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Eduma : Mathematics Education Learning and Teaching
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 20863918     EISSN : 25025309     DOI : -
Core Subject : Education,
Education Mathematics
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.
Arjuna Subject : -
Articles 265 Documents
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Development of Two-Dimentional Geometry Module based on APOS Theory for 4th Grader Students Trisnawati, Dewi; Purwanti, Kristi Liani; Fahmy, Ahmad Faridh Ricky
EduMa: Mathematics education learning and teaching Vol 11, No 1 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i1.10386

Abstract

This study aims to produce two-dimentional geometri module based on the APOS theory for 4th grader students is valid and feasible. This research method is research and development (R&D) using a 4D development model (define, design, develop, and disseminate). However, in this study, the 3-D development was modified, namely the disseminate stage was not carried out due to limited time, energy, and cost in carrying out this research. The subject of this research is the 4th grader of Semarang State Islamic Elementary School (MIN Semarang). Based on the results of the study, it was found that (1) module assessment by material and media expert the quality of the module quality by material and media expert validators is in the very good category with a value of 4,7 and 4,4. (2) Student learning outcomes from field trials obtained an average of 79,8 with a completeness level of 78.6%. It can be concluded that the product of two-dimentional geometri module based on the APOS theory is valid and feasible for use in learning
Development of contextual brochures in learning mathematics to improve student learning outcomes and creativity Wahid, Sirojudin; Izza, Nely Naelatul
EduMa: Mathematics education learning and teaching Vol 11, No 1 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i1.10838

Abstract

This study aims to produce brochure teaching materials for contextual-based mathematics learning. After the brochure is applied in learning, it will be analyzed whether it can improve mathematics learning outcomes and students' creativity. This study is development research, using 4D development design (define, design, develop, disseminate). The development test was conducted at SMP Assuniyah Losari, involving 52 students. 26 students of class VII A as the control class and 26 students of class VII C as the experimental class. The data collection instruments used in this study were interviews, questionnaires and tests. The results of this study are: (1) producing a mathematics learning brochure with a contextual approach through a 4D development design, (2) a contextual mathematics learning brochure obtaining a score of 0.94 based on the assessment of material experts with high validity criteria, and getting a score of 0.86 based on an expert assessment. media with high validity criteria, (3) the results of data processing on student learning outcomes and creativity using SPSS version 25.0, showed a difference between the control and experimental classes. the use of contextual-based mathematics learning brochures is proven to significantly improve student learning outcomes and creativity. Student responses also showed positive results with a cumulative percentage of 78%
Comparison of Fuzzy Time Series Chen and Cheng to Forecast Indonesia Rice Productivity Sofhya, Herlinda Nurafwa
EduMa: Mathematics education learning and teaching Vol 11, No 1 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i1.10936

Abstract

Based on BPS data in 2019, around 90% of Indonesians consume rice as the main product of their carbohydrate needs. With the fourth most populous country in the world, Indonesia's rice consumption in 2021 will reach 31.50 million tons. Indonesia's rice production is currently not able to supply the needs of domestic rice consumption. Therefore, the Indonesian government chose to import rice for supply the needs of domestic rice consumption. Forecasting method can help the government to reduce uncertainty about the future of rice productivity. This research will discuss the comparison of the forecasting results of fuzzy timeseries using chen and cheng models in forecasting rice productivity in Indonesia. The comparison based on the percentage of eror or in this research the MAPE value is used as an indicator. The MAPE value obtained using chen model is 18% and using cheng model is 12%. The result of data analysis found that the MAPE value using cheng model is smaller than using chen model. It means that the cheng model is more appropriate used in forecasting data of  Indonesia productivity rice. However the chen and cheng models both give good forecasting result because the MAPE value is less than 20%
Digital Competence of Post-Pandemic Teachers Based on Gender, Work Period, and Certification Factors Saluky Saluky; Onwardono Rit Riyanto; Siti Rahmah
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11751

Abstract

Technological developments must be balanced with the skills of mastering these technological products. Digital competence is highly correlated with the use and awareness of teachers in applying technology to their professional activities. This article presents diagnostic results on Teachers' self-perceptions of their digital competence. The digital competency framework based on DigiComp has five dimensions as an evaluation tool. The sample of this study consisted of 11 upper-middle-level teachers with various characteristics. Questionnaires were used to collect teacher response data. Descriptive analysis is used to diagnose teacher competence. The results showed that teachers have good skills in the aspects of information and data literacy as well as communication and collaboration. Digital content creation and problem solving skills related to the use of technology still need improvement efforts through improving soft skills. Increasing digital competency skills really needs to be pursued to integrate technology into the learning process
Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles Mohamad Gilar Jatisunda; Dede Salim Nahdi; Ujiati Cahyaningsih; Dela Rohimatunnisa
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9277

Abstract

It is the role of teachers to increase the quality of learning. When the instructor wants to increase the quality of learning, reflective practice is an option. However, instructors' current practice of learning reflection is based only on classroom action research and is primarily concerned with enhancing learning models rather than paying attention to student replies. As a result, prospective mathematics teachers must be able to engage in reflection techniques based on didactical design research that emphasizes student reactions. This study employs a descriptive qualitative technique, with the subjects being Mathematics Education students at the University of Majalengka who are enrolled in the Kapita Selekta Mathematics course. Students experience translating scientific, mathematical knowledge into mathematics ready to be taught in schools based on the study findings. Every step in the process of becoming a mathematics teacher has an impact on pedagogical content understanding
Instrumental Student Cognitive Conflict in Solving Mathematical Problems Ratnah Lestary; Ahbi Mahdianing Rum
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11468

Abstract

This research was a case study research with a qualitative approach. The subject of this study was 6 class VIII students of SMPN 1 Kota Malang. The instruments of this study were cognitive quest conflict test sheets, general interview instructions, validation sheets, and record tools. The data obtained in the form of the results of the subject's work, interview data on the subject, and field notes. The results of this study indicated that cognitive conflict of students with instrumental understanding in solving comparison problems occurs when: (1) students determine the formula matching the problem and (2) students do algorithmic calculations. Student cognitive conflict when determining the appropriate comparison formula was the awareness of the contradiction between the answers obtained from applying a comparison formula worth the concept of a reverse value comparison. Student cognitive conflict when performing algorithmic calculations were (a) awareness that the initial scheme is to simplify the comparison of the number of people, tables and days was incorrect because it cannot be applied to solve all problems of comparison and (b) awareness that the calculation scheme was looking for multiplication patterns the known comparison cannot be applied because it produces an answer that was not an integer
Ethnomathematics Eksploration of The Traditional Game of Congklak Nurzahro Tusolihah; Muhamad Ali Misri; Indah Nursuprianah
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.10300

Abstract

Congklak is a traditional game that has a long history and contains philosophies in its development. The aim of this study is to explore congklak from ethnomathematics side so that they can know the cultural value of traditional congklak games and their connection to mathematics, describe the mathematical elements contained in congklak and to find out the role of congklak in mathematics learning. This research uses qualitative research approach with type of ethnographic research supported by literature research methods. Data collection techniques that researchers do use interviews, observations, documentation, and literatur studies. This research instrument is the researcher himself using recorder aids, cameras, and stationery. The results of ethnomathematic exploration in traditional congklak games are seen from the mathematical elements, namely there are arithmetic, geometry, graphs, and probability. Cultural elements in congklak are honesty (sportive), accuracy, patience, and sharing. Congklak in mathematic learning act as ethnomatematics-based learning media. The results of this study are as information for teachers to make congklak as a medium of mathematics learning both as conventional and digital games 
The Effect of Learning Videos on Students' Mathematical Abilities: A Meta-Analysis Study Dinar Riaddin
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.11463

Abstract

This study aims to determine the influence of learning videos on mathematical ability. The design used to test the research questions is a meta-analysis. Based on searches on the ERIC, SAGE, SpringerLink, and Google Scholar Databases, 28 measures of effect were found that met the specified inclusion criteria. Data analysis was carried out with the help of JASP 0.16.1.0 software. The results of the analysis showed that the use of learning video media had a major effect on mathematical ability when compared to conventional learning media (d = 1.12; p < 0.01). The results of the analysis based on moderator variables found that the influence of the flipped classroom model compared to conventional teaching on mathematics ability differed according to the level of education (Qb = 36.25; p < 0.05), and the measured ability (Qb = 15.7; p < 0.05), but did not differ according to the sample size group (Qb = 0.98; p > 0.05) and the year of study (Qb = 2.31; p < 0.05)
Factors Influencing Mathematics Learning: Path Analysis Anggun Badu Kusuma; Heri Retnawati
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.10514

Abstract

The factors that influence the learning of mathematics are very diverse. On this occasion, the focus is on gender, learning styles, learning independence, and motivation. These factors are fascinating because they always appear in learning and research themes. This study aimed to examine how the influence of these factors on learning achievement. This research is associational research which is a descriptive research methodology. The research subjects are 5th-semester students who take calculus courses, mathematics education study program, Universitas Muhammadiyah Purwokerto. The instruments used in this study were questionnaires and learning outcomes tests. To analyze the data used, LISREL (Linear Structural Relationship) software. The results showed that not all variables affect each other directly. Gender influences learning motivation. Learning style has an impact on learning motivation. Learning motivation affects learning independence. Learning independence influences learning achievement. Learning motivation influences learning achievement. If it is seen how they influence learning achievement, then learning motivation has the most significant impact compared to gender, learning style, and learning independence.
Analysis of Students' Errors in Solving the Least Common Multiple and Greatest Common Divisor Word Problems Ana Puji Lestari; Inti Nahdataeni S
Eduma : Mathematics Education Learning and Teaching Vol 11, No 2 (2022)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9324

Abstract

Students' ability to solve word problems has an essential role in learning mathematics. However, some junior high school students still have difficulty in solving word problems. The difficulties experienced by students cause errors when solving mathematical word problems. This qualitative study aims to analyze students' errors in solving the Least Common Multiple and Greatest Common Divisor word problems. Fifty-nine students of Integrated Islamic Junior High School Al-Fahmi in Palu were involved in this study. Two students were selected to participate in the interview process. The interview was conducted to obtain in-depth information about how students solve word problems and the types of errors experienced by students. Students' errors in solving word problems were analyzed based on Newman's theory. The errors experienced by students are comprehension errors, transformation errors, process skills errors, and encoding errors

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