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KADIKMA
Published by Universitas Jember
ISSN : 20850662     EISSN : 26863243     DOI : -
Core Subject : Education,
Mathematics
KadikmA (p-ISSN: 2085-0662 dan e-ISSN: 2686-3243) adalah jurnal nasional bidang Matematika dan Pendidikan Matematika yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP, Universitas Jember. Kadikma terbit 3 kali dalam setahun pada bulan April, Agustus dan Desember. Jurnal Matematika dan Pendidikan Matematika (Kadikma) berfokus pada penelitian matematika murni, matematika terapan, dan pendidikan matematika melalui artikel yang relevan. Jurnal Matematika dan Pendidikan Matematika (Kadikma) menyambut baik setiap artikel tentang penelitian matematika murni, penelitian matematika terapan, penelitian pendidikan matematika di dalam kelas yang relevan, mengevaluasi dan melaporkan praktik pendidikan guru dalam pembelajaran matematika, meninjau masalah topikal dan melaporkan keberhasilan dalam pendidikan matematika.
Arjuna Subject : Matematika - Matematika Terapan
Articles 20 Documents
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Search results for , issue "Vol 8 No 1 (2017): April 2017" : 20 Documents clear
PROFIL BERPIKIR KRITIS SISWA KELAS VII-A SMP NEGERI 1 JEMBER DALAM MENYELESAIKAN SOAL ARITMETIKA SOSIAL Sugiarti, Titik; Suryanti, Putri Dwi; Susanto, Susanto
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5136

Abstract

Abstract. This study aims to describe the critical thinking ability of students of class VII-A SMP Negeri 1 Jember in solving the problem of social arithmetic. The type of this research is descriptive research with qualitative approach. Data collection methods used were tests and interviews. The subjects of the study were students of class VII A SMP Negeri 1 Jember which amounted to 36 students. Thinking ability of students can be seen from the ability to analyze the information contained in the question, the ability to analyze the intended purpose in question, able to provide assumptions or opinions about the problem, able to determine the solution contained in the problem, able to develop other reasonable ways of completion, able to write down the answers or solutions of the problems, able to determine the conclusions of the solution problems that have been obtained. The results show that students are able to analyze the problem well and can meet 6 of the 7 indicators of critical thinking. One unfulfilled indicator is the ability to find alternative ways to find solutions of the problems. From the answers obtained from students can be concluded that the students of class VII-A are able to think critically well by analyzing the information contained in the question, although not yet can use alternative other ways of completion. Keywords: Social Arithmetic,Critical Thinking, Critical Thinking Skills, Problem Solving.
IDENTIFIKASI KESALAHAN SISWA BERKECERDASAN VISUAL SPASIAL DALAM MENYELESAIKAN SOAL MATEMATIKA BANGUN RUANG SISI DATAR Romadhoni, Linda; Setiawan, Toto' Bara; Hobri, Hobri
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5272

Abstract

Abstract. This research is descriptive research with qualitative approach. The purpose of this study was to identify errors made by students of spatial, moderate, and low visual intelligence in solving math problems. The instrument used is a sheet of spatial visual intelligence test test, a sheet of flat space side wake, and interview guide. The subjects used were 2 students with high spatial visual intelligence, 2 students with medium spatial visual intelligence, and 2 students with low spatial visual intelligence. This grouping is based on the results of a spatial visual intelligence test. The student error indicators used are 5 types, including fact errors, concept errors, operation errors, principle errors, and other errors. Factual errors, operations, and principles merupapakan characteristics of visual intelligence spatial problem solving, while the error of the concept consisting of the error of drawing objects including the characteristics of the imagination and determine the pattern is a pattern search characteristics. Students with high spatial visual intelligence make a mistake of facts and operational errors. Students with spatial visual intelligence are making a mistake of facts, concept errors, operational errors, and other errors. Students with low spatial visual intelligence make a mistake of facts, concept errors, operational errors, principle errors, and other errors. When viewed from the characteristics of spatial visual intelligence, students with high spatial visual intelligence make mistakes on the characteristics of problem solving, students with spatial visual intelligence are making mistakes on the characteristics of imagination, conceptualization, problem solving and pattern searching, as well as students with low spatial visual intelligence performing the same thing. Key Words: Spatial Visual Intelligence, Student Error Identification, Geometric the Flat Side
PROFIL BERPIKIR KRITIS SISWA KELAS X-IPA 3 MAN 2 JEMBER BERDASARKAN GENDER DALAM MENYELESAIKAN SOAL MATEMATIKA POKOK BAHASAN SISTEM PERSAMAAN LINIER TIGA VARIABEL Trapsilasiswi, Dinawati; Pratiwi, Anggun Ika; Susanto, Susanto
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5137

Abstract

Abstract. This research describe the profile of critical thinking based on gender in solving sytems of linear equation with three variables problems at X-IPA 3 MAN 2 Jember. Critical thinking standards which are used in this research are: focus, reason, inference, situation, clarity, and overview. Instruments that are used are contextual mathematics problems and interview guidlines. Subject of this research are all of the students in X-IPA 3 MAN 2 Jember, six students that are interviewed consists of 3 male students and 3 female students. Male students fulfilled tend 5 standards of critical thinking which are focus, reason, inference, situation, and clarity. They tend not writing which method that is used by them when working on the problems, however when interviewed they can explain method which is used to solve the problem, can make a conclusion for every problems well and could use every information to solve the problems. Female students fulfilled 5 stadards of critical thinking which are focus, reason, inference, situation, and clarity. They can understand the problem well, can write down what are given in the problems, things asked, and method which is used to solve the problem, could make a conclusion for every problems given, and could use every information to solve the problems. Keywords : Critical Thinking, Gender, and Linear Equation System Of Three Variables
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA BERDASARKAN TAHAPAN NEWMAN BESERTA BENTUK SCAFFOLDING YANG DIBERIKAN Fatahillah, Arif; Wati, Yuli Fajar; Susanto, Susanto
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5229

Abstract

Abstract. This research aims to analyze students error types in solving contextual mathematics problem based on Newman’s error analysis and scaffolding form that’s given to the eight students of Darul Hikmah Junior High School Jember. Instruments that were used in this research are contextual mathematical problem, interview guide, scaffolding guide, and validation sheet. The coeficient validity test is 4,81 and the coeficient validity interview guide is 4,75, so that the criteria of validity research instrumen is valid. Error types student’s according to Newman consists of reading error, comprehension error, transformation error, process skill error, and encoding error. Based on students’ errors, the highest error percentage is comprehension error that's 70,01%, and the lowest error percentage is reading error that’s 20,77%. Generally, the cause of students’ errors is they are not accustomed to solve contextual problems. Scaffolding is a form of help that’s given by the teacher to the students to overcome students’ difficulties when doing a task that can’t be finished by students. Scaffolding that was used in this research refers to Anghileri’s scaffolding level. In scaffolding level 1 (Enviromental Provisions), scaffolding that’s given to students is preparing the learning environment by explaining a little material about Arithmetic Operation Sub Subject of Fraction and giving contextual mathematical problem. Scaffolding that’s given to students with reading error and comprehension error is at level 2 that are reviewing, restructuring, and explaining. Scaffolding that’s given to students with transformation error at level 2 that are reviewing, restructuring, and explaining and level 3 that’s developing conceptual thinking. Scaffolding that’s given to students with process skill error is at level 2 that are reviewing, restructuring, and explaining. Scaffolding that’s given to students with encoding error is at level 2 that are reviewing. Key Words: Newman’s Error Analysis, Scaffolding, and Arithmetic Operation Sub Subject of Fraction
ANALISIS KEMAMPUAN KONEKSI MATEMATIS BERDASARKAN NCTM (NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS) SISWA SMK KELAS XI JURUSAN MULTIMEDIA PADA POKOK BAHASAN HUBUNGAN ANTAR GARIS Andrechiana Supriyadi, Eko Wahyu; Suharto, Suharto; Hobri, Hobri
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5273

Abstract

Abstract. This paper describes the students' mathematical connection ability on the matter of relationship between lines based on NCTM (National Council of Teachers of mathematics). The mathematical connection indicator used in this research is six. Mathematical connection aims to help the formation of student perceptions by viewing mathematics as an integrated part with the real world. The data collected in this study is the ability of students' mathematical connections on the material relationships between lines obtained from the test of the mathematical connection ability of six subjects. Of the six subjects categorized in in three groups, namely upper group students, middle group students, and lower group students. Through the interview obtained more in-depth information about students' mathematical connection ability to the relationship between lines. This research uses qualitative approach with descriptive research type. The results of the research have been done, the upper group students are able to understand five to six indicators of mathematical connection, the middle group students are able to understand the four indicators of mathematical connections, while the lower group students are only able to understand two to three indicators of mathematical connections. Thus, it can be concluded that the higher the level of mathematical ability of students the higher the ability of mathematical connections. Keywords: Mathematical connections, NCTM
PROSES BERPIKIR KRITIS SISWA KELAS XII MAN 3 JEMBER BERDASARKAN PERKEMBANGAN USIA DALAM MENYELESAIKAN SOAL MATEMATIKA POKOK BAHASAN PELUANG Suharto, Suharto; Sapta, Hendra; Kurniati, Dian
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5251

Abstract

Abstract. The research is descriptive research qualitative described profile aims to think critically graders xi man 3 jember in resolving math problem with difference in age students different .The subject is done with the snowball throwing up to a whole considered saturated data .From the data analysis , obtained the conclusion that students xii-ipa 1 man 3 jember from 18 years in resolving about opportunities , able to reach all indicators used the focus , reason , inference , situation , clarity and overview .At the age of this students had more pola-pola off other students , students at age it also more detail in working on a about . A student xii-ipa 1 man 3 jember from 17 years in resolving about opportunities , able to reach 5 an indicator of 6 the indicators used the reason , inference , situation , clarity and overview. Students at age it not thorough in doing this is that there is a subject not capable of wrote indicators the focus . A student xii-ipa 1 man 3 jember from 16 years in finish about opportunities , able to reach 5 an indicator of 6 the indicators used the focus , reason , situation , clarity and overview .Same as well as earlier age , students is also not thorough to work thus unable to write indicator to three categories inference . Keywords: Profile think Critically, Solve Math Problem
ANALISIS KEMAMPUAN KOGNITIF SISWA KELAS VIII SMP NEGERI 11 JEMBER DITINJAU DARI GAYA BELAJAR DALAM MENYELESAIKAN SOAL POKOK BAHASAN LINGKARAN Vidayanti, Nurul; Sugiarti, Titik; Kurniati, Dian
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5274

Abstract

Abstract: This research aims to analyze cognitive ability of eight graders in Junior High School 11 Jember viewed from the learning style in solving problems of circle subject. This research is descriptive research with qualitative approach. Data collection method which were used are questionnaire, test and interview. Research subject is students of VIII A Junior High School 11 Jember which consists of 35 students. Cognitive ability that is observed is cognitive ability based on Bloom’s taxonomy which consists of six levels that are remember, understand, apply, analyze, evaluate, and create. The research’s result showed that cognitive ability which is possessed by students with visual learning style tend to be able to reach the level of evaluating especially in evaluating relations between two circle. Cognitive ability which is possessed by students with auditorial learning style tend to be able to reach the level of remember especially in recalling circle's elements and recalling formula of circles' circumference and area. Cognitive ability which is possessed by students with cinestetic learning style tend to be able to reach the level of apply especially in aplicating circle's element in a picture. Keywords:Cognitive Ability, Learning Style, Circle Subject.
ANALISIS PROSES BERPIKIR KREATIF SISWA KINESTETIK DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TAHAPAN WALLAS Setiawani, Susi; Syafitriyah, Dini; Oktavianingtyas, Ervin
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5252

Abstract

Abstract. This research is aimed to describe the creative thinking process of kinesthetic students in solving Mathematics problems based on Wallas Stage. The type of this research is descriptive research with qualitative approach. Data collection method used in this research is questionnaire, test, and interview. The research participants were 8 student's kinesthetic learning style on the X grade of Tissue Culture Cultivation Department of SMK Negeri 5 Jember. Based on Wallas Stage, creative thinking is classified into 4 stages, preparation, incubation, illumination, and verification. The result of the research shows that kinesthetic learning style of student's creative thinking process is different, the student passed creative thinking stage as proposed by Wallas. Student of kinesthetic learning style shows the same behavior in passing preparation stage, they are able to dig up the beginning information in the task, in illumination stage students gain the inspiration to solve, in incubation stage there were 5 students who distract the attention by trying to write in blur paper and 3 students distract the attention by pausing for a moment and doing nothing, in verification stage there are 7 students that shows the same behavior which is rechecking problem solving to the reality and one student did not pass the verification stage. Keywords: Creative thinking based on Wallas Stage, Kinesthetic Learning Style, Problem Solving
ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA BERSTANDAR PISA DENGAN MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI) Ramadhan, Mustafa; Sunardi, Sunardi; Kurniati, Dian
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5276

Abstract

Abstract. This study aims to identify student misconception in solving PISA standard mathematic problems using CRI (Certainty of Responses Index), to describe and determine the percentage of forms of student misconception. The instrument used in this study is reasonable multiple choice test and interview guidelines. To answer the question, students are required to write the process in solving the question and choose the answer, besides the students are asked to put CRI value (0-5) based on their level of confidence in answering the question. A student can be declared to understand the concept, misconception and ignorance of the concept by comparing the answer with CRI value which is filled by the students, and the misconception form that occurred can be determined by checking the process in solving the question. Based on the research result, the misconception percentage on the aspect of the process of formulating the situation mathematically on PISA problem is 18, 25%, on the aspect of the process of using concept, fact, procedure and mathematic reasoning the misconception percentage is 7,76% and on the aspect of the process of interpreting, applying, and evaluating mathematic result, the misconception percentage is 13,8%. The misconception forms that occurred are 13,6% of translation misconception, 7,7% misconception of concept, 10,6% of misconception of strategy, 9,1% of systematical misconception, 4,5% of misconception sign.and 4,5% of misconception on calculation. Keyword: Misconception, Certainty of Response Index (CRI), PISA, Students’ Misconception
PENGEMBANGAN INDIKATOR 4C’s YANG SELARAS DENGAN KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA SMA/MA KELAS X SEMESTER 1 Nurmaharani, Rika; Sunardi, Sunardi; Kurniati, Dian
Kadikma Vol 8 No 1 (2017): April 2017
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v8i1.5277

Abstract

Abstract. This research aims to produce valid, development for 4C’s indicator that adjusment to curiculum of 2013 at first semester of tenth grade SMA/MA. Research type which is used is Plomp’s development research model. Plomp’s development phases consists of 4 phase which are, initial investigation phase; designing phase; realisation/construction phase; test, evaluation, and revision phase. The development of this research is 4C's indicator which is in line with the 2013 curriculum in the mathematics subjects of SMA/MA class X semster 1 consisting of 3 chapters: linear equations and linear inequality one variable containing absolute value, SPLTV, and function. The instrument used is the validation of 4C's indicator that is aligned with the 2013 curriculum. The results of this development is validated by 5 validators, namely 2 math teachers MAN 1 Jember and 3 lecturers of Mathematics Education Studies Program, University of Jember. The results of the development of 4C's indicator has a coefficient of 3.86 results categorized good validity. Thus the development of 4C's indiator in line with the 2013 curriculum in the mathematics course of SMA/MA class X semester 1 has met the criteria of validity. Keyword: Plomp’s development, 4C's indicator, Curriculum 2013

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