JIPM (Jurnal Ilmiah Pendidikan Matematika)
JIPM (Jurnal Ilmiah Pendidikan Matematika) is a semiannual journal, published on March and September. JIPM published by Universitas PGRI Madiun. JIPM provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The journal invites professionals in study of Mathematics Education, especially teaching and learning, curriculum development, learning environments, teacher education, educational technology , and educational developments.
Articles
321 Documents
<![CDATA[The Effect of Emotional Intelligence and Self Effycacy Towards Students Achievement ]]>
<![CDATA[Farhan, Muhamad]]>;
<![CDATA[Alfin, Edward]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 1 (2019): September ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i1.4669
<![CDATA[This research aims at revealing the effect of emotional intelligence and self-efficacy towards learning achievement of the 8th grade students in SMP Islam Terpadu Ar-Rahman south of Jakarta. This type of research is a survey method. Data instruments are emotional intelligence questionnaires and self-efficacy questionnaires, the mathematics learning achievement data from the daily test scores of students through the description questions. The data analysis technique used is multiple regression analysis. The results of the regression analysis of significance between emotional intelligence on mathematics learning achievement showed the results as much as 0,551 (0,551 > 0,05), self-efficacy towards mathematics learning achievement as much as 0.333 (0.333> 0.05). The significance of variance analysis was obtained at 0.350 (0.350> 0.05). The results of this data analysis show that emotional intelligence and self-efficacy together no meaningful affect the learning achievement of mathematics. The implication of this study is that students who have high and moderate emotional intelligence and self-efficacy do not have a significant effect on improving learning achievement, thus emotional intelligence and self-efficacy are not the main factors that influence student learning achievement.]]>
<![CDATA[Double Loop Poblem Solving Learning Models on The Students' Mathematical Literacy Skills ]]>
<![CDATA[Nur, Fitriani]]>;
<![CDATA[Halimah, Andi]]>;
<![CDATA[Yovita, Devina Oktari]]>;
<![CDATA[M, Munawarah]]>;
<![CDATA[Thalhah, Sitti Zuhaerah]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 1 (2019): September ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i1.3815
<![CDATA[This research aims to: (1) find out the differences in mathematical literacy skills of students using the DLPS learning model and those using conventional learning models, (2) find out the differences in students' mathematical literacy skills in terms of verbal skills of students, (3) to find out the interaction of the DLPS learning model in terms of students' verbal skills on mathematical literacy skills of students. The research approach uses a quantitative approach with the type of quasi-experimental research and design of Factorial design 3 x 2. The population in this study is all eighth grade students of MTs Muhammadiyah Kampung Baru with the total is 48 people. The sample in this study is the eight-grade A as a control class while the eight grade B is as an experimental class. The instrument used in this study is a test of students 'mathematical literacy skills in the form of pretest and posttest and questionnaires to measure students' verbal skills. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The result shows that: (1) there is a difference between the application of the DLPS learning model and the conventional model on the mathematical literacy skills of students, (2) there is a difference in students' mathematical literacy skill in terms of vebal skill of students, and (3) there is no interaction effect between the DLPS learning model in terms of verbal skill to mathematical literacy skills of students]]>
<![CDATA[Alternative in Providing Proof of Negative Exponent for Junior High School Students ]]>
<![CDATA[Karim, Gina Silvia]]>;
<![CDATA[Fatmawati, Naini]]>;
<![CDATA[Wijayanti, Dyana]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5876
<![CDATA[This study aims to make a contribution related to opinions and perceptions about negative exponents among junior high school students. In this study, negative exponents are considered as difficult things that require various efforts to instill good knowledge concepts in students. One of them is through evidence in learning mathematics. Evidence is considered capable of instilling students' knowledge concepts in negative exponent material. The research method used is descriptive qualitative research. Descriptive literature research studies through literature reviews, journals, and books relating to negative exponents. The results of this study are alternatives to completing formal and informal evidence related to negative exponents in junior high school students. Through some alternative evidence in introducing negative exponents is expected to make students better understand the form of negative exponents well. So that at the level above students can easily solve problems related to negative exponents without getting errors in the operation of advanced exponents.]]>
<![CDATA[Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning ]]>
<![CDATA[Guntur, Muhamad Ikhsan Sahal]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5048
<![CDATA[This research aims to describe the teacher's perception of the application of project-based learning in mathematics learning and how they will apply it using a qualitative case study method. The research subjects in this study amounted to 12 students consisting of 3 men and 9 women, where they were students of post-graduate mathematics education study programs at Yogyakarta State University who were beginner teachers where they had taught between 1 and 3 years. Data collection using interviews with open questions to provoke written perceptions of respondents to the project-based learning approach. The time of the study was carried out starting from December 1, 2018, to January 2, 2019, located at Yogyakarta State University. The data analysis techniques applied in this study are Bogdan, R. C., & Biklen models. The results of this study indicate that: (1) respondents have a good perception of the project-based learning approach, (2) the majority of respondents are interested in using a project-based learning approach after they complete their studies (3) all respondents believe they will find obstacles when applying project-based learning approach later (4) the majority of respondents have less knowledge and experience regarding the project-based learning approach. (5) the need for training and further discussion of the project-based learning approach to the research subjects.]]>
<![CDATA[Improving Student’s Mathematical Communication Ability through Think Talk Write Learning Model on Geometry Materials ]]>
<![CDATA[Afrianti, Reny Eka Nur]]>;
<![CDATA[Qohar, Abd.]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.6184
<![CDATA[This study aimed at investigating the students’ mathematical communication abilities on geometry materials through Think Talk Write (TTW) learning model. The type of research was Classroom Action Research (CAR) with data collection instruments are test of mathematical communication skill, lecturer observation sheets, and student observation sheets. This research was given to 31 first-year students of Malang State University in the academic year 2019/2020. This classroom action research stopped at cycle II. Based on the research results obtained, the percentage of students’ mathematical communication abilities in the first cycle had an average value of 68.097% while that in the second cycle had an average value of 82.000%. The average increase from cycle I to cycle II was 13.903%. Based on the results of the study, it can be concluded that Think Talk Write (TTW) learning model by providing material reinforcement in the form of written summaries as material reinforcement at the end of learning can improve mathematical communication skills of first-level students on geometry materials]]>
<![CDATA[Development of 3N-Oriented TPACK Mathematical Computing E-Modules ]]>
<![CDATA[Kuncoro, Krida Singgih]]>;
<![CDATA[Arigiyati, Tri Astuti]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5833
<![CDATA[Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.]]>
<![CDATA[Students’ Mathematical Connection Error in Solving PISA Circle Problem ]]>
<![CDATA[Hidayati, Vivi Rachmatul]]>;
<![CDATA[Subanji, Subanji]]>;
<![CDATA[Sisworo, Sisworo]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5588
<![CDATA[The mathematical connection is one of the competencies in NCTM that students need to have. Mathematical connections can help students understand material and mathematical concepts easily. In addition, mathematical connections can help students in solving mathematical problems. Even so, mathematical connection errors are still made by some students. Mathematical connection errors made by students when solving geometry problems, especially about a circle. The purpose of this study is to describe the mathematical connection errors made by students in solving problems adapted from PISA problems focusing on circle material. This research method is descriptive-qualitative. Prospective subjects are 20 of 8th-grade students in one of the junior high schools in Malang who have studied about a circle. Based on the distribution of answers, two subjects were selected in this study. After going through the interview process, the data obtained in the form of work results and interview transcripts. Based on the results of research, mathematical connection errors made by research subjects in the form of not being able to use mathematics in mathematical problems; can't find connections between topics in mathematics; unable to understand the representation of concepts in mathematical problems, and draw relationships between procedures on mathematical problems]]>
<![CDATA[Development of Macromedia Flash Based Teaching Materials on It-Based Statistic Data Analysis ]]>
<![CDATA[Wahyuni, Putri]]>;
<![CDATA[Yolanda, Fitriana]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5483
<![CDATA[This study aims to produce Macromedia flash-based teaching materials in IT-based statistical data analysis courses that are tested validity. The form of research carried out is research development under the term Research and Development (R&D). This research was conducted at the Faculty of Mathematics and Natural Sciences UIR Academic Year 2018/2019 in sixth-semester students. The research subjects in this study were sixth-semester students of UIP Mathematics FKIP. Based on the 4-D development model, the researcher made the design of this development procedure consisting of only 3 stages, namely defining, planning, and developing. The deployment stage (disseminated) was not carried out due to time and cost limitations. The data collection instrument in this study was a validation sheet of learning tools. The data analysis technique is an analysis technique used is the descriptive analysis that describes the validity of Macromedia flash-based teaching materials on IT-based statistical data analysis courses. From the research results obtained validity of Macromedia flash-based teaching materials meets the category of very valid with an average total of 87,955. Based on the research results it can be concluded that research has produced Macromedia flash-based teaching materials in valid IT-based statistical data analysis courses.]]>
<![CDATA[Development of Comic Mathematics Learning Media Based on Contextual Approaches ]]>
<![CDATA[Nurdin, Erdawati]]>;
<![CDATA[Saputri, Indah Yuni]]>;
<![CDATA[Kurniati, Annisah]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v8i2.5145
<![CDATA[The development of teaching materials or instructional media that are tailored to the characteristics of students is considered important at this time. For this reason, this study aims to develop comic-shaped mathematics learning media based on a valid and practical contextual approach. This comic was developed based on the stages of the ADDIE development model. Based on the analysis of the data, it was concluded that this comic based contextual approach was valid and was practically used. This contextual approach-based comic can be used as an alternative learning media for material on flat side spaces.]]>
<![CDATA[Kemampuan Komunikasi Matematis Tulis Siswa dalam Mengerjakan Soal Cerita Statistika ]]>
<![CDATA[Bachriani, Ellsa Natassa]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>;
<![CDATA[Muksar, Makbul]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/jipm.v9i2.8324
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan komunikasi matematis tulis siswa dalam mengerjakan soal cerita statistika. Penelitian ini menggunakan metode kualitatif dengan jenis penelitian deskriptif. Subjek pada penelitian ini yaitu 20 siswa kelas IX SMPN 4 Pujon yang dipilih melalui hasil siswa mengerjakan soal matematika. Teknik yang digunakan untuk pengumpulan data pada penelitian ini yakni memberikan soal cerita statistika kepada 20 siswa kemudian melakukan analisis data dengan melihat kemampuan komunikasi matematis tulis siswa berdasarkan indikatornya. Kemudian mengelompokkan siswa menjadi tiga yang terdiri dari kemampuan komunikasi matematis tulis tinggi, kemampuan sedang, dan kemampuan rendah. Hasil pada penelitian ini yakni satu siswa mempunyai kemampuan komunikasi kategori sedang yang mana menuliskan jawaban kurang tersruktur. Empat siswa memiliki kemampuan komunikasi matematis kategori rendah yang menjawab soal tidak tersruktur dan menulis notasi matematika secara kurang tepat. Sebanyak 15 siswa memiliki kemampuan komunikasi matematis tulis kategori tinggi yang memenuhi semua indikator komunikasi. This study aims to describe students' written mathematical communication in working on statistical story questions. This research uses qualitative methods with descriptive research type. The subjects in this study were 20 students of class IX at SMPN 4 Pujon who were selected through the results of the students working on math problems. The technique used for data collection in this study was to provide statistical story questions to 20 students then analyze the data by looking at the students' written mathematical communication skills based on the indicators. Then group the students into three which consist of high written mathematical communication skills, moderate abilities, and low abilities. The results of this study were that one student had a moderate category of communication skills which wrote less structured answers. Four students have low category mathematical communication skills who answer unstructured questions and write mathematical notations incorrectly. A total of 15 students have high category written mathematical communication skills that meet all communication indicators.]]>
