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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
Core Subject :
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 269 Documents
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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
Praxeological Analysis of Mathematics Textbooks for Class XI High School Students on Arithmetic and Geometric Sequences Qania Agustika Siagian; Aswin Aswin; Tatang Herman
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13289

Abstract

This study aims to analyze one of the mathematics textbooks published by the Ministry of Education and Culture. Then, the researcher will provide recommendations regarding the presentation of easy-to-understand material based on analysis of techniques, technology, and theory on each problem given by students' mathematics textbooks. This type of research is qualitative with a didactic anthropological theory approach, especially in praxeology. Data collection techniques in the library by reading, recording and processing these sources as research material. Researchers choose books based on the criteria needed to obtain relevant data. These criteria include (1) there is a problem in presenting mathematical material, (2) there is an author's name, and (3) publications from the Ministry of Education and Culture. The researcher found problems in the 2017 revised edition of class XI students' mathematics textbooks finding formulas and examples of arithmetic and geometric sequences. The study results showed several problems presenting the material for arithmetic and geometric sequences, which would raise student learning barriers. The identified Learning barriers are ontogenic, epistemological, and didactical obstacles. With these obstacles, the researcher provides alternative designs which are expected to minimize the occurrence of student learning barriers. So that the design alternatives provided can reduce obstacles for students in thinking and understanding the material of arithmetic and geometric sequences
Analysis of Students’ Ability and Multiple-Choice Numeracy Test based on Item Difficulty Using Rasch Churun Lu'lu'il Maknun; Ajeng Wahyuni; Irwani Zawawi
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13318

Abstract

The purpose of this research is to evaluate learners' numeracy knowledge. This study looked into how university students were taught math skills. The research strategy used in this investigation was quantitative. Rasch Model study was used for the data study. The first research question's goal was to assess the numeracy exams' item difficulty characteristics using the Rasch Measurement Model, and The second research topic's goal was to look into the student's numeracy test performance parameters. According to the study, performing a range of calculations to add, subtract, and multiply as well as calculating and interpreting mean in a variety of contexts were the skills that students found the most difficult to master. The pupils perform exceptionally well when they identify and contrast information and data in tables. The outcome makes it possible to pinpoint each examinee's testing assets and weaknesses; this diagnostic should be applied to raise students' numeracy standards. The level of numeracy can be improved using two important methods. Teaching strategy: Math instructors should adapt their course materials to the students' learning styles
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
Analysis of Statistical Thinking Ability of Mathematics Students Based on Artist Test Hadi Kusmanto
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13474

Abstract

This study aims to determine the statistical thinking skills of mathematics students and their differences based on gender, school origin, and semester level. To map the statistical thinking skills using the modified Artist test standards. The development of students' statistical thinking skills is one of the focuses of learning mathematics in Higher Education. Students' statistical thinking ability is absolutely necessary to be able to think scientifically. Statistical thinking is the ability to think inductively. The population in this study were all mathematics students, while the sampling was based on proportional random sampling. The data analysis technique uses the t-test, Anova, and Least Significance Difference (LSD) as a follow-up test. Based on the results of the analysis carried out, it was found that students 'statistical thinking skills were classified as low which was below the value of 60 on a scale of 100. These results indicated that students' statistical thinking skills were still low, especially the ability to communicate data and draw conclusions. Another result shows that there is a difference in the ability to think statistically at the semester level, while there is no difference between sex and school origin. For semesters, third-semester students do better than other semesters
Analyzing Mathematical Problem-Solving Abilities in Set Theory: A Case Study of Seventh-Grade Students Christina Monika Samosir; Tatang Herman
EduMa: Mathematics education learning and teaching Vol. 13 No. 1 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13505

Abstract

This study aims to analyze and describe the mathematical problem-solving abilities of students in set theory, specifically within a seventh-grade class at a private school in Bandung. The research employed a qualitative case study approach, collecting data through tests and documentation. A diagnostic test served as the primary instrument for evaluating students' problem-solving skills. The findings reveal distinct patterns in how students approach mathematical problems, correlating with their achievement levels. High-achieving students consistently followed Polya's four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back to reflect on their solution. In contrast, moderate-achieving students generally adhered to the first two stages, namely understanding the problem and carrying out the plan, often omitting the reflective stage. Low-achieving students predominantly focused on the initial stage of understanding the problem, struggling to advance beyond this point. The study highlights that the ability to understand the problem is the most developed skill among students, as it is the step where most students succeeded. However, devising a plan was identified as the most challenging aspect, with the fewest students able to correctly formulate a strategy for solving the problems. These findings suggest that while understanding is a common strength, there is a need for targeted interventions to improve students' abilities to plan and execute problem-solving strategies effectively
The Development of Students’ Worksheet Based on RME For the Topic Circle in Junior High School Ahbi Mahdianing Rum
EduMa: Mathematics education learning and teaching Vol. 13 No. 1 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13514

Abstract

The purpose of this research was to produce a students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th grade at SMPN 01 Kota Bengkulu which was valid and practical. The type of this research was Research & Development using 3 steps of 4D model namely define, design, and develop. The instrument of this research consisted of validity sheets and practically sheets. Vallidity was done by two validators. Practicallity has been tested to 35 students in class VIII.2 at SMPN 1 Kota Bengkulu for the odd semester of academic year 2019/2020. From the research that has been done, it showed the development of students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th included in the category: (1) valid based on 40 items which consisted of 12 material items, 20 contruction items, and 8 language items with the avarage score 4,11 and it was known from: (a) students’ worksheet showed the correctness and suitability according to the sequences of Realistic Mathematics Education syntax on material validation, (b) on the construction validity it showed that the studens’ worksheet was containing good font type and interesting images which made the students’ worksheet easy to read, (c) the sentences were simple, clear, easy to understand, and suit the rule of indonesioan language on languange validation. (2) very practical with the avarage score 4,51 which was known by instruction, steps, images, and the problem in students’ worksheet that were understandable and easy to use by students.
Exploring Secondary Students' Algebraic Thinking in Terms of Intuitive Cognitive Style Rahma Safitri; Masduki Masduki
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13568

Abstract

Algebraic thinking has the important role to improve the students' understanding in solving real-world problems, especially in algebraic forms. The aim of this study is to explore the students' algebraic thinking in terms of intuitive cognitive style. This research used the qualitative approach with case study method. 61 Grade-8 students in one of public secondary schools in Ngawi District, East Java, Indonesia were participated in this study. Three intuitive subjects were selected for interviewed. This study used algebraic thinking test, questionnaires, and interview protocol for collecting the data. Researchers adopted ten questions from TIMSS 2011 8th-Grade to examine the students algebraic thinking abilities. All questions were validated by three experts in mathematics education and piloted before used. In this study, three algebraic thinking components: generalization, analytic thinking, and dynamic thinking were used to analyze the students algebraic thinking abilities.  The finding showed that the intuitive students can solve number pattern problems using picture and number patterns in generalization component. In analytic thinking component, students can solve problems related to equations using trial-error strategies and substitution methods. The students can also carry out dynamic thinking component about equivalent proportion by determining the median value and proportion concept. Thus, it can be concluded that the intuitive students are able to demonstrate the three algebraic thinking components properly
How Do Students Thinking Processes in Solving Originality and Elaboration Problems of Mathematical Creative Thinking Based on Brain Domination? Bayu Sukmaangara; Sri Tirto Madawistama
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13649

Abstract

Thought processes and brain dominance can be applied in the field of education because of the linkages between neuroscience, psychology, and education. The thinking process of students can assist teachers in planning the learning process, while brain dominance is an important factor in student performance so it is important to know students' thinking processes based on brain dominance in the learning process. This research aims to describe students’ thinking processes in solving originality and elaboration problems on mathematical creative thinking based on brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instrument used is a matter of mathematical creative thinking that meet the indicators of originality and elaboration, brain dominance tests, and unstructured interviews. The Subject selected research was 3 subjects, namely 1 subject dominated by the left brain, 1 subject dominated by a balanced brain, and 1 subject dominated by the right brain. The subject is a class IX student of SMPN 1 Kota Tasikmalaya. The result of the research is that the thinking process of students in solving originality and elaboration questions creative thinking mathematically based on brain dominance in solving problems cannot be separated from the function of the right and left hemispheres. The thinking process of students in solving problems shows that students use the characteristics of the function of the hemispheres of the brain according to the dominance of the student's brain

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