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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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Construction of Three-Tier Diagnostic Test for Identifying Student Misconceptions in Exponential Properties Pramasdyahsari, Agnita Siska; Viviana, Desi; Sugiyanti, Sugiyanti; Pant, Binod Prasad; Ratnayake, Iresha
Jurnal Riset Pendidikan Matematika Vol. 11 No. 1 (2024): May 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.v11i1.73561

Abstract

Misconceptions are considered the most detrimental errors. A mathematics topic that students commonly experience misconceptions is in understanding exponential properties. This study aims to develop a three-tier diagnostic test. The development methodology follows a 3D model, Define, Design, and Develop. The resulting test comprises both essay and multiple-choice questions. Expert validation indicates that the essay questions are deemed suitable for use, with an 84.24% validation rate and a total of 20 questions. For the multiple-choice format, 9 questions meet moderate validity criteria, while 11 questions achieve high validity. Subsequent limited trial analysis, considering validity, reliability, difficulty, and discriminant power, identifies 8 questions as suitable for identifying student misconceptions in exponential properties. The construction of these questions consist of four types of misconceptions, generalisation, notation, spesialisation, and language. Reffering to exponential properties, the test item was developed asking students to apply the properties on real numbers.
Mathematical problem solving proficiency of students with musical and kinesthetic intelligence Ismaimuza, Dasa; Pathuddin, Pathuddin; Adawiyah, Rabiyatul
Jurnal Riset Pendidikan Matematika Vol. 10 No. 2: November 2023
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v10i2.64990

Abstract

The purpose of this study was to obtain a description of the results of the analysis of mathematical problem solving for students with musical intelligence and kinesthetic intelligence. This type of research is qualitative research. The research subjects were one student with musical intelligence and one student with kinesthetic intelligence. The results of this study indicate: Students with musical intelligence have low problem-solving abilities. It can be seen from the students' ability to solve the given mathematical problems, that is, students are less thorough in obtaining information about what is known and asked, students are not able to express a plan to explain the problem solving plan they want to do. students do not write down the complete solution, students do the calculation again only in the final step. Meanwhile, students who have kinesthetic intelligence have good problem-solving skills. It can be seen from the students' ability to solve the given mathematical problems, namely students are able to express what is known and asked in the questions using their own language. students cannot express the steps to be taken in solving the problem, students write down in full what is known and asked in full, students re-examine the results of their work by looking at and recalculating the answers that have been obtained.
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.
Development of a Mathematics Module Based on HOTS Questions on Social Arithmetic Material Lubis , Mara Samin; Br Ginting, Siti Salamah
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.66161

Abstract

This research was development research which produced a product in the form of a mathematics module based on HOTS (Higher Order Thinking Skills) questions on social arithmetic material. This research aimed to develop a mathematics module based on HOTS questions on social arithmetic material and to determine the validity, practicality and effectiveness of the module developed. The development model used is the Thiagarajan 4-D model. This module was said to be very valid from the material and media aspects, as can be seen from the results of the average total score for the two validators being 88% and 90% with very valid criteria for materi and media experts. This module was said to be practical, as can be seen from the average score of student responses to the module of 82.78%, which has very practical criteria. This module was said to be effective, as seen from the post-test results, namely that there were 84.62% who had achieved completeness, namely the score obtained was above the KKM (Minimum Completeness Criteria) score. So it can be concluded that the HOTS question-based mathematics module on social arithmetic material was classified as valid, practical and effective for use as student independent teaching material.
Enhancing Mathematical Literacy: Evaluating the Effectiveness of the ELPSA Framework in Mathematics Classrooms Firmansyah B; Gradini, Ega; Husna, Nadiatul
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.73108

Abstract

This study aimed to investigate the effectiveness of the ELPSA Framework in enhancing the mathematical literacy skills of seventh-graders at SMP IT Cendekia Takengon. The research employed a quantitative approach using an experimental design. Data were collected through tests and analyzed using an independent sample t-test. The findings revealed a significant improvement in mathematical literacy skills among students in the experimental group compared to those in the control group. This improvement was evident in the N-Gain test results, indicating that 35% of the students in the experimental group achieved a high level of mathematical literacy, while 65% attained a moderate level, with an average Gain of 0.68, categorized as moderate. Moreover, the post-intervention assessment of mathematical literacy skills in the experimental group revealed that prior to ELPSA implementation, student's mathematical literacy indicated a concentration at First Level proficiency, with a smaller portion reaching Second Level. Following the introduction of the ELPSA framework, a positive shift was observed. The number of students at First Level decreased to only six, 16 students achieved Second Level, four demonstrated Third Level proficiency, six reached fourth Level, and two students achieved Fifth Level proficiency. However, none of students able to reach the Sixth level. The hypothesis test results indicated that the null hypothesis (H0) was rejected, confirming a significant difference in the improvement of mathematical literacy skills between students taught using the ELPSA Framework and those instructed using conventional teaching approaches employed by the school's teachers.

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