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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 8, No 1: May 2021" : 10 Documents clear
Development of a web-based worksheet with a project-based learning model assisted by GeoGebra Muchlis, Effie Efrida; Priatna, Nanang; Dahlan, Jarnawi Afgani
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.40985

Abstract

Previous studies on the use of GeoGebra in mathematics learning were more focused on implementation and effectiveness in learning outcomes. However, not many studies focus on providing opportunities to students to explore Geo­Gebra to find concepts in plane geometry through developing an application. Therefore, this research and development applied a 4D model to produce a web-based worksheet using project-based learning (PjBL) assisted by GeoGebra that was valid, practical, and effective in the plane geometry course. The web-based worksheet intended to facilitate students to be independent, creative, and able to find the concepts in the plane geometry course through exploration activities using GeoGebra. The results of the data analysis revealed that this research and development produced a web-based worksheet using PjBL assisted by Geo­Gebra that was valid, practical, and effective. The validity of the web-based student worksheet was shown from the validation results explaining that the worksheet was good in terms of content, construction, and language. The prac­ticality of the worksheet was shown from the results of practitioner assessments and student questionnaires, showing that the web-based worksheet was easy to use and attractive. The effectiveness of the worksheet was shown from the formative assessment results with the interpretation that the use of the web-based worksheet could help students understand the content of plane geometry well.
The relationship of students’ prior knowledge and emotional intelligence to mathematical connection ability Muhammad Daut Siagian; Suwanto Suwanto; Rosliana Siregar
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.39182

Abstract

Students should have a good mathematical connection ability to support their learning success. Many factors affect the mathematical connection ability, in­cluding prior knowledge and emotional intelligence. This study aimed to des­cribe the simultaneous and partial effect of students’ prior knowledge and emo­tional intelligence on mathematical connection ability. This study involved 34 ninth graders of one of the public junior high schools in Lembang Regency, Indonesia, as the sample. The data was collected using a test consisting of a prior knowledge test and a mathematical connection ability test on the circle topic, and a questionnaire to measure students’ emotional intelligence. We ana­lyzed the collected data by descriptive statistics, multiple regression, and partial correlation. The results revealed that the prior knowledge and emotional intelli­gence together had a significant effect on mathematical connection ability, with a contribution of 23.6%. In addition, there was a significant positive effect bet­ween prior knowledge and mathematical connection ability with a contribution of 75.1% and a significant positive effect between emotional intelligence and mathematical connection ability with a contribution of 12.2%.
Semiotics of mathematics problem-solving in Mason’s generalization Ihda Mutimmatul Fitriyah; Yuni Arrifadah; Siti Lailiyah
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.39621

Abstract

Semiotics are signs that include codes, symbols, words, icons, objects, or gestures. This descriptive-qualitative study aimed to describe the semiotics of mathematics problem-solving in Mason’s generalization. Generalization is a finding pattern process in which students will use the different strategies with some semiotics. The subjects were three of 30 eleventh graders from a senior high school in Gresik Regency, Indonesia, that were selected using the purposive sampling technique. Data was collected through documentation, written test, and interview. Data was analyzed by reducing data, presenting data, and concluding. The results of this study showed that students could present the semiotics of gesture, word, and symbols in the process of Mason’s generalization, even though in several stages or indicators the students could not present semiotics. The absence of semiotics in several stages or indicators was not because students could not do such things, but because students passed or skipped these stages. In the perception of generality stage, the semiotics of gesture, word, and symbols could emerge simultaneously. However, for expression of generality, symbolic expression of generality, and manipulation of generality stage, students did not present the three semiotics’ components simultaneously.
An analysis of proportional reasoning ability of junior high school students Fitria Mardika; Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.14995

Abstract

This study aims to describe proportional reasoning skills and students’ difficul­ties in solving proportional reasoning problems. The population of this research was 3480 seventh-grade students of state junior high schools in the Yogyakarta region. The samples were 158 students chosen using proportionate stratified random sampling that represent four categories of school (very high, high, me­dium, low) based on the average scores of the national examination in mathe­matics in 2016. Data were collected through essay tests and interviews. Data were analyzed quantitatively and qualitatively. The result showed that the stu­dents in very high and high category schools had moderate proportional rea­soning ability. Students in medium and low category schools had low propor­tional reasoning ability. Students’ difficulties in solving proportional reasoning problems vary based on the type of the problem, such as the difficulty in finding the multiplicative relationship contained in the problem, the difficulty in under­standing the value of inverse proportion, and the difficulty in explaining the obtained solution of the problems.
High school students’ attitudes toward mathematics and its relation to mathematics learning achievement Khairiani Idris; Khazila Khazila; Agustina Agustina; Lisa Lisa
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.37002

Abstract

Attitudes toward mathematics have been acknowledged among factors related to students’ mathematics learning achievement. The positive attitudes may de­crease when the education level getting higher. This study applied a mixed-method approach to describe students’ attitudes toward mathematics and to analyze the correlation between attitudes toward mathematics and mathematics learning achievement among students in the coastal area of Aceh Province, spe­cifically in Lhokseumawe City and North Aceh Regency. Total of 481 eleventh graders completed attitudes toward mathematics questionnaire online and 19 of them were involved in semi-structured interview. Data of mathematics learning achievement was obtained from students’ scores in their report card of the pre­vious semester. Data analyses were conducted by using Spearman’s correlation and chi-square test. The results of the study revealed that attitudes toward mathematics have a weak negative correlation but significant with mathematics learning achievement. This shows that there is a small percentage of students who have low learning achievement in mathematics tend to have a positive attitude towards mathematics in the high category, while students with high achievement on the contrary. Based on the results of the study, we provide seve­ral suggestions regarding learning mathematics and the direction of further research.
Enhancing primary school students' competencies in step by step controllable argumentation using a new learning environment Dekriati Ate
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.35322

Abstract

For the goal of raising the mathematical performance of students, the quality of teaching has to be improved in the direction that critical thinking and a step-by-step controllable argumentation have to be established. Metacognitive activities of teachers and students can support this. The goal of the design research presented in this paper is to show how metacognitive activities in classroom discussions can be fostered and the mechanisms can be uncovered. For this purpose, on the one hand, a new learning environment - designed for learning addition and subtraction of integers in grade four – has been created. On the other hand, the teacher and the students have been consequently educated to practice new behavior during the lessons. This pilot study is carried out in Sumba, in a regular class, grade four, consisting of 28 students. The lessons had been video graphed; selected pieces of the public discussions have been transcribed. Teacher’s and learners’ utterances and their interplay have been classified using a particular coding system developed for those purposes. The pattern of classifications has been the basis for interpreting the metacognitive-discursive learning culture. One result of the study is that students even in grade four accept such a learning environment; they practice inventing and analyzing strategies in this field of algebra as it would be a game with step-by-step controllable argumentations. After that, an astonishingly short time of educating students to practice metacognitive activities, both in oral discussions as well as in written answers to relevant formulated questions.
Tahap berpikir geometri siswa SMP berdasarkan teori Van Hiele ditinjau dari keterampilan geometri Sdyoko Susanto; Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.17044

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tahap berpikir geometri siswa SMP menurut teori Van Hiele  ditinjau dari keterampilan geometri.  Jenis penelitian adalah deskriptif menggunakan pendekatan kualitatif. Sampel penelitian adalah sembilan siswa kelas VIII dari tiga SMP Negeri Kota Sampit yang dipilih menggunakan teknik stratified proportional random sampling dan dilanjutkan dengan purposive sampling. Data penelitian dikumpulkan melalui wawancara mendalam terhadap subyek setelah diberikan tes keterampilan geometri. Teknik analisis data yang digunakan adalah kualitatif secara interaktif maju berkelanjutan di antara pengumpulan data, reduksi data, penyajian data, triangulasi data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa: (1) keterampilan geometri siswa beragam pada tiap tahap berpikir geometri; (2) keterampilan verbal dan keterampilan menggambar merupakan keterampilan yang banyak dikuasai subjek; (3) keterampilan verbal merupakan keterampilan yang paling sulit bagi siswa; (4) tahap berpikir geometri siswa SMP kelas VIII SMP Negeri Sampit adalah 43,6% siswa berada di tahap 0 (visualisasi), 35,1% siswa di tahap 1 (analisis), dan 21,3% siswa di tahap 2 (deduksi informal).AbstractThis study aimed to describe the geometric thinking stages of junior high school students according to van Hiele's theory in terms of geometry skills. This type of research is descriptive using a qualitative approach. The research sample was nine 8th grade students from three public junior high schools in Sampit City, Indonesia, who were selected using a stratified proportional random sampling technique and followed by purposive sampling. Research data were collected through in-depth interviews with subjects after being given a geo­metry skills test. The data analysis technique was an interactively qualitative, continuous process between data collection, data reduction, data presentation, data triangulation, and concluding. The results of the study revealed that: (1) students' geometry skills varied at each stage of geometric thinking; (2) verbal and drawing were the skills that mastered mainly by subjects; (3) verbal skill was the most difficult for students; (4) the geometric thinking stage of students was 43.6% of students in stage 0 (visualization), 35.1% of students in stage 1 (analysis), and 21.3% of students in stage 2 (informal deduction).
Kesalahan siswa dalam menyelesaikan soal operasi bilangan model ujian negara tingkat SMP Alfha Vionita; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.16447

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model Ujian Negara (UN) untuk tingkat SMP. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif. Survei dilaksanakan pada siswa SMP kelas IX se-Kabupaten Dharmasraya, Indonesia. Sampel penelitian sebanyak 104 siswa dipilih menggunakan teknik stratified propotional random sampling. Instrumen penelitian menggunakan tes diagnostik berupa soal uraian yang dimodifikasi dari soal pilihan ganda pada UN tingkat SMP. Hasil penelitian menunjukkan bahwa jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model UN untuk tingkat SMP yaitu kesalahan membaca (reading erorrs) sebanyak 30%; kesalahan pemahaman (comprehension errors) sebanyak 40%; kesalahan transformasi (transformations errors) sebanyak 83%; kesalahan keterampilan proses (processing skill errors) sebanyak 85%; dan kesalahan menarik kesimpulan (encoding errors) sebanyak 85%. AbstractThis study aimed to describe the types of students’ errors in solving the number operation problem of the state examination (Ujian Negara or UN) model for the junior high school level. This study was a survey with a quantitative approach. The survey was conducted on ninth-grade junior high school stu­dents in Dharmasraya Regency, Indonesia. The number of study samples was 104 students who were selected using the stratified proportional random sam­pling technique. The instrument used was a diagnostic test in the form of an essay problem which was modified from the multiple-choice national exami­nation test at the junior high school level. The results showed that the types of students’ errors in solving the UN model problem on the topic of number ope­rations were: reading errors (30%); comprehension error (40%); transforma­tions errors (83%); processing skill errors (85%); and encoding errors (85%).
Kemampuan siswa SMP dalam menyelesaikan soal matematika berbasis HOTS Myelnawan Myelnawan; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.16533

Abstract

Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan kemampuan siswa SMP di Kabupaten Mamuju dalam menyelesaikan soal matematika berbasis Higher Order Thinking Skills (HOTS). Kemampuan siswa dilihat berdasarkan indikator menganalisis, mengevaluasi, dan mencipta. Subjek penelitian adalah 98 siswa SMP di Kabupaten Mamuju, Indonesia, yang berasal dari empat sekolah dengan kategori tinggi. Pengumpulan data menggunakan tes pilihan ganda, tes uraian, dan wawancara untuk menggali informasi lebih mendalam dari siswa. Hasil penelitian menunjukkan bahwa secara umum kemampuan siswa SMP di Kabupaten Mamuju dalam menyelesaikan soal matematika berbasis HOTS berada pada kriteria rendah. Persentase siswa yang mampu menjawab soal untuk indikator menganalisis termasuk pada kriteria sedang. Sedangkan, persentase siswa yang mampu menjawab soal untuk indikator mengevaluasi dan mencipta termasuk pada kriteria sangat rendah.AbstractThis qualitative descriptive study aims to describe the ability of junior high school students in Mamuju Regency to solve mathematics problems based on Higher Order Thinking Skills (HOTS). Students’ abilities were seen based on indicators of analyzing, evaluating, and creating. The research subjects were 98 junior high school students from four high-performance schools in Mamuju Regency, Indonesia. Data collection used multiple-choice tests, essay tests, and interviews to dig deeper information from students. The study results revealed that the overall ability of junior high school students in Mamuju Regency in solving mathematics problems based on HOTS was in the low criteria. The percentage of students who could answer questions for analyzing indicators was included in the medium criteria. Meanwhile, the percentage of students who were able to answer questions for indicators of evaluating and creating was included in the very low criteria.
Kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang Annisa Fitri; Agus Maman Abadi
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.17004

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang di Kabupaten Indragiri Hilir. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Sampel penelitian sebanyak 284 siswa SMA kelas XI Program IPA di Kabupaten Indragiri Hilir, Indonesia, yang berasal dari sepuluh sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan menggunakan teknik stratified propotional random sampling. Instrumen yang digunakan berupa tes yang telah divalidasi oleh ahli (expert judgement). Kesalahan siswa dijustifikasi berdasarkan Newman’s errors categories. Hasil penelitian menunjukkan bahwa jenis kesulitan siswa dalam menyelesaikan soal matematika pada materi peluang yaitu kesulitan memahami masalah (comprehension errors) sebanyak 64,1%; kesulitan melakukan transformasi (transformations errors) sebanyak 71,1%; kesulitan keterampilan proses (processing skill errors) sebanyak 89,4%; dan kesulitan menarik kesimpulan (encoding errors) sebanyak 94%. AbstractThis study aimed to describe the types of difficulties high school students in solving mathematics problems on probability material in Indragiri Hilir Regency. This study includes a survey with quantitative and qualitative approaches. The research sample was 284 eleventh-grade high school students in the science program on Indragiri Hilir Regency, Indonesia, from ten schools with high, medium, and low categories. The research sample was determined using a stratified proportional random sampling technique. The instrument used was a test that has been validated by an expert. Students’ errors were justified based on Newman’s errors categories. The results showed that the types of students’ difficulties in solving mathematics problems on the probability material, namely: difficulty in understanding the problem (comprehension errors) as many as 64.1%; difficulty in making transformations (transformation errors) as many as 71.1%; difficulty in process skill (processing skill errors) as many as 89.4%; and difficulty in concluding (encoding errors) as many as 94%.

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