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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 7 Documents
 1 
Search results for , issue "Vol. 11 No. 2 (2024): November 2024" : 7 Documents clear
A Meta-Analysis: The Effect of Emotional Intelligence on Students' Mathematics Learning Outcomes in Indonesia Aljura, Ahmad Naufal; Retnawati, Heri; Widjajanti, Djamilah Bondan
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.71116

Abstract

This study aimed to determine the effect size of emotional intelligence on student learning outcomes in Mathematics learning, described research trends based on categories, and described emotional intelligence scales (instruments) used in Mathematics learning. This research used a quantitative approach with the method of Systematic Literature Review with Meta-Analysis. The data collected for the qualitative descriptive were 14 research articles and for the combined effect size analysis were 11 articles. It was found that the research trend on the effect of emotional intelligence on Mathematics learning outcomes has increased from 2015 to 2022. The results of the analysis showed that the significant effect of Emotional Intelligence on students' Mathematics learning outcomes was categorized as " medium impact". For the category of education level, junior high school has the highest combined effect value (1.120) in its subgroup, which is categorized as "very high impact". For the demographic category, Kalimantan, Nusa Tenggara, and Maluku regions have the highest combined effect value (0.806) in their subgroups categorized as "high impact". For the type of emotional intelligence scale, articles with standardized (0.659) and unspecified (0.698) scales have relatively the same effect categorized as "medium impact", and the dominance of its use is based on Solovey and Mayer.
Analyzing Elementary School Students' Misconceptions in Number Sense Using a Five-Tier Diagnostic Test Fauziah, Anna; Pandra, Viktor
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.76086

Abstract

Misconceptions related to the concepts underlying number sense represent one of the primary challenges faced by elementary school students in learning mathematics. This research analyzed the specific misconceptions encountered by elementary school students in Lubuklinggau, Indonesia, in relation to number sense, utilizing a five-tier diagnostic test. This qualitative descriptive study involved 28 Year 8 students from one of the Islamic School in Lubuklinggau who had previously studied number operations. Data collection was conducted using a five-tier diagnostic test and interviews. Data validity was ensured through triangulation. After administering the diagnostic test, the researchers cross-checked data through interviews and documentation. The data was analyzed in three stages: data reduction, data presentation, and data verification. The results indicate that (1) 27.6% of students experienced misconceptions; (2) the most prevalent type of misconception was the process-object error (31.5%); (3) the highest incidence of misconceptions occurred with the fifth indicator of number sense, assessing the reasonableness of a calculation (48.5%); and (4) the primary causal factor contributing to students' misconceptions was their own reasoning (0.97%).
Teacher Perspectives on the Development of Project-Based Mathematics Modules for Primary Schools in Indonesia's Merdeka Curriculum Astuti, Dian Anggraeni Tri; Zabit, Mohd Nazir Bin MD
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.74662

Abstract

This research aims to analyze teachers' needs for developing a project-based mathematics learning pedagogy module (PjBL) in grade 2 elementary schools in the Indonesian Merdeka Curriculum. This study involved 884 Phase A teachers (grades 1 and 2) in West Java. We collected data through a questionnaire that measured teachers' needs in developing PjBL-based mathematics teaching modules. The results showed that 81% of teachers expressed a high need for developing PjBL-based mathematics teaching modules, with an average score of 4.23 to 4.27, indicating they are at the agreeable or excellent stage. This result showed that teachers need the module to improve their ability to implement project-based learning in the mathematics classroom. Number and geometry themes were teachers' main choices when developing PjBL-based mathematics modules. The needs analysis results recommend the development of a PjBL-based mathematics teaching module for grade 2 primary school teachers in improving project-based teaching practices to foster 21st-century skills, namely the 4Cs, in accordance with the educational objectives of the Merdeka Curriculum in Indonesia.
Math Trace of a Million Flowers City: Learning Two-Dimensional using Ethno-RME and MathCityMap Ristiana, Novita; Prahmana, Rully Charitas Indra; Shahrill, Masitah
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.77850

Abstract

Recent research addressing the integration of cultural contexts with digital tools in mathematics education remains scarce. Previous studies have predominantly focused on traditional teaching methods, ethnomathematics, and implementing Realistic Mathematics Education (RME) as distinct approaches. However, this study bridges a critical gap by combining Ethnomathematics and RME, referred to as Ethno-Realistic Mathematics Education (Ethno-RME), with MathCityMap technology. This innovative approach applies culturally relevant mathematics instruction to real-world scenarios. Specifically, the research enhances student engagement with two-dimensional geometric shapes through experiential learning set in the cultural context of Magelang Square in the City of Million Flowers. Employing a design research approach with a validation studies scenario, data were collected via photo and video documentation, interviews, and student worksheets. The study's learning trajectory is structured around three MathCityMap activities, demonstrating that integrating Magelang Square's cultural context with Ethno-RME and MathCityMap technology significantly improves students' conceptual understanding of two-dimensional shapes. These findings provide valuable insights for educators by introducing a novel pedagogical framework emphasizing the importance of cultural relevance and technological integration in mathematics education.
Differences in High School Students' Numeracy Literacy Skills through Problem-Based Learning and Discovery Learning Models Asri, Mawaddah Nur; Maysarah, Siti
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.79084

Abstract

Numeracy literacy skills are essential for students to understand and express quantitative relationships in various real-world contexts. In Indonesia, the literacy level remains low, as indicated by the PISA scores. This study addresses the importance of effective learning models"”Problem-Based Learning (PBL) and Discovery Learning (DL)"”to improve numeracy literacy skills in mathematics, specifically on probability material. The study aims to determine differences in students' numeracy literacy skills when taught using the PBL and DL models. This research uses a quasi-experimental design with a post-test only control group. The study was conducted on 60 students in two experimental groups at SMAN 1 Sei Kepayang, North Sumatra, in the 2024/2025 academic year. Group 1 received the PBL model, while Group 2 applied the DL model. Data were collected through post-tests consisting of essay questions. The findings reveal a significant difference in numeracy literacy skills between the two groups. The average post-test score of the PBL group was 79.13, compared to 63.33 in the DL group. Statistical tests confirmed the significance of this difference. The Problem-Based Learning model is more effective in improving students' numeracy literacy skills compared to the Discovery Learning model, particularly in enhancing problem-solving abilities. These results emphasize the importance of selecting appropriate learning models to foster students' mathematical competencies.
Enhancing Mathematical Achievement through the Think-Pair-Share Cooperative Learning Model with Higher-Order Thinking Skills Questions Zaki, Ahmad; Sahid, Sahid; Nurhaliza, Ratih; Naufal, Muhammad Ammar; Huda, Miftachul; Hassan, Muhammad Nasiru
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.76963

Abstract

This study examines the influence of the Think-Pair-Share (TPS) model with Higher-Order Thinking Skills (HOTS) questions, on students' achievement. The experimental research was conducted at Junior High School of 1 Ampana Tete and featured 56 Grade IX students. These students were divided into an experimental group that received TPS with HOTS and a control group that received conventional. Descriptive and inferential statistics were utilized to analyze pretest and posttest scores. The results indicated that the experimental group showed a noteworthy enhancement in their achievements, as seen by an average posttest score of 59.07, which was significantly higher than the control group's score of 40.86. The experimental group achieved a normalized gain (N-Gain) of 0.517, indicating a medium level of improvement. In contrast, the control group's N-Gain was 0.303, indicating a low level of improvement. The results of t-test have indicated that the TPS model combined with HOTS questions, has a considerable favorable impact on students' performance. This study provides evidence for the efficacy of cooperative learning practices in improving academic performance in the field of mathematics. The findings indicate that instructors should integrate TPS and HOTS questions to cultivate a more engaging and intellectually stimulating learning atmosphere.
Improving Creative Thinking Ability through Innovation of Textbook with Challenge based on STEM Context Learning assisted by Nearpod Ardiansyah, Adi Satrio; Putri, Rani Rafika; Djouharrochmah, Djouharrochmah
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.76260

Abstract

Students must master creative thinking ability in order to face the challenges of learning in the 21st century. However, students' creative thinking abilities at SMP Negeri 1 Ajibarang are still relatively low (43.85). The aim of this research is to develop a textbook that integrated Challenge based on STEM Context Learning assisted by Nearpod that is feasible, easy to understand, effective in improving creative thinking ability, and has a positive response from students. Research and development with the 4D model has been carried out with a sample consisting of two groups, namely class VIII G as the experimental group and class VIII F as the control group. Data was collected through interviews, questionnaires, and tests. Data was analyzed descriptively qualitatively and quantitatively. The results showed that the textbook that integrated Challenge based on STEM Context Learning assisted by Nearpod obtained a feasibility percentage of 93.67% with very feasible criteria, obtained a readability percentage of 95% with easy to understand criteria, effectively improving students creative thinking ability, and obtained very good student responses with percentage of 90.42%. Thus, the textbook that integrated Challenge based on STEM Context Learning assisted by Nearpod can be used as a learning resource that is able to improve students' creative thinking abilities in mathematics learning, especially for material on systems of linear equations in two variables.

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