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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 263 Documents
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Enhancing Quadratic Function Learning Outcomes with TGT Cooperative Learning, Desmos, and Quizwhizzer Kurniani, Khoirida Hardini; Kriswandani, Kriswandani; Nikmah, Anna Royyana
EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.14241

Abstract

This collaborative action research, CAR, aimed to improve the learning outcomes within the material of quadratic function with TGT typed cooperative method, assisted by desmos and quizwhizzer for X-9 graders of SMA N 3 Salatiga. The subjects were the X-9 graders, consisting of 34 participants, 14 males and 20 females. The research lasted from precycle, cycle I, and cycle II. Each cycle consisted of four stages: planning, applying, observing, and reflecting. The data collecting techniques were learning outcome test, observation, and documentation. The applied research instruments were observation sheet for the learning process and questions for each end of cycle. The researchers analyzed the data with descriptive statistics and qualitative description. The results showed the applied model with desmos and quizwhizzer assistances could improve the learning outcomes. The obtained mean scores increased, starting from the pre-cycle with 68.8, cycle II with 75.3, and cycle II with 82.6. The classical achievement was 80%. The achievement increased from the precycle with 47.1%, cycle I with 70.6%, and cycle II with 85.3%.
Learning Design of Pythagorean Theorem Contextualized Salt House with Interactive Videos Rahmawati, Eka; Nursyahidah, Farida; Albab, Irkham Ulil
EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.14540

Abstract

The Pythagorean theorem is one of the materials in geometry and has a close relationship with everyday life. However, many students still have difficulty understanding the concepts and solving problems related to the material. This study aims to develop a learning trajectory that assists students in improving their ability to understand the concept of the Pythagorean theorem using the context of an interactive video-assisted Salt House in class VII SMP Negeri 2 Pegandon. This learning trajectory consists of four activities, namely: (1) finding the concept and formula of the Pythagorean theorem with the help of a video context; (2) finding concepts related to the length of one side of a triangle if two sides are known; (3) determining the type of triangle based on the length of its side; (4) finding and checking related Pythagorean triple number patterns. This study uses design research method which consists of three stages, namely preparing for the experiment, design experiment, and retrospective analysis. The learning approach used is PMRI. The results of the research conducted show that the learning trajectory obtained can improve students' mathematical problem solvings skills on the Pythagorean theorem material
Analysis of Statistical Thinking Ability of Mathematics Students Based on Artist Test Kusmanto, Hadi
EduMa: Mathematics education learning and teaching Vol 12, No 2 (2023)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13474

Abstract

This study aims to determine the statistical thinking skills of mathematics students and their differences based on gender, school origin, and semester level. To map the statistical thinking skills using the modified Artist test standards. The development of students' statistical thinking skills is one of the focuses of learning mathematics in Higher Education. Students' statistical thinking ability is absolutely necessary to be able to think scientifically. Statistical thinking is the ability to think inductively. The population in this study were all mathematics students, while the sampling was based on proportional random sampling. The data analysis technique uses the t-test, Anova, and Least Significance Difference (LSD) as a follow-up test. Based on the results of the analysis carried out, it was found that students 'statistical thinking skills were classified as low which was below the value of 60 on a scale of 100. These results indicated that students' statistical thinking skills were still low, especially the ability to communicate data and draw conclusions. Another result shows that there is a difference in the ability to think statistically at the semester level, while there is no difference between sex and school origin. For semesters, third-semester students do better than other semesters
Students’ Motivation in Learning Mathematics Using Uno Math Media Lutfi, Ahmad; Rusyid, Husnul Khatimah; Mukhibin, Ahmad; Basir, Mochamad Abdul
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.15644

Abstract

Learning motivation is one of the important aspects in learning mathematics. Students with high motivation will enable enthusiasm and tend to obtain high mathematics learning achievement. Students often feel bored in learning mathematics because mathematics learning is abstract and difficult. Learning by utilizing games in several studies has proven to have a positive effect on learning mathematics. This study aims to describe students' motivation to learn mathematics after using Uno Math media. This study used a quantitative approach with descriptive method. The population in this research were all grade X students in one of the high senior schools in Semarang. Sampling was conducted using random sampling technique in which class X MIPA 1 was selected as the research sample with a total of 25 students, consisting of 5 male students and 20 female students. The results showed that students' motivation to learn mathematics reached 69.96% in the high category. Teachers can make use of Uno Math media in learning mathematics to help students understand formulas, and make students not bored in learning mathematics because there is a new method in teaching mathematics with fun
The Development of Students’ Worksheet Based on RME For the Topic Circle in Junior High School Rum, Ahbi Mahdianing
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13514

Abstract

The purpose of this research was to produce a students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th grade at SMPN 01 Kota Bengkulu which was valid and practical. The type of this research was Research & Development using 3 steps of 4D model namely define, design, and develop. The instrument of this research consisted of validity sheets and practically sheets. Vallidity was done by two validators. Practicallity has been tested to 35 students in class VIII.2 at SMPN 1 Kota Bengkulu for the odd semester of academic year 2019/2020. From the research that has been done, it showed the development of students’ worksheet based on Realistic Mathematics Education for the topic circle in 8th included in the category: (1) valid based on 40 items which consisted of 12 material items, 20 contruction items, and 8 language items with the avarage score 4,11 and it was known from: (a) students’ worksheet showed the correctness and suitability according to the sequences of Realistic Mathematics Education syntax on material validation, (b) on the construction validity it showed that the studens’ worksheet was containing good font type and interesting images which made the students’ worksheet easy to read, (c) the sentences were simple, clear, easy to understand, and suit the rule of indonesioan language on languange validation. (2) very practical with the avarage score 4,51 which was known by instruction, steps, images, and the problem in students’ worksheet that were understandable and easy to use by students.
Analyzing Mathematical Problem-Solving Abilities in Set Theory: A Case Study of Seventh-Grade Students Samosir, Christina Monika; Herman, Tatang
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13505

Abstract

This study aims to analyze and describe the mathematical problem-solving abilities of students in set theory, specifically within a seventh-grade class at a private school in Bandung. The research employed a qualitative case study approach, collecting data through tests and documentation. A diagnostic test served as the primary instrument for evaluating students' problem-solving skills. The findings reveal distinct patterns in how students approach mathematical problems, correlating with their achievement levels. High-achieving students consistently followed Polya's four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back to reflect on their solution. In contrast, moderate-achieving students generally adhered to the first two stages, namely understanding the problem and carrying out the plan, often omitting the reflective stage. Low-achieving students predominantly focused on the initial stage of understanding the problem, struggling to advance beyond this point. The study highlights that the ability to understand the problem is the most developed skill among students, as it is the step where most students succeeded. However, devising a plan was identified as the most challenging aspect, with the fewest students able to correctly formulate a strategy for solving the problems. These findings suggest that while understanding is a common strength, there is a need for targeted interventions to improve students' abilities to plan and execute problem-solving strategies effectively
The Effectiveness of the ASSURE Learning Model Assisted by Google Classroom in Improving Students' Mathematical Literacy in Transformational Materials Akbar, Reza Oktiana; Zaituni, Zaituni
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.14783

Abstract

In theory, the Google Classroom-assisted ASSURE learning model can improve students' mathematical literacy in learning mathematics because the Google Classroom-assisted ASSURE learning model can be adapted to the material to be delivered to students, student conditions, available resources and competencies that students can master. The purpose of this study was to determine the effectiveness of the google classroom-assisted ASSURE learning model in increasing students' mathematical literacy. This study used a quantitative method using a Pretest-Posttest Control Group Design with a population of class IX students at SMPN 1 Gempol. The sample of this research was class IX D as the experimental class and class IX B as the control class which were selected through cluster random sampling technique. Learning process data were obtained using implementation observation sheets while students' mathematical literacy data were obtained through students' mathematical literacy tests and questionnaires. The results of data analysis show that the ASSURE learning model assisted by Google Classroom is effective in increasing students' mathematical literacy.
Model-Eliciting Activities (MEAs) Approach to Mathematical Problem Solving Ability at MA DDI Alliritengae wati, Erna; Lestari, Pertiwi Indah; Setyawan, Dedy; Aminah, Siti
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.15083

Abstract

This experimental research aims to assess the impact of the Model-Eliciting Activity (MEAs) learning approach on the mathematical problem-solving abilities of class XI students at MA DDI Alliritengae. Utilizing a quasi-experimental method with a Non-Equivalent Control Group Design, the study involved pre-test and post-test evaluations of both control and experimental groups. Simple Random Sampling was employed for sample selection. The research revealed that, initially, students in both groups exhibited low mathematical problem-solving abilities. Post-test results indicated that while the control group showed only minor improvements, remaining mostly at low or medium criteria, the experimental group demonstrated significant improvements, with most indicators reaching a high category. Hypothesis testing yielded a sig. (2-tailed) value of 0.000, indicating a significant effect of the MEAs approach on students' mathematical problem-solving skills. Thus, the study concludes that the MEAs approach effectively enhances mathematical problem-solving abilities, outperforming traditional lecture methods
The Influence of Implementing Realistic Mathematics Learning Model on The Mathematics Learning Outcomes Nasution, Alvi Sahrin; Arifitriana, Wirna; Pohan, Rizky Febriani
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.15541

Abstract

The low learning outcomes of students at Nurul Ilmi Padangsidimpuan Private Junior High School in learning mathematics are caused by implementation of conventional learning processes so that students become passive and do not participate in the learning process. For this reason, the Realistic Mathematics Learning (RML) model was chosen as a solution to overcome the problem of low student learning outcomes. This study aims to determine whether there is an increase in the mathematics learning outcomes of class VII students at Private Junior High School Nurul Ilmi Padangsidimpuan in material of linear equations through the RML model and to determine the effectiveness of the RML model on mathematics learning outcomes. The method used in this study is a quasi-experimental method using a pretest-posttest control group research design. The research subjects were class VII students of Private Junior High School Nurul Ilmi Padangsidimpuan Semester I of the 2022/2023 Academic Year with a total of 30 students. The data collection technique was carried out by testing using multiple choice questions of 20 validated questions. Data analysis techniques are quantitative descriptive analysis and inferential analysis. The increase in mathematics learning outcomes for each group was calculated using N-gain analysis and the percent effectiveness of the RML model was calculated by comparing it to conventional learning models. Based on the results of the study, it was found that the RML model had an effect on the mathematics learning outcomes of class VII students at Nurul Ilmi Padangsidimpuan Private Junior High School. The increase in the mathematics learning outcomes of the experimental group was 43.84% and the control group was only 37.5%. So that the results of learning mathematics in the experimental group is better than the control group. The RML model has an effectiveness percentage of 6.67% for improving mathematics learning outcomes for class VII students of Private Junior High School Nurul Ilmi Padangsidimpuan. Thus, the application of the RML model is very suitable and effective for learning mathematics at the junior high school level.
Comparison of Problem Based Learning and Guided Discovery Learning in Terms of Students’ Mathematical Problem-Solving Ability Stiadi, Elwan; Yanwar, Amanda Pradhani
EduMa: Mathematics education learning and teaching Vol 13, No 1 (2024)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i1.13723

Abstract

Indonesian students' problem solving abilities are currently still low. One of the reasons is because the learning model applied by the teacher is not student-centered. Several learning models that can be used include the Problem Based Learning (PBL) and Guided Discovery Learning (GDL) models. This study is quasi-experimental research. This study was conducted in the eight grade at SMPN 4 Bengkulu City for the 2021–2022 academic year. Two experimental groups were selected randomly from eight classes. After performing normality and homogeneity tests, a sample of class A was made up of 31 students who received Problem Based Learning (PBL) model treatment and class C was made up of 30 students who received Guided Discovery Learning (GDL) model treatment. In this study, two types of data analyses—descriptive data analysis and inferential analysis—were used. The data on the students’ problem-solving ability before and after treatment were described using descriptive analysis. The t-test of two independent sample means, which compares the means of two separate samples, was used to compare differences in the efficacy of learning models with PBL and GDL on students' ability to solve mathematical problems. The result shows that the ability to solve mathematical problems on average using the PBL model and the GDL approach is equivalent

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