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Eduma : Mathematics Education Learning and Teaching
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 20863918     EISSN : 25025309     DOI : https://doi.org/10.24235/eduma
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EduMa Mathematics Education Learning and Teaching ISSN 2502 5309 electronic ISSN 2086 3918 print is a peer reviewed journal dedicated to the dissemination of research outcomes developmental initiatives studies and innovative ideas in the field of Mathematics Education. EduMa is an open platform welcoming researchers academics practitioners and observers of mathematics education. The journal promotes high quality research and scholarly contributions that advance Mathematics Education. Focus EduMa publishes cutting edge research in mathematics education with emphasis on student learning innovative use of media and multimedia effective didactic design curriculum development assessment teacher professional development and practical applications of mathematics. Particular attention is given to the context of Indonesia and Southeast Asia including regional challenges solutions and best practices that can inform mathematics education globally. Scope Research on effective mathematics teaching and learning strategies Development of mathematics teaching materials and learning resources Development and evaluation of mathematics education curricula Application of statistical methods in mathematics education research Technological innovation and multimedia based learning in mathematics Assessment and evaluation of mathematics learning outcomes Professional development in mathematics education Practical applications of mathematics in various contexts
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Articles 10 Documents
 1 
Search results for , issue "vol. 12 no. 1 (2023)" : 10 Documents clear
Higher Order Thinking Skills (HOTS) Test Instrument: Validity and Reliability Analysis With The Rasch Model Rivo Panji Yudha
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.9468

Abstract

This article describes the instruments that can measure students' higher-order thinking skills in learning mathematics for low, medium, and high difficulty levels. This study aims to estimate the validity and determine the reliability of the higher-order thinking test assessment instrument in Mathematics learning based on the Rasch model. The research was conducted through a quantitative descriptive approach in two SMP Negeri 1 Gebang, which had 100 respondents. The research development model used is the ADDIE model. This article describes the stages of development. The instrument used is a high-level mathematical thinking test assessment instrument which contains 20 questions and expert validation observation sheets. Mathematical higher-order thinking test questions were presented to three material experts. The validity used is content validity and construct validity. Reliability was tested through the Rasch model approach. The results showed that the HOTS assessment instrument in the form of HOTS test questions consisting of 20 items of description from the material, construction, and linguistic aspects and the appearance was declared to be constructively valid and suitable for use. The validity results can be seen and analyzed with the Winsteps program in the Out fit order table to see the suitability of items that function in the normal category to measure student misconceptions. The results showed the content validity through the Rasch model approach using Winstep software, where the peak of the graph approached the value 0, the item reliability value was 0.88, the item separation was 1.16, and the response separation was 2.65. The 90% of test questions with moderate criteria
Analysis of Students' Relational Understanding Ability Through the Application of Blended Learning Method Tsa Litsa Rasyid; Karunia Eka Lestari
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.10118

Abstract

The students' relational understanding by applying blended learning is described in this study. The research method is descriptive quantitative that was performed by pre-experimental with a one-shot case study design. This study involves 33 class VIII students in one of the Karawang State Junior High Schools, which was selected by purposive sampling. There are five questions on the post-test that use as instrument tests. The quantitative data analysis is based on the statistical descriptive and statistical tests. The results show that students who have a high category are six students (18%), the medium category is 25 students (76%), and the low category is two students (6%). The average of all students in the sample class is 61.36, still below the KKM=76. The median test obtained 0,149 ≥ 0,025, such that it is rejected or accepted. It suggests that at the 95% confidence interval, the median student's relational understanding ability after applying the blended learning method could not reach the KKM.
Dimensions of Cognitive Processes and Dimensions of Knowledge in School Exam Questions for Junior High School Mathematics in Subrayon 05, Semarang Regency Enika Wulandari; Muhammad Afif; Nisa Fitriana
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.11741

Abstract

This study aims to describe the cognitive processes and knowledge dimensions that are measured on exam questions for junior high school mathematics in the Subrayon 05 Semarang Regency for the 2021/2022 academic year. This study uses a qualitative approach with content analysis techniques. Data collection is carried out through documentation. For further analysis of the contents of the data in the form of school exam questions. The research instrument includes a question review guide that is determined based on the dimensions of cognitive processes and the dimensions of knowledge. The results showed that the dimensions of cognitive processes and the dimensions of students' knowledge as measured through school exam questions for Mathematics subjects in Sub-Rayon 05 Semarang Regency ranged from understanding facts to creating which procedures; on questions that measure understanding facts, students are asked to classify facts in the form of notation, on questions that measure understanding of concepts, students are asked to classify related to certain mathematical concepts; on questions that measure applying concepts, students are asked to use or implement certain mathematical concepts in order to solve problems; on questions that measure applying procedures, students are asked to use or carry out certain mathematical procedures in order to solve problems; In questions that measure the ability to create procedures, students are asked to generate/hypothesizing specific skills and algorithms.
Influence of Application of Blended Learning Models with Video Conferences Media on Students' Mathematical Communication Skills Tia Utami; Hendri Handoko
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.11926

Abstract

Students' mathematical communication skills are an important element so that students are able to construct their own abilities in mathematics learning. In order for mathematical learning goals to be achieved, teachers must be able to create effective and efficient mathematical learning with the right learning model to be able to provide opportunities and encourage students to practice their mathematical communication skills. The purpose of this research is to find out the influence of the application of blended learning models with conferennces video media on students' mathematical communication skills. This learning model was tested on cirebon veteran vocational school students using experimental classes, namely grade 12 AKL as many as 20 students with a pre-test-post-test one group design. Data collection techniques in this study through tests and questionnaires. The data analysis techniques used are the T-Test paired sample test, the N-Gain test and the simple linear regression equation test with the help of SPSS. The results of this study showed an improvement in students' mathematical communication skills after the application of blended learning models with video conferences and there was a significant positive influence
Bibliometric Analysis: Research on Articulate Storylines in Mathematics Learning Ilham Muhammad; Elmawati Elmawati; Christina Monika Samosir; Febrinna Marchy
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.12607

Abstract

Articulate Storyline is part of the media authoring tools that can be used in making a product, especially for teaching tools that have been combined into one that contains images, videos, text, sound, drafts, and learning animations. This study aims to capture the landscape of previous research that is relevant to the Articulate Storyline in mathematics learning in the last decade, from 2013 to 2022 using bibliometric analysis. The data taken from the Google Scholar database was refined so that it became 111 publications. The publication trend related to Articulate Storyline in mathematics learning has increased every year, starting from 2019 to 2022, the most publications occurred in 2022 with 58 documents. Publications in 2020 have been cited in more than 180 citations. The focus of research related to Adobe Flash in learning mathematics is 1) critical thinking ability and motivation; 2) understanding mathematics, technology and elementary school; 3) development and junior high school; 4) mathematics and outcomes
An Analysis of Personality Styles; Does mathematics anxiety change with adversity Quotient? Widodo Winarso
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.12888

Abstract

This research aims to categorize the mathematics anxiety and adversity quotient in students and describe the profile of mathematics anxiety in students based on the adversity quotient. This research method is qualitative with a case study design. The subjects of this study were 45 students of SMPIT Sabilul Huda. The data collection instruments used were the Taylor Manifest Anxiety Scale (TMAS), the Adversity Quotient Response Profile (ARP) scale, and interview guidelines. Data analysis techniques used are data reduction, data presentation, and conclusion. From this study, it was found that (1) the level of mathematics anxiety at SMPIT Sabilul Huda was in the category of severe anxiety, (2) the level of AQ at SMPIT Sabilul Huda was in the category of campers, (3) the profile of mathematics anxiety based on AQ was divided into 9 categories, namely the category of severe anxiety and climbers (B-Cl), severe anxiety and campers (B-Cm), severe anxiety and quitters (BQ), moderate anxiety and climbers (S-Cl), moderate anxiety and campers (S-Cm), moderate anxiety and quitters ( SQ), mild anxiety and climbers (R-Cl), mild anxiety and campers (R-Cm), mild anxiety and quitters (RQ)
Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Students’ Self Efficacy Ananda Jullailatul Azizia; Imam Kusmaryono; Hevy Risqi Maharani; Ahmad Arifuddin
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13132

Abstract

This research focuses on the stages of students' computational thinking processes in solving PISA questions about change and relationship content in terms of self-efficacy. The subjects of this study were 15-year-old students of class X MIPA 3 MAN 1 Semarang City, totaling 22 students and selected 2 students who had high self-efficacy, 2 students who had moderate self-efficacy and 2 students who had low self-efficacy. This research method uses a qualitative descriptive approach. Data collection using questionnaires, test instruments and interviews. Data analysis in this study included data collection, data reduction presented in text form and drawing conclusions or verification. The results of the study show that students' computational thinking processes in solving PISA questions about change and relationship content that have high self-efficacy can reach the stages of decomposition, pattern recognition, abstraction and algorithmic thinking as well as students' thought processes in carrying out plans can link real problems into mathematical problems. Whereas students who have self-efficacy are reaching the stages of decomposition, pattern recognition, abstraction and algorithmic thinking and in carrying out plans do not connect real problems to mathematical problems but use logic. Whereas students who have low self-efficacy only reach the stages of decomposition and pattern recognition have not done abstraction and algorithmic thinking because students' thinking processes in carrying out plans use logic and in solving these problems do not provide conclusions of answers and logical steps
Comparison of Agglomerative Hierarchy Methods in Grouping Cities in West Java Based on Gross Regional Domestic Product Herlinda Nurafwa Sofhya
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13216

Abstract

Economic development can be seen through the size of the Gross Regional Domestic Product (GRDP) of a region. Based on the Gini ratio, it can be seen that the economic gap in  is still quite high and continues to increase from 2019. This cannot be allowed to continue, this gap needs to be reduced. Therefore, the West Java government needs to focus on improving the economy in areas with low economic conditions. One of the main indicators of the economic condition of a region is the amount of GRDP. In this research, cities in West Java are grouped based on GRDP using the agglomerative hierarchy method. The agglomerative hierarchy methods used are single linkage, average linkage and complete linkage methods. Then the three methods are compared based on the standard deviation ratio value. The results of data analysis show that the complete linkage method has a smaller standard deviation ratio value than the single linkage and average linkage methods, which is 0.109016. This means that the best method performance of the three agglomerative hierarchy methods used is the complete linkage method
Development of Geometry Module Based on Computational Thinking Assisted by GeoGebra Heni Lilia Dewi; Santika Lya Diah Pramesti
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13265

Abstract

This study aims to produce valid and feasible geometry module development research integrated computational thinking assisted GeoGebra. This research uses a type of R&D research that contains three stages, namely (1) (define), (2) (design), and (3) (develop). The research subjects were students in Tadris Matematika FTIK IAIN Pekalongan. Data collection techniques were carried out by conducting observations, questionnaires, and learning outcomes tests. The data analysis techniques used were analysis of the validity of teaching materials, analysis of test items, analysis of feasibility of the module, and analysis of the effectiveness of the module. The results showed that the developed module: (1) valid, after going through the validation process, (2) feasible, because there is a good response about the mathematics teaching materials integrated computational thinking assisted by GeoGebra from students and teachers, and (3) effective, by considering because students' mathematical abilities increase through a geometry module integrated computational thinking assisted by GeoGebra
Students' Arguments in Solving Probability Theory Problems Based on The Toulmin Argumentation Model M. Zainul Arifin; Hendro Permadi
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.13404

Abstract

The role of arguments in solving mathematical problems is very important. Students must use valid arguments and concepts that have been learned in the Probability Theory material to build their arguments. An argument can be analyzed using the Toulmin scheme. Therefore, the purpose of this study is to describe the arguments that have been built based on the Toulmin Argumentation Model. The instrument used to collect data is a test question related to the Probability Theory material. Of the 32 students who worked on the test questions, three students were selected as research subjects. The selection of research subjects is based on the ability of students' mathematical ability level in working on test questions. It was found that students can construct an argument starting with the correct data. However, they did not give any Warrant and did not even give a Claim to their argument. This makes the argument built by students is invalid

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