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[Comparison of Agglomerative Hierarchy Methods in Grouping Cities in West Java Based on Gross Regional Domestic Product ]]>
<![CDATA[Sofhya, Herlinda Nurafwa]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i1.13216
<![CDATA[Economic development can be seen through the size of the Gross Regional Domestic Product (GRDP) of a region. Based on the Gini ratio, it can be seen that the economic gap in  is still quite high and continues to increase from 2019. This cannot be allowed to continue, this gap needs to be reduced. Therefore, the West Java government needs to focus on improving the economy in areas with low economic conditions. One of the main indicators of the economic condition of a region is the amount of GRDP. In this research, cities in West Java are grouped based on GRDP using the agglomerative hierarchy method. The agglomerative hierarchy methods used are single linkage, average linkage and complete linkage methods. Then the three methods are compared based on the standard deviation ratio value. The results of data analysis show that the complete linkage method has a smaller standard deviation ratio value than the single linkage and average linkage methods, which is 0.109016. This means that the best method performance of the three agglomerative hierarchy methods used is the complete linkage method]]>
<![CDATA[Students' Arguments in Solving Probability Theory Problems Based on The Toulmin Argumentation Model ]]>
<![CDATA[Arifin, M. Zainul]]>;
<![CDATA[Permadi, Hendro]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i1.13404
<![CDATA[The role of arguments in solving mathematical problems is very important. Students must use valid arguments and concepts that have been learned in the Probability Theory material to build their arguments. An argument can be analyzed using the Toulmin scheme. Therefore, the purpose of this study is to describe the arguments that have been built based on the Toulmin Argumentation Model. The instrument used to collect data is a test question related to the Probability Theory material. Of the 32 students who worked on the test questions, three students were selected as research subjects. The selection of research subjects is based on the ability of students' mathematical ability level in working on test questions. It was found that students can construct an argument starting with the correct data. However, they did not give any Warrant and did not even give a Claim to their argument. This makes the argument built by students is invalid]]>
<![CDATA[Students' Computational Thinking Process in Solving PISA Problems of Change and Relationship Content Reviewed from Students’ Self Efficacy ]]>
<![CDATA[Azizia, Ananda Jullailatul]]>;
<![CDATA[Kusmaryono, Imam]]>;
<![CDATA[Maharani, Hevy Risqi]]>;
<![CDATA[Arifuddin, Ahmad]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i1.13132
<![CDATA[This research focuses on the stages of students' computational thinking processes in solving PISA questions about change and relationship content in terms of self-efficacy. The subjects of this study were 15-year-old students of class X MIPA 3 MAN 1 Semarang City, totaling 22 students and selected 2 students who had high self-efficacy, 2 students who had moderate self-efficacy and 2 students who had low self-efficacy. This research method uses a qualitative descriptive approach. Data collection using questionnaires, test instruments and interviews. Data analysis in this study included data collection, data reduction presented in text form and drawing conclusions or verification. The results of the study show that students' computational thinking processes in solving PISA questions about change and relationship content that have high self-efficacy can reach the stages of decomposition, pattern recognition, abstraction and algorithmic thinking as well as students' thought processes in carrying out plans can link real problems into mathematical problems. Whereas students who have self-efficacy are reaching the stages of decomposition, pattern recognition, abstraction and algorithmic thinking and in carrying out plans do not connect real problems to mathematical problems but use logic. Whereas students who have low self-efficacy only reach the stages of decomposition and pattern recognition have not done abstraction and algorithmic thinking because students' thinking processes in carrying out plans use logic and in solving these problems do not provide conclusions of answers and logical steps]]>
<![CDATA[Praxeological Analysis of Mathematics Textbooks for Class XI High School Students on Arithmetic and Geometric Sequences ]]>
<![CDATA[Siagian, Qania Agustika]]>;
<![CDATA[Aswin, Aswin]]>;
<![CDATA[Herman, Tatang]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13289
<![CDATA[This study aims to analyze one of the mathematics textbooks published by the Ministry of Education and Culture. Then, the researcher will provide recommendations regarding the presentation of easy-to-understand material based on analysis of techniques, technology, and theory on each problem given by students' mathematics textbooks. This type of research is qualitative with a didactic anthropological theory approach, especially in praxeology. Data collection techniques in the library by reading, recording and processing these sources as research material. Researchers choose books based on the criteria needed to obtain relevant data. These criteria include (1) there is a problem in presenting mathematical material, (2) there is an author's name, and (3) publications from the Ministry of Education and Culture. The researcher found problems in the 2017 revised edition of class XI students' mathematics textbooks finding formulas and examples of arithmetic and geometric sequences. The study results showed several problems presenting the material for arithmetic and geometric sequences, which would raise student learning barriers. The identified Learning barriers are ontogenic, epistemological, and didactical obstacles. With these obstacles, the researcher provides alternative designs which are expected to minimize the occurrence of student learning barriers. So that the design alternatives provided can reduce obstacles for students in thinking and understanding the material of arithmetic and geometric sequences]]>
<![CDATA[Exploring Secondary Students' Algebraic Thinking in Terms of Intuitive Cognitive Style ]]>
<![CDATA[Safitri, Rahma]]>;
<![CDATA[Masduki, Masduki]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13568
<![CDATA[Algebraic thinking has the important role to improve the students' understanding in solving real-world problems, especially in algebraic forms. The aim of this study is to explore the students' algebraic thinking in terms of intuitive cognitive style. This research used the qualitative approach with case study method. 61 Grade-8 students in one of public secondary schools in Ngawi District, East Java, Indonesia were participated in this study. Three intuitive subjects were selected for interviewed. This study used algebraic thinking test, questionnaires, and interview protocol for collecting the data. Researchers adopted ten questions from TIMSS 2011 8th-Grade to examine the students algebraic thinking abilities. All questions were validated by three experts in mathematics education and piloted before used. In this study, three algebraic thinking components: generalization, analytic thinking, and dynamic thinking were used to analyze the students algebraic thinking abilities. Â The finding showed that the intuitive students can solve number pattern problems using picture and number patterns in generalization component. In analytic thinking component, students can solve problems related to equations using trial-error strategies and substitution methods. The students can also carry out dynamic thinking component about equivalent proportion by determining the median value and proportion concept. Thus, it can be concluded that the intuitive students are able to demonstrate the three algebraic thinking components properly]]>
<![CDATA[How Do Students Thinking Processes in Solving Originality and Elaboration Problems of Mathematical Creative Thinking Based on Brain Domination? ]]>
<![CDATA[Sukmaangara, Bayu]]>;
<![CDATA[Madawistama, Sri Tirto]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13649
<![CDATA[Thought processes and brain dominance can be applied in the field of education because of the linkages between neuroscience, psychology, and education. The thinking process of students can assist teachers in planning the learning process, while brain dominance is an important factor in student performance so it is important to know students' thinking processes based on brain dominance in the learning process. This research aims to describe students’ thinking processes in solving originality and elaboration problems on mathematical creative thinking based on brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instrument used is a matter of mathematical creative thinking that meet the indicators of originality and elaboration, brain dominance tests, and unstructured interviews. The Subject selected research was 3 subjects, namely 1 subject dominated by the left brain, 1 subject dominated by a balanced brain, and 1 subject dominated by the right brain. The subject is a class IX student of SMPN 1 Kota Tasikmalaya. The result of the research is that the thinking process of students in solving originality and elaboration questions creative thinking mathematically based on brain dominance in solving problems cannot be separated from the function of the right and left hemispheres. The thinking process of students in solving problems shows that students use the characteristics of the function of the hemispheres of the brain according to the dominance of the student's brain]]>
<![CDATA[Analysis of Students’ Ability and Multiple-Choice Numeracy Test based on Item Difficulty Using Rasch ]]>
<![CDATA[Maknun, Churun Lu'lu'il]]>;
<![CDATA[Wahyuni, Ajeng]]>;
<![CDATA[Zawawi, Irwani]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13318
<![CDATA[The purpose of this research is to evaluate learners' numeracy knowledge. This study looked into how university students were taught math skills. The research strategy used in this investigation was quantitative. Rasch Model study was used for the data study. The first research question's goal was to assess the numeracy exams' item difficulty characteristics using the Rasch Measurement Model, and The second research topic's goal was to look into the student's numeracy test performance parameters. According to the study, performing a range of calculations to add, subtract, and multiply as well as calculating and interpreting mean in a variety of contexts were the skills that students found the most difficult to master. The pupils perform exceptionally well when they identify and contrast information and data in tables. The outcome makes it possible to pinpoint each examinee's testing assets and weaknesses; this diagnostic should be applied to raise students' numeracy standards. The level of numeracy can be improved using two important methods. Teaching strategy: Math instructors should adapt their course materials to the students' learning styles]]>
<![CDATA[Mathematical Computational Thinking : Systematic Literature Review ]]>
<![CDATA[Ariati, Chelsi]]>;
<![CDATA[Aswin, Aswin]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13796
<![CDATA[One of the key math learning goals that students at school must attain is mathematical computational thinking. This research attempts to review research on mathematical computation thinking done between 2018 and 2023. A systematic review of the literature (SLR) was conducted on all papers listed in Google Scholar, Semantic, and ERIC. The PRISMA protocol served as a guide for the research instrument while the search technique was modified to the selection criteria. The year of publication, education level, research class, demographics, journal indexer, and content studied are the variables in this study. The presentation of all data is quantitative descriptive. The findings of the SLR investigation indicate that in 2022 there will be a large publication of papers about students' mathematical computational thinking. The majority of these studies are conducted in grades VIII and IX in junior high schools. The study of numbers and algebraic concepts was very prevalent in Java and Bali. Future educators and researchers are advised to conduct additional research on computational thinking in mathematics starting at the elementary school level, outside of Java and Bali, on subjects other than algebra and numbers as well as research-related computational thinking indicators.]]>
<![CDATA[Comparing Student Problem-Solving in Math: Double-Loop vs. Multi-Representational Discourse Models ]]>
<![CDATA[Anjani, Dewi]]>;
<![CDATA[Izzati, Nurma]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.13965
<![CDATA[This research was conducted at SMP Negeri 7 Cirebon with quantitative methods. Quasi-Experimental research design in the form of posttest-only control group design. This research uses a purposive sampling technique to determine the research sample. The population in this study were all class VIII SMP Negeri 7 Cirebon. The samples used were class VIII B consisting of 36 students and class VIII D consists of 36 students. Data collection technique uses a test instrument in the form of a posttest in the form of a description. The results showed that there was a significant difference between the application of the double loop problem-solving learning model and the multi representation discourse learning model on students' mathematical problem solving abilities with a significance value of 0,001 less than 0,05 (< 0,05). This difference can also be seen from the results of calculating the average mathematical problem solving ability in the experimental class 1 which applies the double loop problem solving learning model of 75,89 while in experimental class 2 which applies the multi representation discourse learning model of 64,34. So, it can be concluded that the mathematical problem solving abilities of students who apply the double loop problem solving learning model are better than the mathematical problem solving abilities of students who apply the multi-representation discourse learning model to the Pythagorean theorem material]]>
<![CDATA[Problem Based Learning (PBL) with Scaffolding Approach to Improve Students' Mathematical Literacy ]]>
<![CDATA[Fani, Fani Laffanillah]]>;
<![CDATA[Mariani, Scolastika]]>;
<![CDATA[Agoestanto, Arief]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i2.14117
<![CDATA[Literacy skills are one of the skills needed by students to solve problems in real life. Therefore, it is necessary to conduct research in developing and improving students' mathematical literacy. The purpose of this research is to analyze the use of PBL with Scaffolding approach to improve students' mathematical literacy. This research method is a literature study, by taking 8 articles that discuss the application of PBL with a Scaffolding approach to improve students' mathematical literacy in Indonesia from 2018-2023. From the research results, the application of PBL with Scaffolding approach to improve students' mathematical literacy can be seen from the aspects of mathematical literacy, namely communication, mathematization, re-presenting, and reasoning and reasoning. Overall, PBL with a Scaffolding approach can improve mathematical literacy by obtaining an Effect Size value of 9.6701 in the large effect category and reinforced by the t-test calculation which found that  then  is rejected, which means that there is a significant difference between the average mathematical literacy of the experimental class and the control class]]>
