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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 257 Documents
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Mathematical induction proofing: Procedural fluency reviewed from the creative thinking level of mathematics students Annurwanda, Pradipta; Friantini, Rizki Nurhana
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.43987

Abstract

Creativity in performing mathematics proof was assumed to be directed by the procedural fluency. This article examines the procedural fluency in proof based on the students' creative thinking level of mathematics. Subjects were selected pusposively to join the test and interview as the main instruments. Of the 36 students who took the test, 5 students were selected appropriate at each level of creative thinking skills to be followed with interviews.. The data were analyzed following data condensation, data presentation, and conclusion withdrawal as suggested by Miles, Huberman, and Saldana (2014). The results showed that very creative, creative, and quite creative students could demonstrate procedural fluency because they could use mathematical induction proof procedures correctly and modify the procedure in the correct rules although less creative students lacked completeness in performing mathematical induction proof procedures. Students of the lower creativity groups had less procedural fluency because they were unlikely to understand the use of mathematical induction proof procedures and found difficulties to apply mathematical induction proof procedures properly or even no attempt was made to modify procedures to solve problems.
Effectiveness of online differentiated instruction in term of students' mathematical problem solving ability Siburian, Rosinta; Simanjuntak, Sinta Dameria; Simorangkir, Frida Marta
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.44439

Abstract

Differentiated instruction is proposed to ensure that students receive learning activities that meet their prior-ability, characters, or needs. This study aims to examine the mathematical problem-solving ability of students who received differentiation learning in comparison to those who attended conventional learning. Conducted in a Catholic Junior High School in Medan during the 2020/2021 academic year, this quasi-experimental study was set in Pretest-Posttest Control Group Design. The population in this study were all eigth-graders from 7 parallel groups with 31 people in each. The sample in this study was 22 students consisting of 11 students for the experimental class and 11 students for the control class. The results showed that the average value of students' mathematical problem-solving abilities who participated in differentiation learning was 71.02, while that of conventional learning was 62.73. The difference in the average value of students' mathematical problem-solving abilities in the experimental class and control class is 8.29. From the results of hypothesis testing, the value of tcount = 2.68 and ttable = 1.725 means that tcount > t table is 2.68 > 1.725. This means that Ha is accepted and Ho is rejected, hence, the mathematical problem solving ability of students who joined differentiation learning (Differentiated Instruction) is better than those who attended the conventional learning.
Analysis of the meaning of continuity and differentiation: A study on graph problems Ikram, Muhammad; Muzaini, Muhammad
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.48609

Abstract

Continuity and differentiability are concepts that students must master to effectively learn and solve problems in a variety of contexts. Thus, this study sought to elicit students' interpretations of the relationship between continuity and differentiability, particularly in graphic problems. Through a qualitative approach, this study involved 195 third-year undergraduate students from various Indonesian universities. Ten of them agreed to an in-depth interview for exploration and clarification. Thematic analysis was conducted to deduce patterns from the responses of participants based on the findings. This study discovered three types of meanings that students construct when they solve problems: 1) physical meaning; 2) analytical meaning, and 3) covariational meaning. The three findings could serve as a conceptual framework for future learning processes that emphasize continuity and differentiability. Additionally, our research revealed that Indonesian undergraduate students are unfamiliar with the graphical problems associated with the two concepts. Thus, future research will focus on developing learning strategies that incorporate a variety of representations to improve students' conceptual understanding of calculus concepts.
Determinant factors of mathematics achievement in online learning during the covid-19 pandemic Hamidy, Anwaril; Lam, Kee-Fui Turner
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.48860

Abstract

Online learning has become more popular during the Covid-19 pandemic, including in mathematics. However, many educators have raised concerns whether there are critical factors determining the mathematics achievement during online learning. This study examines online learning readiness (OLR), math anxiety (MA), online platforms used in learning (Zoom Meeting and Google Classroom) and gender as determinants of mathematics achievement students in online learning. The participants in this study were 197 students of a private university in Samarinda, Indonesia. Online learning readiness and math anxiety were gathered by means of questionnaires. The questionnaires were deemed valid (> 0.500) and reliable (OLR = 0.903; MA = 0.888) based on Confirmatory Factor Analysis (CFA) and Cronbach's Alpha respectively. Other variables function as dummy based on the attributes possessed and learning experienced by the participants. The data were analyzed using standard multiple linear regression and multiple linear regression with dummy variables. The results reveal that online learning readiness, math anxiety, online learning platforms and gender had a significant effect on students' mathematics achievement in online learning. In addition, online learning platforms and gender contribute to the difference effect of online learning readiness and math anxiety to mathematics achievement. The results suggest that educators and educational institutions should consider these important aspects to optimize the advantages and effectiveness of online learning. 
MASTER (Motivating, Acquiring, Searching, Triggering, Exhibiting, Reflecting) learning model in terms of literacy ability and students' mathematics learning motivation Sabirin, Muhamad; Hidayatullah, Akbar; Saputri, Rinda Azmi; Atsnan, Muh. Fajaruddin; Nareki, Maisea Ledua
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.48481

Abstract

It is argued that mathematical literacy skills might be improved when learning motivation is high. This study aims to examine the difference in mathematical literacy skills between students who joined a learning model that stimulate motivation, the MASTER learning model (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) and those who attended conventional learning in terms of high, medium, and low learning motivation. This is a quasi-experimental study with a population of all seventh-grade students of an Islamic Junior School in South Kalimantan, Indonesia. The sample was selected using the purposive sampling technique with group VII A as the experimental class and group VII E as the control class. The instrument used was a test of students' mathematical literacy skills and a student's learning motivation questionnaire. The data were analyzed using a two-way ANOVA. The results showed that: (1) there were differences in mathematical literacy skills between students who attended the MASTER learning model and those who took conventional learning; (2) there were differences in mathematical literacy abilities between students with high, medium, and low motivation to learn, and (3) there was an interaction between the MASTER learning model and learning motivation on students' mathematical literacy abilities.
Meta analysis study: Effectiveness of problem based learning on Indonesian students' mathematical reasoning ability Fitriyah, Ihda Mutimmatul; Putro, Nur Hidayanto Pancoro Setyo; Apino, Ezi
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.46447

Abstract

Problem-Based Learning has been studied over three decades in various subjects and schools, This meta-analysis study aimed to synthesize the most recent findings of the effect of Problem-Based Learning (PBL), specifically on students' mathematical reasoning ability. The data were obtained from relevant primary studies published in national and international journals or proceedings during 2014-2021. Ten effect sizes from eight studies that fulfilled the inclusion criteria were analyzed using a systematic review and meta-analysis. JASP 0.15.0.0 software was used to measure the formula of Hedges g to determine the effect size. The result showed that PBL has a strong effect on students' mathematical reasoning ability (g­­RE = 2.062, 95% CI [1.436, 2.689], p < 0.001) when compared to traditional learning. The results of the analysis of moderator variables revealed that publication year (Qb = 5.460, p < 0.05) and sampling technique (Qb = 9.032, p < 0.05) had significant effect on the effectiveness of PBL on students' mathematical reasoning ability, while educational levels (Qb = 1.649, p > 0.05), sample size (Qb = 2.081, p > 0.05) and publication sources (Qb = 0.573, p > 0.05) did not show any significant effect. The result of this study provides important information for further meta-analysis study and the implementation of PBL in mathematics learning.
Metacognitive skills of student in solving problems of two-variable linear equation systems in terms of self-regulated learning Setyaningsih, Nining; Rahmawati, Erlina Zulva
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.49163

Abstract

It is empirically known that metacognitive skill contributes to self-regulated learning. This study aims to describe students' metacognitive skills in three levels of self-regulated learning, particularly in solving problems of a two-variable linear equation system. Three indicators were used in metacognition skills, namely planning indicators, monitoring indicators, and evaluation indicators. Employing a descriptive qualitative approach, this study involved  All students of grade VIII A of  the academic year 2021/2022 from a state junior school    as subjects  involving each category for high, medium, and low self-regulated learning. The data were collected  using questionnaires, tests, interviews, documentation, and observation. A triangulation method, The data were then analyzed  through condensation, data presentation, and drawing conclusions. is the current study found that high learning students used their metacognitive skills well and met three indicators, namely planning indicators, monitoring indicators, and evaluation indicators. Students with moderate self-regulated learning were able to meet two indicators, including planning indicators and monitoring indicators, while those with low self-regulated learning only met planning indicators.
An exploration of ethnomathematics at Sewu Temple in Yogyakarta Sulistyowati, Dina; Khotimah, Rita Pramujiyanti
Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i2.51756

Abstract

This study explores the elements of mathematics (geometry and arithmetic) in Sewu Temple. As the research is qualitatively discussed, ethnographic design is appropriately implemented with observation, interviews, and documentation for collecting data. The data analysis technique shares four steps; collecting, reducing, presenting, and drawing a conclusion"”the validity of the data using triangulation techniques. The results of this study indicate that there are mathematical elements in the shape of the building and the reliefs of Sewu Temple; flat shapes, spatial shapes, geometric transformations, and arithmetic sequences. The existing flat forms include; squares, rectangles, isosceles trapezoids, right trapezoids, circles, triangles, and octagons. Furthermore, blocks, tubes, and rectangular pyramids are included in existing shapes. The geometric transformations are in the form of reflection (mirror), translation (shift), and dilation (multiplication). The results of the ethnomathematical exploration at Sewu Temple can be used as instructional teaching for mathematics in schools, especially in geometry, geometric transformations, and arithmetic sequences.
Development of trigonometry module based on PBL that oriented to high school students' concept of understanding Bazuri, Ahmad; Arliani, Elly
Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i1.50119

Abstract

This study aims to produce a problem-based learning module on trigonometry oriented towards the ability to understand concepts for grade X high school students and to describe the quality of the validity, practicality, and effectiveness of the module. This is a research and development with the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The implementation of product development was conducted at the State Senior High School 1 Magelang, involving 36 students from class X MIPA 2. This research resulted in a trigonometry module based on problem-based learning syntax. The module is declared valid with an average assessment of experts' content of 4.24 (valid) and media experts of 4.45 (valid). The module was said to be practical, with the average student response questionnaire result of 3.93 (sufficient), the teacher's response questionnaire of 4.00 (practical), and the percentage of learning implementation of 95.24. With Minimum Completeness Criteria of 70, the module is declared effective with an average score of 80.72 for students' concept understanding, which is high, and the percentage of completeness is 87.88, which is good. Based upon the hypothesis test with a significance level of 0.05, it shows that the average understanding of students' concepts is more than 70.
Development of learning tools based on realistic mathematics approach that oriented to high school students' mathematical generalization ability Hayuningrat, Silfia; Rosnawati, Raden
Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i2.52197

Abstract

Generalization ability need to be encouraged in learning mathematics, students with generalization abilities can expand and transfer knowledge to practical knowledge. This research aims to develop learning material based on realistic mathematisc approach that oriented to generalization ability. The learning materials'developed is lesson plans and student worksheets. This is research and development with an ADDIE model. The instruments used in this study were the evaluation sheets, response questionnaire for teachers and students and tests of mathematical generalization ability.  The data analysis technique used was descriptive qualitative and quantitative. The design of the learning materials focuses on aspects of the mathematical generalization ability of high school students by presenting real problems. Student activities are designed to solve real issues related to pattern analysis, focus on student contributions to find conjectures, and design interactions so students can proceed to the abstraction stage using concept linkages. So students can make conclusions regarding the given concept in response to such issues. The results show that the validity qualifications of lesson plans and student worksheets are good and very good, the practical qulifications are very good. The learning materials comply with effective based on completeness tests of generalization ability of 82.26 with good qualifications

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