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[The Enhancement of Students’ Mathematical Conceptual Understanding Through RADEC Learning Model ]]>
<![CDATA[Trisna Nugraha]]>;
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9073
<![CDATA[Students’ mathematical conceptual understanding (MCU) as major part of mathematical proficiency needs to be developed since elementary school through a didactic-pedagogical activity. One of these proficiency needs to be developed in the learning of perimeter and area of a plane geometry. The reason is students often find difficulties in understanding those concepts, especially in situations of distance learning due to COVID-19 pandemic. This study aims to investigate the achievement and enhancement of students’ MCU through RADEC learning model. This study used quasi-experimental method with non-equivalent pre-test and post-test control group design. Subjects of this research were 56 of 4th graders at one of private school in Bandung, Indonesia. This study found that there are significant differences in the achievement and enhancement of students’ MCU between students who received RADEC learning and direct learning where the RADEC learning model was higher in achieving & enhancing students’ MCU. In addition, the invention of the RADEC learning model on the achievement and enhancement of students’ MCU is in the moderate effect category with the acquisition of Hedges’ g of 0,922 in the level significant effect]]>
<![CDATA[Effectiveness of Contextual Teaching and Learning on The Ability to Mathematical Relational Understanding in Junior High School ]]>
<![CDATA[Fita Nurhana]]>;
<![CDATA[Ahmad Anis Abdullah]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9087
<![CDATA[The low ability of students' mathematical relational understanding is caused by the lack of student activity in learning and the lack of students' understanding of concepts and implementing concepts in real life. This study aims to determine the contextual teaching and learning model's effectiveness on students' relational understanding abilities on the prism and pyramid concept. This type of research uses a quasi-experimental research design with a non-equivalent control group design and sampling using the purposive sampling technique. The instrument used to determine the ability of relational understanding in the form of a description test is 9 questions that have been tested for feasibility. Based on statistical calculations, the experimental class average is 70.103 and the control class average is 63.25. After calculating the average difference test against the data, it is obtained tcount =1.793 and ttable=1.66. It can be concluded that the average mathematical relational understanding ability of students taught using the CTL learning model is better than that of conventional learning. Thus, it can be concluded that the Contextual Teaching and Learning (CTL) learning model is effective on students' mathematical relational understanding abilities]]>
<![CDATA[Comparison of Mathematics Learning Achievement in Students Admission Zoning and Non-zoning at Senior High School ]]>
<![CDATA[Dwi Saviana Risqi Agustin]]>;
<![CDATA[Yusuf Nalim]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9114
<![CDATA[This study aims to determine the effect of the acceptance of new students through the zoning system on mathematics learning achievement through the comparison of student achievement before going through the zoning system and through the zoning system. Quantitative research uses data on students' mathematics learning achievement scores. This study uses quantitative research to process data in the form of numbers. The data is in the form of learning achievement scores for student math. The dependent variable used is mathematics learning achievement. This study used 58 samples for students before going through zoning and 59 students through the zoning system. The analytical method used is the Mann-Whitney comparison of two unpaired samples. The results showed that the statistical value of 0.000 <0.10 with the average student admission before going through the zoning system was 82.00 and students admission through the zoning system was 78.63. Thus, the results of the study show that there is a significant difference between the mathematics learning achievement of students admission students before going through the zoning system and PPDB through the zoning system. Therefore students admission through a zoning system can affect students' mathematics learning achievement]]>
<![CDATA[Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>;
<![CDATA[Ujiati Cahyaningsih]]>;
<![CDATA[Dela Rohimatunnisa]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i2.9277
<![CDATA[It is the role of teachers to increase the quality of learning. When the instructor wants to increase the quality of learning, reflective practice is an option. However, instructors' current practice of learning reflection is based only on classroom action research and is primarily concerned with enhancing learning models rather than paying attention to student replies. As a result, prospective mathematics teachers must be able to engage in reflection techniques based on didactical design research that emphasizes student reactions. This study employs a descriptive qualitative technique, with the subjects being Mathematics Education students at the University of Majalengka who are enrolled in the Kapita Selekta Mathematics course. Students experience translating scientific, mathematical knowledge into mathematics ready to be taught in schools based on the study findings. Every step in the process of becoming a mathematics teacher has an impact on pedagogical content understanding]]>
<![CDATA[Analysis of Students' Errors in Solving the Least Common Multiple and Greatest Common Divisor Word Problems ]]>
<![CDATA[Ana Puji Lestari]]>;
<![CDATA[Inti Nahdataeni S]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i2.9324
<![CDATA[Students' ability to solve word problems has an essential role in learning mathematics. However, some junior high school students still have difficulty in solving word problems. The difficulties experienced by students cause errors when solving mathematical word problems. This qualitative study aims to analyze students' errors in solving the Least Common Multiple and Greatest Common Divisor word problems. Fifty-nine students of Integrated Islamic Junior High School Al-Fahmi in Palu were involved in this study. Two students were selected to participate in the interview process. The interview was conducted to obtain in-depth information about how students solve word problems and the types of errors experienced by students. Students' errors in solving word problems were analyzed based on Newman's theory. The errors experienced by students are comprehension errors, transformation errors, process skills errors, and encoding errors]]>
<![CDATA[A Diagnostic Analysis of Junior High School Students’ Difficulties in Solving TIMSS Model Mathematics Test ]]>
<![CDATA[Munaji Munaji]]>;
<![CDATA[Al Jupri]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i1.9360
<![CDATA[This research aims to diagnose students' difficulties in solving the TIMSS model mathematics test. This research used quantitative descriptive research method. The subjects of study is eighth-grade students of junior high school in Cirebon, Indonesia. Data collection was carried out through a simple random sampling technique including 676 students of junior high school from 13 public and private schools. The research instrument is the TIMSS modelmathematics test in the form of multiple-choice and short answers as many as 35 items which are translated into Indonesian. Data analysis was using cognitive diagnostic modeling (CDM) in R programe. The research result showen: 1) In the knowing Domian have been dificulties to understand: commutative properties of on natural numbers, estimating the result of the nearest decimal number, identify the appropriate table with the information on the pictogram graph and read the values of the two line charts; 2) in the applaying Domian have been dificulties in: choose and combine information from two different sources to solve problems with multiple steps and in the number series, in find solutions in linear equations of two variables, compiling and using solutions of linear equations to solve problems, and calculating the side lengths of triangles based on linear equations, symmetry properties of reflection and using information from tables to draw a bar chart and compare two possible events; (3) In reasoning domain have been dificulties in to find number patterns and to use the Pythagorean theorem to find the perimeter of a quadrilateral or triangle]]>
<![CDATA[Higher Order Thinking Skills (HOTS) Test Instrument: Validity and Reliability Analysis With The Rasch Model ]]>
<![CDATA[Rivo Panji Yudha]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i1.9468
<![CDATA[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]]>
<![CDATA[The Effect of Contextual Learning Trough Teaching Materials Application-Based on Problem Solving Ability ]]>
<![CDATA[Ismi Zakiah]]>;
<![CDATA[Heris Hendriana]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i1.9604
<![CDATA[Explanation of material is still in the form of calculations and teaching materials used are in the form of teaching modules that are not based on contextual problems. This is difficult to apply in bold learning, so students still have difficulty solving problems. This study aims to measure the effectiveness of contextual learning using application-based teaching materials on students' problem solving abilities. This research method uses true experimental, while the research design used is a randomized posttest only control group. The subjects in this study were class VII A and VII B with a total of 64 students. The data collection in this research uses quantitative data and the instrument used is a mathematical problem solving ability test. Data analysis in this study was using one-sample t-test and independent t-test. The results of the calculation that students have achieved the minimum criteria completeness score that is more than 70, this can be seen in the results of the one-sample t-test which obtained a sig value of 0.008 and students who used contextual learning with application-based teaching materials were better than contextual learning. This can be seen in the independent t-test, which obtained a value of sig .000, meaning that the value of sig < 0.05. So that contextual learning uses application-based teaching materials for problem solving that is effectively applied in learning mathematics]]>
<![CDATA[Interactive Media Development Using Microsoft Sway in Elementary Level Learning Circle ]]>
<![CDATA[M Gita Primaniarta]]>;
<![CDATA[Wiryanto Wiryanto]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i1.9736
<![CDATA[Education process and technology go hand in hand and adapt to each other for teachers in carrying out their duties. The Microsoft sway application is the best choice for learning materials for students when carrying out distance learning (PJJ). By office 365 account, teachers can develop learning materials designed with existing Microsoft Sway features. There are titles, text, videos, images that are integrated directly with the internet network. Microsoft Sway is a website-based application that provides more interesting, interactive, online learning content and is integrated with the LMS (Learning Management System). The sway application design is designed with the Deck and Lou Carey development model. The development stage starts with planning, design, and development. The resulting validation shows a value of 95.55% on learning materials assessed by experts in the field of mathematics the media expert validation shows a value of 93.33% assessed by experts in Educational technology. Furthermore, student trials with a questionnaire model showed 84.59% very well in learning media, So the score obtained shows that the learning media using Microsoft Sway is feasible for students to use]]>
<![CDATA[Comparative Study of Indonesian Students' Mathematical Literacy Abilities with Other Countries in Terms of PISA Type HOTS ]]>
<![CDATA[Deby Nurqamar]]>;
<![CDATA[Iyan Rosita Dewi Nur]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v11i1.9924
<![CDATA[Indonesian students often have difficulty in fulfilling mathematical literacy indicators which results in low mathematical literacy abilities of students in Indonesia. Not only that, the PISA study (which tests students' mathematical literacy skills in several countries) states that Indonesia occupies a lower position when compared to other countries. The purpose of this research is to find out several things that need to be improved to welcome the next PISA study. The method used is a literature study that aims to review past phenomena and phenomena that are currently happening. The results obtained in this study are that the mathematical literacy ability of Indonesian students is still low when compared to other countries such as China, Singapore, Japan, and Argentina. The conclusion obtained is that Indonesian students must start getting used to working on math exercise in HOTS (High Order Thinking Skills) type questions which can improve mathematical literacy skills]]>
