society Vol. 1 No. 2 (2019): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v1n2.p31-37

Abstract

This research to describe the student learning achievement with the Problem Based Learning Model in class XI MM 2 consists of 12 female students and 17 male students. This research uses the Classroom Action Research (CAR) method with 4 stages, namely: Planning, Acting, Observing, and Reflecting. Data sources in this research are students and teachers. The type of data collected includes student achievement data. The data was obtained by a test method and a documentation method. Data analysis technique is student achievement. All data are analyzed and it can be concluded that the Problem Based Learning model can improve mathematics learning achievement. In cycle I, mastery learning by 64% increased to 76.2% in cycle II. The increase in the average value of the class in cycle I of 59.8 increased to 78.33 in cycle II. The activeness of students during the learning process using the PBL learning model also increased. The biggest increase occurred in doing LKS. Students are more active in discussions and present problems that have been resolved.
Analisis Pemahaman Konsep Peserta Didik Reflektif Terhadap Soal Cerita Matematika Aritmatika Sosial Berdasarkan Teori APOS Aini, Selvia Indi Nur
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 1 (2020): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n1.p10-19

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep peserta didik bergaya kognitif reflektif terhadap soal cerita matematika Aritmatika Sosial berdasarkan Teori APOS. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitin ini adalah peserta didik kelas VII B semester genap Tahun Pelajaran 2019/2020 di SMP Brawijaya Smart Shcool Malang dan sudah mendapatkan materi Aritmatika Sosial dengan jumlah peserta didik adalah 31 orang. Berdasarkan hasil penelitian yang telah dilakukan terdapat tiga subjek yang memiliki gaya kognitif reflektif dan dianalisis jawabannya untuk mengetahui pemahaman konsep peserta didik terhadap materi Aritmatika Sosial. Ketiga subjek tersebut mampu mencapai tahap aksi di soal nomor 1 sampai nomor 3 dengan baik sesuai tahapan Teori APOS. Pada tahap proses, ketiga subjek mampu memahaminya di soal nomor 1 dan 2, sedangkan soal nomor 3 dan 4 tidak dapat dilalui dengan baik karena terdapat kekurangan dalam pemahaman mereka. Hal ini berlaku juga pada tahap objek dan skema. Dari ketiga subjek menunjukkan bahwa subjek dengan kemampuan sedang, pemahamannya lebih cenderung seperti subjek dengan kemampuan rendah.Kata Kunci : Pemahaman Konsep, Teori APOS, Kognitif Reflektif
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA BERSTANDAR CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION (CAIE) DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS Rahmah, Delia Safira; Yanti, Aning Wida; Sutini, Sutini
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 1 (2020): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n1.p1-9

Abstract

The ability to solve problems is the ability to find a way out or answer by doing certain stages and understanding mature thinking. This study aims to describe the ability of Cambridge standard mathematical problem solving students who think critically high, medium, and low. This type of research is a qualitative descriptive study. The subjects in this study consisted of six students who answered correctly from class IX-1 MTs Bilingual Muslimat NU Pucang Sidoarjo. Data collection techniques are done by written tests and interviews. Data from written tests and interviews were analyzed according to indicators of critical thinking, then presented and analyzed using descriptive analysis. Based on the description and analysis of the data, it shows that students in high critical thinking categories in solving mathematical problems are of Cambridge standard, able to understand problems, plan and carry out problem solving, and re-examine problem solving. Students in the critical thinking category are currently solving Cambridge standard mathematical problems, tend to be less able to re-examine problem solving, but are able to understand problems, plan and implement problem solving. Students with low critical thinking categories in solving mathematics problems with Cambridge standards, tend to be less able in expressing planning and in re-examining problem solving, but are able to understand and carry out problem solving
Spatial Ability of Junior High School Students in Solving Open-Ended Questions Viewed from Mathematical Anxiety Ramadhani, Risqia
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n2.p94-106

Abstract

The aim of this research is to identify and describe the spatialabilities of students with high, medium and low mathematics anxiety in solving open ended problems. The research methodology employed in this study isqualitative, and the research design is descriptive. The conclusion shows that students with low mathematics anxiety can solve the questions that have been given and meet the indicators of spatial ability when compared with students who have moderate and high mathematics anxiety who cannot solve the questions and therefore do not meet the indicators of spatial ability.
Analisis Kesalahan Konsep dan Prosedur Siswa dalam Menyelesaikan Soal Aljabar Bentuk Cerita Berdasarkan Teori Polya Atika, Windi; Susilo, Djoko Adi; Suwanti, Vivi
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n2.p61-69

Abstract

Kemampuan menyelesaikan masalah aljabar merupakan salah satu tujuan penting dalam pembelajaran matematika. Akan tetapi, observasi menunjukkan bahwa siswa masih melakukan kesalahan baik konsep maupun prosedur saat menyelesaikan soal cerita tentang aljabar. Oleh karena itu, tujuan penelitian ini adalah untuk untuk mengetahui jenis dan penyebab kesalahan yang terjadi pada proses penyelesaian soal aljabar bentuk cerita berdasarkan langkah Polya. Penelitian ini merupakan penelitian kualitatif deskriptif. Instrumen pada penelitian ini terdiri dari soal tes dan pedoman wawancara. Subjek penelitian ini adalah 22 siswa kelas VIII. Berdasarkan hasil penelitian diketahui bahwa 1) 24% kesalahan yang dilakukan siswa berupa kesalahan konseptual karena siswa tidak dapat memahami konsep penyelesaian dan tidak dapat menerapkan masalah pada persamaan matematis, 2) 48% kesalahan yang dilakukan siswa berupa kesalahan prosedural karena siswa tidak dapat menuliskan dengan benar langkah-langkah penyelesaian pada soal, bertindak terlalu cepat karena tidak memahami apa yang dimaksud dalam soal, dan tidak menyelesaikan jawaban, dan 3) 27% kesalahan yang dilakukan siswa berupa kombinasi kesalahan konsep dan prosedur karena siswa tidak mampu melakukan operasi perhitungan, tidak menyelesaikan soal karena kurang paham pada materi yang diberikan sehingga tidak tahu cara menjawab soal dengan tepat dan masih kurang teliti.
Kemampuan Komunikasi Matematis Siswa SMP Menyelesaikan AKM Numerasi ditinjau dari Gaya Kognitif Impulsif-Reflektif Himmah, Faiqotul; Susanah; Shodikin, Ali
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n2.p80-93

Abstract

Penelitian ini memiliki tujuan dalam mengkaji gaya kognitif impulsif dan reflektif siswa dan kemampuan mereka untuk berkomunikasi matematis. Jenis Penelitian ini merupakan kualitatif bersifat deskriptif. Penelitian ini melibatkan siswa SMP kelas VIII. Teknik sampling purposive digunakan untuk memilih subjek penelitian. Keabsahan data yang diperoleh melalui metode triangulasi metode digunakan dalam penelitian ini. Analisis data menggunakan proses reduksi data, menyajikan data, dan membuat kesimpulan. Hasil dari penelitian ini menunjukkan bahwa empat karakteristik siswa yang memiliki gaya kognitif impulsif, yakni (1) mampu menyatakan informasi atau masalah yang terdapat dalam soal dengan waktu relatif cepat dalam menemukan informasi tersebut, namun masih kurang akurat; (2) subjek tidak dapat menyatakan masalah dalam model matematika; (3) subjek tidak mampu untuk menyatakan penyelesaian secara sistematis, sebab siswa tidak menemukan ide untuk memproses informasi atau masalah yang ada; dan (4) subjek mampu menyimpulkan jawaban secara lisan dengan perolehan yang siswa dapatkan, namun tidak untuk mengevaluasi hasil penyelesaian siswa. Sedangkan empat karakteristik siswa dengan gaya kognitif reflektif adalah (1) subjek mampu menyatakan permasalahan yang ada pada soal; (2) subjek mampu menjelaskan dan menyatakan secara lisan untuk model matematika, namun tidak secara tertulis; (3) subjek tidak mampu menyatakan peyelesaian secara sistematis, sebab subjek meninggalkan poin penting dalam penyelesaian; dan (4) subjek mampu menyatakan kesimpulan dan mengevaluasi jawaban yang telah dilakukan.
Numerasi Peserta Didik SMP Ditinjau Dari Kecerdasan Majemuk Dalam Menyelesaikan Soal AKM Putri, Alifia Rachma; Wijayanti, Pradnyo
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n2.p41-63

Abstract

This study aims to describe the numeracy skills of middle school students from the perspective of multiple intelligences in solving AKM (Asesmen Kompetensi Minimum) problems. The research subjects consist of three eighth-grade students from class VIII-C at SMPN 14 Surabaya, who possess linguistic, logical-mathematical, and visual-spatial intelligences. Data collection was conducted through the examination of multiple intelligence questionnaires, mathematics ability tests, AKM problems, and interviews. These interviews were conducted to gain deeper insights into the students' numeracy skills based on their work results. The data analysis was carried out using numeracy indicators, including communication, mathematization, representation, reasoning and argumentation, problem-solving strategy selection, and the use of symbolic, formal, and technical language and operations. The results of the study indicate that students with linguistic intelligence write down the process of reaching solutions, summarize mathematical results both in written and oral forms, convert contextual problems into mathematical forms using difference, percentage, and average formulas, and transform data presented in bar charts into written form. They also use the provided data to solve problems, create patterns and relationships to address issues logically and correctly, determine the appropriate formulas for solving problems, and write down steps or strategies, although not in detail, while using mathematical symbols in calculations. Students with logical-mathematical intelligence demonstrated similar abilities but with more detailed and clearer steps and the use of more symbols. Meanwhile, students with visual-spatial intelligence showed similar abilities but only summarized results orally and did not write down the solution steps in detail.
Students’ Reasoning in Mathematics Learning: How to Solve Problem of Ethnomathematics Based on Personality Putri, Kharisma Dwisinta; Ekawati, Rooselyna; Shodikin, Ali
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v2n2.p70-79

Abstract

Reasoning relates to the extent which students can think about the flow of problem solving. Combined in ethnomathematics so that students know more about mathematical practice through local culture. There was a statement of study say that personality types which reflect differences in a person's way of thinking. This study aims to analyze students' reasoning through ethnomathematics based on personality. The subject taken from grade eight junior high school students were selected, each of whom include in masculine, neutral, and feminist category from personality. Research method applies a qualitative method. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. The result to all of the category that were masculine, neutral, and feminist had same quality enough in perform calculations based on certain rules or formulas, quality good in make conjecture, and quality less in checks the validity of an argument. However they was not duplicate answer. For other researchers may continue similar research by considering another indicator of students’ reasoning to comparison whether there are different result or be better than this research.
Scratch-Assisted Issue, Discussion, Establish, and Apply (IDEA) Learning Model to Improve Students’ Problem-Solving Skills Evaluated from Their Curiosity Sumarno, Wahyu Septiadhi; Winarti, Endang Retno
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 1 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n1.p1-11

Abstract

The purpose of this study was to test the effectiveness of scratch-assisted Issue, Discussion, Establish, and Apply (IDEA) learning in improving problem-solving skills and to describe problem-solving skills in terms of curiosity. The research method used was a mixed method with a sequential explanatory design. Subjects were taken as many as 6 research subjects based on the level of curiosity using purposive sampling techniques in class VII students of SMP Negeri 1 Toroh in the 2024/2025 academic year. Quantitative data analysis includes normality and homogeneity tests, actual completeness limit completeness tests, classical completeness tests, proportion difference tests, significant increase tests. Qualitative data analysis includes data reduction, data presentation, and drawing conclusions. The results of this study indicate that (1) mathematics learning using the scratch-assisted Issue, Discussion, Establish, and Apply (IDEA) model is effective in improving problem-solving skills, (2) there is an influence between curiosity and students' mathematical problem-solving skills of 63.2%, (3) subjects with a high curiosity category are able to meet all indicators of problem-solving skills; Subjects with a moderate curiosity category were only able to meet three indicators of problem-solving ability; subjects with a low curiosity category were only able to meet two indicators of problem-solving ability.
Analysis of Students' Difficulties in Solving Story Problems for Whole Number Subtraction Palayukan, Hersiyati; Langi', Evy Lalan; Palengka, Inelsi
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 1 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n1.p12-18

Abstract

Mengkendek in solving word problems involving whole number subtraction. The research employed a qualitative case study approach, using test items, interviews, and documentation as instruments. Four students who answered all test items incorrectly were selected as participants. The data collection techniques included written tests and semi-structured interviews. The analysis reveals that the main difficulties faced by students include: (1) limited understanding of mathematical language, resulting in failure to relate story contexts to mathematical operations; (2) visual perception challenges, such as difficulty visualizing abstract concepts into numeric forms; and (3) language comprehension problems, particularly in understanding terms like “less than” or “borrowing.” These difficulties hinder students from interpreting and solving mathematical problems correctly.

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