JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA)
The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Design/Development Research in Mathematics Education Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies, and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage. Mathematics Ability Mathematics ability refers to the ability (a human construct) to obtain, to process, and to retain mathematical information (cognitive) and to solve mathematics problems (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities. Affects in Mathematics Teaching and Learning The scope deals with a basic question, how mathematics-related affects contribute to the teaching and learning of mathematics? The affects in mathematics education can be various topics such as application of models and approaches mathematics learning, beliefs, emotions, self-efficacy, confidence, motivations, identity, mathematics anxiety, etc. ICT in Mathematics Education The advance of information and communication technology (ICT) has been the concern of all human life, including in education. When all students use technology, education must be the first one to utilize it for the sake of effectiveness and attractiveness.
Articles
268 Documents
<![CDATA[PREDIKSI LAMA MASA STUDI MAHASISWA PROGRAM STUDI MATEMATIKA BERDASARKAN IPK ]]>
<![CDATA[Astri Atti]]>;
<![CDATA[Maria Agustina Kleden]]>;
<![CDATA[Maria Lobo]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 1 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i1.11296
<![CDATA[In the world of work the Grade Point Average (GPA) is not a guarantee of one's success, but there are many reasons that can be used as the basis for the importance of having a high GPA. Factors such as GPA are the initial requirements for selection to enter the world of work, get scholarships and continue studies to the next level. The research objective was to see the effect of the GPA on the study period of Mathematics Study Program students, predict the length of study based on the student's GPA and see the relationship between the GPA and the length of study. The analytical method used is Linear Regression Analysis and Correlation Analysis. The results show a simple linear regression equation model, namely the length of study = 26.5 - 5.24 GPA. This means that each GPA increases by one, the length of study will decrease by 5.24 semesters. Students who get a GPA of 2.68 are predicted to take a study period of between 11.92 and 12.90 semesters, while students who have a GPA of 3.64 are predicted to take a study period of between 6.8 and 7.95 semesters. In addition, students with a GPA of less than 2.00, namely 1.73, are predicted to drop out (DO). The correlation value is r = -0.71 with a p-value of 0.000. The value states that there is a strong negative correlation between the GPA variable and the length of study. An increase in student GPA causes the length of study for students to decrease, and vice versa if the GPA of students decreases, the length of study will increase. Keywords: Grade Point Average,length of study, Prediction, Correlation]]>
<![CDATA[PENGEMBANGAN ALAT PERAGA MATEMATIKA TERINTEGRASI QR CODE SEBAGAI SUMBER BELAJAR BAGI MAHASISWA CALON GURU ]]>
<![CDATA[Barra Purnama Pradja]]>;
<![CDATA[Abdul Baist]]>;
<![CDATA[Aan Subhan Pamungkas]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 1 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i1.9328
<![CDATA[Pre-service teachers need to have mastery of mathematics teaching aids. Meeting intensity in order to master mathematics teaching aids is certainly needed. Obstacles in the form of limited time for learning mathematics teaching aids need to be minimized. One of the benefits of technological advancement is QR Code. Information about a mathematics teaching aid and how to use it quickly will be obtained by integrating mathematics teaching aids with a QR Code so that pre-service teachers can easily learn these mathematics teaching aids. The product developed in this study is a mathematics teaching aid that is integrated with a QR Code. The development model that will be used in this research is the 4D model, which includes: (1) Define, the developer analyzes problems and potentials; (2) Design, the developer makes an initial product (prototype) or a product design tailored to existing needs and potentials; (3) Development, divided into two activities, namely: expert appraisal and developmental testing; (4) Disseminate, at this stage the activity carried out is validation testing. The results of the validator's assessment indicate that the QR Code integrated mathematics teaching aid produced in this study falls into the strong category. The developmental testing and disseminate stages for integrated mathematics teaching aids QR Code cannot be done because they are constrained by the Covid-19 pandemic that occurred at the time of this research.]]>
<![CDATA[IMPLEMENTASI PROBLEM BASED LEARNING (PBL) UNTUK MENDUKUNG KEMAMPUAN LITERASI MATEMATIS MAHASISWA CALON GURU ]]>
<![CDATA[Mira Marlina]]>;
<![CDATA[Anton Nasrullah]]>;
<![CDATA[Isnaini Mahuda]]>;
<![CDATA[Beni Junedi]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 13, No 2 (2020): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 13 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v13i2.8624
<![CDATA[Calon guru perlu memiliki keterampilan literasi matematika yang baik agar mampu menafsirkan dan menggunakan matematika dalam berbagai konteks keseharian. Namun, kenyataannya sebagian besar calon guru memiliki kriteria kemampuan literasi matematis yang masih kurang. Salah satu pembelajaran yang diharapkan mampu memfasilitasi kemampuan literasi matematis adalah Problem Based Learning (PBL). Tujuan penelitian ini adalah untuk mengetahui bagaimana pembelajaran PBL dalam mendukung kemampuan literasi matematis mahasiswa calon guru di Universitas Bina Bangsa. Penelitian ini menggunakan metode deskriptif kualitatif. Objek dalam penelitian ini adalah mahasiswa program studi pendidikan matematika sebanyak 36 orang. Instrumen yang digunakan adalah tes kemampuan literasi matematika dengan indikator yaitu, memahami masalah, menetapkan model, menggunakan matematika dan menjelaskan solusi. Hasil dari penelitian ini adalah kertelaksanaan pembelajaran PBL mampu mendukung kemampuan literasi matematis mahasiswa dengan kategori baik pada indikator menetapkan model, sedangkan pada indikator memahami masalah, menggunakan matematika, dan menjelaskan solusi memiliki kategori cukup.]]>
<![CDATA[LKS BERBASIS STEM YANG MENDUKUNG KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP ]]>
<![CDATA[Jaenudin Jaenudin]]>;
<![CDATA[Isna Rafianti]]>;
<![CDATA[Novaliyosi Novaliyosi]]>;
<![CDATA[Devi Sutini Martha]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 1 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i1.10508
<![CDATA[Penelitian ini dilatar belakangi atas rendahnya kemampuan pemahaman konsep siswa dan kurangnya variasi bahan ajar yang dapat membekali siswa untuk menghadapi tantangan abad 21 termasuk memuat aktifitas pendukung pengembangan Lembar kerja siswa didalamnya. Berdasarkan hal tersebut penelitian ini bertujuan untuk : (1) mengetahui kelayakan produk Lembar Kerja Siswa berbasis STEM untuk mendukung kemampuan pemahaman konsep matematis siswa pada pelajaran matematika; (2) mengetahui respon siswa mengenai penggunaan LKS tersebut dalam pembelajaran matematika. Penelitian pengembangan ini dilakukan dengan mengadopsi model pengembangan (Research & Depvelopment) ADDIE. Tahapan penelitian yang dilakukan yaitu mengetahui Analisis, perancangan, pengembangan, implementasi, dan Evaluasi. Hasil Penelitian menunjukan bahwa : (1) telah dihasilkan Lembar Kerja Siswa matematika dengan pendekatan STEM (Science, Technology, Engineering, and Mathematics) yang mendukung kemampuan pemahaman konsep matematis siswa SMP yang layak digunakan ditinjau dari hasil uji validasi oleh ahli dengan presentase kelayakan mencapai 83,33% berada pada interval lebih dari 3,40 yaitu 4,16 dengan kriteria sangat baik: dan (2) kualitas LKS berdasarkan respon siswa menunjukan kriteria sangat kuat dengan presentase 83,33%.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PENALARAN MATEMATIS DAN SELF REGULATED DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA SISWA ]]>
<![CDATA[Vivi Vatillah]]>;
<![CDATA[Lukita Ambarwati]]>;
<![CDATA[Lukman El Hakim]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 13, No 2 (2020): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 13 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v13i2.6995
<![CDATA[ Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran problem based learning (PBL) dalam meingkatkan kemampuan penalaran matematis siswa dan self regulated siswa ditinjau dari kemampuan awal matematika siswa. penelitian ini dilaksanakan di SMP Islam Terpadu Birrul Walidain dan SMP Islam Terpadu Asy-Syakirin pada tahun 2018/2019. Metode penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian ini adalah siswa kelas VIII SMP Islam Terpadu Birrul Walidain dan SMP Islam Terpadu Asy-Syakirin kota Tangerang. Hasil penelitian (1) terdapat perbedaan signifikan pada peningkatan kemampauan penalaran matematis siswa yang mendapat perlakuan model PBL dengan siswa yang mendapat perlakuan model pembelajaran konvensional; (2) terdapat interaksi yang signifikan antara model pembelajaran dan kemampuan awal matematika terhadap kemampuan penalaran matematis; (3) terdapat perbedaan kemampuan penalaran matematis pada siswa yang memiliki KAM tinggi yang mendapat perlakuan dengan model pembelajaran PBL; (4) terdapat perbedaan signifikan pada peningkatan self regulated siswa yang mendapat perlakuan model pembelajaran PBL dengan siswa yang mendapat perlakuan model konvensional; (5) terdapat interaksi yang signifikan antara model pembelajaran dan kemampuan awal matematika terhadap self regulated siswa; (6) terdapat perbedaan self regulated siswa yang mempunyai kemampuan awal tinggi yang mendapat perlakuan dengan model pembelajaran PBL.Kata kunci: kemampuan penalaran matematis, self regulated siswa, model pembelajaran PBL, kemampuan awal matematika.]]>
<![CDATA[PENGARUH SUASANA LINGKUNGAN BELAJAR DAN MINAT BELAJAR SISWA TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Indah Prawidia]]>;
<![CDATA[Hikmatul Khusna]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11841
<![CDATA[Penelitian ini melaporkan tentang pengaruh suasana lingkungan belajar dan minat belajar siwa terhadap hasil belajar matematika. Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri 88 Jakarta dengan subjek penelitian adalah 70 siswa kelas XI dengan menggunakan teknik cluster random sampling. Penelitian ini merupakan penelitian ex post facto dengan pendekatan kuantitatif. Metode pengumpulan data yang digunakan berupa angket dan tes. Hasil perhitungan dengan menggunakan analisis regresi diperoleh variabel suasana lingkungan belajar t hitung sebesar 5,161 lebih besar dari t tabel sebesar 1,995. Variabel minat belajar siswa t hitung sebesar 4,730 lebih besar dari 1,995. Secara simultan variabel suasana lingkungan belajar dan minat belajar siswa berpengaruh sebesar 32,3% terhadap hasil belajar matematika. Hal tersebut menunjukkan terdapat pengaruh suasana lingkungan belajar dan minat belajar siswa terhadap hasil belajar matematika. ]]>
<![CDATA[PENGARUH KECEMASAN MATEMATIKA DAN SELF CONCEPT SAAT PANDEMI COVID-19 TERHADAP HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Bagus Tri Atmojo]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11362
<![CDATA[Covid-19 has spread in Indonesia from March 2020 until now, bringing significant changes to many fields, one of which is education. Learning activities that were previously carried out face-to-face, are now being online. Of course, conditions like this have an impact on mathematics learning outcomes and can stimulate anxiety instability and self-concept in students. Therefore, this research intends to obtain: 1) the negative effect of math anxiety during the COVID-19 pandemic on student mathematics learning outcomes, 2) the positive effect of self-concept during the COVID-19 pandemic on student mathematics learning outcomes, and 3) the effect of math anxiety and self-concept during the COVID-19 pandemic simultaneously regarding student mathematics learning outcomes. This research method is correlational with a quantitative approach. The sample subjects in this research were 30 students of class X in SMA Negeri 3 Bantul. The selection of sample subjects used a simple random sampling method. The instruments used in this research were the Likert scale and the final assessment of the first semester of the 2020/2021 school year. The data analysis used is multiple regression analysis. The results of this research conclude that there is a negative and significant effect of mathematics anxiety on mathematics learning outcomes as indicated by the regression coefficient, 0.465. Then, this research also concludes that there is a positive and significant effect of self-concept on mathematics learning outcomes as indicated by the results of the regression coefficient, 0.617. Finally, this research concludes that there is a significant influence on math anxiety and self-concept simultaneously on mathematics learning outcomes as indicated by the coefficient of determination, 70.6%.]]>
<![CDATA[EKSPLORASI HASIL PENELITIAN YANG TERINTEGRASI TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Viola Widone Putri]]>;
<![CDATA[Suripah Suripah]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11762
<![CDATA[This study aims to explore the results of research by mathematics education students who have integrated ICT in the design of mathematics learning. This type of research is a qualitative descriptive. The data collection technique used is document observation in the form of a study of student research documents in the form of a thesis. The data used in this study is the result of the thesis research of UIR mathematics education students for the last five years (2016-2020). This study uses qualitative data analysis techniques, namely: (1) data collection; (2) data reduction; (3) data presentation; (4) raising the conclusion; and (5) data presentation. This research is focused on three aspects, namely: (1) the type of research; (2) types of learning; and (3) the type of media used. The results of this study indicate that, the results of student research during 2016-2020 in general are still dominant in not integrating ICT, obtained 19 student studies that have integrated ICT and as much as 2.4% dominant using the type of R&D research. The type of learning in student research that has integrated ICT is 2.14% dominant using multimedia-based learning. As well as research students who have integrated ICT 0.57% dominantly use ICT media in the form of Macromedia Flash and Adobe Flash.]]>
<![CDATA[ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI GAYA KOGNITIF DAN GENDER ]]>
<![CDATA[Sarah Annisa]]>;
<![CDATA[Rizki Dwi Siswanto]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11604
<![CDATA[This study aims to analyze and describe students' mathematical communication ability in terms of cognitive style and gender. The method used is descriptive qualitative. The purposive sampling technique was used to select 4 samples comprising of 1 male gender reflective subject, 1 female gender reflective subject, 1 male gender impulsive subject, and 1 female gender impulsive subject. The instrument in this study used the Matching Familiar Figure Test (MFFT) and mathematical communication ability test. We carried data analysis out, namely data categorization and reduction, data presentation, and conclusion drawing. The triangulation technique is done by comparing the results of the subject's mathematical communication ability test with the interview as a test of data validity. The conclusion of this study the mathematical communication ability of the reflective cognitive style subjects, both male and female, were better than the impulsive cognitive style subjects, both male and female. Male gender reflective subjects (S1) are better able to express and interpret mathematical ideas and process information to solve mathematical problems than male impulsive subjects (S3). The female reflective subject (S2) is better able to express mathematical ideas than the male gender impulsive subject (S4).]]>
<![CDATA[Analisis Kesulitan Siswa Berdasarkan Kemampuan Berpikir Kreatif Matematis dalam Menyelesaikan Soal Bangun Ruang ]]>
<![CDATA[Nur Aidah]]>;
<![CDATA[Hikmatul Khusna]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11807
<![CDATA[This research aims to describe students' difficulties based on the level of mathematical creative thinking ability in solving polyhedron problems. This study uses a qualitative descriptive approach with data collection methods in the form of tests and interviews. The subjects of this study were 6 students of class VIII SMP Negeri 11 Bekasi. The instrument used is a test of mathematical creative thinking skills and interviews. The data analysis technique is by examining the results of the subject's answers to be categorized into mathematical creative thinking ability levels, then interviews are carried out. The findings show that the students with high creative thinking skills experience operational technical difficulties, students with medium creative thinking skills experience conceptual and procedural difficulties, and students with low creative thinking skills experience all types of difficulties, namely conceptual, procedural and operational techniques difficulties. The most experienced difficulties are operational techniques such as errors in calculations and not being careful when solving polyhedron problems.]]>
