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Concept Understanding Ability and Students Belief through Think Talk Write Learning Model Using Cube Origami Media Indah Suryawati; Khairul Asri; Nur Ainun; Rahmani Rahmani; Rifaatul Mahmuzah
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2021)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v5i2.1830

Elementary school is the main foundation in developing an understanding of mathematical concepts. If the basic understanding of students' concepts is not good or weak, students cannot solve math problems. Therefore, understanding the concept is essential to help students in learning mathematics. The teacher does not optimize the methods, strategies, or learning models in the learning process. So far, the learning process is only guided by explanations or examples of questions. As a result, when students are faced with different questions, students have difficulty solving problems. It happens because of the lack of students' conceptual understanding skills. The purpose of this study was to determine the increase in the ability to understand the concept by using origami media through the Think Talk Write (TTW) learning model. This study uses a quantitative approach, while the design used in this study is the Pre-Experiment One group pre-test and post-test design. The population in the study were all fifth-grade students at SD Negeri 42 Banda Aceh, totaling 50 students, consisting of students in class VA-1 as the Experiment class, while in class VA-2 as the Control class. Based on the analysis of research data, it is stated that the significant value (2-tailed) N-Gain score is 0.000 less than 0.05, so H0 is rejected, and Ha is accepted. Thus, it can be concluded that there is an increase in the concept understanding ability and belief taught with origami media and through the TTW model with using conventional learning.

Digital Literature: A Combination of Blended Learning and Guided Inquiry in Mathematics Learning for Salaf Students Cita Lusty Ardliana
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2021)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v5i2.1839

Mathematical critical thinking skills are one of the essential skills in the 21st century. However, in reality, many students still do not have good mathematical critical thinking skills. This is because the teacher has not been able to process students' critical thinking in mathematics. Most teachers only teach mathematical concepts without seeing how the students' critical thinking processes in solving mathematics problems are given. Therefore, it is necessary to know how the critical thinking process of students so that teachers know what strategies should be applied in the classroom. This study aims to (1) describe the critical thinking skills of students in Grade 8 in solving a system of linear equations in two variables (SLETV) and (2) identify the components of critical thinking in students. It is a study with a qualitative descriptive approach. Three indicators are used as the basis, namely analyzing, evaluating, and drawing a conclusion. As many as 32 subjects were involved (14 males and 18 females). The research instrument was a test with three problems containing three indicators. Data were collected through test and interview methods, and triangulation was done to compare the outcomes between tests and interviews. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that: (1) critical thinking skills of students are classified 'low'; (2) students' ability in concluding, as one indicator of critical thinking skills, is lower than other indicators.

Critical Thinking Skills of Students in Solving Mathematical Problem Ardi Dwi Susandi
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2021)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v5i2.1865

Mathematical critical thinking skills are one of the essential skills in the 21st century. However, in reality, many students still do not have good mathematical critical thinking skills. This is because the teacher has not been able to process students' critical thinking in mathematics. Most teachers only teach mathematical concepts without seeing how the students' critical thinking processes in solving mathematics problems are given. Therefore, it is necessary to know how the critical thinking process of students so that teachers know what strategies should be applied in the classroom. This study aims to (1) describe the critical thinking skills of students in Grade 8 in solving a system of linear equations in two variables (SLETV) and (2) identify the components of critical thinking in students. It is a study with a qualitative descriptive approach. Three indicators are used as the basis, namely analyzing, evaluating, and drawing a conclusion. As many as 32 subjects were involved (14 males and 18 females). The research instrument was a test with three problems containing three indicators. Data were collected through test and interview methods, and triangulation was done to compare the outcomes between tests and interviews. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that: (1) critical thinking skills of students are classified 'low'; (2) students' ability in concluding, as one indicator of critical thinking skills, is lower than other indicators.

Analysis of Students' Mathematical Communication Ability in Completing Mathematical Modeling M Khusnudin; Haninda Bharata
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2022)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i2.2506

Mathematical communication skills are essential skills that students must have in learning mathematics. The communication process can help students build their understanding of concepts in mathematics and are easy to understand. Mathematical communication is a tool for transmitting mathematical knowledge in building mathematical knowledge in learning activities. Indicators of students' ability to communicate mathematically in learning mathematics are (1) expressing mathematical ideas by speaking, writing, demonstrating, and describing them in visual form, (2) understanding, interpreting, and assessing mathematical ideas presented in written, oral or visual form, (3) use language, notation and mathematical structure to express ideas, draw relationships and build models. This study aims to: (1) describe the mathematical communication skills of grade 7 students in completing mathematical modeling on the One Variable Linear Equation (PLSV) material and (2) identify the components of students' mathematical communication skills on each achievement indicator. This research is a qualitative descriptive study. A qualitative approach is used to understand the context of the subject. Based on the three indicators of students' mathematical communication skills, an average of 17.86% of students' skills can be classified as very low. It shows that most students cannot model solving real problems or everyday life related to mathematical communication.

Problem Based Learning (PBL) Using Lego in Presenting Data Lado Bestra; Chika Rahayu; Helni Indrayati
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2022)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i2.2596

Problem-solving ability in the learning process is needed to practice Skills in finishing problems, especially in learning mathematics related to life every day. The study aims to know the application of the problem-based learning (PBL) model using Lego in the material presentation of data in Class VII SMPN 2 Pagar Alam. The research method was experimental, with design studies of one-shot cases on all categories. The subjects of this study were class VII students of SMPN 2 Pagar Alam. The sample amounted to 32 students. The data analysis used pre and post-test sheets. From the result analysis, the average value of student learning is 90.58. Thereby implementing the PBL model on the material presentation of data for the results study, students rated very well. Besides that, matter interesting when research students are excited about using Lego as a learning media in the classroom.

Improving Mathematical Reasoning Ability by Developing Mathematical Learning Tools Based on Guided Discovery Models Randika Irwa Risky; Hendra Syarifuddin; I Made Arnawa; Suherman
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2022)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i2.2632

Junior high school students low mathematical reasoning ability is one reason for carrying out this research. This study aims to produce a valid, practical, and effective Guided Discovery-based Mathematics Learning Tool to facilitate students' mathematical reasoning abilities. This study is development research carried out with the Plomp development model. This model has three stages: preliminary investigation, prototyping stage, and assessment phase. This research was conducted at SMP Negeri 4 Padang. The instruments used to collect data are questionnaires, documentation, test questions, and interviews—data analysis using quantitative and qualitative data analysis techniques. The results showed that the Guided Discovery-based Mathematics Learning Toolkit developed was categorized as valid (3.30 for RPP and 3.35 for LKPD) and very practical, respectively, 82.6% and 85% (for RPP and LKPD). Meanwhile, based on the results of the test results of the mathematical reasoning ability test, it was found that 86.3% of students met the criteria for the success of the mathematical reasoning ability test > 80%, meaning that the guided discovery model-based learning device was very influential on mathematical reasoning abilities.

Development of a Quizizz-Based Mathematics Learning Assessment Tools to Improve Students' Concepts Understanding Septi Wulandari; Haninda Bharata; Undang Rosidin
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.3103

This study aims to develop a Quizziz-based assessment tool and test its effectiveness on students' conceptual understanding abilities. This research began with preliminary studies, preparation of Quizziz-based Assessment Tools, validation of Quizziz-based Assessment Tools, limited field trials, and field trials. The subjects of this study were class VIII students of SMPN 6 Kota Metro in the 2022/2023 academic year. Research data was obtained through tests of critical thinking skills. The preliminary study results show the need to develop a Quizziz-based Assessment Tool. The Quizziz-based Assessment Toolkit is prepared by compiling a draft of the Quizziz-based Assessment Toolkit and all of its components. The results of the validation show that the Quizziz-based Assessment Tool meets the eligibility standards for content, media, and language in the proper category. The results of the field tests showed that there were differences in the conceptual understanding abilities of students in the experimental class and the control class. The conceptual understanding abilities of students who used Quizziz-based Assessment Tools were higher than the students' conceptual understanding abilities who did not use Quizziz-based Assessment Tools. Based on the field test results, it can be concluded that the Quizziz-based Assessment Tool effectively increases students' conceptual understanding skills.

Development of Flat Solid Figure Learning Design based Rejang Lebong Ethnomathematics Agung Setia Budi; Armiati; Edwin Musdi; Ali Asmar
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.2790

This study aims to produce a learning design for flat-sided geometry based on Rejang Lebong ethnomathematics to improve students' mathematical problem-solving skills that are valid, practical, and effective. It is motivated by the low ability to solve students’ mathematical problems. Mathematics learning carried out in schools should involve students actively. The research procedure is guided by the Plomp development design. The development model studied by Plomp is the initial investigation, development, prototyping, and research phases. In the initial investigation phase, the implementation of needs, curriculum, concept, and student analyses was implemented. In the prototype development phase, formative evaluation consists of self-evaluation, one-on-one evaluation, one-on-one evaluation, small group evaluation, and testing. Meanwhile, at the time of its application, it was tested on students of class VIII SMP to see the learning outcomes of the learning problem-solving abilities. Based on the development that has been carried out, it is obtained that the learning design of flat-sided geometry based on the Rejang Lebong ethnomathematics in the form of HLT, teacher's books, and books for class VIII SMP students are valid, practical, and effective.

Development of Numerical Literacy-Based Student Worksheet on Improving Mathematical Reasoning Lisa Purwanti; Eko Darmanto; Sumaji
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.2684

The study background is that students' mathematical reasoning abilities must be improved through learning. Efforts to improve mathematical reasoning are carried out with the Numerical Literacy-Based Student Worksheet Development process. The worksheet (LKS) development process must meet the eligibility to support learning. The study method uses Research and Development that includes ten steps—data collection techniques with interviews, questionnaires, and tests. The research subjects were fourth-grade elementary school students. The study results found that development begins with preliminary studies, analysis, formulation of learning media development, media design, prototypes, and instrument development. The validation of media experts scored 91.4% and material experts 80% with a valid predicate. The teacher's response questionnaire results were 84.2% in the very decent category, and the students’ response questionnaire got 83.6% in the very like category. The results of the validity test of mathematical reasoning are valid because the value of r-count > r table (0.632). The reliability test obtains an alpha value of 0.979, which indicates the instrument is reliable. This study concludes that the Development LKS based on numerical literacy meets the needs analysis of students and teachers and obtains valid criteria from media and material experts. The development of numerical literacy-based student worksheets (LKS) also received good grades for improving students' mathematical reasoning.

Improving Students’ Self-Confidence and Problem-Solving Ability Through RME Approach with TTW Type Cooperative Learning Model Setting Sri Adiningsih Utami Ningrum; Sri Rejeki
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2023)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v7i1.3093

Students studying mathematics get training in developing their problem-solving skills. Cognitive capacity and self-confidence can have an impact on problem-solving skills. This study aims to increase students' confidence and mathematical problem-solving skills through the TTW-type cooperative learning model RME approach. Research this class action with the Kemmis & Taggart model that can cover several cycles. The implementation of this study is two cycles with the research subjects of 28 grade VII students at a junior high school in Surakarta in the 2022/2023 academic year. Data is obtained through observation and tests. Data analysis techniques are carried out with descriptive statistics and supported by qualitative analysis of student work results. Based on the results of data analysis, confidence, and mathematical problem-solving skills, students have improved in each cycle. Students' confidence average score increased from 35.7 in the pre-cycle to 67.8 in the first and 84.8 in the second cycles. Students' mathematical problem-solving skills increased from an average score of 60 pre-cycle to 72.7 in the first cycle and 78.3 in the second cycle. This study increased self-confidence and mathematical problem-solving skills for grade VII junior high school students by applying the RME approach to setting the TTW-type cooperative learning model seen from an increase in average scores that are quite significant with 49.1 and 18.3, respectively. This finding shows the need for further efforts to achieve improved mathematical problem-solving skills that are more optimal.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Editorial Address
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Location
Kota metro,

Lampung

INDONESIA