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Anggun Badu Kusuma
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AlphaMath: Journal of Mathematics Education
Published by Universitas Muhammadiyah Purwokerto
ISSN : 2477409X     EISSN : 25499084     DOI : https://doi.org/10.30595/alphamath
Core Subject : Education,
Mathematics
AlphaMath: Journal of Mathematics Education adalah jurnal pendidikan matematika yang menyajikan artikel hasil pemikiran dan penelitian serta perkembangan mutakhir. Alphamath merupakan jurnal peer reviewed dan open access. Alphamath diterbitkan oleh Prodi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Alphamath mengundang para guru/pendidik matematika di sekolah, dosen, pengamat, dan peneliti pendidikan matematika di seluruh dunia untuk bertukar pikiran dan memajukan keilmuan di bidang pendidikan matematika. Cakupan dan lingkup penelitian meliputi: kurikulum pendidikan matematika, pembelajaran matematika yang inovatif dan kreatif, media pembelajaran matematika, penilaian dan evaluasi pembelajaran matematika, lesson study, kemampuan berpikir matematis, dan ICT dalam pembelajaran matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 179 Documents
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Increasing Student Activeness Using the TaRL Approach Through Differentiated Learning on Statistics Material Simanjuntak, Lomak Norita; Yantoro, Yantoro; Radmika, Habibah Anna; Basyir, Basyir
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21697

Abstract

The aim of this research is to examine student activity. This research uses Classroom Action Research (PTK). The subjects and location of this research were class VB students at SDN 42 Jambi City, totaling 24 students. The research model used is research which includes four stages of action, namely planning, action, observation and reflection. The data analysis technique used is quantitative descriptive. The research results showed that students experienced significant improvement during the two cycles using each completeness percentage. In the pre-cycle, students' completeness was 40%. In cycle I the completeness obtained was 53% and in cycle II it reached 77% completeness or an increase of 37%. With a pre-cycle average of 40% to 53% in cycle I and increasing in cycle II to 77%. So, it can be concluded that the TaRL approach can increase student activity in teaching and learning activities in the VB class at SDN 42 Jambi City. So, it can be recommended to use the TaRL learning approach to increase student activity.
The Effectiveness of Using Wordwall as a Media for Mathematical Learning Assessment in Madrasah Ibtidaiyah Muflikhah, Ila Khayati; Kamal, Rahmat
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21582

Abstract

Mathematics lessons are one of the lessons that are considered difficult, so educators must be creative in choosing learning media to reduce the stereotype that mathematics lessons are difficult. One assessment medium that can be used to attract student interest is Wordwall. This research aims to determine the effectiveness and level of enthusiasm for Wordwall as an assessment medium in mathematics learning. The method used in this research is descriptive quantitative with a one-group pretest-posttest research design. The sample from this study uses a saturated sample, which means the entire population is included in the sample. The number of class V students at MI Soko, Pekalongan City is 36 students. Data collection was carried out by administering questionnaires and carrying out pretest-posttest related to mathematics questions. Then the data analysis technique uses the N-gain test, hypothesis testing, and Likert scale. The results of this research are: (1) Students feel enthusiastic about carrying out assessments using Wordwall with an enthusiasm percentage of 81.4% with effective information. (2) The use of Wordwall as a medium for assessing mathematics learning has proven to be effective with an N-gain value of 0.33, including the medium category and hypothesis testing with a large value. 0.000 < 0.05 which proves that there is a significant difference between before using Wordwall (pretest) and after using Wordwall (posttest). It is hoped that the research results will be able to provide information for educators regarding assessment media that are appropriate to developments in this century. The use of wordwalls has also been shown to be able to improve learning outcomes and student enthusiasm, especially in learning mathematics
Development of Project Based Learning (PjBL) E-LKPD Assisted by Liveworksheets Application on Statistics Material Zainal, Hardhani Mardiana; Ramadoni, Ramadoni; Mardiyah, Ainil
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.19116

Abstract

This research is motivated by the lack of use of electronic media or digital teaching materials in the learning process and students who have difficulty solving problems related to statistics material at SMAN X in Padang. The purpose of this study was to develop a project-based E-LKPD assisted by the application of liveworksheets on statistical material for class X SMAN X in Padang which is valid and practical. This type of research is development using R&D with a plomp development model. The stages used in this development model only reached stage 2, namely the prototyping phase which concurrently tested the validity and one-on-one tests which were useful for seeing the practicality of the E-LKPD by teachers, small group test questionnaires which were useful for seeing the practicality of E-LKPD by students and interview guidelines. Based on the validator's assessment, the results of the validity of the E-LKPD assisted by the liveworksheets application were 91% with a very valid category. The results of practicality with the teacher obtained a final score of 96% in the very practical category. The results of the one-on-one practical test obtained a final score of 92% in the very practical category. The results of the small group practicality test obtained a final score of 88% in the very practical category. Based on the results of the study it can be concluded that the E-LKPD assisted by the liveworksheets application on statistics material at SMAN X in Padang is stated to be valid and practical for use by teachers and students.
An Analysis of Mathematics Education Students Errors in Solving PISA Adaptation Test Kurniati MA, Ratnah; Sugiarto, Sigit; Nurwahidah, Nurwahidah; Nur, Ismail M.
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21407

Abstract

The objectives of this research are to determine the errors of mathematics education students in solving the PISA adaptation test. This research is an exploratory study with a qualitative approach that will produce descriptive data in the form of a description of the types and locations of student errors in solving PISA 2022. The subjects in this study were six students of the Program Studi Pendidikan Matematika Program Studi Diluar Kampus Utama (PSDKU) at Pattimura University in Maluku Barat Daya. They were in the second, fourth, and sixth semesters. Five students from each semester were asked to solve a question on the PISA adaptation test level 6, the highest level of the PISA test, as the method for selecting the subject. Six subjects were selected as research subjects out of the 15 who took the test. The conclusions in this study are that the ability of subjects to solve the PISA adaptation test is still very low. Only 3 out of 15 students can answer and provide the right solution for the test, and only 6 out of 15 students can figure out what to do to solve PISA adaptation test level 6. However, among the six students who gave their answers to this problem, there are some who have conceptual errors in the topic of SPLDV (System of Linear Equations with Two Variables). Besides conceptual errors, researchers also found that there is a subject who is incorrect in solving basic arithmetic operations involving parentheses
Measurement of Mathematical Literacy in Everyday Life Context: A Case Study on High School Students Reviewed by Gender Aulia, Hartika; Mandailina, Vera; Mahsup, Mahsup; Syaharuddin, Syaharuddin; Rini, Widia; Sahraini, Alfiana
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21083

Abstract

This research aims to measure the level of mathematical literacy in the context of daily life among high school students, with a focus on differences between male and female students. The research method employed is quantitative with a survey approach. A total of 13 male students and 24 female students from various high schools participated as subjects. The instrument used was a Likert scale questionnaire consisting of 15 statements designed to measure students' perceptions and understanding of mathematical literacy in everyday life. Data analysis was conducted using the paired sample t-test to compare differences in responses between male and female students. The analysis results showed a paired sample t-test value of -0.368, with a significance value (sig) of 0.719. These findings indicate that there is no significant difference between the responses of male and female students regarding mathematical literacy in the context of daily life. Nevertheless, this research provides an important contribution to understanding students' perceptions of mathematical literacy and its implications in the educational context. Further research can delve into the factors influencing students' perceptions of mathematical literacy and broaden the sample scope to obtain a more holistic understanding of the phenomena under investigation.
Mathematical Literacy in Terms of Learning Independence of Junior High School Students Ismail, Aldiansyah; Wardono, Wardono; Agoestanto, Arief
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21642

Abstract

This study is a qualitative study with a descriptive approach that aims to describe the level of mathematical literacy of SMP Negeri 5 Semarang students from the perspective of learning independence. The study involved 6 students of class VII H from SMP Negeri 5 Semarang who were divided based on their level of learning independence, identified through questionnaire results as high, medium, and low learning independence. The data collection methods used were tests and interviews. The instruments used included mathematical literacy test, learning independence questionnaire, and interview guide. Data analysis was conducted through condensation, presentation, and conclusion drawing. The results showed that (1) Students with high learning independence managed to master all aspects of mathematical literacy satisfactorily, including communication, mathematization, representation, reasoning, problem-solving strategies, use of symbols, and mathematical tools; (2) Students with moderate learning independence were able to master most aspects of mathematical literacy well, with an emphasis on representation, reasoning, problem-solving strategies, use of symbols, and mathematical tools, although they still need improvement in communication and mathematization; (3) Students with low learning independence have not yet achieved competence in mathematical literacy
The Influence of Learning Interest on Understanding of Mathematical Concepts in Class XI PH 1 Students at SMKN 6 Ginne, Yusri; Kariman, Delsi; Yusri, Radhya
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.19705

Abstract

This study aims to determine the effect of learning interest on understanding of mathematical concepts in class XI PH 1 students at SMKN 6 Padang. Research subjects were selected using purposive sampling with a total of 26 students. The approach used in this research is quantitative and analyzed by simple linear regression using the R program. The technique of collecting data by providing non-test instruments in the form of questionnaires on students' learning interests and test instruments about number patterns to measure understanding of mathematical concepts. Hypothesis testing is done by simple regression, by first looking at the pattern of relationships between variables and determining the correlation coefficient. The result showed that there is no significant effect of learning interest on understanding mathematical concepts with regression equation Y=35.3555+0.3379X. So, it can be concluded that learning interest has no significant effect on students' ability to understand mathematical concepts.
Statistical Literacy Analysis Viewed from Curiosity in PBL Assisted by the Sway Application Setiani, Nurokhmi Wahyu; Waluya, Budi; Dewi, Nuriana Rachmani; Herdian, Herdian
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.19470

Abstract

This research aims to: (1) analyze the effectiveness of PBL assisted by the Sway application on students' curiosity and statistical literacy; (2) describe students' statistical literacy in PBL learning assisted by the Sway application in terms of curiosity. The research uses mixed methods. The research subjects were students of XII TKJ, SMK Komputama Jeruklegi. The research results obtained: (1) PBL learning assisted by the Sway application is effective for students' statistical literacy; (2) statistical literacy patterns were found for each curiosity category, such as: (a)students with very high curiosity, very able to fulfill indicators of understanding data and drawing conclusions, able to calculate, present and interpret data; (b)students with high curiosity, very capable of meeting the indicators of understanding data and drawing conclusions, able to calculate, present and interpret data with few errors; (c)students with moderate curiosity, able to fulfill the indicators of understanding, calculating, presenting data and drawing conclusions, quite capable of interpreting data; (d)low curiosity students, able to fulfill the indicators of understanding, calculating and presenting data, quite capable of interpreting data and drawing conclusions; (e)students' curiosity is very low, they are quite able to fulfill the indicators of understanding data and are not yet able to calculate, present, draw conclusions and interpret data. Based on research, it is known that there is an influence of curiosity after learning the PBL model assisted by the Sway application of 51.9%. Teachers are advised to use PBL assisted by the Sway application to increase students' statistical literacy
The Level of Effectiveness of TPS and Conventional Methods Judging from Students' Geometry Learning Results Using the N-Gain Test Triyono, Ageng; Nuary, Rusdi Hamdany; Permatasari, Nisa; Yuni, Yatha; Wibowo, Teguh
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.21530

Abstract

The low results of student geometry learning require a trial of the think-pair-share method as a replacement for conventional methods. This research aims to: (1) compare the level of effectiveness of applying the think-pair-share method with conventional learning in improving student geometry learning outcomes, and; (2) determine whether or not there is a significant effect from using the two methods. The method used is quasi-experimental with a nonequivalent pretest-posttest control group design involving an experimental group and a control group. Each group consisted of 23 class VII students selected non-randomly from the population. Data was taken using a geometry learning outcomes test instrument. Data were analyzed using the N-Gain Score test, the results of the calculations were converted into interpretation categories for N-Gain effectiveness to be concluded. Research findings: (1) the application of both methods was "ineffective", as shown by the calculation results of the average N-Gain score (%) for the experimental group of 38.112% and the control group of 30.636%, and; (2) based on the results of the hypothesis test, it was concluded that there was no significant influence from the application of the two methods on improving student geometry learning outcomes. The implication of this finding is that it is not recommended to apply the think-pair-share method if it is only focused on improving the geometry learning outcomes of class VII students, but it can still be applied for the purpose of developing students' collaboration skills
Analysis of Students’ Mathematical Communication Skills in Review of Self-Efficacy in The Project-Based Learning Model Using Project Assessment Noor, Hanif Juhar; Masrukan, Masrukan; Dewi, Nuriana Rachmani
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 1, May 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i1.20624

Abstract

This study aims to analyze the quality of mathematics learning after applying PjBL with project assessment on students' mathematical communication skills (KKM) and students' KKM in terms of self-efficacy in PjBL learning with project assessment. The type of research is a mix method with a sequential explanatory design. In this study, 6 research subjects were taken based on the level of self-efficacy in students of grade X-8 SMAN 6 Cirebon. The results showed that (1) the PjBL learning model with project assessment improved the quality of mathematics learning for KKM students, and (2) research subjects with high self-efficacy categories are able to meet all KKM indicators, namely stating problems into written mathematical ideas, stating mathematical problems in the form of drawings or mathematical models, presenting written mathematical problem solving in an organized and structured manner, and evaluating mathematical ideas in writing. Subjects with moderate self-efficacy categories were only able to meet the KKM indicators, namely expressing problems into written mathematical ideas and expressing mathematical problems into images or mathematical models. Subjects with a low self-efficacy category were only able to meet the KKM indicators, namely presenting written mathematical problem solving in an organized and structured manner, and evaluating mathematical ideas in writing.

Page 16 of 18 | Total Record : 179

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