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.
Articles
263 Documents
<![CDATA[Development of Mathematical Learning Test For Student Groups With Linguistic Intelligence ]]>
<![CDATA[Nur Aqidah]]>;
<![CDATA[Edi Prio Baskoro]]>;
<![CDATA[Budi Manfaat]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.5386
<![CDATA[This research is motivated by the availability of mathematical learning outcomes test instruments that are in accordance with the intelligence of students are inadequate. Therefore this study aims to develop the necessary tests. The test development follows the model proposed by Djemari Mardapi, which starts from the preparation of test specifications, writing test questions, testing the test, refining the test and assembling the test in full. Learning outcomes indicators refer to the syllabus in the 2013 curriculum and combine it with indicators of linguistic intelligence which then produce specific questions for groups of students with linguistic intelligence. The results of the field trials show that the test items developed have the ideal differentiation and difficulty level. The results of the application of the test on 27 students with linguistic intelligence showed that the mathematics learning outcomes of students of class VIII linguistic intelligence in SMP Negeri 7 Cirebon had reached KKM of 70.37%. Of the 27 students there were 3 students (11.11%) included in the less category, 5 students (18.52%) which included enough categories, 15 students (55.56%) which included good categories, and 4 students (14.81%) which included very good categories. From the results of the research, it was found that dominant students with linguistic intelligence who were given tests according to linguistic intelligence tended to obtain better mathematics learning outcomes than students with other intelligences who were given similar tests]]>
<![CDATA[Development of Mathematical WorksheetsBased on Scientific Approaches for Elementary School Students ]]>
<![CDATA[Try Laksmi Juniarti]]>;
<![CDATA[Aan Subhan Pamungkas]]>;
<![CDATA[Trian Pamungkas Alamsyah]]>
<![CDATA[ Eduma : Mathematics Education Learning and Teaching Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v8i2.4174
<![CDATA[Development of Mathematical Worksheets Based on Scientific Approaches for Elementary School Students. This study aims to develop supporting teaching materials, namely student worksheets in class IV mathematics subjects, especially about the perimeter and area of square, rectangular and triangle. The type of this research is using Research and Development (RnD) that using the 4D model (Four D Model) (define, design, develop, and disseminet). The subjects of this study were 1 teacher and 25 fourth grade students at SDN Serang 02. Data in this study were collected by tests, questionnaires, and documentation. Data analysis carried out is qualitative and quantitative. The results of the study obtained an average value of expert validation with an average score of 86.5% and included a very feasible category, the average value of teacher responses to worksheets was 86.2% with a very good category and the average response value of students was 86, 1% with a very good category and an average comprehension test score of 81.4 with a very good understanding category. Based on these data it can be concluded that the mathematical worksheet oriented scientific approach can be used in learning because it is considered feasible to be used as supporting teaching material in mathematics learning and is able to facilitate students' understanding of the material " perimeter and area of square, rectangular and triangle "]]>
<![CDATA[Propositional Proofing Techniques application in Algebraic Structure Research ]]>
<![CDATA[Misri, Muhamad Ali]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5624
<![CDATA[This paper investigates proofing techniques which are used in algebraic structure research and how to apply those techniques. This paper also investigates the reasoning behind the application of the techniques and their effects. The data was collected by reviewing some algebraic structure textbooks used recently. Books reviewed were domestic and foreign books. The results of the review process were noted and documented, and then finally transcribed and coded. The review process of each book was carried out twice. The data obtained were then triangulated, to get the valid data, and eventually used for further analytical purposes. The results obtained show that not all the proofing techniques were used in the proofing process in the algebraic structure research. They tended to use the same technique in every proofing activity. This might be due to mastery of proofing techniques, preferences for certain proofing techniques, lack of information about the development of various proofing techniques. The resulting impact can be identified from the steps of proofing, meanwhile, if it is conducted using another technique, it can reduce the steps, is more acceptable also comprehensible]]>
<![CDATA[Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School ]]>
<![CDATA[Noto, Muchamad Subali]]>;
<![CDATA[Pramuditya, Surya Amami]]>;
<![CDATA[Handayani, Via Dwi]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5946
<![CDATA[The difficulty of students related to algebra arises from the lack of students' mathematical understanding and Learning Obstacle (LO). One of the LO’s experienced by students is the epistemological obstacle in the form of the limited knowledge possessed by students in mathematical concepts related to algebraic form. The purpose of this study is to explore LO related to algebra material. This research method is qualitative with the consisted of 15 students of 7th grade. The results showed that the common students could not interpret concepts and clarify the elements of algebraic forms related to variables, coefficients and constants and students could not operate and simply algebraic forms. The teacher can make pedagogical and didactic anticipations to overcome the LO.]]>
<![CDATA[The Impact of Online Learning through Students’ Mathematical Habit of Mind ]]>
<![CDATA[Widyastuti, Widyastuti]]>;
<![CDATA[Setiawati, Santy]]>;
<![CDATA[Triana, Mella]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i2.7156
<![CDATA[Online learning became one of the most popular learning strategies during the pandemic of Covid-19 in every level of education in Indonesia. This type of learning strategy certainly has an impact on developing student’s learning habit and also thinking habit. The impact of the implementation of online learning need to be measured to reveal the changes as the result of learning strategy which was adopted by the educators. This impact needs to be studied from the mathematical habit of mind as the point of view. The research method was survey research with population all students of mathematics education study program in Lampung University. Simple random sampling was used as the sampling technique to obtain 191 students in even semester of the 2019/2020 academic year as the sample.  Data collected using questionnaire which measured variables self-perception mathematical habit of mind and implementation of online learning. Data analyzed using simple linear regression on α = 5%. Based on data analysis, it can be concluded that the equation of the regression that express the relationship of self-perception mathematical habit of mind (Y) and implementasion of online learning (X) is Y = 0,246 X + 38,572 which indicates that there are significant low impact of implementation of online learning on students self-perception mathematical habit of mind  ]]>
<![CDATA[The Ability of Student Math Literation on Problem Based Learning Model ]]>
<![CDATA[Tabun, Heka M.]]>;
<![CDATA[Taneo, Prida N. L.]]>;
<![CDATA[Daniel, Farida]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.6036
<![CDATA[Students’ ability to mathematical literacy is very important in their math learning process. Less ability of mathematical literacy as students’ way of thinking, argumentation, and creating is no improvement so they face difficulties in solving math problems in their learning process related to real life. The analysis of the result from students of SMP Kristen 1 Mollo Selatan shows that they are still a low inability of mathematical literacy. The effect is questions that used as the exercise are common questions and not related to real life. To solve this problem, the researcher implemented Problem Based Learning (PBL) as a teaching literacy to improve students’ mathematical literacy abilities. This study will compare two classes in which one of them treated with PBL one of the other ones was not treated with PBL. A quasi-experiment quantitative method that used in this study with nonequivalent control group design. Two classes were selected as the sample by using simple random sampling. An essay test related to students’ mathematical literacy ability was used as the instrument to collect the data. The analysis technique in this study was an independent sample t-test to the result showed that the class which was treated used the PBL method was better than the class which was not treated used the PBL method. Students’ mathematical literacy ability in the PBL class was significantly proved in the high category with the score gain 0,8]]>
<![CDATA[The Effect of Application of The Brain-Based Learning (BBL) Approach on The Connection Ability of Students ]]>
<![CDATA[Fitri, Anisa]]>;
<![CDATA[Zaeni, Ahmad]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i2.7373
<![CDATA[This research is based on the low ability of students' mathematical connections. A learning approach that can improve students' mathematical connection ability is the Brain-Based Learning (BBL) approach. The purpose of this study is to determine whether there is influence from the application of the Brain-Based Learning (BBL) approach to students' mathematical connection ability. The method used in this research is quantitative research (experimental study) with One-Shot Case Study Design research design. This study's sample is the students of class X.MIPA.4 consisting of 28 students obtained by simple cluster random sampling technique. The instrument used in this research is using the questionnaire and test. The data analysis technique used is the linear regression test. From a hypothesis test, t-count > t-table is 4,003> 1,710, then H0 is rejected, and Ha accepted. So it can be concluded that there is a positive influence of applying the Brain-Based Learning (BBL) approach to students' mathematical connection ability with a considerable influence equal to 37.5%.  ]]>
<![CDATA[Examples and Non-examples as a Road to Understanding the Concept of Function ]]>
<![CDATA[Wulan, Eka Resti]]>;
<![CDATA[El Milla, Yulia Izza]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i2.7368
<![CDATA[This qualitative study aims to describe the conceptual understanding of prospective mathematics teachers at STKIP PGRI Lumajang by determining examples and non-examples of functions. This research was conducted by giving tests and interviews with 12 subjects. Data were analyzed using Miles & Huberman model.  This study showed that the subjects investigated whether paired to determine a given statement is a function or not. Subjects focus on specific expressions, e.g., or others that they have previously recognized as a function. However, some subjects used the vertical line test to determine a given graph represents a function or not, although they were unable to explain why the vertical line test was the appropriate method. Their understanding is limited to procedural knowledge such as mental representations and incomplete concept images, then failing to be comprehensively linked to the definition of the concept of function ]]>
<![CDATA[Using Geogebra and Manipulative’s on Conics as Learning Tool for Student ]]>
<![CDATA[Sudihartinih, Eyus]]>;
<![CDATA[Purniati, Tia]]>;
<![CDATA[Rohayati, Ade]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.6268
<![CDATA[Students are required to complete tasks related to eccentricity in the conic. If the eccentricity is changed the value is obtained through different forms of conic. If the eccentricity is equal to zero, then in order to form a special ellipse conic that is a circle. To assist students in learning it required the learning media such as manipulatives and Geogebra software. The participants of this study were second-semester students who studied analytical geometry in the department of mathematics education at one of the universities in Indonesia. The number of participants were 32 students consisting of 10 men and 22 women. We find that students generally accomplish tasks very well. Students complete the task well by using learning media. Therefore, manipulative and geogebra can be used as an alternative to learning mathematics]]>
<![CDATA[Validity And Reliability Rubric Of Performance Assessment Geometry Study In Junior High School Using The Many Facet Rasch Model Approach ]]>
<![CDATA[Yudha, Rivo Panji]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i2.7100
<![CDATA[The purpose of this study was to analyze the validity and reliability rubric of performance appraisal on geometry subject matter using the many facet rasch model approach through the Facets software. Data were collected from 100 small-scale students and 250 large-scale students in junior high schools using 3 raters. The performance assessment instrument in the form of a rubric is used to assess the student's process of working on the questions, each question has a different rubric. The Rasch Many Faceted Measurement Model (MFRM) is used to analyze data by looking at three aspects, namely the facet person, rater agreement, and difficulty domain using the Facet program. For the facet person, the rater separation ratio was 4.96, while the reliability of the separation index was 2.15 which indicates that the assessors are separated reliably. The stratum index is 3.21 which indicates that there are three strata of rater severity that differ statistically in the sample of these 4 raters. The rater agrement obtained the reliability of the rater separation of 0.87 and the correlation between each assessor and the other ranged between 0.40 and 0.63, indicating adequate agreement among the raters in assessing test participants with their level of competence. The Difficulty Domain on the variable maps shows that the hard to soft range is from about +1 to −1 logit.  ]]>
