Eduma : Mathematics Education Learning and Teaching
EDUMA scientific journal is a publication containing the results of research, development, studies and ideas in the field of Mathematics Education. Firstly published in 2009 and has been listed on PDII LIPI on May 10, 2012. Based on decree number 21/E/KPT/2018, EDUMA was has been accredited by Ministry of Research Technology and Higher Education since July 17th 2018 for 5 years. EDUMA Journal published by Program Studi Tadris Matematika Institut Agama Islam Negeri Syekh Nurjati Cirebon in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) twice a year, in July and December. Journal EDUMA is open to the public, researchers, academics, practitioners and observers of mathematics education.
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<![CDATA[The Effect of the Implementation of Problem-Based Learning Models on the Mathematical Literacy Ability of Grade 7^th Student’s ]]>
<![CDATA[Nasrulloh, Muhammad Farid]]>;
<![CDATA[Nurlia, Zulaikhotun]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8564
<![CDATA[The purpose of this study was to observe and analyze the effect of the problem based learning model on increasing students' mathematical literacy at MTs Al-Asy'ariyah in the 7th grade even semester. The research method used is a quasi-experimental research with a quantitative research approach. The population in this study were all 7th grade students at MTs Al-Asy'ariyahJombang City. This study used 2 groups as research subjects, namely the control group and the experimental group. The instruments in this research are using test instruments, learning media and student response questionnaires. The tests used are pretest and posttest. Analysis of the data in this study is to perform a normality test, homogeneity test and test the effectiveness of the problem based learning learning model. The results showed that the problem based learning model had a positive and significant effect on increasing students' mathematical literacy. The description of the learning model shows good results. Likewise, the description of students' mathematical literacy abilities showed good results, and the correlation value between problem based learning learning models and students' mathematical literacy levels showed a very strong significance]]>
<![CDATA[The Enhancement of Students’ Mathematical Conceptual Understanding Through RADEC Learning Model ]]>
<![CDATA[Nugraha, Trisna]]>;
<![CDATA[Prabawanto, Sufyani]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9073
<![CDATA[Students’ mathematical conceptual understanding (MCU) as major part of mathematical proficiency needs to be developed since elementary school through a didactic-pedagogical activity. One of these proficiency needs to be developed in the learning of perimeter and area of a plane geometry. The reason is students often find difficulties in understanding those concepts, especially in situations of distance learning due to COVID-19 pandemic. This study aims to investigate the achievement and enhancement of students’ MCU through RADEC learning model. This study used quasi-experimental method with non-equivalent pre-test and post-test control group design. Subjects of this research were 56 of 4th graders at one of private school in Bandung, Indonesia. This study found that there are significant differences in the achievement and enhancement of students’ MCU between students who received RADEC learning and direct learning where the RADEC learning model was higher in achieving & enhancing students’ MCU. In addition, the invention of the RADEC learning model on the achievement and enhancement of students’ MCU is in the moderate effect category with the acquisition of Hedges’ g of 0,922 in the level significant effect]]>
<![CDATA[The Effectiveness of the Polya Model Problem Solving Method on Student Learning Outcomes in Solving Math Story Problems ]]>
<![CDATA[Nasir, A. Muhajir]]>;
<![CDATA[Syartina, Syartina]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8700
<![CDATA[This study aims to determine and measure the effectiveness of the application of the Polya model problem-solving method. This research method uses experimental research with the type of research that is quantitative research with one group pretest-posttest design. The results of data analysis showed that the average pre-test of 44.66 based on the criteria of learning outcomes was in a low category while the average post-test was 83.22 which was in the high category. The average normalized gain score is 0.71 in the high category and is normally distributed for learning outcome data. Based on the t-test obtained 0,000 < ½α = 0.025, which means there is a significant increase. The post-test also showed that out of 32 students there were 30 participants (93.75%) who had achieved the KKM scores in mathematics in 11 Maros Baru Junior High School. The results of this study indicate that there is a significant increase in mathematics learning outcomes of students after being taught with the Polya Model Problem Solving method on rectangular material or it can be said that the Polya Model Problem Solving method is effectively applied to the rectangular flat figure material of mathematical story problems.]]>
<![CDATA[Comparison of Mathematics Learning Achievement in Students Admission Zoning and Non-zoning at Senior High School ]]>
<![CDATA[Agustin, Dwi Saviana Risqi]]>;
<![CDATA[Nalim, Yusuf]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9114
<![CDATA[This study aims to determine the effect of the acceptance of new students through the zoning system on mathematics learning achievement through the comparison of student achievement before going through the zoning system and through the zoning system. Quantitative research uses data on students' mathematics learning achievement scores. This study uses quantitative research to process data in the form of numbers. The data is in the form of learning achievement scores for student math. The dependent variable used is mathematics learning achievement. This study used 58 samples for students before going through zoning and 59 students through the zoning system. The analytical method used is the Mann-Whitney comparison of two unpaired samples. The results showed that the statistical value of 0.000 <0.10 with the average student admission before going through the zoning system was 82.00 and students admission through the zoning system was 78.63. Thus, the results of the study show that there is a significant difference between the mathematics learning achievement of students admission students before going through the zoning system and PPDB through the zoning system. Therefore students admission through a zoning system can affect students' mathematics learning achievement]]>
<![CDATA[Curriculum Reform in East Timor: Curriculum Mathematics Primary School ]]>
<![CDATA[Kusuma, Jaka Wijaya]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Mulyono, Mulyono]]>;
<![CDATA[Hamidah, Hamidah]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8783
<![CDATA[This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collected from the sources are the content that is analyzed. These findings suggest that some changes have been made and reflected in the implementation of the classroom, and the student-centered approach has been incorporated into the instruction. Hopefully, it will be the subject of local government discussion in determining the following education policy. On the other hand, some difficulties arise during implementation due to lack of infrastructure]]>
<![CDATA[Students’, Pre-Service Mathematics Teachers’, and In-Service Mathematics Teachers’ Perception on Calculus Learning Video ]]>
<![CDATA[Lubis, Shelly]]>;
<![CDATA[Setyaningrum, Wahyu]]>;
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Al Gafari, Muhamad Rizky]]>;
<![CDATA[Habibullah, Habibullah]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8599
<![CDATA[Calculus is a branch of mathematics that must be studied in school, especially at the high school level. One of the subjects in calculus is the application of integral on the volume of solid of revolution. The use of learning video as media can help students in a conceptual understanding of the volume of solid of revolution, which is one of the abstract objects in calculus. This article discusses the development of solid revolution learning videos' volume. It describes students' perception, pre-service mathematics teachers, and in-service mathematics teachers in the video. The subjects who participated in this study were 48 students in grade 12 in one state high school in Sambas Regency, West Borneo, 8 pre-service mathematics teachers of one of the universities in Yogyakarta, and 3 high school mathematics teachers in Sambas Regency. Data were collected by using a questionnaire consisting of several open questions. Through open questions, subjects were intended to express their ideas or opinions about the learning video. The finding showed that most respondents have positive perceptions of calculus learning video. 76,74% of students agree that the video is suitable for use at the beginning of learning this subject; all in-service mathematics teachers agree, and 75% of pre-service mathematics teachers also agree. This indicates that the learning video can be used as one of the teaching aids in the learning of solid revolution]]>
<![CDATA[Assesment Process of Mathematics Learning in Primary Schools in The COVID-19 Pandemic ]]>
<![CDATA[Veronica, Ajeng Rara]]>;
<![CDATA[Wiryanto, Wiryanto]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8962
<![CDATA[Mathematics learning in primary schools is transformed from conventional learning to online learning due to the COVID-19 pandemic. The learning process cannot be separated from the assessment process. This study aims to describe the process of assessing mathematics learning during the COVID-19 pandemic as well as the obstacles of the mathematics learning assessment process during the COVID-19 pandemic. This research is qualitative research using interviews and literature study methods. The results showed that the process of assessing mathematics learning in primary schools during the COVID-19 pandemic took place online in both the affective, cognitive, and psychomotor aspects. However, the process of assessing the affective, cognitive, and psychomotor aspects during the COVID-19 pandemic cannot be assessed in 100% real. This is due to the limitations of the teachers in monitoring the learning progress of students]]>
<![CDATA[Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis ]]>
<![CDATA[Suparman, Suparman]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Martadiputra, Bambang Avip Priatna]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.8958
<![CDATA[This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 – 2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 – 6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students’ demography that are able to moderate heterogeneity of students’ MCTS]]>
<![CDATA[Application of Problem Based Learning Model to Mathematical Thinking Ability ]]>
<![CDATA[Ernawati, Ernawati]]>;
<![CDATA[Rahmawati, Rahmawati]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9060
<![CDATA[This research is a pre-experimental research that aims to determine differences in the mathematical critical thinking skills of class VIII students of MTs Hj. Haniah before and after the application of the problem based learning model. The design of this research is quantitative research with one group pretest-posttest design, the population in this study were students of class VIII MTs Hj. Haniah with samples taken randomly or simple random sampling, namely class VIII A with a total of 21 students. The data were collected using a test of students' mathematical critical thinking skills and an observation sheet on the implementation of the learning model that has been validated by the expert. The research data were analyzed descriptively and inferential with the normality test as the prerequisite test for analysis and paired sample t-test as the hypothesis test. The results of data analysis showed that the mean pre-test was 51.9 while the post-test mean was 74.14. Based on the paired sample t-test, the significant value was 0.000<α= 0.025 . The results of this study indicate that there are differences in the mathematical critical thinking skills of class VIII students of MTs Hj. Haniah between before and after the problem-based learning model is applied to the material pattern and object navigation]]>
<![CDATA[Effectiveness of Contextual Teaching and Learning on The Ability to Mathematical Relational Understanding in Junior High School ]]>
<![CDATA[Nurhana, Fita]]>;
<![CDATA[Abdullah, Ahmad Anis]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9087
<![CDATA[The low ability of students' mathematical relational understanding is caused by the lack of student activity in learning and the lack of students' understanding of concepts and implementing concepts in real life. This study aims to determine the contextual teaching and learning model's effectiveness on students' relational understanding abilities on the prism and pyramid concept. This type of research uses a quasi-experimental research design with a non-equivalent control group design and sampling using the purposive sampling technique. The instrument used to determine the ability of relational understanding in the form of a description test is 9 questions that have been tested for feasibility. Based on statistical calculations, the experimental class average is 70.103 and the control class average is 63.25. After calculating the average difference test against the data, it is obtained tcount =1.793 and ttable=1.66. It can be concluded that the average mathematical relational understanding ability of students taught using the CTL learning model is better than that of conventional learning. Thus, it can be concluded that the Contextual Teaching and Learning (CTL) learning model is effective on students' mathematical relational understanding abilities]]>
