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Pendekatan Saintifik Menggunakan Software Graphmatica untuk Menumbuhkan Kemampuan Komunikasi Matematika Widiawati Widiawati; Indah Widyaningrum
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i2.503

The purpose of this study was to find out the mathematical communication skills of students during the scientific approach was applied using graphmatica software on function graph material in college. This research was an experimental study in the category of one group pretest posttest design involving 30 first semester students of mathematics education study program at STKIP Muhammadiyah Pagaralam. The results showed that students’ mathematical communication skills during the applied scientific approach using graphmatica software on function graph material were classified as very good. This means that the use of graphmatica software through the scientific approach can build students’ mathematical communication skills. Through the learning process based on a scientific approach consisting of observing, quetioning, associating, experimenting, and networking, students’ mathematical communication skills both verbally and in writing are classified as very good. For this reason, these activities have a positive influence on students. Beside building students’ mathematical communication this approach also influence students’ learning outcomes. Better the mathematical communication skills, better the learning outcomes. Therefore, building mathematical communication skills is very important in learning especially in learning through a scientific approach using graphmatica software. The use of graphmatica software can be used in other course such as calculus courses. So, graphmatica software can be used in other course so that it is not limited according to the design of the material to be implemented.

Implementasi Lembar Aktivitas Berbasis Pendekatan Saintifik untuk Meningkatkan Penalaran Spasial dan Self Esteem pada Mahasiswa Matematika Westi Bilda; Dian Nopitasari; Desty Haswati
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i2.544

Activity sheet is one of the tools that can be used in the learning activities by applying the desired learning steps. The aim of this study is to find out there is an increase in spatial reasoning and self esteem of students after using a scientific-based activity sheet on Geometri Analitik Datar subject. This type of research is one-group pretest-posttets design conducted by researchers before and after scientific-based activity sheets as treatment of this research. The subjects of this study were the second semester students who are learning Geometri Analitik Datar course consisted of 30 students. The research instruments used ware spatial reasoning test in the form of multiple choice tests and a self esteem questionnaire. The technical analysis used were a descriptive analysis and N-Gain analysis. The result of the research on spatial reasoning shows the pretest average score is 58.83 and the posttest average score is 76.17. It means that there is a significant increasing result between pretest and posttest that is 17.34. While the result of self esteem shows the pretest average score is 52.07 and the posttest average score is 73.60. It means that there is a significant increasing result in self esteem result that is 21.53. The results of the spatial reasoning and self esteem gain distribution range, both of them included medium criteria, that is 80%. Thus it can be concluded that the spatial reasoning and self esteem of students increases after applying learning using a scientific approach based activity sheet.

Optimasi Learning Rate Neural Network Backpropagation Dengan Search Direction Conjugate Gradient Pada Electrocardiogram Azwar Riza Habibi; Vivi Aida Fitria; Lukman Hakim
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i2.603

This paper develops a Neural network (NN) using conjugate gradient (CG). The modification of this method is in defining the direction of linear search. The conjugate gradient method has several methods to determine the steep size such as the Fletcher-Reeves, Dixon, Polak-Ribere, Hestene Steifel, and Dai-Yuan methods by using discrete electrocardiogram data. Conjugate gradients are used to update learning rates on neural networks by using different steep sizes. While the gradient search direction is used to update the weight on the NN. The results show that using Polak-Ribere get an optimal error, but the direction of the weighting search on NN widens and causes epoch on NN training is getting longer. But Hestene Steifel, and Dai-Yua could not find the gradient search direction so they could not update the weights and cause errors and epochs to infinity.

Analisis Pemahaman Calon Guru Matematika terhadap Konsep Garis dan Sudut Udiyono Udiyono; Muhammad Ridlo Yuwono
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i2.605

This study aims to determine the level of understanding of prospective mathematics teachers on line and angle material and their causes. This research is a case study. Subjects were selected using purposive sampling technique. This research instrument is an understanding test and interview guidelines. Method triangulation techniques are used to compare the results of understanding tests with interviews. Data analysis for understanding test results using a percentage level of understanding formula. Data analysis for interview results is data reduction, data presentation and conclusion drawing. The results showed that the level of achievement of the six aspects of understanding was less than 30%. The conclusions of this study are the level of understanding of prospective mathematics teachers in the material line and angle is still low.

Pedagogical Content Knowledge (PCK) pada Mahasiswa Calon Guru Matematika Annis Deshinta Ayuningtyas; Davi Apriandi
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2019)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v3i2.616

Pedagogical Content Knowledge (PCK) is one of the basic knowledge that pre -services teachers must-have. PCK explained how the teacher linked material knowledge with knowledge about teaching. By mastering PCK pre-services teachers are expected to carry out effective learning. The purpose of this study is to describe the ability of pre-service mathematics teacher PCK. This type of research is descriptive qualitative. The subjects of this study were two pre-service teachers for the Mathematics Education Department at the Universitas Sarjanawiyata Tamansiswa. The instruments used were observation sheets, questionnaire sheets, linear program test questions, and interview guidelines. The data analysis technique of this study used descriptive qualitative analysis techniques. The results showed that based on indicators of PCK ability, pre-service teachers already knew and understood core competencies, basic competencies, and learning indicators and could make learning objectives, learning materials, reference sources, approaches, strategies, methods, and mathematical learning models. In addition, pre-service teachers can also make assessment plans, both the affective, cognitive, and psychomotor domains as well as the remedial and enrichment programs. Pre-service teachers are quite flexible and confident in teaching even though there are pre-service teachers who speak in small voices and the intonation has not varied. When viewed from the material side, the material provided by pre-service teachers to students is good even though there are still a few shortcomings. In general, pre-service teachers have a good understanding of content and pedagogical knowledge in theory, but implementation in planning and learning in class is still lacking

Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style Ulumul Umah
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.638

Students’ difficulty in calculus can be related to their ability in covariational reasoning in school or college. Reasoning process involves high-level cognition. Nevertheless, the relationship between cognitive style and covariational reasoning has not been investigated more specifically. Cognitive style in this study was characterized by field-dependent and field-independent category. This paper describes the covariational reasoning process of field-dependent and field-independent students while constructing the graph of dynamic events. Students’ cognitive style data obtained through the Group Embedded Figures Test (GEFT), while the covariational reasoning data obtained through the covariational problem test and verified by several interviews. The results showed that there was no significant consistent difference between field-dependent and field-independent students in their covariational reasoning level, but there were differences in students’ way of reacting to the context of the problems. Field-dependent subjects exhibited their mental action inconsistently when they faced a new problem that more complex than before. This finding indicated that we need to set the problem to make it an effective stimulus in developing student’s covariational reasoning ability.

Eigen Problem Over Max-Plus Algebra on Determination of the T3 Brand Shuttlecock Production Schedule Andra Permana; Siswanto Siswanto; Pangadi Pangadi
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.702

The production process is included in the Discrete Event System (DES). The DES independent variable generally depends on the event, so an event is influenced by the previous event. Max-plus algebra can be applied in the DES problem to change the system of nonlinear equations obtained into linear equations. Max-plus algebra is a set of real numbers combined with equipped with operations max and plus ⊗ or can be denoted with . An effective and efficient production process needs to pay attention scheduling steps well. The purpose of this research is to determine the Shuttlecock T3 production schedule using eigenvalue and eigenvector in max-plus algebra. The research method in this research is study of literature and observation. Literature study is carried out by studying references about max-plus algebra, especially material related to scheduling problems, while observation are carried out in the process of taking data of the Shuttlecock T3 production process in Surakarta. The linear equation system that is formed based on the results of the observation is then presented in the form and . The periodic time and initial system production time are determined from the eigenvalue and eigenvector matrix where . The results of the research showed that the production system run periodically every 249 minutes, then the best time for each processing unit to start working can be determined, as well as the Shuttlecock T3 production schedule according to the working hours more effective and efficient can be determined too.

Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level Imam Kusmaryono; Akbar Muntoha Gufron; Achmad Rusdiantoro
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.770

This study is a mixture of quantitative and qualitative with sequential explanatory designs. The study aims to (1) analyze the improvement of student achievement in learning after scaffolding, (2) evaluate the level of students 'mathematics anxiety, and (3) describe the role of scaffolding in changing students' perceptions of mathematics anxiety in classroom learning. Sampling through random sampling techniques obtained by students of class X-IPA-1 and X-IPA-2 in SMA Negeri 6 Semarang. Quantitative data analysis uses statistical test techniques: normality test, paired sample t-test, and N-gain test. Qualitative data analysis through interactive methods namely data collection, data reduction, data presentation, and drawing conclusions. Data validation techniques through the source and method triangulation. The results showed that (1) there was an increase in student learning achievement after the application of the scaffolding strategy by 33.0% to 34.5%; (2) there was a decrease in the level of mathematics anxiety in students by 90.4%; (3) through scaffolding, students succeed in reflecting and correcting mistakes in solving previous problems. This means scaffolding can be an effective strategy to help students move across different Zones of Proximal Development (ZPD). The scaffolding strategy has also created a positive classroom environment that encourages students to learn mathematics without fear.

The Thinking Process of Students Using Trial and Error Strategies in Generalizing Linear Patterns Yayan Eryk Setiawan
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.839

Patterns generalization learning at the junior high school is more emphasis on the generalization of linear patterns. One problem in generalizing linear patterns is that students do not know the process of using trial and error strategies to generalize linear patterns. For this reason, the purpose of this study was to analyze the thought processes of 2 junior high school students who succeeded in generalizing linear patterns using trial and error strategies. The results show that there are two trial and error strategies that can be used to generalize linear patterns, namely: (1) Trial and error strategy by looking at the relationship of quantity consists of three steps. The first step is called relating, namely, the subject connects between the first term, the term in question, and difference. The second step is called searching, where the subject finds similarities by using addition and subtraction operations to obtain the nth term formula. The third step is called extending; the subject expands the pattern into more general structures by looking at the relationship between quantities. (2) Trial and error strategy by looking at patterns that consist of three steps. The first step is called relating, namely, the subject connects small positive integers by using arithmetic operations to obtain the first term and the second term. The second step is called searching, where the subject finds similarities by finding the formula for the first, second, and third terms. The third step is called extending, where the subject expands the pattern into more general structures by looking at the pattern that applies to the first, second, and third terms.

“We Need Supervisors”: Problematic Implementationof Curriculum 2013 among Mathematics Teachers Setiawan Setiawan; Khairiani Idris
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.859

The development of the curriculum is a dynamic process which aims to comply with the evolvement of knowledge and technology. However, the implementations of the reformed curriculum have been acknowledged to raise various issues. Likewise, among the issues related to the implementation of the Curriculum 2013, known as K13, in Indonesia was teachers’ difficulties, including mathematics teachers. This study aimed at investigating and describing the difficulties faced by junior high school mathematics teachers in implementing K13. The study applied a mixed-method approach involving 66 from a total of 78 junior high school mathematics teachers in Lhokseumawe, Aceh Province, as the study sample. The findings showed that 50%-60% participants encountering difficulties in components of training and socialization of K13, lesson planning, learning activities, and assessment and reporting the learning outcome. Although 93.94% teachers have taken the K13 training, only 56.45% of them sometimes implemented the curriculum in the classrooms. Additionally, the main resource of the difficulties was the ineffectiveness of training and socialization of K13 the teachers had attended. The teachers expected that there would be a learning community or forum as the follow-up action of the training, which can supervise the implementation of K13 in their classes. The directions for further research to improve curriculum implementation were discussed.

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Journal Mail Official
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Kota metro,

Lampung

INDONESIA