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ETHNOMATHEMATICS IN THE RADAP RAHAYU DANCE AND ITS IMPLEMENTATION IN MATHEMATICS LEARNING Muhamad Sabirin; Muh. Fajaruddin Atsnan; Siti Hilaliyah
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.19254

Radap Rahayu dance is an original dance from South Kalimantan, Indonesia. This dance is a cultural heritage of Banjar, South Kalimantan. It has ethnomathematics potential that needs to be studied. The study aimed to explore the ethnomathematics aspects of the Radap Rahayu dance. The subjects of this research were Banjarmasin cultural figures and artists, dance lecturers and dance teachers The four focuses of this ethnographic research are, finding the mathematical concepts in the movement, musical instrument accompaniment, clothing, and ethnomathematics implementation of the Radap Rahayu Dance in mathematics learning. Data collection techniques using Focus Group Discussion with observation, interviews, and elaboration of the three research subjects. The data analysis technique refers to Miles and Huberman, with data validity using source triangulation. The research results show four things. First, there is a concept of counting, measurement, reflection, circles, and triangles in the Radap Rahayu dance movements/varieties. Second, there is a concept of symmetry, a circle, and an integral symbol on the musical instrument accompanying the Radap Rahayu Dance. Third, there is a concept of a triangle, symmetry, parallel lines, a circle, and dilatation in the costume of Radap Rahayu Dance. And, the implementation of the ethnomathematics aspects of the Radap Rahayu Dance in Mathematics Learning is found in the student module and Worksheets, which contain project-based activities making mathematics more meaningful and fun. Keywords: Ethnomathematics, Radap Rahayu Dance, Mathematics Learning

PENGARUH KEMANDIRIAN BELAJAR DAN PERAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMK TAMANSISWA MOJOAGUNG Nur Wahida Putri; Nova Ergi Ananda; Nurwiani Nurwiani; Jauhara Dian Nurul Iffah; Ama Noor Fikrati
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21745

Abstrak: Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh kemandirian belajar dan peran orang tua secara simultan terhadap hasil belajar matematika. Metode penelitian ini yaitu kuantitatif yang dilakukan pada siswa SMK Tamansiswa Mojoagung, Jombang, Jawa Timur. Peneliti juga menggunakan menggunkan model regresi linier berganda untuk memodelkan nilai hasil belajar siswa (sebagai variabel terikat) yang dipengaruhi oleh pengaruh kemandirian belajar dan peran orang tua (sebagai variabel bebas). Sebanyak 32 siswa XI TKJ SMK Tamansiswa Mojoagung sebagai sampel yang dipilih dengan metode Purposive sampling. Penelitian ini berbentuk regresi linier berganda. Model regresi linier berganda yang robust yaitu model regresi yang memenuhi uji prasyarat normalitas, linieritas, heteroskedastis, multikolinearitas, outlier dan autokorelasi. Pengujian hipotesis pada penelitian ini menggunakan uji t, uji F, adjusted r square dan koefisien determinasi. Hasil penelitian ini menyatakan secara simultan kemandirian belajar dan peran orang tua tidak berpengaruh terhadap hasil belajar matematika siswa SMK Tamansiswa Mojoagung yang didukung oleh rendahnya nilai adjusted r square sebesar 8,4%. Model regresi yang diperoleh yaitu dengan Y adalah hasil belajar, X1 adalah kemandirian belajar, dan X2 adalah peran orang tua.Kata kunci: kemandirian belajar, peran orang tua, hasil belajar matematika. Abstract: This study aimed to determine whether there is a simultaneous influence of learning independence and parental involvement on students' mathematics learning outcomes. The research was quantitative and conducted at SMK Tamansiswa Mojoagung, Jombang, East Java. The researcher utilized a multiple linear regression model to analyze students' academic performance (as the dependent variable) as influenced by learning independence and parental involvement (as independent variables). A total of 32 students from Grade XI TKJ at SMK Tamansiswa Mojoagung were selected as the sample using purposive sampling. This research employed a multiple linear regression approach. A robust multiple-linear regression model refers to one that meets the assumptions of normality, linearity, homoscedasticity, multicollinearity, absence of outliers, and autocorrelation. Hypothesis testing in this study was conducted using t-tests, F-tests, adjusted R-squared, and the coefficient of determination. The study's results indicate that learning independence and parental involvement do not significantly affect students' mathematics learning outcomes at SMK Tamansiswa Mojoagung. This conclusion is supported by a low adjusted R-squared value of 8.4%. The resulting regression model is Y = 1.545 + 0.062X₁ - 0.066X₂, where Y represents the learning outcome, X₁ denotes learning independence, and X₂ denotes parental involvement. Keywords: learning independence, parental involvement, mathematics learning outcomes.

KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BERSTANDAR PISA KONTEN UNCERTAINTY AND DATA Nurhadida Nurhadida; Dede Suratman; Edy Yusmin; Hamdani Hamdani
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.19558

Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 29 siswa kelas IX SMP Negeri 3 Pontianak, dan data berasal dari tes kemampuan representasi matematis serta wawancara dengan siswa kelas IX SMP Negeri 3 Pontianak. Secara keseluruhan, hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data masih rendah, dengan persentase pencapaian sebesar 35,06%. Berdasarkan indikator representasi matematis, hasil penelitian menunjukkan bahwa: (1) kemampuan representasi visual siswa dikategorikan rendah dengan persentase pencapaian sebesar 16,75%, (2) kemampuan representasi verbal siswa dikategorikan sedang dengan persentase pencapaian sebesar 64,62%, dan (3) kemampuan representasi simbolik siswa dikategorikan rendah dengan persentase pencapaian sebesar 23,75%. Analisis data menunjukkan bahwa siswa mengalami kesulitan dalam memahami konteks soal, membaca data secara visual, dan memahami simbol-simbol matematis yang digunakan dalam soal tersebut. Hasil penelitian ini memberikan pemahaman mendalam tentang kemampuan representasi matematis siswa dalam menyelesaikan masalah standar PISA pada konten uncertainty and data, serta dapat menjadi dasar untuk pengembangan strategi pembelajaran yang lebih efektif dalam meningkatkan kemampuan tersebut. Kata kunci: Kemampuan Representasi Matematis, Soal Berstandar PISA, Konten Uncertainty and data Abstract: This research aimed to describe the mathematical representation skills of students in solving PISA standard problems on the content of uncertainty and data. The research method used is descriptive with qualitative research. The research subjects consisted of 29 students from the ninth grade of SMP Negeri 3 Pontianak, and the data was sourced from tests of mathematical representation skills as well as interviews with students of the ninth grade of SMP Negeri 3 Pontianak. Overall, the study results showed that students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data were still low, with a percentage of achievement of 35.06%. Evaluation of mathematical representation indicators showed that: (1) students' visual representation skills were classified as low with a percentage achievement of 16.75%, (2) students' verbal representation skills were classified as moderate with a percentage achievement of 64.62%, and (3) students' symbolic representation skills were classified as low with a percentage achievement of 23.75%. Data analysis showed that students had difficulties understanding the problem's context, reading data visually, and understanding the mathematical symbols used in the problem. The results of this research provide an in-depth understanding of students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data. Additionally, it can serve as a foundation for developing more effective teaching strategies to enhance these skills. Keywords: Mathematical Representation Skills, PISA Standard Problems, Uncertainty and Data Content

PENGEMBANGAN E-MODUL BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) PADA MATERI ALJABAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMP Satriana Nurisyah Endarwati; Fitriani Nur; Mardhiah Mardhiah; Suharti Suharti; Badaruddin Baharuddin
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.21878

Penelitian ini bertujuan untuk mengembangkan E-Modul berbasis Realistic Mathematics Education (RME) yang memenuhi kriteria valid, praktis, dan efektif. Penelitian ini adalah penelitian pengembangan (Research & Development) dengan menggunakan model ADDIE. Uji coba produk dilakukan pada kelas VII-6 dengan 29 siswa sebagai sampel. Instrumen penelitian yang digunakan yaitu lembar validasi, observasi keterlaksanaan e-modul, angket respon guru, observasi aktivitas siswa, angket respon siswa, angket minat belajar, dan tes hasil belajar. Analisis data menggunakan analisis kevalidan, kepraktisan, dan keefektifan e-modul. Hasil dari penelitian ini menunjukkan bahwa pengembangan e-modul berbasis RME menggunakan model pengembangan ADDIE dimulai dengan identifikasi masalah siswa, sekolah, dan kurikulum, dilanjutkan dengan desain e-modul sesuai kebutuhan siswa, divalidasi, dan diimplementasikan dalam pembelajaran, serta dievaluasi kualitasnya. Hasil validasi menunjukkan e-modul sangat valid dengan skor 3,8. Kepraktisan e-modul dinilai dari angket respon guru (98%) dan observasi keterlaksanaan (1,75), yang menunjukkan e-modul praktis. Keefektifan e-modul ditunjukkan oleh angket respon siswa (86%), observasi aktivitas siswa (75%), angket minat belajar (85%), dan tes hasil belajar (72,41%), sehingga e-modul dinyatakan efektif. Oleh karena itu e-modul berbasis (RME) dapat dinyatakan valid, praktis, dan efektif. Kata Kunci: E-Modul, Realistic Mathematics Education, ADDIE, Hasil Belajar Abstract: This study aims to develop an e-module based on Realistic Mathematics Education (RME) that meets the criteria of validity, practicality, and effectiveness. This research is a development research (Research & Development) using the ADDIE model. The product trial was conducted in grades VII-6 with 29 students as samples. The research instruments used were validation sheets, e-module implementation observations, teacher response questionnaires, student activity observations, student response questionnaires, learning interest questionnaires, and learning outcome tests. Data analysis used validity, practicality, and effectiveness analysis of the e-module. The results of this study indicate that the development of an e-module based on RME using the ADDIE development model begins with the identification of student, school, and curriculum problems, followed by the design of the e-module according to student needs, validated, and implemented in learning, and evaluated for its quality. The validation results show that the e-module is very valid with a score of 3.8. The practicality of the e-module is assessed from the teacher response questionnaire (98%) and implementation observations (1.75), which indicate a practical e-module. The effectiveness of the e-module is demonstrated by the student response questionnaire (86%), student activity observation (75%), learning interest questionnaire (85%), and learning outcome test (72.41%), so that the e-module is declared effective. Therefore, the e-module based on (RME) can be declared valid, practical, and effective. Keywords: E-Module, Realistic Mathematics Education, ADDIE, Learning Outcomes

PENGARUH STRATEGI REACT BERBASIS MASALAH TERBUKA DAN ADVERSITY QUOTIENT (AQ) TERHADAP KEMAMPUAN KONEKSI MATEMATIS Yasmin Aulia; Abdul Muin; Dedek Kustiawati
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.21522

Strategi pembelajaran REACT (Relating, Experiencing, Applying, Cooperating, Transferring) merupakan salah satu strategi belajar yang direkomendasikan untuk meningkatkan kemampuan koneksi matematis serta mendukung siswa untuk menghubungkan antara konsep, prosedur, topik matematika, dan kehidupan sehari-hari. Tujuan penelitian ini adalah untuk menganalisis pengaruh strategi pembelajaran REACT berbasis masalah terbuka dan tipe Adversity Quotient (AQ) siswa terhadap kemampuan koneksi matematis siswa. Penelitian ini menggunakan metode kuasi eksperimen dengan posttest-only control group design. Sampel penelitian diambil dari populasi siswa kelas X SMA Negeri di Tangerang Selatan dengan teknik cluster random sampling. Instrumen yang digunakan meliputi tes kemampuan koneksi matematis serta angket Adversity Response Profile (ARP). Data dianalisis menggunakan uji ANAVA dan menunjukkan bahwa: (1) strategi pembelajaran REACT berbasis masalah terbuka berpengaruh terhadap kemampuan koneksi matematis siswa, (2) tipe Adversity Quotient (AQ) berpengaruh terhadap kemampuan koneksi matematis siswa, dan (3) tidak terdapat interaksi antara strategi pembelajaran REACT dengan tipe Adversity Quotient (AQ) terhadap kemampuan koneksi matematis siswa. Temuan penelitian mengungkapkan bahwa pengaruh Adversity Quotient (AQ) lebih besar dari pengaruh strategi pembelajaran dengan kelompok siswa tipe AQ climbers menjadi kelompok yang memiliki kemampuan koneksi matematis tertinggi. Kata kunci: Strategi REACT, Masalah Terbuka, Kemampuan Koneksi Matematis, Adversity Quotient (AQ). Abstract: The REACT learning strategy (Relating, Experiencing, Applying, Cooperating, Transferring) is one of the recommended approaches to enhance students' mathematical connection skills and support them in linking concepts, procedures, mathematical topics, and real-life experiences. This study aimed to examine the effect of the REACT learning strategy based on open-ended problems and students’ Adversity Quotient (AQ) types on their mathematical connection skills. This research adopts a quasi-experimental method with a posttest-only control group design. The sample was selected through cluster random sampling from 10th-grade students in public senior high schools in South Tangerang. The instruments used include a mathematical connection skills test and the Adversity Response Profile (ARP) questionnaire. Data analysis was conducted using ANOVA, revealing the following results: (1) the REACT learning strategy based on open-ended problems significantly influences students' mathematical connection skills, (2) the Adversity Quotient (AQ) type significantly affects students' mathematical connection skills, and (3) there is no interaction effect between the REACT learning strategy and Adversity Quotient (AQ) types on students' mathematical connection skills. The findings indicate that the Adversity Quotient (AQ) has a greater impact compared to the learning strategy, with students categorized as AQ climbers showing the highest mathematical connection skills. Keywords: REACT Strategy, Open Problems, Mathematical Connection Ability, Adversity Quotient (AQ).

ANALISIS KESULITAN BELAJAR MATEMATIKA PADA MAHASISWA CALON GURU MADRASAH IBTIDAIYAH: STUDI KASUS DI IAIN PONTIANAK Bagus Bagus
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21406

Abstrak: Penelitian ini dilakukan di Prodi PGMI IAIN Pontianak dengan tujuan untuk mengetahui karakteristik kesulitan belajar matematika mahasiswa dan faktor penyebab kesulitan belajar matematika mahasiswa. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian adalah studi kasus. Partisipan penelitian ini yaitu mahasiswa dan dosen. Alat pengumpulan datanya berupa wawancara mendalam dengan 3 cara yaitu wawancara langsung, wawancara melalui WhatsApp, dan wawancara gform, serta studi dokumentasi. Hasil analisis data dari penelitian menunjukkan 1) Karakteristik kesulitan belajar matematika yaitu: kesulitan membedakan angka dan simbol dalam matematika, rendahnya daya ingat mahasiswa terhadap rumus-rumus matematika, kesulitan memahami catatan sendiri, kesulitan memahami simbol-simbol matematika, kemampuan berpikir abstrak mahasiswa masih rendah, kemampuan identifikasi dalam memecahkan soal-soal matematika masih rendah. 2) Faktor penyebab kesulitan belajar matematika yaitu faktor internal dan eksternal. Faktor internal yaitu: malas belajar, kurangnya motivasi, kecemasan terhadap matematika, kurangnya pemahaman dasar matematika, lupa rumus matematika, tidak suka matematika, tidak teliti, tergesa-gesa mengerjakan tugas. Faktor eksternalnya yaitu: strategi pembelajaran, pembelajaran online, kondisi kelas yang kurang mendukung, penghambat dari teman, kurangnya penggunaan proyektor, gaya belajar yang berbeda, kurangnya praktik, keterbatasan waktu, lingkungan keluarga dan lingkungan masyarakat yang tidak mendukung. Kata kunci: Karakteristik Kesulitan Belajar, Faktor Kesulitan Belajar, Kesulitan Belajar Matematika Abstract: This research was conducted in the PGMI Department of IAIN Pontianak to identify the characteristics of student's difficulties in learning mathematics and the factors that caused these difficulties. The research used a qualitative approach with a case study research design. The participants of this research were students and lecturers. The data collection tools were in-depth interviews in 3 ways, namely direct interviews, interviews via WhatsApp, and interviews via Google form, as well as documentation studies. The results of data analysis from the study showed 1) Characteristics of mathematics learning difficulties, namely: difficulty distinguishing numbers and symbols in mathematics, low student memory of mathematical formulas, difficulty understanding their notes, difficulty understanding mathematical symbols, students' abstract thinking skills are still low, identification skills in solving mathematical problems are still low. 2) Factors causing mathematics learning difficulties are internal and external factors. Internal factors are laziness to study, lack of motivation, anxiety about mathematics, lack of basic understanding of mathematics, forgetting to calculate mathematics, not liking mathematics, not being careful, and rushing to do assignments. External factors include learning strategies, online learning, less supportive classroom conditions, inhibition from friends, lack of use of projectors, different learning styles, lack of practice, time constraints, and unsupportive family and community environments. Keywords: Characteristics of Learning Difficulties, Learning Difficulty Factors, Mathematics Learning Difficulties

TRANSISI BERHITUNG SISWA SD: BAGAIMANA REPRESENTASI CAMPURAN MENJADI TRANSISI DARI COUNTING ALL KE COUNTING ON Nanik Sulistiyah; Anton Prayitno
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.23829

Perkembangan strategi berhitung siswa sekolah dasar berlangsung bertahap dari strategi konkret menuju strategi mental yang lebih efisien. Rendahnya capaian literasi numerasi siswa Indonesia dalam PISA 2022 menegaskan perlunya memahami bagaimana anak bertransisi dari counting all menuju counting on. Penelitian ini bertujuan mendeskripsikan strategi berhitung siswa dalam operasi penjumlahan sederhana serta menjelaskan peran representasi campuran sebagai penopang transisi. Penelitian menggunakan metode kualitatif deskriptif dengan instrumen tugas penjumlahan bilangan kecil, rekaman video aktivitas siswa, dan analisis task-based clinical interview. Subjek penelitian dilaksanakan pada siswa kelas III di MI Hasyim Asari Kota Malang. Strategi berhitung diklasifikasikan menjadi counting all, counting on, dan representasi campuran. Hasil menunjukkan tiga pola utama: (1) siswa awal menghitung semua bilangan dari awal (counting all), (2) siswa mulai menggunakan bilangan pertama sebagai titik awal perhitungan (counting on), dan (3) siswa mengombinasikan penyimpanan bilangan awal secara mental dengan bantuan jari (representasi campuran). Strategi campuran terbukti berfungsi sebagai scaffolding yang menjaga jejak perhitungan dan mendukung akurasi. Temuan ini menegaskan bahwa representasi campuran tidak hanya sebagai tahap transisi, tetapi juga sebagai alat penguatan dalam berpikir matematis. Guru direkomendasikan menyediakan beragam representasi konkret seperti jari, garis bilangan, atau benda nyata untuk mempercepat transisi menuju strategi numerik yang lebih efisien. Kata kunci: strategi berhitung, counting all, counting on, representasi campuran, literasi numerasi Abstract: The development of elementary school students’ counting strategies progressed gradually from concrete strategies toward more efficient mental strategies. The low achievement of Indonesian students in numerical literacy in PISA 2022 underscored the need to understand how children transitioned from counting all to counting on. This study aimed to describe students’ counting strategies in simple addition operations and to explain the role of mixed representations as a support for the transition. The research employed a descriptive qualitative method with instruments including small-number addition tasks, video recordings of students’ activities, and analysis through task-based clinical interviews. The research subjects were third-grade students at MI Hasyim Asari, Malang City. The counting strategies were classified into counting all, counting on, and mixed representation. The results revealed three main patterns: (1) students initially counted all numbers from the beginning (counting all), (2) students began to use the first number as the starting point of calculation (counting on), and (3) students combined the mental storage of the first number with the aid of fingers (mixed representation). The mixed strategy proved to function as scaffolding that maintained calculation traces and supported accuracy. The findings confirmed that mixed representation was not only a transitional stage but also a strengthening tool in mathematical thinking. Teachers were recommended to provide various concrete representations such as fingers, number lines, or real objects to accelerate the transition toward more efficient numerical strategies. Keywords: counting strategies, counting all, counting on, mixed representation, numeracy

PENGEMBANGAN INSTRUMEN TES BERBASIS WEBSITE PADA MATERI BILANGAN BULAT DENGAN KONTEKS LINGKUNGAN LAHAN BASAH Annisa Hidayah; Hidayah Ansori; Juhairiah Juhairiah
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.22419

Instrumen tes merupakan alat ukur yang banyak dipergunakan dalam dunia pendidikan atau pelatihan. Namun, instrumen teskonvensional berbasis kertas memiliki sejumlah keterbatasan, seperti konsumsi waktu, biaya, dan kurangnya interaktivitas. Oleh karena itu, perlunya instrumen tes matematika yang memanfaatkan kecanggihan teknologi. Penelitian ini bertujuan untuk mengembangkan instrumen tes matematika berbasis website pada materi bilangan bulat dengan konteks lingkungan lahan basah untuk siswa SMP kelas VII yang valid, praktis, dan reliabel. Penelitian ini menggunakan pendekatan Research and Development(R&D) dengan model pengembangan 4D, yang mencakup tahap Define, Design, Develop, dan Disseminate. Instrumen yang dimanfaatkan dalam penelitian meliputi soal tes, lembar validasi, serta angket untuk mengukur respon guru dan siswa. Kegiatan penelitian dilaksanakan di SMP Negeri 7 Banjarmasin, dengan partisipasi 6 siswa pada tahap uji coba kelompok kecil dan 34 siswa pada tahap uji coba lapangan. Hasil penelitian menunjukkan bahwa instrumen tes yang dikembangkan diperoleh 11 dari 15 butir soal dinyatakan valid, praktis dan reliabel. Kata kunci: Istrumen Tes Berbasis Website, Bilangan Bulat, Lingkungan Lahan Basah Abstract: Test instruments are measuring tools widely used in the field of education or training. However, conventional paper-based test instruments have several limitations, such as time consumption, cost, and lack of interactivity. Therefore, there is a need for mathematics test instruments that utilize advanced technology. This study aims to develop a web-based mathematics test instrument on the topic of integers with the context of wetland environments for 7th-grade junior high school students that is valid, practical, and reliable. This research uses a Research and Development (R&D) approach with a 4D development model, which includes the Define, Design, Develop, and Disseminate stages. The instruments used in the study included test questions, validation sheets, and questionnaires to measure teacher and student responses. The research activity was carried out at SMP Negeri 7 Banjarmasin, with the participation of 6 students in the small group trial stage and 34 students in the field trial stage. The results of the study showed that the assessment developed obtained 11 out of 15 questions was declared valid, practical and reliable. Keywords: Website Based Test Instrument, Integer, Wetland Environment

META SINTESIS: PENALARAN MATEMATIS MELALUI PENDEKATAN OPEN-ENDED Ulya Ulfiyati; Mariani Scolastika; Isnaini Rosyida; Emi Pujiastuti; Mulyono Mulyono
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21046

Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan pendekatan open-ended terhadap peningkatan kemampuan penalaran matematis siswa. Penjelasan tersebut menunjukkan pentingnya melakukan meta-sintesis secara komprehensif tentang pengaruh pendekatan open-ended untuk meningkatkan kemampuan penalaran matematis secara keseluruhan, jelas, dan mendalam. Metode penelitian ini adalah penelitian dengan jenis meta analisis, dimana peneliti akan merangkum data penelitian, mereview, dan menganalisis data penelitian dari beberapa hasil penelitian yang sudah ada sebelumnya. Hasil penelitian ini adalah pendekatan open-ended terbukti efektif dalam meningkatkan kemampuan penalaran matematis, yang ditinjau dari 4 indikator yaitu, mengajukan dugaan, melakukan manipulasi matematika, memberikan kesimpulan, menyusun bukti, memberikan alasan atau bukti terhadap beberapa solusi, serta memeriksa kesahihan dari pernyataan. Kata kunci: Penalaran Matematis, Open-ended, Meta Sintesis. Abstract: This research aimed to describe an open-ended approach to improving students' mathematical reasoning abilities. This explanation shows the importance of conducting a comprehensive meta-synthesis regarding the influence of the open-ended approach to improving overall, transparent and in-depth mathematical reasoning abilities. This research method is meta-analysis type research, where researchers will summarize research data, review and analyze data from several previously existing research results. The results of this research are that the open-ended approach is proven to be effective in improving mathematical reasoning abilities, which are viewed from 4 indicators, namely, making conjectures, carrying out mathematical manipulations, providing conclusions, compiling evidence, providing reasons or evidence for several solutions, and checking the validity of statements. Keywords: Mathematical Reasoning, Open-ended, Meta Synthesis.

ANALYZING THE NEEDS OF ENGLISH FOR MATHEMATICS TEACHING MATERIALS IN FACILITATING PROJECT-BASED LEARNING: STUDENTS’ AND LECTURERS’ PERSPECTIVES Miftah Al Farhan; Iin Ariyanti
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.20784

Teaching English for Mathematics aims to develop English language skills within mathematical concepts. Currently, learning resources for English for Mathematics using the Project-Based Learning (PjBL) approach are still very limited. Therefore, this study aimed to obtain a comprehensive overview of the needs of students and lecturers for instructional materials in English for Mathematics that are designed to support the implementation of PjBL. This study employed a mixed-methods approach to collect both quantitative and qualitative data. The quantitative data consists of a needs analysis conducted through interviews with two lecturers who teach the course, while the qualitative data was gathered through a needs analysis questionnaire completed by 42 students from three different universities. The interview results revealed that lecturers expect instructional materials that thoroughly cover all stages of PjBL, including school-level mathematics content, problem-solving tasks, the eight teaching skills, interactive media, as well as control cards and assessment rubrics. The student questionnaire results indicated that although 90.7% of respondents were enthusiastic about the course, 41.8% acknowledged facing challenges, including mathematical vocabulary in English, pronunciation of mathematical symbols, and planning and delivering lessons in English. Most students (72.1%) received a video project as their course assessment. This project enhanced their confidence, speaking abilities, and comprehension. Students suggested that the course should be interactive, creative, and focused on improving their English mathematical vocabulary. Keywords: English for mathematics, project-based learning, needs analysis

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Contact Name
Chairil Faif Pasani

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chfaifp@ulm.ac.id

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-

Journal Mail Official
edu.mat@ulm.ac.id

Editorial Address
Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Chairil Faif Pasani

Contact Email chfaifp@ulm.ac.id

Phone -

Journal Mail Official edu.mat@ulm.ac.id

Editorial Address Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location Kota banjarmasin, Kalimantan selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Chairil Faif Pasani

Contact Email
chfaifp@ulm.ac.id

Phone
-

Journal Mail Official
edu.mat@ulm.ac.id

Editorial Address
Ruang Prodi Pendidikan Matematika Gedung FKIP ULM Banjarmasin Jalan Brigjen H. Hasan Basri, Kayu Tangi, Banjarmasin, Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA