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Edumatsains
Published by Universitas Kristen Indonesia
ISSN : 25277642     EISSN : 25277235     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics
Jurnal EduMatSains merupakan wadah untuk menampung dan mempublikasikan hasil karya baik berupa hasil penelitian maupun kajian teori yang original dalam ruang lingkup pendidikan matematika dan pendidikan sains (fisika, kimia, biologi) serta ilmu matematika dan ilmu sains (fisika, kimia, biologi) bagi semua civitas academika khususnya dosen, guru, peneliti dan mahasiswa. Jurnal EduMatSains terbit sebanyak dua kali dalam satu tahun (Juli dan Januari). Jurnal EduMatSains diterbitkan Oleh Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia.
Arjuna Subject : -
Articles 31 Documents
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Search results for , issue "Vol 9 No 1 (2024): July" : 31 Documents clear
Ethnomathematics Study: Geometrical Concept in Kudus Market Snacks Diva Aftina Ardiyanti; Putri Nur Malasari
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5971

Abstract

Most students consider mathematics difficult, because it is abstract. To respond to this, teachers can use ethnomathematics in learning mathematics so that mathematics is easy to understand. One of the ethnomathematics objects that can be used is market snacks. Market snacks are traditional foods that are often sold in crowded places such as markets. This study aims to analyze the geometrical concepts that exist in various forms of market snacks in Kudus. This research uses a type of qualitative research with an ethnographic approach. Data collection used semi-structural interviews with 3 market snack sellers, literature studies, and documentation. The results of the study found that there are geometric concepts in market snacks. Triangular, rectangular, and circular shapes are found, while for spatial shapes, rectangular pyramids, blocks, spheres, triangular prisms, and tubes are found. The research results can be used as an alternative source of learning mathematics, especially in geometry material.
Analysis of Computational Thinking Skills of Vocational School Students Based on Mathematical Literacy Skills in the Society 5.0 Era Ainur Ayu Maulina; Hikmatul Khusna
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5974

Abstract

Computational thinking skills are important and need to be developed in the 21st century. This study aims to describe the computational thinking ability of vocational school students based on mathematical literacy skills in the era of society 5.0. This research uses a qualitative descriptive method. This research was carried out at SMKN 1 Gunung Putri with research subjects namely students in grades XI RPL 1 and XI RPL 2 totaling 66 students. From the research subjects, 3 students were selected who had high, medium, and low mathematical literacy skills. The data collection technique was carried out using CT ability tests and CT ability interviews. The data analysis techniques used are data reduction, data presentation, and conclusion drawing. This study shows that overall students' computational thinking skills are still relatively low because they have not mastered and applied all the indicators to the maximum. In students with high mathematical literacy skills, able to involve decomposition indicators, pattern recognition, algorithmic thinking, abstraction and generalization in type 1 and 2 problems. Students with moderate mathematical literacy skills are able to involve decomposition indicators, pattern recognition, and algorithmic thinking in type 1 and 2 problems. Students with low mathematical literacy skills, able to involve decomposition indicators and pattern recognition in type 1 and 2 problems, as well as algorithmic thinking indicators only in type 2 problems.
Open-Ended Approach for Critical Thinking Skills in Mathematics Education: A Meta-Analysis Yuni Fitriyah; Wahyudin; Suhendra; Hanifah Nurhayati; Tri Sedya Febrianti
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5975

Abstract

There have been numerous research on developing students’ critical thinking skills through an open-ended approach in mathematics education show conflicting results. Some research results implied a strong effect; others range from moderate to modest effect. This research aims to summarize and predict the implementation of an open-ended approach to critical thinking skills in mathematics education over the last five years. This research utilized a meta-analysis using the PICOS (Population, Interventions, Comparator, Outcomes, and Study Design) approach. The sample used in this research is studies published in the form of articles and proceedings as well as theses and dissertations. The databases are sourced from Google Scholar, Crossref, and Semantic Science using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) method, which includes 14 primary studies found during 2018-2023 in Indonesia. The results are the implementations of an open-ended approach to improve critical thinking skills in mathematics education, show an average of 1.44, which is included in the high category. Factors that influence the heterogeneity of effect sizes are study characteristics, such as sample size, year of publication, level of education, demographics, and publication type. The characteristics of the research that results in a large effect size value are an open-ended approach implemented in elementary schools, studies with a sample size of more than 30, studies that are published in 2018 and in journals, and implementation of the approach in regencies.
MATHEMATICAL REPRESENTATION ABILITY OF HIGH SCHOOL STUDENTS IN SOLVING PROBABILITY MATERIAL PROBLEMS BASED ON HONEY MUMFORD LEARNING STYLE Agus Subaidi; Madinatul Munawwaroh
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5976

Abstract

This study aims to describe the mathematical representation ability of grade XII high school students in solving permutation subsubject probability material problems based on Honey Mumford's learning style. This type of research is qualitative research with a descriptive method. The data collection techniques used were Honey Mumford's learning style questionnaire, mathematical representation ability test, and interview. The source of data in this research is grade XII students of science 5 MAN 2 Pamekasan for the 2023/2024 school year. The subjects selected were 2 students who each had a theorist learning style and an activist learning style based on questionnaires and considerations with mathematics teachers. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that students with a theorist learning style can meet all indicators in the aspect of representation, both visual, symbolic, and verbal representation. Meanwhile, students with activist learning styles have not been able to meet the indicators in the aspect of visual representation but can meet all indicators in the aspect of symbolic representation and verbal representation.
Improving The Numeracy Skills of Slow Learners with Ice Cream Stick Media: Single Subject Research Nur Puji Rahayu; Lusiana Prastiwi; Windi Setiawan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5977

Abstract

Numeracy ability is a basic ability that must be mastered by students especially elementary school students. Therefore, the purpose of this study is to improve the ability to count, add and subtract numbers 1-20 in slow learner students using ice cream stick media. This study uses quantitative experimental research on a single subject with an ABA design. The single subject in this study is a 1st grade student of SDN Tebul 1. There are 3 data collection methods used, namely interviews, observations and tests, while the data analysis uses visual analysis consisting of two types, namely in-condition analysis and inter-condition analysis. The results of this study concluded that ice cream stick media can improve numeracy skills in slow learner students. Based on the results of visual analysis, it was shown that in the initial baseline phase (A1) the ability to calculate the initial addition and subtraction of numbers 1-20 of slow learner students was still lacking with an average percentage of test results of 30%, after being given treatment in the intervention phase (B) by providing learning to count the addition and subtraction of numbers 1-20 using ice cream stick media, the numeracy ability of slow learner students increased by 45.33% with an average percentage of test results in the intervention phase (B) was 75.33% without overlapping data.
STEM based Project Learning: How It Affects Preservice Science Teacher’s Creativity Before, During, and After Pandemic Covid-19? Annisa Nurramadhani; Riandi; Anna Permanasari; Irma Rahma Suwarma
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5980

Abstract

Creativity Are the important skills to face the globalization in this era. Students, especially preservice teacher should have these useful skills for make next generation are more creative, struggling with the competition between human and computers, struggling with the world condition during and after pandemic strikes, and well prepared for their work field. Some of the learning approaches have been applied in the courses to construct their creativity, one of them, are STEM (Science, Technology, Engineering, and Mathematics) by the project. This research’s aim is to investigate how is preservice science teacher’s creativity by the STEM based project learning before, during, and after pandemic covid-19. The method that is used is qualitative research by using class observation and quantitively count by creativity rubrics that includes creative thinking, behaviour, and products. This research is conducted in SETS learning (2nd semester in every year) by using STEM based project from the students of science preservice teacher year 2019, 2020, 2021, 2022. STEM based project learning could improve preservice science teacher’s creativity but it has differences for each class. Class 2019 has outperformed for creativity among others. While, class 2022 has less performed for creativity among others. Based on the observation, the covid-19 outbreak has high influence to this result because of the way of their learning in their high school before. Full online learning makes the biggest impact to science preservice teacher’s creativity during covid-19 outbreak.
The Influence of Bullying Experiences on Mathematics Curiosity in Prospective Mathematics Teachers Rizka Kamalia Agustin; Rizqona Maharani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5981

Abstract

In the current era, bullying is increasingly happening, especially to students. Bullying is an act of hurting other people that can cause mental and psychological trauma. In this case, students need to minimize bullying in order to instill curiosity when learning mathematics. Mathematical curiosity in mathematics learning is a positive attitude that influences the success of achieving mathematics learning goals. This research aims to determine the effect of bullying experiences on students' mathematical curiosity. This research includes correlational research, collecting data through questionnaires to measure variables of bullying experiences and mathematics curiosity. The research sample was taken using cluster random sampling techniques and obtained two classes of students majoring in mathematics totaling 49students. Data analysis in this study used a simple Linear Regression Test. The results of the research show that there is a negative and significant relationship between bullying experiences and mathematical curiosity in prospective mathematics teachers. Curiosity towards mathematics is one of the factors that prevents prospective mathematics teachers from experiencing bullying.
APPLICATION OF DYNAMIC PROGRAMMING IN DETERMINING THE SHORTEST ROUTE PT JNE USING BACKWARD RECURSIVE EQUATION Maudya Nur Azura; Riri Syafitri Lubis
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5982

Abstract

Technological progress speeds up human movement, the distribution of goods, and service provision. PT JNE, a prominent firm in Indonesia, concentrates on delivering goods swiftly and with comprehensive services.. On the other hand, problems include daily changes in delivery, delays, less than optimal routes, and expensive gasoline. The shortest ideal route for the transportation of products is found using dynamic programming and a backward recursive equation technique in this study. The Medan Belawan District as well as the JNE Medan Representative Office provided the data that was used. The findings show that a route of a → f → d → c → g → b → e → h → a is the ideal total distance for goods delivery using a dynamic programming graph is 12,2 km, with an average courier covering 16,5 km. Based on data analysis, this shows a 26% increase in efficiency over the current routes. The layout of the routes makes it easier for couriers to choose the fastest route.
Diversity, Evenness, and Richness of Mollusc on the Peh Pulo Beach, Blitar Regency Eva Malahayati
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5983

Abstract

Molluscs are one of the most abundant invertebrate animals and live on various substrates. Peh Pulo Beach has a wide coastline, on the edge of the beach there are coral rocks, the sand is white, and the waves are big. Molluscs like to live in coral rock substrates. This research aims to determine the diversity, evenness, and richness of molluscs on Peh Pulo Beach. Sampling was carried out at three different stations using plots measuring 1x1 m which were chosen randomly. Mollusc samples were identified based on morphological characteristics and validated using the WoRMS database. The results of mollusc identification at Peh Pulo Beach showed that there were 37 species belonging to 23 families. They are classified in the classes Gastropods (32 species), Bivalves (3 species), and Polyplacophora (1 species). The diversity of molluscs in the Peh Pulo Beach area is at a moderate level. The evenness of molluscs in Peh Pulo Beach is similar. And the richness of molluscs is at a semi-disturbed level so appropriate management and conservation strategies for the sustainability of molluscs are needed.
Culturally Contextualized E-Module Based on Papua: Why Teachers and Students Need It for Teaching Linear Programming Material? Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5984

Abstract

The use of e-modules in mathematics learning significantly aids both teachers and students in the teaching and learning process. However, the design of e-modules has not been extensively linked to the cultural context in which students live. Therefore, this study aims to explore and analyze the needs of teachers and students in developing culturally integrated e-modules, particularly those reflecting the culture of Papua, for high school students. The research design employed is phenomenological. Participants included Mathematics teachers for grades X, XI, and XII in Nduga Regency, Papua Highlands, and 64 high school students (42 male and 22 female). Data collected from observations and interviews were qualitatively analyzed using Miles-Huberman Interactive Analysis. Findings revealed that the high schools still use the 2013 curriculum, relying on standard textbooks as teaching materials. These textbooks pose problems for students as they are often uninteresting, use formal language, are difficult to understand due to abstract content, and are not contextualized to students' daily lives. Additionally, the reduction in face-to-face learning hours, due to the school's location in a conflict area, hampers effective teaching and learning processes. Another interesting finding is that high schools in Nduga Regency have not yet utilized technology in learning, despite having internet access. These findings imply the need for teaching materials integrated with technology and local culture to help students understand mathematics concepts and assist teachers in teaching both inside and outside the school.

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