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[PENGEMBANGAN BAHAN AJAR DIGITAL BERBASIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA PEMBELAJARAN MATEMATIKA (Bahan Ajar Digital Interaktif pada Materi Pertidaksamaan Nilai Mutlak Linear Satu Variabel) ]]>
<![CDATA[Artisa Indariani]]>;
<![CDATA[Surya Amami Pramuditya]]>;
<![CDATA[Siska Firmasari]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i2.3670
<![CDATA[This research motivated by the low of students’ mathematical problem-solving ability and the utilization of learning media based on technology that was not maximum. Preparation of learning materials in the form of the interactive digital module was one of the ways can overcome that problem. The method that used in this research was RnD with the design model ADDIE that was analysis, development of implementation design and evaluation with the restrictions of not doing the implementation stage. The instrument of collecting data in this research was the form of validation and the form of practicalities of the user senior high school students that has to get the material of linear inequality absolute value. The data that was taken though with statistics descriptive way. The validation result of the digital module gets ratings in the amount of 83,33% from media expert and 85,57% from a material expert. This interactive digital module was decent to use and very practical with the average percentage for students’ high cognitive ability 88,77%, medium 89,49%, and low 82,97%. Whereas the other user that was mathematics teacher give the percentage 84,78% so, according to them this digital module was very practical.]]>
<![CDATA[MEDIA PEMBELAJARAN DENGAN MACROMEDIA FLASH UNTUK MAHASISWA TINGKAT I PADA MATA KULIAH KAPITA SELEKTA MATEMATIKA DASAR ]]>
<![CDATA[Dina Pratiwi Dwi Santi]]>;
<![CDATA[Setiyani Setiyani]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i2.3666
<![CDATA[This study aims to develop learning media with macromedia flash on the subject of kapita selekta matematika dasar. The stage of learning media development is ADD (Analysis, Design, Development). Activities at the analysis stage include needs analysis and needs identification. The design phase of the researcher carried out four activities, namely collecting references, composing text, selecting media and media design. Whereas for the development stage, namely realizing the design into a product and then being assessed by two validators with 1 media expert and 1 material expert. Data collection was carried out through learning media validation sheets and data analysis techniques were carried out in a qualitative way with descriptive methods. Through the research development process, mathematics learning tools obtained in the form of valid media were 91.5%..Keywords: ADDIE, Kapita Selekta Matematika Dasar, Relasi, Fungsi ]]>
<![CDATA[PENGARUH PENERAPAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF CALON GURU MATEMATIKA DALAM MENGEMBANGKAN BAHAN AJAR MATEMATIKA ]]>
<![CDATA[Nurma Izzati]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i2.3667
<![CDATA[Penelitian ini bertujuan untuk menelaah pengaruh penerapan project based learning terhadap kemampuan berpikir kreatif calon guru matematika dalam mengembangkan bahan ajar matematika. Desain penelitian ini adalah one-shot case study. Populasi penelitian adalah seluruh mahasiswa Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon pada semester genap tahun akademik 2017/2018 dengan populasi terjangkau adalah mahasiswa jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon yang mengambil mata kuliah pengembangan bahan ajar matematika pada semester genap tahun akademik 2017/2018 yakni sebanyak empat kelas yang berjumlah 138 orang mahasiswa. Dari populasi terjangkau dipilih satu kelas sampel dengan teknik cluster random sampling, yaitu mahasiswa kelas C yang mengikuti mata kuliah pengembangan bahan ajar matematika sebanyak 35 mahasiswa. Teknik pengumpulan data menggunakan tes kemampuan berpikir kreatif dan angket respon mahasiswa terhadap penerapan project based learning. Hasil penelitian menunjukkan bahwa penerapan project based learning berpengaruh secara signifikan terhadap kemampuan berpikir kreatif guru matematika dalam mengembangkan bahan ajar matematika. Keywords: berpikir kreatif, project based learning, bahan ajar, matematika]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ADOBE FLASH UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA ]]>
<![CDATA[Ricki Yuliardi]]>;
<![CDATA[Ahmad Fajri Lutfi]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i2.3668
<![CDATA[This research produces a product of interactive math-based learning media flash CS6 to improve students' reasoning in learning mathematics. Methods used are Research and Development with (1) self evaluation, (2) prototyping (expert review, one-to-one, and small group), and (3) field test. Based on research results, then it can be concluded that the developed learning media already valid and effective in improving students' mathematical reasoning abilities. Based on field tests, there are significant differences in the average students before and after using flash, in other words learning media based adobe Flash effectively improve students' reasoning abilities in the concept of geometry.Keywords: Reasearch & Development Adobe Flash Penalaran Matematis ]]>
<![CDATA[MATHEMATICAL CRITICAL THINKING ABILITY REVIEWED FROM SELF-EFFICACY IN DISCOVERY LEARNING ]]>
<![CDATA[Ghina Nafs Nugroho]]>;
<![CDATA[Onwardono Rit Riyanto]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.4593
<![CDATA[Critical thinking skills are needed as competitive capital in the future. Critical thinking ability is the most important goal taught in mathematics learning. One of the supporting factors for students' success in mathematical critical thinking is the level of self-efficacy. This study aims to determine whether there is an increase in mathematical critical thinking skills in terms of self-efficacy in discovery learning learning. The research design used is mastered experiments using quantitative data. The population of this study was class VII Cirebon 8 Public Middle School and the sample taken was class VII B. The results showed that (1) self-efficacy students'had an average of 78.14 which was quite good. (2) Mathematical critical thinking skills of students have increased based on the results of pre-tests and p-test. (3) There is an increase in students 'critical thinking skills after learning which is viewed from self-efficacy students'.Keywords: Mathematical critical thinking ability, self-efficacy]]>
<![CDATA[MODEL TALKING STICK UNTUK MENINGKATKAN KETERAMPILAN SISWA DALAM PEMECAHANAN MASALAH ]]>
<![CDATA[Ika Novianti]]>;
<![CDATA[Riawan Yudi Purwoko]]>;
<![CDATA[Bambang Priyo Darminto]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.3222
<![CDATA[Penelitian ini bertujuan untuk menganalisis perbedaan kemampuan pemecahan masalah siswa dengan pembelajaran snowball throwing dengan talking stick antara kelompok self efficacy tinggi, sedang, dan rendah. Selain itu, peneliti juga menganalisis interaksi antara model pembelajaran terhadap kemampuan pemecahan. Penelitian ini dapat mengembangkan keterampilan siswa pada pemecahan masalah. Sampel penelitian ini adalah siswa kelas VII A dan VII B SMP, dengan metode pengumpulan data ialah angket, tes pemecahan masalah, dan dokumentasi. Analisis data yang digunakan yaitu analisis data awal dengan uji normalitas, uji homogenitas, dan uji keseimbangan. Uji hipotesis yang digunakan adalah ANAVA dua jalan sel tak sama. Berdasarkan tahapan penelitian di atas dapat disimpulkan bahwa (1) tidak ada perbedaan kemampuan pemecahan masalah siswa antara pembelajaran talking stick dengan snowball throwing, (2) ada perbedaan kemampuan pemecahan masalah antara kelompok self efficacy tinggi, sedang, dan rendah, (3) ada interaksi antara model pembelajaran dengan self efficacy siswa terhadap kemampuan pemecahan masalah]]>
<![CDATA[USING THE LEARNING OF RECIPROCAL TEACHING BASED ON OPEN ENDED TO IMPROVE MATHEMATICAL CRITICAL THINKING ABILITY ]]>
<![CDATA[Widodo Winarso]]>;
<![CDATA[Putri Hardyanti]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.4632
<![CDATA[This study aims to determine the application of reciprocal teaching approach assisted by open-ended problem questions which have implications in improving the mathematical critical thinking skills of students in class VII of SMPN 1 Weru Cirebon. This type of research is true experimental research in a randomized pretest-posttest control group design. The instruments used in this study were questionnaires and tests of students' mathematical critical thinking skills. The data analysis technique used is descriptive statistics and inferential statistical analysis with the F test (One Way ANOVA). Based on the results of the descriptive analysis, the responses of the experimental class 1 students> the response of the experimental class 2 students (76.94> 73.42), the results of the improvement in students' critical thinking skills obtained by the experimental class Gain value 1> experiment 2> control (0.65> 0 , 56> 0.48). Based on the inferential analysis, obtained Fcount > Ftable (25,213> 5,34) and Sig value <0,05, then H0 is rejected, meaning there are significant differences between the three classes. Furthermore, the Tukey's HSD test was obtained that the mean difference value of the experimental class 1> experiment 2> control. Then it can be concluded that the application of the reciprocal teaching model assisted with the open-ended problem has implications in improving the mathematical critical thinking skills of the students]]>
<![CDATA[ANALISIS BERPIKIR GEOMETRIS SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA ]]>
<![CDATA[Faiga Rahmatia]]>;
<![CDATA[Teguh Wibowo]]>;
<![CDATA[Mita Hapsari Jannah]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.3232
<![CDATA[Penelitian ini bertujuan untuk menganalisis tahapan berpikir geometris yang dimiliki oleh siswa SMA dalam menyelesaikan masalah matematika. Penelitian ini merupakan penelitian kualitatif dengan siswa kelas X yang mempunyai nilai matematika di atas rata-rata sebagai subjek penelitian. Dalam penelitian ini, peneliti menggunakan lembar masalah sebagai instrumen pendukung untuk mengetahui tahapan berpikir geometris yang dimiliki siswa. Lembar masalah berupa pertanyaan yang berfungsi untuk merangsang munculnya tahapan berpikir geometris yang dimiliki siswa. Metode pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, dokumentasi, catatan lapangan, dan lembar jawaban siswa. Teknik analisis data yang digunakan yaitu teknik analisis dari Miles & Huberman yang meliputi tiga aktivitas yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa ada suatu aktivitas yang belum masuk pada tahapan berpikir geometris menurut Van Hiele dan Musa. Aktivitas tersebut adalah menentukan rencana untuk menyelesaikan masalah matematika, dan dalam penelitian ini peneliti sebut sebagai level 1,5 yaitu mengorganisasi.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA DAN BERFIKIR KRITIS SISWA KELAS 4 SD ]]>
<![CDATA[Niken Bekti Utami]]>;
<![CDATA[Firosalia Kristin]]>;
<![CDATA[Indri Anugraheni]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.4423
<![CDATA[This study aims to improve critical thinking skills and student learning outcomes through the application of Problem Based Learning (PBL) learning models in Grade 4 Mathematics learning. This type of research is Classroom Action Research (CAR) with two cycles. The subjects of this study were 4th grade students of SDN Randuacir 02, amounting to 25 students. Data collection techniques are carried out using tests in the form of questions and non-tests in the form of rubrics. This study uses qualitative and quantitative descriptive data analysis techniques. The results of this study indicate that there is an increase in critical thinking skills and learning outcomes of 4th grade students of SDN Randuacir 02 through application using the Problem Based Learning (PBL) learning model. This is evidenced by the increase in students' critical thinking, namely in the first cycle the average value is 58.92. Whereas, in cycle 2 there was an increase in the average value of 80.28. Experiencing an increase in the completeness of students' mathematics learning outcomes in the pre-cycle stage as many as 7 students with an average value of 55.00, then increasing in the first cycle as many as 10 students with the average score of 63.52 and increasing again in cycle 2 to 22 students with an average score of 82.00Keywords: Problem Based Learning, Critical Thinking, Learning Outcomes, Mathematics]]>
<![CDATA[PERBANDINGAN KEEFEKTIFAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH ]]>
<![CDATA[Latifah Hanum]]>;
<![CDATA[Dhian Arista Istikomah]]>;
<![CDATA[Padrul Jana]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i1.3203
<![CDATA[This study aims to compare the effectiveness of Problem Based Learning (PBL) and Discovery Learning (DL) learning models concerning of problem-solving abilities of grade students of 4 Pandak Junior High School. This type of research is quasi-experiment with The Nonequivalent Posttest-Only Control Group Design. The population of this research is students grade state of 4 Pandak Junior High School. The samples for this research are students grade A and students grade B. The instruments of this research are observation, test, and documentation. Then data analysis techniques are a normality test using Kolmogorov Smirnov, homogenity test using Levene’s test, and hypothesis test use T-test with 0,05 as it significantly. The final result of this research are (1) Problem Based Learning (PBL) models in terms of students mathematical problem-solving skills is effective are students grade of 4 Pandak Junior High School, it analyzed with one sample t-test method and it shown that ); (2) Discovery Learning (DL) models in terms of students mathematical problem-solving skill is effective are students grade of 4 Pandak Junior High School, it analyzed with one sample t-test method and it shown that ; (3) There are differences between Discovery Learning (DL) learning models and Problem Based Learning (PBL) learning models and shown by the Discovery Learning (DL) learning model is more effective than Problem Based Learning (PBL) learning models in terms of problem solving abilities are students grade of 4 Pandak Junior High School. It is proved with two samples t-test method, and the result is .]]>
