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Kontinu: Jurnal Penelitian Didaktik Matematika
Published by Universitas Islam Sultan Agung
ISSN : 27157326     EISSN : 26565544     DOI : 10.30659
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics
Kontinu: Jurnal Penelitian Didaktik Matematika (E-ISSN: 2656-5544) merupakan e-jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP Unissula sebanyak dua kali dalam setahun pada Bulan Mei dan November. Jurnal yang awalnya bernama Jurnal Pendidikan Matematika (2012-2016) ini mempublikasikan naskah-naskah artikel dalam bidang Pendidikan Matematika baik berupa diseminasi penelitian, telaah pustaka, maupun resensi dari buku ilmiah.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol 7, No 2: November 2023" : 5 Documents clear
Students' Algebraic Thinking in Using the Geogebra Application Masnia, Masnia; Habibie, Zulqoidi R
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.49-66

Abstract

Algebra is knowledge in education. The ability to think should be known so that it can be maximized in the learning process, one of which is the ability to think in algebra. In the process of working on various algebra problems, students carry out generational activities, transformation activities, and global meta-level activities. Learning algebra will be easy if combined with technology. One of the technologies that can support algebra learning is Geogebra. The research aims to determine how students' algebraic thinking abilities use the Geogebra application. The method in this research is qualitative, with a case study type. The research subjects were students taking calculus courses in the Informatics Engineering study program at a private campus in Jakarta. The research results show that the algebraic thinking ability levels consist of high, medium, and low. High algebraic thinking abilities have high generational, transformational, and global meta-level abilities, while moderate algebraic abilities have moderate generational abilities; transformational abilities tend to be medium to high, and global meta-level abilities tend to be medium to low. Low levels of algebraic thinking ability tend to have moderate to low generational abilities, low transformational abilities, and low global meta-level abilities.
Development of teaching materials on algebra using the mind mapping model with a scientific approach Nada, Yohanes Hariaman
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.67-85

Abstract

Most students dislike studying mathematics because they believe it contains much difficult material. Algebra is one of the topics considered difficult to learn in mathematics. The teaching material used is one factor that influences the low mastery of material in algebraic language. This research aims to develop valid teaching material using the Mind Mapping mode for algebraic topics. The modules and leaflets of the students' activities are the materials made. This research refers to the Kemp model, which consists of 10 stages of development. However, the scope of this research is only from the need analysis stage to the validation stage. Device validation sheets are used as data collection tools. This research uses qualitative and quantitative data analysis methods. Three people - a lecturer, a teacher, and a ninth-grade student - validate the teaching material that has been made. The results of the validation stage show that the teaching material is declared valid with little revision. The results of this study show that the teaching material is ready to be implemented.
Research on Self-Regulated Learning in Mathematics Learning (1980-2023): A Bibliometric Review Marchy, Febrinna; Elmawati, Elmawati; Samosir, Christina Monika; Muhammad, Ilham
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.1-18

Abstract

Self Regulated Learning (SRL) is the ability of individuals to effectively use various strategies in achieve their learning goals. The purpose of this study is to capture the research landscape related to Self-Regulation Student learning at the secondary school level from 1980 to 2023. The method used in this study is a descriptive bibliometric analysis method, it is aimed at analyzing scientific literature, focusing on the measurement and description of patterns in bibliographic data. The Scopus database is used as the research data. The results showed that a rapid increase in the number of publications occurred from 2014 to 2015 and from 2017 to 2018. Publications in 2006 were cited more than any other year. The United States of America is the most influential country in this field. Publications in journals related to self-regulated research The most learning is at the Q1 level. The focus of research related to this field is divided into three parts, namely, 1) development, practice, and tasks; 2) strategy, mathematics achievements, and reasoning; 3) environment and understanding. The new theme in this research is self efficacy, attitude, environment, age and reasoning.
Guided Discovery Learning to Improve Students' Mathematics Representation and Collaboration at Senior High School 6 Yogyakarta Hertanti, Retno; Azizah, Kamilah Rohadatul; Sari, Putu Purnama; Melissa, Margaretha Madha
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.19-35

Abstract

Classroom Action Research aimed to assess the mathematical representation ability and collaboration in understanding circle material by implementing the guided discovery learning model. The data collection took place in April 2023 at SHS 6 Yogyakarta, involving 35 students from XI science. The research comprised two cycles, with a diagnostic test conducted in the first cycle focusing on the equation of a circle, particularly the position of points and lines related to the circle. In the second cycle, the diagnostic test concentrated on tangents to the circle. Data were gathered through tests, interviews, and questionnaires. The findings indicated that guided discovery learning effectively enhances both mathematical representation ability and collaboration. The average scores for the pre-cycle test were 78.87, for cycle I were 79.17, and for cycle II were 85. Moreover, the percentage of students achieving a score of 75 or higher increased from 60% in the pre-cycle to 71% in cycle I and further rose to 77% in cycle II. Regarding collaboration skills, in cycle I, 23 students were categorized as having medium-level skills, and 12 were classified as having high-level skills. In cycle II, the distribution changed with 16 students falling into the very high category, 12 in the high category, and seven in the medium category.
Examining the Influence of the WEE (Wondering, Exploring, and Explaining) Learning Model on Students' Mathematical Reflective Thinking Proficiency Lestari, Jepi; Rohman, Ahmad Aunur; Norasia, Yolanda
JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 2: November 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.7.2.36-48

Abstract

The learning process in eighth-grade classes at SMPN 2 Sewon does not adequately support students' development of mathematical reflective thinking abilities. Consequently, students continue to rely heavily on memorization of formulas, leading to persistent challenges in problem-solving. This study aims to investigate the potential impact of the WEE (Wondering, Exploring, and Explaining) learning model on the mathematical reflective thinking abilities of eighth-grade students at SMP N 2 Sewon. This research follows a quantitative approach, employing experimental methods and adopting a posttest-only control design. The study's population consists of eighth-grade students at SMP N 2 Sewon, and a sample of 32 students from class VIII C and 32 students from class VIII D was selected using a cluster random sampling technique. The findings indicate that students who were exposed to the WEE learning model demonstrated superior mathematical reflective thinking abilities compared to those who did not experience this instructional approach. In conclusion, the WEE learning model significantly influences students' mathematical reflective thinking abilities.

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