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Muhammad Hidayat
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Magister Pendidikan Matematika Program Pascasarjana Universitas Muhammadiyah Sumatera Utara, Jl. Denai No 217, Medan, Indonesia
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Journal of Mathematics Education and Application (JMEA)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 28291514     DOI : DOI: http://dx.doi.org/10.30596%2Fjmea.v1i2
Core Subject : Education,
Education Mathematics
Journal of Mathematics Education and Application (JMEA) menerima artikel dan mempublikasikan hasil kajian/penelitian ilmiah tentang Pendidikan dan Aplikasi Matematika dan yang berkaitan. Penyebarluasan penelitian bertujuan untuk membangun peradaban bangsa serta mengembangkan Ilmu Pendidikan dan Aplikasi Matematikadan teknologi dalam meningkatkan sumber daya manusia. Focus & Scope 1. Learning Media for Mathematics Education 2. Mathematics Education Curriculum Development 3. Development of Mathematics Education Teaching Materials 4. Research and Teaching Mathematics Education 5. Application of Mathematics Applications 6. Applications of Mathematics Science
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 1 (2025): Februari" : 5 Documents clear
On The Rainbow Connection Of Middle Graph Of Firecracker Graphs (F_(n,4)) Rahim, Delvira Masita; Nurwan, Nurwan; Yahya, Nisky Imansyah; Wungguli, Djihad; Arsal, Armayani
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.22686

Abstract

Coloring in graph theory includes various approaches, one of which is rainbow coloring which is closely related to the concept of rainbow connected numbers which refers to the least number of colors needed to color the edges in a graph so that every two vertices connected in a rainbow path have the same color and is denoted by rc(G). Rainbow coloring can be studied in several forms of graph development, one of which is the middle graph. All types of graphs, both simple and complex, can be represented as a middle graph. A middle graph is a graph whose vertices are obtained from the vertices and edges of graph G and is denoted by V (M(G)) = V (G)∪(G). Two points in a middle graph are considered adjacent if and only if they are adjacent edges in G or one of the points is adjacent to an edge of G. In this research, we discuss the number rc(G) on the middle graph of firecracker graph (F_(n,4))  with n ≥ 2. Based on the research results, we obtain the rainbow connected number theorem on the middle graph of firecrackers graph rc(M(F_(n,4))) = 3n + 2 for n ≥ 2.
Development of Magic Disc Media for Flat Shapes in Fourth Grade Elementary School Nurdiani, Ninda Riana Rizqie; Sari, Arissona Dia Indah; Subayani, Nataria Wahyuning
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.23289

Abstract

The type of development research with the Research and Development (RD) method using the ADDIE model through 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. The number of students is 15 students. Based on an interview with the homeroom teacher of grade IV UPT SD NEGERI 135 GRESIK, the information obtained by the researcher regarding the problems in grade IV on the material of flat shapes is that in the process of learning Mathematics many have difficulty in understanding the material, one of which is that students have difficulty in the material of flat shapes, namely in understanding its characteristics. Based on the results of the study, the researcher produced a product in the form of magic disc media on the material of flat shapes. The results of the study from media validation obtained an average of 98% "very valid", material validation obtained 96% "very valid", student responses obtained an average of 95% "very good". Based on the results above, the product developed by this researcher is expected to make learning more enjoyable for students, as an additional media for educators, and for further researchers, it is hoped that they can further perfect the magic disc media to make it more interesting and in demand.
Development of Kobela Media in Class IV Elementary School Fraction Material Wulandari, Fitria; Sari, Arissona Dia Indah; Umam, Nanang Khoirul
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.23290

Abstract

This study aims to develop learning media for learning boxes (Kobela) to improve understanding of fraction material with denominator eight for fourth grade students at UPT SDN 98 Gresik. The background of this study is the lack of learning media that supports the delivery of fraction material, so that learning relies more on reading books. This study uses a research and development method with the ADDIE approach which includes five stages: analysis, design, development, implementation, and evaluation. Data collection techniques include questionnaires, ability tests, media and material validation, and interviews. The results of the study showed that the Kobela media has a very high level of validity with an average validation value of 97% from media experts and material experts. In addition, the results of the student ability test showed an N-gain value of 1.6, which is included in the high category. Based on these results, the Kobela media was declared very feasible and effective in improving students' understanding of fraction material.
Design Learning Trajectory for Understanding the Concept of Fractions in ADHD Students (Attention Deficit Hyperactivity Disorder)with Realistic Mathematical Approach Panggabean, Ellis Mardiana; Harahap, Tua Halomoan; Sitorus, Niken Ananda; Putri, Tiara Zakiah
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.23196

Abstract

ABSTRACTLearning mathematics does not only depend on the material being taught, but also on how the source of the material is provided/delivered and how it is delivered. The low interest in learning mathematics and the difficulty in understanding formulas result in many children being less interested in learning mathematics. The lack of innovative learning media brought by teachers, the use of cellphones for online games makes students rarely open their textbooks. The design of the right learning path can be one of the factors for a teacher's success in carrying out learning activities. The use of the right learning path that has been planned by the teacher is also a factor that can trigger the enthusiasm for reading, thinking and analyzing the material being taught. The design of an effective and efficient learning path functions so that the learning objectives and ability indicators expected of students can be achieved optimally.The ability to understand the concept of addition and subtraction in fraction material is a basic thing that is important for all students, including students with attention and hyperactivity disorders known as Attention Deficit Hyperactivity Disorder (ADHD). This study uses a design research method consisting of three stages: the preparation stage, the two-cycle experimental stage (cycle I: initial experiment, cycle II: teaching experiment), and the retrospective analysis stage. Data collection was carried out through observation, interviews, initial tests, written tests, documentation, and field notes. The application of learning by carrying out real activities and directly witnessing the process of dividing Pizza into several parts makes students understand and be more enthusiastic in solving the questions provided by the researcher. Finally, after a series of research methods carried out, the researcher obtained research results that showed that learning activities designed by creating learning paths and media can actually help students understand the concept of addition and subtraction of fractional numbers. Indicators of conceptual understanding that emerged include the ability to classify objects, present concepts in the form of mathematical representations or images, develop conditions that are necessary and sufficient for a concept, use certain procedures, and apply concepts in problem solving. Finally, a learning path involving two activities with a realistic mathematical learning context supports understanding the concepts of addition and subtraction of fractions. 
Literature Study of STAD Type Cooperative Learning Model to Improve Student's Mathematical Communication Skills Pratama, Rizky Putra
JMEA : Journal of Mathematics Education and Application Vol 4, No 1 (2025): Februari
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v4i1.20554

Abstract

This research is the result of literature research as a technique used to study several references to books and the results of similar research previously conducted by others according to the problem being studied. This study uses a descriptive research method through a qualitative approach. This study aims to determine the improvement of students' mathematical communication skills by applying the STAD Type Cooperative learning model and analyze the causative factors. The data of this study was obtained from several journals and articles that revealed the improvement of students' mathematical communication skills with the application of the STAD Type Cooperative learning model. The researcher's findings show that from the indicators of mathematical communication and syntax of the STAD Type Cooperative learning model, each journal and article studied with the one written by the researcher has several similarities in indicators that explain that there is a suitability of the learning model to improve students' mathematical communication skills. For the results of each journal and article studied, it was stated that there was an increase in student learning outcomes from the students' mathematical communication skills. The STAD Type Cooperative learning model is also considered effective in improving students' mathematical communication skills. From all the articles and journals that were researched experienced an increase in grades and good learning achievement results, it can be concluded that the application of the STAD Type Cooperative learning model can improve students' mathematical communication skills.

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