Eduma : Mathematics Education Learning and Teaching
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
Articles
269 Documents
<![CDATA[Improving Geometry Thinking Ability through Augmented Reality Based Learning Media ]]>
<![CDATA[Nurbaiti Widyasari]]>;
<![CDATA[Lulu Irianti Mastura]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5304
<![CDATA[This study aims to improve students' geometrical thinking skills through the media of Augmented Reality learning. Augmented Reality learning media is a learning medium that combines a real object with a virtual object that has a 3-dimensional (3D) shape and is designed to resemble the actual environment that aims to provide any information to its users with an interesting, interactive, and real-time delivery. This study is a quasi-experimental or quasi-experimental study with the design used by researchers, namely the nonequivalent control group design. The population in this study were 202 students of class V SDN Cireundeu 01. The sample of this research was 52 students consisting of 26 experimental class students and 26 control class students who were determined through a purposive sampling technique. The instrument used in this study was in the form of a geometric thinking ability test. Data analysis of students' geometry thinking skills was done by t-test using SPSS 16. The results of the analysis showed that the thinking ability of students in geometry taught using Augmented Reality learning media was higher than students who were taught using concrete media. Therefore the results of this study indicate that mathematics learning by using Augmented Reality learning media has a significant role in increasing students' geometrical thinking abilities]]>
<![CDATA[The Effect of Learning Approaches and Student Learning Styles on Mathematical Reasoning Abilities ]]>
<![CDATA[Rivo Panji Yudha]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 8 No. 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.5344
<![CDATA[This study aims to determine the effect of learning approaches and learning styles on students' mathematical reasoning abilities. This research was a quasi-experimental research with a 2x2 factorial design which was conducted at the Wahidin Vocational School in Cirebom City involving a sample of 70 students from a population of 335 students of class X. Sampling was done by random sampling technique. The research instrument used in the form of tests of mathematical reasoning ability and learning style questionnaire. The collected data were analyzed using the two-way Anava test. Before the two-way anava test is tested, the analysis requirements test is the normality test and the variance homogeneity test. The results of this study are: (1) there is a difference in the effect of the RME learning approach and science on students' mathematical reasoning abilities; (2) There are differences in the influence of kinesthetic learning styles, and visual on students' mathematical reasoning abilities; (3) There is no interaction between learning approaches and learning styles.]]>
<![CDATA[Development of Mathematical Learning Test For Student Groups With Linguistic Intelligence ]]>
<![CDATA[Nur Aqidah]]>;
<![CDATA[Edi Prio Baskoro]]>;
<![CDATA[Budi Manfaat]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 8 No. 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.5386
<![CDATA[This research is motivated by the availability of mathematical learning outcomes test instruments that are in accordance with the intelligence of students are inadequate. Therefore this study aims to develop the necessary tests. The test development follows the model proposed by Djemari Mardapi, which starts from the preparation of test specifications, writing test questions, testing the test, refining the test and assembling the test in full. Learning outcomes indicators refer to the syllabus in the 2013 curriculum and combine it with indicators of linguistic intelligence which then produce specific questions for groups of students with linguistic intelligence. The results of the field trials show that the test items developed have the ideal differentiation and difficulty level. The results of the application of the test on 27 students with linguistic intelligence showed that the mathematics learning outcomes of students of class VIII linguistic intelligence in SMP Negeri 7 Cirebon had reached KKM of 70.37%. Of the 27 students there were 3 students (11.11%) included in the less category, 5 students (18.52%) which included enough categories, 15 students (55.56%) which included good categories, and 4 students (14.81%) which included very good categories. From the results of the research, it was found that dominant students with linguistic intelligence who were given tests according to linguistic intelligence tended to obtain better mathematics learning outcomes than students with other intelligences who were given similar tests]]>
<![CDATA[Bar Model: A Beneficial Tool in Learning Percentage ]]>
<![CDATA[Herani Tri Lestiana]]>;
<![CDATA[Cici Tri Wanita]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 8 No. 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.5392
<![CDATA[Percentage is found to be a familiar and challenging topic at the same time. Percentage has many application in daily life, yet many students still find it difficult. It might because many schools teach merely a formal procedure and pay less attention to the understanding of the reasoning behinds percentage ideas. This small study employed a design research and aimed at supporting students in understanding percentage by using bar model. Eleven 6th and 7th grade students of American International School of Rotterdam were participated in this study. A sequence of learning activities was designed to help students construct their understanding of percentage. The activities consisted of some rich contextual problems that lead to the emergence of bar model. The result revealed that the model can help students construct students’ knowledge of the relation among numbers in percentage, and also help them solve percentage problems systematically through some intermediate steps which include benchmarks.]]>
<![CDATA[Manual Remodelling of AF4 and O2 Electrodes in Schizophrenia ]]>
<![CDATA[Redi Gunawan]]>;
<![CDATA[Indah Nursuprianah]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 8 No. 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.5596
<![CDATA[Manual recreation of AF4 and O2 electrodes in schizophrenia. This study aims to: a) Know the EEG signals in the brain in humans, b) find out how manual rearrangements of the AF4 electrode and O2 electrode in schizophrenic patients and c) find out how the interpolation method compares at the AF4 and O2 electrodes in schizophrenic patients.Rearrangement of AF4 and O2 electrode manuals in schizophrenic patients, there are various ways, namely (a) graph of results of analysis, (b) enlarge graph, (c) create intervals and intersection points, (d) fitting in matlab and (e) analysis.There is a difference between the interpolation method of Newton degree 4th polynomial with the Lagrange degree 4th polynomial interpolation method which is the percent error by using Newton degree 4th when the graph is at the beginning until it is at the top is still stable with the mean value of error 14.118 % as well as the polynomial error with using Lagrange degree 4 is much better than Newton's 4th order with an average percent error of 4.69 %. While there is an equation between Newton degree 1 interpolation method with interpolation method of Lagrange degree 1 polynomial on electrode O2 value of error 0%]]>
<![CDATA[Tandur Berkemas In Learning Mathematics ]]>
<![CDATA[Winarno Winarno]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5612
<![CDATA[Research objectives for increasing (1) independence; (2) problem solving skills; and (3) students' problem solving abilities in learning mathematics through the TandurBerkemas model of three dimensional material. The results showed an increase in all three aspects of learning outcomes, namely independence, skills, and student learning achievement. Independence increased from 58.82% to 100%, skills 47.06% to 100%, and learning achievement 64.71% to 97.06%.]]>
<![CDATA[Efforts to Improve The Ability of Self Efficacy Students with The AIR Learning Model ]]>
<![CDATA[Sumliyah Sumliyah]]>;
<![CDATA[Putik Rustika]]>;
<![CDATA[Asep Lukman Firmansyah]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5621
<![CDATA[The process of observation and interview with one of the teachers of SMP Islamiyah Weru is the background of this research by producing information that found difficulties and self-efficacy of students in solving some of the problems given by the teacher. This study aims to improve the ability of self-efficacy in students. Quantitative method, the type of research uses a quasi-experiment and the design used is nonequivalent control group. Application of the Auditory learning model, Intellectually, Repetition (AIR) contributes to improving the ability of self-efficacy with the results obtained namely the difference in the increase in self-efficacy in students whose learning uses the AIR learning model with Expository learning models with the average N-Gain self-efficacy of classroom students Experiment is higher than the control class so it can be concluded that the increase in students' self-efficacy in the experimental class is better than in the control class]]>
<![CDATA[Propositional Proofing Techniques application in Algebraic Structure Research ]]>
<![CDATA[Muhamad Ali Misri]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5624
<![CDATA[This paper investigates proofing techniques which are used in algebraic structure research and how to apply those techniques. This paper also investigates the reasoning behind the application of the techniques and their effects. The data was collected by reviewing some algebraic structure textbooks used recently. Books reviewed were domestic and foreign books. The results of the review process were noted and documented, and then finally transcribed and coded. The review process of each book was carried out twice. The data obtained were then triangulated, to get the valid data, and eventually used for further analytical purposes. The results obtained show that not all the proofing techniques were used in the proofing process in the algebraic structure research. They tended to use the same technique in every proofing activity. This might be due to mastery of proofing techniques, preferences for certain proofing techniques, lack of information about the development of various proofing techniques. The resulting impact can be identified from the steps of proofing, meanwhile, if it is conducted using another technique, it can reduce the steps, is more acceptable also comprehensible]]>
<![CDATA[Effect of The Application of The Problem Based Learning Model to The Mathematical Problem Solving Ability ]]>
<![CDATA[Siska Ermayeni]]>;
<![CDATA[Lucky Heriyanti Jufri]]>;
<![CDATA[Melisa Melisa]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5660
<![CDATA[This research is motivated by the low mathematics learning outcomes in terms of the results of daily mathematics tests of students of class XI MIPA SMAN 1 Sungai Limau. The results of these tests are influenced by the low ability of students to solve mathematical problems and the inability of students to solve non-routine problems. This study aims to determine whether there is an influence of the application of the Problem Based Learning (PBL) model to the mathematical problem-solving ability of students of class XI MIPA 1 of SMAN 1 Sungai Limau. Data collection techniques used are by giving a description test in the form of pre-test and post-test. Analysis of test data containing indicators of the ability to solve mathematical problems using the t-test. The calculation results obtained t-value = 5,57 with N = 30 and α = 0,05. While  = 1.70,  then reject H0. So, it can be concluded that there is an effect of the application of the Problem Based Learning (PBL) model to the mathematical problem-solving ability of students of class XI MIPA 1 of SMAN 1 Sungai Limau]]>
<![CDATA[Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School ]]>
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Surya Amami Pramuditya]]>;
<![CDATA[Via Dwi Handayani]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5946
<![CDATA[The difficulty of students related to algebra arises from the lack of students' mathematical understanding and Learning Obstacle (LO). One of the LO’s experienced by students is the epistemological obstacle in the form of the limited knowledge possessed by students in mathematical concepts related to algebraic form. The purpose of this study is to explore LO related to algebra material. This research method is qualitative with the consisted of 15 students of 7th grade. The results showed that the common students could not interpret concepts and clarify the elements of algebraic forms related to variables, coefficients and constants and students could not operate and simply algebraic forms. The teacher can make pedagogical and didactic anticipations to overcome the LO.]]>
