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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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ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DITINJAU DARI GAYA KOGNITIF SPASIAL MATERI GEOMETRI DI SMA MUHAMMADIYAH 1 PURBALINGGA Septiana Dwi Melinda
AlphaMath : Journal of Mathematics Education Vol 3, No 1 (2017)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v3i1.1931

Abstract

This study aimed to analyze the students’ mathematical representation ability viewed from spatial cognitive style on geometry. This study used qualitative method. Subjects in this study were students X,MIPA 1 SMA Muhammadiyah 1 Purbalingga. The sampling technique of this study was GEFT (Group Embedded Figure Test) by taking three students for a group of high spatial cognitive sytle, 3 students for a group of medium spatial cognitive sytle, and 3 students for a group of low spatial cognitive sytle. Data analysis techniques used in this study were reduction of data (data reduction), description of data (data display) and conclusion (verification). Data collection techniques in this study were tests, interviews, and documentation. The results of this study indicate that high spatial cognitive style group is able to master three indicators of representation, those are: recording and communicating mathematical ideas in the from of symbol or picture on geometry using the words/ written text in solving geometry problems as well as creating mathematical model from the ideas by applying mathematical expressions in solving geometry problems. While medium spatial cognitive style group is able to master two indicators, those are: recording and communicating mathematical ideas in the from of geometry symbol/image and written words written texts in solving geometry problems. In addition, the low spatial cognitive style group is able to master an indicator that is recording and communicating mathematical ideas in the from of geometry symbol or picture. Keywords: Mathematical Representation Ability, Spatial Cognitive Style
Deskripsi Kemampuan Penalaran Adaftif Siswa di SMP Negeri 5 Purwokerto Ditinjau dari Keaktifan Belajar Siswa Hasya Putri Afifian; Eka Setyaningsih
AlphaMath : Journal of Mathematics Education Vol 5, No 2 (2019): Journal of Mathematics Education
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v5i2.7344

Abstract

This study aims to describe the adaptive reasoning skills of students in SMP Negeri 5 Purwokerto in terms of student learning activeness in the subject system of two-variable linear equations. This study uses qualitative research methods and uses the Miles and Huberman model, which includes data reduction, data presentation (display data) and conclusions (verification/conclusion drawing). Sources of data in this study were students of class VIII H. The research subjects were obtained using purposive sampling techniques, and students were categorized into three categories, namely students with high, medium and low learning activeness categories. Each group was selected by three students for research purposes. Data collection methods in this study used questionnaires, tests, interviews and documentation. Based on the results of the study it can be said that students who have high learning activeness are able and meet three of the five indicators of adaptive reasoning skills appropriately, students who have active learning are not yet adequately fulfilling indicators of adaptive reasoning skills appropriately, and students who have low learning activeness have not been able to and mastering precisely the indicators of adaptive reasoning abilities.
KEPRAKTISAN MODEL ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, SATISFACTION (ARIAS) PADA PEMBELAJARAN MATEMATIKA Neneng Aminah
AlphaMath : Journal of Mathematics Education Vol 2, No 2 (2016)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v2i2.1173

Abstract

Mathematics is one of the basic subjects which is taught at every level of education, because it equips learners have the ability to think logically, analytically, systematicaly, critically and creatively, and the ability to solve problems and work together. In fact, many students do not have those abilities. One of the ways to improve their mathematical abilities is doing an effective learning with practical learning tools. In this study ARIAS learning model learning is as a tool of learning device. To achieve its practicality, learning devices are made to ease the teacher and student understanding. This study aimed to analyze the practicality of the learning device. This learning device is said to be practical if it has been tested in the experimental class and it gained positive response from students and teachers, and teacher has good interpretation when he manage his classroom activities. The result of this research is 79% of positive responses from teachers, and 87% positive responses from the students, and the average is 3.4 teachers manage the class well.
ANALISIS BUTIR SOAL ULA NGAN AKHIR SEMESTER GASAL MATA PELAJARAN MATEMATIKA KELAS VIII SMP K LASTER 1 KABUPATEN BANYUMAS BERDASARKAN TAKSONOMI BLOOM DUA DIMENSI Desi Afriani; Kusno Kusno
AlphaMath : Journal of Mathematics Education Vol 4, No 1 (2018)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v4i1.7654

Abstract

This research aims to describe the composition of cognitive process and knowledge dimension of the item analysis of even final test on mathematic of the fourth grade of SMP cluster 1 Banyumas in academic year 2014/2015, to describe the quality of the even final test based on the theoretical and empirical analysis. Based on the analysis result, the composition of the cognitive process in the item consisted of cognitive process of understanding (35,14%) and applying (64,86%), the knowledge composition consisted of conceptual knowledge (35,14%) and procedural (64,86%). The analysis result of the content validity, multiple choice test, short answer, and essay with the accordingly percentages 96%, 90%, and 80% had fulfilled the criteria of good test. The analysis result of the contruct validity and face validity, multiple choice test, short answer, and essay with the accordingly percentages 92%, 90%, and 80% had fulfilled the criteria of good test. The empirical result analysis showed that the validity level of the item of multiple choice and short answer were dominant in fair category, the essay were dominant in high category, the coefficient reliability of multiple choice, short anwer question, and essay were accordingly 0,62; 0,50; 0,63, the distractor of multiple choice, short answer, and essays were dominant in fair category, the difficulty level of the multiple choice, short answer, and essay were dominant in fair category.
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT (TGT) ON LEARNING MOTIVATION AND THE ABILITY OF MATHEMATICAL PROBLEM SOLVING AT SMPN 1 WATES Nuryadi Nuryadi
AlphaMath : Journal of Mathematics Education Vol 2, No 1 (2016)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v2i1.212

Abstract

ABSTRACT This study was a quasi-experimental study employing the pretest-postest nonequivalent control group design. This study used two groups: experimental group and control group. The research population comprised all year VIII students of SMPN 1 Wates consisting of seven classes. The sample selected by purpose sampling as much two classes that are VIIID and VIIIG. Mathematics instructions in VIIIG used the TGT model and that in VIIID used the conventional model. The data collecting instruments were a questionnaire of students’ learning motivation and test of mathematics problem solving abilities. To know whether there was a different effect between the group taught using the TGT that taught using model and conventional model, the researcher applied the manova test and the dependent sample was tested in order to observe the variable that contributed to the differences. The research results show that (1) there are significant differences in the TGT model and conventional model in terms of learning motivation and mathematics problem solving abilities of the students of SMPN 1 Wates, (2) the TGT model has a positive effect in terms of learning motivation and mathematics problem solving abilities of the students of SMPN 1 Wates. KEY WORDS: Teams Games Tournament (TGT) model, motivation to learn, mathematics problem solving abilities
PENGARUH PEMBELAJARAN BERBASIS MASALAH DENGAN STRATEGI THINK TALK WRITE TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DAN SELF EFFICACY SISWA Dita Lusiana; Eka Setyaningsih
AlphaMath : Journal of Mathematics Education Vol 4, No 2 (2018): Journal of Mathematics Education
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v4i2.7358

Abstract

The purpose of this research is to find: 1). Student's achievement in mathematics representation ability who followed the learning process using Think, Talk, Write strategy; 2).  Student's achievement in self-efficacy who followed the learning process using Think, Talk, Write strategy; 3). Whether a student's achievement in mathematics representation ability who followed the learning process using Think, Talk, Write strategy is better than a student who followed a direct learning process; 4). Whether a student self-efficacy who followed the learning process using Think, Talk, Write strategy is better than a student who followed a direct learning process.The population of this research is a whole of the 8thgrade students from Junior High Schools from Purbalingga. The sampling process is determined by a cluster random sampling technique so that the research can obtain the experiment class in which learning proses are using the TTW strategy with 71,81 rate, meanwhile, students who are following direct learning are around 62,94. Based on the student self-efficacy questionnaire who followed learning process with the TTW strategy are 74,37 rate, meanwhile students who are following direct learning are around 66,37. The data analysis using independent sample T-Test to test one right side. The result of the research shows that student's achievement in mathematics representation ability who followed the learning process using the TTW strategy is better than a student who followed a direct learning process. Student self-efficacy who followed the learning process using the TTW strategy is better than a student who followed a direct learning process.
MENINGKATKAN PARTISIPASI AKTIF MAHASISWA PADA MATA KULIAH ANALISIS KURIKULUM DAN MATERI PEMBELAJARAN MATEMATIKA I DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENTS TEAM-ACHIEVEMENT DIVISION (STAD) Anggit Prabowo; Sunaryo Sunaryo
AlphaMath : Journal of Mathematics Education Vol 1, No 1 (2015)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v1i1.202

Abstract

Tujuan penelitian ini adalah untuk meningkatkan partisipasi aktif mahasiswa pada mata kuliah Analisis Kurikulum dan Materi Pembelajaran Matematika I dengan menggunakan model pembelajaran kooperatif tipe StudentsTeam-Achievement Division (STAD). STAD adalah salah satu tipe pembelajaran kooperatif dengan langkah-langkah meliputi Presentasi kelas, pembagian tim/kelompok, kuis, menentukan skor kemajuan siswa, dan rekognisi tim. Penelitian ini merupaka penelitian tindakan kelas. Subjek penelitian adalah mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan tahun ajaran 2014/2015 yang menempuh mata kuliah Analisis Kurikulum dan Materi Pembelajaran Matematika I. Objek penelitian meliputi seluruh proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe STAD dan partisipasi aktif mahasiswa pada mata kuliah Analisis Kurikulum dan Materi Pembelajaran Matematika I. Instumen penelitian meliputi peneliti, lembar observasi, dokumentasi, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan partisipasi aktif mahasiswa dalam mata kuliah Analisis Kurikulum dan Materi Pembelajaran Matematika I. Hal ini ditunjukkan dengan peningkatan skor keaktifan mahasiswa dari 36,81 pada siklus I menjadi 44,38 pada siklus II dari skor maksimal 50. Kata kunci: Students Team-Achievement Division (STAD), partisipasi aktif, analisis kurikulum dan materi pembelajaran matematika I
KESALAHAN JAWABAN TES TRIGONOMETRI MAHASISWA PENDIDIKAN MATEMATIKA SEMESTER PERTAMA Anton Jaelani
AlphaMath : Journal of Mathematics Education Vol 3, No 2 (2017)
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jme.v3i2.2750

Abstract

Trigonometry was one of the basic topic used for learning advance mathematics. Lecturer borteacher and students often faced difficulties when they learned trigonometri and answeredtrigonometric exercises, moreover when they solved trigonometric problem. This articledescribed the undergraduate students unnecessary mistakes of trigonometric exercises. Theconjectures of mistakes was created based on students mistakes in learning trigonometry. Datacollection conducted from students test result. Data reduction, data display, and conclusiondrawing was used to analyze the data. Test result choosed analyzed based on the conjecturescreated. Research found nine students unnecessary mistakes of the trigonometric exerciseanswer agreed with the conjectures. These were student uncared place of quadrant, studentsgot accidently exchange formula, students created table to help them drawing trigonometricfunction graph, students drew trigonometric function graph in a straight line manner, studentsdid not add period in solution of trigonometric equation, students did not operate to all of thepart of equation, students applied distribution in a wrong place, students applied uncorrectformula, students did not connect between trigonometry other concept in mathematics.Keyword: Trigonometry, Unnecessary Mistake, Students Answer.
Penerapan Model PJBL Untuk Meningkatkan Keterampilan Proses dan Hasil Belajar Matematika Materi Bangun Ruang Sisi Datar Kelas VIII C SMP Negeri 4 Sumbang Semester 2 Tahun Pelajaran 2016/2017 Theresia Warsini
AlphaMath : Journal of Mathematics Education Vol 5, No 1 (2019): Journal of Mathematics Education
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v5i1.7349

Abstract

The results of learning mathematics at SMPN 4 Sumbang are still low. This is caused by the factors of students who are less active, lazy, and easily bored, while teachers who have difficulty learning students, but students who do not like to learn mathematics. Therefore it is necessary to improve learning outcomes so that researchers apply the PjBL (Project Based Learning) model to enhance the process skills and mathematics learning outcomes of flat side space material. The research objective to be achieved is to find out whether the PjBL learning model can improve the learning process and the learning outcomes of mathematics in flat side space. This research is a Classroom Action Research. Learning tools, namely syllabus, lesson plans, teaching materials, and worksheets. While the research instrument is the description test and observation sheet. The subjects of the research were the students of class VIII C of SMP N 4 Sumbang with 22 students. The study was conducted in February through June 2017. The subject and time of the study were chosen because the researcher taught in the class, and the implementation time was adjusted to the lesson schedule. The research procedure begins with a discussion of the problem, planning of the action, implementing the action and observation, as well as analysis and reflection. The results of research that can answer the problem formulation achieve research objectives and prove research hypotheses about the application of the PjBL learning model can improve the process skills and learning outcomes of mathematics material in the scope of class VIII C students of SMP N 4 Sumbang 2016/2017 school year. This situation is proven by the results of the first cycle of highly competent students as much as 18%, cycle II as much as 45% and cycles III as much as 55%. Student learning outcomes on average 63.64 in the first cycle, 68.73 in the second cycle, and increased again to 75.27 at the end of the third cycle. From these results, it was agreed by the teacher to develop the PjBL learning model in the material that would be presented later to improve student learning outcomes. In contrast, students appreciate enhancing the learning process when learning and better prepare themselves before the learning process begins.
Proses Pemecahan Masalah Matematika Ditinjau dari Gaya Belajar Siswa Anggelia Willia; Pradipta Annurwanda; Rizki Nurhana Friantini
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 6, No. 2, November 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v6i2.8165

Abstract

The purpose of this study was to find out the description of the problem solving process in each type of learning style for grade X of MIPA B students in SMA Negeri 1 Ngabang in Academic Year 2019/2020, Landak Regency. This research is a qualitative research. The subjects in this study were 6 (six) students of grade X MIPA B of SMA Negeri 1 Ngabang. The selection of research subjects is based on a purposive sampling technique. Data analysis techniques used in this study are data reduction, data display, and conclusion drawing / verification. The results of this study indicate that 1) students with visual learning styles are able to understand problems well, are able to make easy and simple settlement plans so that they can do calculations correctly, and can re-examine the results of answers by re-reading the questions and the results of the answers, 2) students with the auditory learning style able to understand the problem well, able to make an easy solution to the plan, can do the calculations correctly, and can re-examine the results of the answers by re-reading the questions and the results of the answers, 3) students with kinesthetic learning styles are able to understand the problem but have not been able to make plans and carry out plans so that it is difficult to do the calculations correctly and at the stage of re-checking the results kinesthetic students can reexamine the results of the answers by rereading the questions and the results of the answers.

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