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Paradikma: Jurnal Pendidikan Matematika
Published by Universitas Negeri Medan
ISSN : 19788002     EISSN : 25027204     DOI : https://doi.org/10.24114/paradikma.v13i3
Core Subject : Education,
Education Mathematics Other
Paradikma: Jurnal Pendidikan Matematika (PJPM) focuses on presenting new ideas and essential developments for those working in mathematics education (subject matter: pedagogical, technological, psychological) and the application of mathematics in education. It seeks to reflect the diversity of research concerns in this field and the various methods used to study it. PJPM invites original research articles and not simultaneously submitted to other journals or conferences. The entire spectrum of research in mathematics education is welcome, which includes, but is not limited to the following topics: 1. Research Design in Mathematics Education, and Mathematics Ability. 2. Realistic Mathematics Education (RME) 3. Learning Mathematics uses the TPACK (Technological, Pedagogical, Content Knowledge) approach 4. PISA tasks 5. Mathematics Teacher Education and Development. 6. Development of Information and Communication Technology in Mathematics Education 7. Applied Mathematics (Application of Statistics, Algebra, Mathematical Models in education)
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 276 Documents
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The Effect of Realistic Mathematics Education Learning Model on Students’ Triarchic Intelligence Michael Christian Simanullang
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.43414

Abstract

This study aims to analyze the effect of the Realistic Mathematics Education (RME) learning model on students' triarchic intelligence. This study is a quasi-experiment with a pretest-posttest control design. The instruments used in this study were: (1) validation sheets; and (2) students' triarchic intelligence tests. The results of this study are: (1) the students' triarchic intelligence scores taught with the RME learning model are in the high category; (2) there is a significant difference on the students' triarchic intelligence scores taught by the RME learning model and direct learning; (3) the students' triarchic intelligence scores taught by the RME learning model is higer than the students' triarchic intelligence scores taught by direct learning; and (4) the implementation of the RME learning model can increase students' triarchic intelligence.Keywords: Quasi-Experiment, Learning Model, RME, Triarchic Intelligence
Development of Student Worksheet Based on POE (Predict-Observe-Explain) Model to Students Mathematical Problem Solving Skills Fajar Falbiansyah
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.45238

Abstract

This study aims to create student worksheet products based on the POE (Predict-Observe-Explain) model for student mathematical problem solving skills on quadrilateral topic that are valid, practical, and effective. This study uses the R&D method and the model used ADDIE. Validity is calculated based on the validation sheet. The average percentage obtained from material experts is 80% with a valid category, while the average percentage obtained from media experts is 81.33% with a very valid category. Practically is calculated based on response sheet. The average percentage obtained from students responses is 83.35% with a very practical category, while the average percentage obtained from teacher responses is 75.65% with a practical category, Effectiveness is calculated based on problem solving skills tests. Students who get a score that qualify the minimum completeness criteria is 75 will be considered complete. Amount of students who completed is 24 of 33 and got a completeness percentage 72.73% with an effective category so that the student worksheet can be used as teaching material.
Analysis of Mathematics Literacy Ability in Solving PISA-type Questions viewed from Students’ Mathematical Disposition Dimas Hudda Satriani; Yuyu Yuhana; Etika Khaerunnisa
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.45514

Abstract

The purpose of this research intended to described the qualities of students' mathematical dispositions and mathematical literacy in response to PISA-style questions. This research uses qualitative approaches and also incorporated within the qualitative descriptive research. The 39 students in class 10 MIPA who participated in the research were then reduced to three students to represent the low, medium, and high levels of disposition. The data were gathered using a questionnaire that measures students' mathematical disposition, a written essay test that measures students' mathematical literacy, and direct interviews. The outcome revealed that five students fell into the low mathematical disposition category, 25 students had medium mathematical disposition, and nine students had high mathematical disposition. On the PISA scale of mathematical literacy, students with low mathematical disposition earn level 2, students with medium mathematical dsiposition achieved level 4 whereas those with strong mathematical disposition obtain level 6.
Development of Problem-Based Number Theory Learning Tools Pargaulan Siagian; Waminton Rajagukguk; Faiz Ahyaningsih
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.42074

Abstract

Development of Problem-Based Number Theory Learning Tools" in the 2022 FMIPA Unimed Mathematics Education Lecture. This research is the development of learning tools that aim to describe the development process that produces valid, practical, and effective number theory learning tools. Problem-Based Number Theory Learning developed by following the Four D's: Define, Design, Develop, and Disseminate. The trial of device development was carried out in the S1 Mathematics Education Study program in the Number Theory lecture. In the development of number theory lecture tools produce: Textbooks, and 14 Lesson Plans (LP) that are valid, practical and effective. The implementation process is carried out by preparing components of teaching materials for the Number Theory course in the form of: textbooks, LP which are carried out in the Number Theory course in 2022. In the implementation of disseminate applying limited Number Theory teaching materials produced: LP as many as 14 valid, practical and effective meetings to the Lecturer Team in the Department of Mathematics FMIPA Unimed.Keywords: Development Research, Problem Based Learning, Problem Solving, Learning Tools, Number Theory.
Inquiry Learning and Lesson Study Activities on Improving Mathematical Critical Thinking Ability of Madrasa Students Zainul Mujtahid; Rohmatul Amna; Amam Taufiq Hidayat; Ucia Mahya Dewi; Widya ,
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.46291

Abstract

Today's mathematics learning requires students to always be active in the learning process because mathematics is a field of science that prioritizes high intellectual quality and not just an informative and theoretical field of knowledge. Critical thinking ability is one of the mathematics students need. Appropriate strategies, approaches, and teaching and learning models are needed to train mathematical abilities. Therefore, teachers are expected to determine the right strategy so that the learning objectives of learning are more optimal. In this study, researchers analyze how the result after implementing inquiry learning strategies and lesson study activities affects students' critical thinking skills. The research population was class XI students of Madrasah Aliyah Mu'allimat NW Pancor, and the sample was determined by a purposive sampling technique of 38 students. The research data was carried out using documentation, questionnaires, observation sheets, and math substance tests. The research was conducted through four cycles of lesson study. After implementing these learning processes, there was found that there was an improvement after implementing inquiry learning model and lesson study activities on improving students' critical thinking skills in mathematics.
Implementation of STAD Type Cooperative Learning Model Oriented on Problem Based Learning in Discrete Mathematics Katrina Samosir
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.43160

Abstract

The objective of study are reveal to : 1) Determine that the implementation-oriented models of cooperative learning on problem based learning can improve student learning outcomes in discrete mathematics, 2) Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of concept of discrete mathematics, 3)Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of proof or solving problems on discrete mathematics.The method of research used a classroom action research and that becomes the subject of research is the sixth semester students who follow a discrete mathematics 2 course.After using this strategy in cycle 1, of the achievement test showed levels mastery learning class is 81.2% with an average value of 83.9.It shows that the implementation of the Model Application Oriented Learning Cooperative Learning Problem Based on Discrete Mathematics 2 successful. It means that the learning model to improve learning outcomes of students.Application of Cooperative Learning Model Oriented Problem based Learning can improve students’ understanding of concepts and improve student’s ability to prove or solving problems on Discrete Mathematics 2. Acquired 84.9% of the students understand the concepts with an average value of 85.6% on Discrete Mathematics 2. The percentage of students understand the concept at a competent level of ability (B) or very competent (A) is only 41.36%.This is due to the performance of the student group discussion is d not optimal, because there are three aspect that the average score of more than two an less than three,namely (1) the focus and meaning of the question, (2) ability to respond to questions other groups, and (3) clarity in argued the question or comments of other groups. Required to mitigate increased frequency of exercise solve problems on the discussion group.Keywords: Cooperative Learning, STAD, Problem Based Learning, Learning Outcomes
Analysis of Error in Working of Questions on the Semester Final Exam of Mathematics Statistics for Students of UIN Saizu Purwokerto Mutijah Mutijah
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.46530

Abstract

Learning evaluation of the certain subject is important to be done in university. It is to be able to see, improve and increase the quality of learning outcomes. One  form of evaluation for a Mathematics Statistics course is the final semester exam, abbreviated as UAS. Purpose of this article to determine the error type of students  in working the final semester exam, percentage of students who do mistakes and amount of error on each type, as well the most mistakes . Research used a  quantitative descriptive method imposed on all of population as many as 98 respondents. Data collection used documentation and the data analysis that is statistics descriptive. Research results showed that as many as 14 type of error with one among them is findings a new of error type. Percentage of students do error on each type is the concept error 96.94%, principle 92.86%, fact 20.41%, conclusion no used correct reasoning 8.16% , error because procedure or algoritm  4.08%, skill error 21.43%, error without pattern 37.76%, technical 3.06%, and error in mark 5.1%, and successive types of error that is data error , operation , write the exact same long answer to two different questions, language interpretation, as well finishing error each of which is 1.02%. The same as in according of the type errors are found percentage of the number of errors that is 40.12%,  28, 09%, 6.17%, 2.47% , 1.23%, 6.48%, 11.42%, 0.93%, 1.54%, and the others is 0.31% respectively. Most mistakes  is the concept error.
Phenomenological Exploration in Mathematics Education Rotua Simbolon; Lukman El Hakim; Tian Abdul Aziz
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 1 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (January - June 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i1.45264

Abstract

We don't know what will happen tomorrow. Yesterday is a memory, today is a reality and tomorrow is a hope. Who would have thought that the corona virus would become one of the elements forming a new life cycle not only for Indonesia but for the whole world. During the Covid-19 pandemic, Large-Scale Social Restrictions (PSBB) were implemented, this had an impact on the implementation of face-to-face (online) learning. Educational institutions must also change direction. Work from home. Going online is one way to stay afloat. Learners at all levels, learn online. Some are still not familiar with this method, especially those in regions or villages, so that in its implementation there are obstacles that result in the implementation of the learning process not being optimal. Those who live in cities experience different obstacles again. Learning that should be carried out face-to-face has changed to online. One of the differences that exist is seen from progress, namely those who live in cities and in villages have different difficulties. Not to mention the other variants. This article aims to find out the obstacles experienced by students during the implementation of online learning in Mathematics lessons. The approach used is a phenomenological approach. How does the exploration of phenomenology play a role in the mathematical approach. The hope is that with this approach you can get information regarding the implementation of the online learning process for learning Mathematics during the Covid-19 pandemic. Exploration of Mathematics Education is seen from a phenomenological attitude, which means that it starts with entering phenomena through practice. The exercises provided are designed so that participants are able to illustrate, mention, give directions and are able to associate meanings and differences. Actually someone gets something in learning more than one's intentions, it doesn't even matter whether a teacher teaches well. For this reason, a creative teaching method is needed in learning mathematics so that there is good interaction between students and teachers. Conclusion: The process of learning mathematics online was not optimal during the pandemic due to several factors that affected the smooth implementation of learning.  
The Effect of Deductive-Inductive Learning Approach on Creative Thinking Ability and Learning Motivation Nurul Afni Sinaga; Fitri Ayu Ningtiyas; Rifaatul Mahmuzah; Yulia Zahara; Islami Fatwa
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 2 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (July - December 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i2.46952

Abstract

Mathematics learning can have an impact on the development of one's mindset in the learning environment. This process is obtained through teacher innovation which provides learning with various methods and approaches that are in line with what will be taught. Inductive-deductive is an approach that can help students' creative thinking processes and increase learning motivation. For this reason, this study wanted to see how effective and influential this approach is on the ability to think creatively and motivation to learn. The method used is a significant test using one sample t-test and one paired sample t-test. The results obtained are t-count values of 2.09 and 10.66 for the inductive-deductive class and -0.848 and -0.94 for the conventional class where the t-table value is 1.684. Whereas to see the effect of the approach obtained values of 6.149 and 6.344 with a t-table of 1.960. The value that is greater than the t-table states that the class is effective and has influence, so it can be concluded that the inductive-deductive approach is effective for critical thinking skills and learning motivation, while conventional classes are not used effectively. The inductive-deductive approach also influences students' creative thinking abilities and learning motivation.
Current Research On Problem Posing : A Review Ni Made Intan Kertiyani; Syahrul Azmi; Ulfa Lu'luilmaknun
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 2 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (July - December 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i2.46425

Abstract

Teachers and students must learn how to pose problems effectively, hence there is a need for ongoing research on this topic. In order to identify the next topic that can be explored in the field of problem posing, this study aims to capture the latest research trends regarding problem posing over the last five years, starting from 2018-2023. The method used is Systematic Literature Review (SLR). The results of this study are research on problem posing widely spread in various topics, including a) theoretical considerations of problem posing, b) the relationship between problem posing and other abilities, c) analysis of teacher problem posing abilities, d) analysis of students' problem posing abilities and e) learning design to improve problem posing skills. These findings indicate that the problem posing has been extensively researched by scholars. The development of teaching materials that involve problem posing and learning design to enhance prospective teacher problem posing skill are two potential area of future research.

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