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An analysis of place value content in the Curriculum 2013 thematic textbooks for grades 1 and 2 Salsabila Shiellany; Budi Poniam
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.33184

Textbooks play a key role in teaching mathematics in many Indonesian classrooms. Therefore, the Indonesian Ministry of Education and Culture provides textbooks for use in schools to support the teaching and learning process in the classroom. In implementing the Curriculum 2013 (Kurikulum 2013) in elementary schools, the textbooks were designed and developed by integrating various competencies and subjects, including mathematics, into several themes. This study aimed to describe the place value content in students’ thematic textbooks for elementary school students in grades 1 and 2. A descriptive qualitative method in the content analysis was conducted by focusing on three areas of analysis: six critical skills of learning place value, stages development, and strategies in teaching place value. Some findings showed that the thematic textbooks for grades 1 and 2 covered almost all skills except mentioning numbers in other forms (rename), the material presented has developed according to students’ learning development, and has implemented all strategies in teaching place values.

Pengembangan perangkat pembelajaran statistika dan peluang untuk mengembangkan statistical literacy siswa SMP Firda Hariyanti; Dhoriva Urwatul Wutsqa
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.14997

Penelitian ini bertujuan untuk (1) menghasilkan perangkat pembelajaran statistika dan peluang untuk mengembangkan statistical literacy siswa SMP yang valid, praktis dan efektif; dan (2) mendeskripsikan karakteristik perangkat pembelajaran statistika dan peluang untuk mengembangkan statistical literacy siswa SMP. Jenis penelitian ini adalah penelitian pengembangan. Pengembangan perangkat pembelajaran menggunakan model Plomp yang terdiri dari tiga tahapan, yaitu analisis, perancangan dan pengembangan prototipe, dan evaluasi. Instrumen penelitian terdiri dari lembar validasi, lembar keterbacaan, lembar penilaian guru, lembar penilaian siswa, lembar observasi keterlaksanaan pembelajaran, dan instrumen tes statistical literacy. Penelitian ini menghasilkan perangkat pembelajaran statistika dan peluang untuk mengembangkan statistical literacy siswa SMP yang terdiri dari RPP dan LKS yang telah memenuhi kriteria valid, praktis, dan efektif. Karakteristik dari hasil pengembangan perangkat pembelajaran statistika dan peluang untuk mengembangkan statistical literacy siswa SMP, yaitu (1) menggunakan model guided discovery learning; (2) adanya kegiatan yang membimbing siswa untuk menginterpretasikan, menyimpulkan, dan mengevaluasi data; dan (3) menggunakan masalah-masalah kontekstual terkait dengan pribadi, sekolah, dan masyarakat. AbstractThe objectives of this study were to (1) produce a statistics and probability teaching kit to develop statistical literacy of junior secondary school students that was valid, practical, and effective; and (2) describe the characteristics of statistics and probability teaching kit to develop statistical literacy of junior secondary school students. This study was research and development. The development of a teaching kit was using Plomp’s model consisting of three stages. Those were analysis, design and development of the prototype, and evaluation. The research instruments consisted of a validation sheet, legibility sheet, teacher's assessment sheet, student’s assessment sheet, learning enforcement observation sheet, and statistical literacy test instruments. This research produced statistics and probability teaching kit to develop statistical literacy of junior secondary school students consisting of a lesson plan and student’s worksheet which have met the criteria valid, practical, and effective. The characteristics of development result from statistics and probability teaching kit to develop statistical literacy of junior secondary school students were (1) using guided discovery learning model; (2) there were activities guide students to interpret, infer, and evaluate data; and (3) using contextual problems related to personal, school, and public

Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy Imaludin Agus
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.14517

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keefektifan guided discovery meggunakan pendekatan kontekstual dan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy matematika siswa SMP. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri di Kontukowun, kabupaten Muna dan kelas VIII-1 dan Kelas VIII-2 dipilih secara acak sebagai sampel. Untuk mengetahui keefektifan guided discovery menggunakan pendekatan kontekstual dan konvensional menggunakan uji one sample t-test, sedangkan untuk perbedaan keefektifan metode pembelajaran menggunakan uji two group manova. Jika terdapat perbedaan maka dilanjutkan dengan uji perbandingan menggunakan independent sample t-test. Hasilnya menunjukkan bahwa guided discovery menggunakan pendekatan kontekstual efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; metode konvensional tidak efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; dan guided discovery menggunakan pendekatan kontekstual lebih efektif dibandingkan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy. The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacyAbstractThe aim of the study aims to describe the effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, learning achievement and self-efficacy in the mathematics of junior high school students. The study was quasi-experiment with pretest-posttest nonequivalent group design method. The population in this research was all 8th-grade students from one public junior high school in Kontukowuna, Muna Regency, Indonesia and class VIII-1 and VIII-2 were randomly selected as a sample. One sample t-test was used to determine the effectiveness of the guided discovery using the contextual approach and the conventional method. Whereas, two groups of Manova was used to know the difference between the learning methods. Then, if the result showed there is a significant difference between the two classes, the independent sample t-test was administered. Result of the study indicates that the guided discovery using the contextual approach is effective in terms of critical thinking ability, learning achievement, and self-efficacy; the conventional method is not effective in terms of critical thinking ability, learning achievement, and self-efficacy; and the guided discovery using contextual approach is more effective than conventional in terms of critical thinking ability, learning achievement, and self-efficacy.

Identifikasi proses berpikir siswa dalam menyelesaikan masalah aljabar dengan menggunakan representasi graf Siti Lailiyah; Kusaeri Kusaeri; Wenda Yulian Rizki
Jurnal Riset Pendidikan Matematika Vol 7, No 1: May 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.32257

Representasi graf banyak digunakan, salah satunya untuk menggambarkan proses berpikir siswa. Caranya dengan melihat hubungan antara langkah penyelesaian satu dengan lainnya dalam menyelesaikan masalah matematika. Penelitian ini bertujuan untuk merepresentasikan proses berpikir siswa dalam menyelesaikan masalah aljabar dengan bantuan representasi graf. Subjek penelitian ini adalah 3 dari 38 siswa kelas IX-A SMP Negeri 26 Surabaya, yang diambil dengan teknik snowball sampling. Teknik pengumpulan data menggunakan metode wawancara berbasis tugas. Tugas atau masalah yang diberikan berupa dua soal open onded dan hasilnya dianalisis serta direpresentasikan melalui graf: graf pohon biner, graf pohon rentang, dan graf pohon keputusan. Hasil penelitian menunjukkan bahwa melalui graf pohon biner, representasi proses berpikir siswa masih sederhana dan tidak sistematis dengan langkah-langkah penyelesaian yang dilakukan masih sedikit. Melalui graf pohon rentang, proses berpikir siswa direpresentasikan secara praktis, lengkap, dan tepat. Melalui graf pohon keputusan, proses berpikir siswa direpresentasikan secara teratur, rinci, dan terurut. AbstractOne of the uses of graph representation was to describe students’ thinking. Processes by identifying the relationship between one completion step and another completion step in doing mathematics problems. This qualitative descriptive research aimed to describe the representation of students’ thinking processes in solving algebraic questions with the help of graph representation. The subjects of this study were 3 from 38 students of class IX-A at SMP Negeri 26 Surabaya, Indonesia selected through snowball sampling. Data was collected from task-based interview methods. The task or problem given was two open-ended questions and the results were analyzed as well as represented through graphs: binary tree graph, spanning tree graph, and decision tree graph. The results showed that through the binary tree graph, the representations of students’ thinking processes were still simple and not systematic with few steps to complete. Through the spanning tree graph, students’ thinking processes were represented practically, completely, and precisely. Through the decision tree graph, students’ thinking processes were represented in an orderly, detailed, and consecutive.

Developing augmented reality in mathematics learning: The challenges and strategies Guntur, Muhamad Ikhsan Sahal; Setyaningrum, Wahyu; Retnawati, Heri; Marsigit, Marsigit; Saragih, Novilda Angela; Noordin, Muhamad Kahir bin
Jurnal Riset Pendidikan Matematika Vol. 6 No. 2: November 2019
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.28454

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.

Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA Anwaril Hamidy; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 6, No 2: November 2019
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.26679

Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.

Investigating mathematical conversation in remote learning of mathematics during the covid-19 pandemic Ayunda Sri Wahyuningrum; Titin Latifah
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34841

Remote learning that must be carried out by schools in Indonesia during the COVID-19 pandemic was a challenge for most teachers. This study aimed to investigate mathematical conversations maintained by the teachers in remote learning of mathematics during the COVID-19 pandemic. It was a descriptive qualitative study that was analyzed based on school time during the pandemic, online teaching platforms used, the way the teachers carry out remote learning of mathematics, and how the teachers and the students interact. The data were collected from three mathematics teachers and eight students in a public senior high school in Bekasi District, Indonesia. They were interviewed by phone, and then the results of the interview were complemented by several captures of the students' conversations when learning mathematics via WhatsApp. This study revealed that remote learning of mathematics was still dominated by a rigid or less interactive learning environment, which could be seen from how the teachers gave mathematics problems, questions, and instructions, as well as how they responded to student questioning.

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

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.

Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa Tika Abri Astuti; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.16453

Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompokkan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikumpulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel penelitian sebanyak 72 guru. Sampel ditentukan dengan proportional random sampling. Untuk mengetahui hubungan antara variabel kompetensi guru dan prestasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompetensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kompetensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathematics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and personality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher competency examination results, and the seventh-grade students’ final school examination scores for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 teachers. The sample was determined by proportional random sampling. To determine the relationship between teacher competence and students’ learning achievement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher competence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional competence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and personality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.

Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa Dafid Slamet Setiana; Riawan Yudi Purwoko
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34290

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XII SMA Negeri Punung, Kabupaten Pacitan. Subjek penelitian sebanyak enam siswa dengan masing-masing dua siswa untuk gaya belajar visual, auditorial, dan kinestetik. Data penelitian diambil melalui angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara. Data angket dianalisis untuk menentukan jenis gaya belajar siswa, sedangkan data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis yaitu FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kriteria sangat baik, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kriteria cukup, sedangkan siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kriteria baik. Namun demikian ketiganya mempunyai potensi kuat untuk mengembangkan kemampuan berpikir kritis dalam matematika melalui stimulasi dari guru. Analysis of critical thinking skills in terms of students' mathematics learning stylesAbstractThis study aimed to describe critical thinking skills in terms of students’ mathematics learning styles. It was a qualitative descriptive study. The study subjects were twelfth-grade students of SMA Negeri Punung (Public Senior High School), Pacitan Regency, Indonesia. The subjects were six students, with two students each for visual, auditory, and kinesthetic learning styles. The data were taken through learning style questionnaires, critical thinking skills tests, and interviews. The questionnaire data were analyzed to determine the type of student learning style, while the test result data were analyzed based on aspects of mathematical critical thinking skills, namely FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. The results showed that students’ critical thinking skills in each learning style had different levels. Students with visual learning styles have the critical thinking skills on very good criteria, students with auditory learning styles have the critical thinking skills on moderate criteria, while students with kinesthetic learning styles have the critical thinking skills on good criteria. However, all three have strong potential to develop critical thinking skills in mathematics through stimulation from the teacher.

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