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<![CDATA[Analysis of critical thinking and communication skills in geometric transformation problem solving using TransGeo application ]]>
<![CDATA[Ilmi, Malika Kautsar]]>;
<![CDATA[Syaifuddin, Mohammad]]>;
<![CDATA[Susanti, Reni Dwi]]>;
<![CDATA[Ummah, Siti Khoiruli]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.48925
<![CDATA[The research aims to analyze narratively critical thinking and communication skills using the Android-based TransGeo application on geometry transformation in junior high school. This study uses a qualitative with a descriptive method obtained from tests and interviews. The test contains contextual problems in the android application, while the interviews are based on student test answers. Then, test results are adjusted descriptively by presenting the achievement of each student to be categorized based on critical thinking and communication scoring. Next, one student was randomly selected from each category as the interview subject. The indicator of critical thinking skills is the most difficult to achieve in the fourth indicator. Students are less precise in writing conclusions related to the initial problem; the indicator that many students succeed is the first indicator where students have written what is known and asked in difficulties. The indicator of communication skills is the most difficult to achieve in the second indicator. Students did not describe or write mathematical sentences to present an explanation of the transformation type or final position area in the problem. Many students achieve the first indicator, where they have written what they know and are asked about.]]>
<![CDATA[Problem-based learning and case-based learning: which is more effective for fostering mathematical connection? ]]>
<![CDATA[Erlinda Rahma Dewi]]>;
<![CDATA[Arifta Nurjanah]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 9, No 2: November 2022 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.53276
<![CDATA[Problem-Based Learning (PBL) and Case-Based Learning (CBL) are two typical learning approaches that involve problem-solving activities, likely to encourage students' mathematical connection abilities. This study aimed to describe the differences in mathematical connection ability between students studying with the PBL and those who used the CBL approach. A quasi-experiment with a pretest-post-test non-equivalent group design was conducted for the purpose. The data collection method was non-routine problems about mathematical connections. The data was analyzed using inferential statistics. Paired sample t-tests adopted were to examine the difference between pretest and post-test data in each experimental class, and independent sample t-tests were to verify the difference in the effectiveness of the two learning approaches. The results showed that the PBL and CBL approach enhanced mathematical connection ability. However, there was no significant difference in the mathematical connection ability between students who studied with the PBL and CBL approaches. The results, furthermore, suggest teachers construct appropriate learning to foster mathematical connection ability.]]>
<![CDATA[MU-math: educational game to improve students’ mathematical reasoning ]]>
<![CDATA[M Daenasty Caezar Zahra]]>;
<![CDATA[Susi Setiawani]]>;
<![CDATA[Saddam Hussen]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 9, No 2: November 2022 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.50069
<![CDATA[Learning media are tools utilized to support the interaction of students with educators and learning resources in the implementation of the teaching and learning process. This development research uses the Thiagarajan or 4-D model with four stages: defining, designing, developing, and disseminating. The subjects of this research were grade VIII students of SMP Negeri 1 Umbulsari. The analytical method is validity analysis based upon validation by two lecturers of the Mathematics Education Study Program, FKIP University of Jember, and one mathematics teacher from SMP Negeri 1 Umbulsari. Practicality analysis was based on user response questionnaires and interviews, and effectiveness analysis using pretest/pretest and final test/posttest. This study uses the educational Game Mu Math on numbering pattern material to improve students' mathematical reasoning with the help of Unity software. MU Math Game is a PC (Personal Computer) based Game developed using Unity Engine Software and Lego Assets Tools. The MU Math game is an Adventure Open world type where players can explore through the maps provided. There are two levels and one mathematical reasoning to test students' mathematical reasoning abilities.]]>
<![CDATA[Comparison of different application of mathematics online learning media in terms of critical thinking skills and learning interest ]]>
<![CDATA[Oktapia, Penti]]>;
<![CDATA[Hidayati, Kana]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i1.50109
<![CDATA[This study aims to determine: (1) whether students' critical thinking skills taking online learning through WhatsApp Group and learning videos on Facebook are higher on average than those who take online learning through WhatsApp Group and Google Meet. It is (2) whether the learning interest of students who take online learning through WhatsApp Group and learning videos on Facebook is higher on average than students who take online learning through WhatsApp Group and Google Meet. This research was a quasi-experimental research with a posttest-only non-equivalent control group design. All eighth-grade students are considered to be the population at the Masjid Syuhada Integrated Islamic Junior High School Yogyakarta in the 2020/2021 academic year. The research sample was students of class VIII A as the experimental class and class VIII C as the control class. The research instrument was in the form of a critical thinking skills test and student learning interest questionnaires. The hypothesis testing technique used is the Independent Sample T-Test. The study's results showed that the critical thinking skills of students who took online learning through WhatsApp Group and learning videos on Facebook was higher on average than those who took online learning through WhatsApp Group and Google Meet. Furthermore, the learning interest of students who took online learning through WhatsApp Groups and learning videos on Facebook could be considered the same as students who took online learning through WhatsApp Groups and Google Meet.]]>
<![CDATA[The influence of environment and mathematical learning styles on students' GPA through independent learning as an intervening variable ]]>
<![CDATA[Ekowati, Christine Krisnandari]]>;
<![CDATA[Madu, Aleksius]]>;
<![CDATA[Nenohai, Juliana MH]]>;
<![CDATA[Wangge, Magdalena]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.49667
<![CDATA[This study aims to analyze the effect directly or indirectly between learning styles and the learning environment through independent learning on students' cumulative grade point average in the Mathematics Education Study Program, FKIP Undana. The type of research is quantitative research, with the research population being all active students in the Mathematics Education Study Program. The sample taken was 95 people. The samples were based on the Slovin formula with an error of 5%. Data was collected through questionnaires regarding the learning environment, learning styles, learning independence, and GPA. The data collected was then analyzed by path analysis. From the results of the data analysis, it was concluded that 1) there is a significant direct effect between learning styles on student learning independence; 2) there is a significant direct effect between the learning environment on student learning independence; 3) there is no significant direct effect between learning styles on students' GPA; 4) there is a significant direct effect between the learning environment on the student's GPA; 5) there is a significant direct effect between learning independence on the student GPA; 6) there is a significant direct effect between learning styles through independent learning on the student's GPA; 7) there is a significant direct effect between the learning environment through independent learning on the student's GPA. Overall, it can be concluded that there is a significant influence between the environment and learning styles through independent learning on student GPA.]]>
<![CDATA[Meta-Analysis: The Effect of Discovery Learning Models on Students' Mathematical Ability ]]>
<![CDATA[Khairunnisa, Khairunnisa]]>;
<![CDATA[Juandi, Dadang]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.49147
<![CDATA[This research aims to determine the magnitude of the influence of the discovery learning model on students' mathematical abilities. These included problem-solving skills, critical thinking, understanding, and mathematical reasoning. This study employs a quantitative approach with a Meta-Analysis method. Data collected was from experimental research connected to the application of discovery learning models to the mathematical abilities of elementary, junior high school, and high school students in papers indexed from 2012 to 2021. From the search and study selection results, 48 articles were obtained. The findings found an annual increase in the number of publications, most of which were on mathematical reasoning abilities. Researchers also conducted more research at the junior high school education level, with a sample size of more than 30. Meanwhile, when viewed from the demographic aspect, this study is more located on the island of Java. The application of the discovery learning model to students' mathematical abilities has an overall effect size of 0.815 with the high effect category.]]>
<![CDATA[Improving Mathematical Critical Thinking Ability Through Realistic Mathematics Learning In JHS Students ]]>
<![CDATA[Sutarni, Sri]]>;
<![CDATA[Gatiniggsih, Rustiwi]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 1: May 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i1.48750
<![CDATA[Critical thinking is a structured way of thinking in making decisions and solving problems. Because the critical thinking ability in junior high school students is low, realistic mathematics learning is considered to be able to improve students' critical thinking ability. The purpose of the research in this article is to describe the improvement of mathematical critical thinking ability through realistic mathematics learning reviewed from indicators and the averages increase each cycle. This type of research is Class Action Research that is carried out in 2 cycle. The research subjects consisted of mathematics teachers and 16 students of class VIII Muhammadiyah 5 Junior High School Surakarta. The data analysis technique in this study is qualitative descriptive to identify students and teachers during the mathematics learning process. The results of student work, data analysis are done by giving a score on each indicator. Score 1 if correct and score 0 if wrong. The results showed that the application of realistic mathematics learning improving the ability to think critically of mathematics. The average increase in mathematical critical thinking ability is 23.75% in pre-cycle, 71.25% in cycle I, and 85% in cycle II.]]>
<![CDATA[The ability of Junior High School mathematics teachers writing Higher Order Thinking Skills (HOTS) questions ]]>
<![CDATA[Hamdi, Syukrul]]>;
<![CDATA[Kartowagiran, Badrun]]>;
<![CDATA[Istiyono, Edi]]>;
<![CDATA[Rahman, Hadi Nur]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 9 No. 2: November 2022 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.55191
<![CDATA[This study is a survey research with a cross sectional survey design, which aims to describe the ability of junior high school mathematics teachers in writing HOTS items. The population of this study was junior high school mathematics teachers in Sleman Regency, while the sample was 21 teachers determined by non-stratified random sampling. The sample teachers came from 11 schools totaling 21 teachers. Each teacher created three HOTS items along with their grids. The question items made by the sample teachers were descriptive questions. The question items that had been prepared were then reviewed by two mathematics teachers from leading junior high schools in Yogyakarta. The next stage after validation is the trial. The number of respondents used was 263 students for testing teacher-made questions, namely 127 students in class VIII and 136 students in class VII. The results showed that the quality of the questions produced by the teacher based on the reliability estimation results obtained an estimate of 0.635 for class VII and 0.416 for class VIII. Likewise, the resulting differentiating power is less than 50% of the questions made by teachers who have differentiating power in the good, good, and very good categories. Factors that cause this include the lack of experience of teachers in writing HOTS questions. This is a special note to familiarize teachers with using HOTS questions in daily tests, UTS, and UAS proportionally so that the experience and ability of teachers to write HOTS questions increases.]]>
<![CDATA[How do mathematics teachers design tasks to assess students’ creative thinking ability? ]]>
<![CDATA[Pradnyo Wijayanti]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Abadi Abadi]]>;
<![CDATA[Sugi Hartono]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 9, No 2: November 2022 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i2.55122
<![CDATA[This study aims to describe teachers' understanding of designing mathematical tasks to assess students' creative thinking abilities. The descriptive study involved 23 mathematics teachers in a city in East Java, Indonesia. The research Instrument is a task that reveals teachers' understanding of the notion of creative thinking, mathematics' problem of assessing students' creative thinking, some criteria to assess students' creative thinking, and examples of questions designed by the teacher. Data were analyzed descriptive-quantitatively and qualitatively with an iterative method consisting of data condensation, data display, and data verification. The study results indicate that teachers' understanding of creative thinking is still lacking, how to assess, and assessment criteria, their abilities still need to be improved]]>
<![CDATA[Ethnomathematics Exploration on Purun Crafts of Pulau Geronggang for Middle School Mathematics Learning ]]>
<![CDATA[Saputro, Adi]]>;
<![CDATA[Somakim, Somakim]]>;
<![CDATA[Darmawijoyo, Darmawijoyo]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol. 10 No. 1: May 2023 ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v10i1.54062
<![CDATA[Mathematical concepts sometimes arise naturally through the culture of a particular community. Mathematics with cultural nuances (ethnomathematics) will contribute greatly to learning mathematics. Ethnomathematics can be used to make it easier for students to learn through a cultural approach. This research aims to: 1) Find out what mathematical concepts are found in the Purun craft of Geronggang Island. 2) Find out what philosophical values are present in the Purun craft of Geronggang Island. 3) Find out how junior high school mathematics learning can be implemented within the context of ethnomathematics in the Purun craft of Geronggang Island. In research data collection, researchers are directly involved in the data collection process through interviews, observation, and documentation. Data was analyzed by carrying out data reduction, data presentation, and data exploration. Variants of shapes and types of Geronggang Island purun crafts contain several aspects of mathematics on geometric material.]]>
