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AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika
Published by Universitas Ahmad Dahlan
ISSN : 23558199     EISSN : 27755746     DOI : https://doi.org/10.12928/admathedust.v11i2.28824
Core Subject : Education,
Mathematics
The aim of the Ahmad Dahlan Mathematics Education Students (AdmathEduSt), p-ISSN 2355-8199, e-ISSN 2775-5746, is to provide an academics forum for the sharing, dissemination, and discussion of result research, experience, and perspectives across a wide range of mathematics education, applied Mathematics and Mathematical Sciences. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes but is not limited to the following topics: ICT, desaign/development reserach, mathematics ability, affective in mathematics education, etc. Research in applied mathematics includes Mathematics Modelling, Numerical Methods, graphs and Combinatorics Statistics, and research in mathematics science are Geometry, Algebra and analysis.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 9, No 4 (2022)" : 5 Documents clear
Etnomatematika Pada Budaya Cilacap Sebagai Sumber Belajar Matematika Efik Afifah Slamet; Maria Ulpah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v9i4.25010

Abstract

Penelitian ini dilatarbelakangi oleh kurangnya kesadaran masyarakat bahwa dalam budaya Cilacap mengandung unsur etnomatematika sebagai sumber belajar matematika. Dimana etnomatematika merupakan pembelajaran matematika yang berkaitan dengan budaya, yang bertujuan untuk mengetahui hal-hal apa saja yang terkait dengan konsep matematika pada budaya khususnya budaya Cilacap. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan menggunakan metode penelitian deskriptif kualitatif, dimana pengambilan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Analisis dan keabsahan data yang dilakukan dengan cara triangulasi. Hasil penelitian ini bahwa dalam budaya Cilacap mengandung unsur etnomatematika sebagai sumber belajar matematika seperti pada permainan tradisional engklek yaitu pada papan permainan (persegi), gaco (lingkaran, layang-layang, persegi panjang, segitiga), aturan permainan (logika matematika), hom pim pa sebelum permainan dimulai (peluang). Kerajinan tangan anyaman bambu yaitu pada irig (lingkaran), kipas (persegi), kocok (lingkaran, persegi), kukusan (kerucut). Rumah adat bernama bandung tikelan yaitu pada atap rumah (limas), langit-langit/plafon rumah (persegi panjang), ragam bentuk atap (trapesium), ventilasi (segitiga, lingkaran), dinding rumah terbuat dari susunan kayu (persegi panjang). Rebana, yaitu pada tam (lingkaran), bass (tabung). dan Karawitan yaitu pada setiap pukulan alat musik yang memiliki ketukan mengandung konsep pola bilangan aritmatika. Tidak hanya unsur etnomatematika pada budaya yang melekat pada berbagai tradisi tersebut juga terdapat unsur aktivitas etnomatematika seperti aktivitas menghitung, aktivitas mengukur, aktivitas merancang bangun, dan  aktivitas bermain. 
LEVEL TAXONOMIC STRUCTURE OF OBSERVED LEARNING OUTCOME (SOLO) BASED ON UNDERSTANDING OF STUDENTS' MATHEMATICS CONCEPTS AT MTS AL-ITTIHAAD MA’ARIF NU 1 PURWOKERTO BARAT Ibrahim Ibrahim
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v9i4.25139

Abstract

The SOLO taxonomy is used to determine the students' conceptual understanding ability when solving mathematical problems based on criteria/levels. Understanding the concept is a learning process that must be achieved by students. This study aims to analyze students' understanding of mathematical concepts based on the SOLO taxonomy on set material at Mts Al-Ittihaad Ma'arif Nu 1 Purwokerto Barat. The research method used in this thesis is descriptive qualitative. The results showed that students' understanding of mathematical concepts based on the SOLO taxonomy on the set material, in the category of low concept understanding students were on the prestructural level SOLO taxonomy indicators. Because students only have little information and do not form a unified concept so that students cannot complete the given task correctly. In the category of medium concept understanding, students are in the SOLO taxonomy indicators at the unistructural level and the multistructural level. At the unistructural level students have been able to use single information and use a solving process to solve problems and form a unified concept. At the multistructural level students can use some information separately, and can make some relationships from some of this information. In the category of high concept understanding, students are at the relational level SOLO taxonomy indicators. At this level students are able to connect some of the existing information and then apply the concept to real problems.
PENGARUH STRATEGI PEER INSTRUCTION DAN SCAFFOLDING TERHADAP PEMAHAMAN KONSEP SISWA PADA PEMBELAJARAN MATEMATIKA DI KELAS X SMA Suharmita Suharmita
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v9i4.25268

Abstract

Tujuan penelitian adalah untuk mengetahui adanya pengaruh strategi pembelajaran peer instruction dan scaffolding terhadap pemahaman konsep peserta didik pada pembelajaran matematika serta untuk mengetahui adanya interaksi antara strategi peer instruction dan scaffolding terhadap pemahaman konsep peserta didik pada pembelajaran matematika. populasi dalam penelitian ini adalah seluruh siswa kelas X IPA SMA Negeri 1 Bilah Hulu tahun ajaran 2020/2021. Metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen (quasy experimental) dengan rancangan post-test only control group design. Pada penelitian ini menggunakan dua kelas yaitu satu kelas sebagai kelas eksperimen satu dan satu kelas sebagai kelas eksperimen dua. Berdasarkan hasil penelitian yang diuji dengan ANOVA pemahaman konsep dari kelas eksperimen satu dan kelas eksperimen dua disimpukan bahwa: 1) memperoleh signifikan sebesar 0,233, signifikan > 0,05 yang artinya diterima atau tidak terdapat pengaruh dari salah satu strategi yang digunakan. Hasil uji tidak berpengaruh dikarenakan kedua strategi mengahasilkan nilai pemahaman konsep yang baik untuk masing-masing kelas eksperimen. 2) memperoleh signifikan sebesar 0,610 > 0,05 artinya diterima atau tidak terdapat interaksi antara strategi pembelajaran peer instruction dan scaffolding dengan kemampuan pemahaman konsep tinggi dan rendah terhadap pemahaman konsep peserta didik..
Application of Bruner's Theory in Cube and Block Mathematics Learning at MTs Ma'arif NU Patikraja, Banyumas Regency Candra Wahid; Ifada Novikasari
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v9i4.25182

Abstract

This study aims to describe the stages of Bruner's theory in mathematics learning at MTs Maárif NU Patikraja Banyumas in the 2021/2022 academic year. In addition, this study also has the aim of knowing the success and difficulties during learning using Bruner's theory.Because in the application of Bruner's theory, learning will be active, effective, and skilled. Researchers have an interest in researching how to apply Bruner's theory to mathematics learning at MTs Maárif NU Patikraja.This thesis research belongs to the type of descriptive qualitative research, where researchers carry out research directly in the field to conduct research on objects and subjects at MTs Maárif NU Patikraja. In conducting the research, the researcher used data collection techniques by means of observation, interviews, and documentation.With this study, it will be known that mathematics teachers in carrying out mathematics teaching and learning activities, especially building cubes and blocks using Bruner's theory, in Bruner's theory there are three stages including (1) Enactive Phase (2) Iconic Phase (3) Symbolic Phase. The application of the theory has been applied by teachers for 2 years. That way the teacher is able to invite students to be creative and improve understanding or memorizing building spaces.  
PENGEMBANGAN MODUL MATEMATIKA BERBASIS PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL KELAS VII SMP Zainab Maudi Story; Nur Arina Hidayati
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 9, No 4 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v9i4.25354

Abstract

This study was encouraged by students’ lack of interests in Mathematics, especially in linear equations and inequalities of one variable. Students consider the materials too difficult and hard to understand, which cause them to be passive during the lesson. This study aimed to develop a cooperative learning-based Mathematics teaching module with Numbered Head Together (NHT) type on linear equations and inequalities of one variable for grade VII of Junior High School in the academic year of 2018/2019. This study is classified as Research and Development type that involved students of SMP Muhammadiyah Ngemplak and SMP Negeri 2 Prambanan as the research subjects. This study collected both quantitative and qualitative data through interview and questionnaire. The data were analyzed using quantitative analysis, which then converted into qualitative analysis using Likert scale.This study discovered that: the average score from media expert judgment was 122 points with good criteria; the average score from the material expert judgment was 117 points with good criteria; and the average score from the students’ responses was 54.13 points with good criteria. Based on the research results, the cooperative learning-based Mathematics teaching module with Numbered Head Together (NHT) type on linear equations and inequalities of one variable for grade VII of Junior High School in the academic year of 2018/2019 is proper to use.

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