MATHEdunesa最新文献

{"title":"Analisis kesalahan Siswa SMP dalam Memecahkan Masalah Kontekstual pada Materi Perbandingan Ditinjau Dari Gaya Kognitif","authors":"Mufidatin Anjelina, Ismail Ismail","doi":"10.26740/mathedunesa.v12n2.p652-662","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p652-662","url":null,"abstract":"The aim of this research is describe errors conducted by students of junior high schools with cognitive styles type field-dependent and field-independent in solving contextual problems in proportion and its causal factors. This research is a descriptive qualitative research. The research subjects for this research were 2 students with the most errors from each type of cognitive styles. The two subjects are of the same gender. Data was collected by interview techniques and test. This research used 3 kinds of instruments, those were interview guidelines, the GEFT test, and diagnostic tests. Data of this research is processed using Miles and Huberman technique which includes 3 steps. The results of this research shows the errors made by subject FD and FI cognitive style, and also the factors that cause the errors. Subject with FD cognitive style made errors such as, errors in understanding the problem, erros in devising a plan, erros in carrying out the plan, and looking back errors. The errors made by students with FI cognitive style included carrying out plans, and checking again. Factors that cause subject that has FD cognitive style made errors tend to be caused by difficulties in understanding problems, lack of the understanding of the mathematical concepts, and also lack of calculating skills. Factors that cause subject that has FI cognitive style made errors tend to result from a lack of thoroughness in students when solving problems.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136083052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Penalaran Siswa SMA dalam Pembuktian Matematika pada Materi Trigonometri Ditinjau dari Kemampuan Matematika","authors":"Binti Nur Hidayah, Dini Kinati Fardah","doi":"10.26740/mathedunesa.v12n2.p663-683","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p663-683","url":null,"abstract":"Reasoning in mathematical proof is a thinking process to draw conclusions based on logical ideas by rebuilding previous knowledge and connecting it with current knowledge in order to demonstrate the truth of a mathematical statement supported by logical arguments. To be able to know students' reasoning in mathematical proving is associated with problem solving because problem solving and reasoning have a close relationship. Differences in students' mathematical abilities allow for differences related to reasoning in mathematical proof. The purpose of this study is to describe the reasoning of high school students with high, medium and low mathematical abilities in proving mathematics on trigonometry material.
 This study used a qualitative approach with a descriptive research type. The research subjects consisted of 3 students from class X, namely students with high, medium and low mathematical abilities. The research data were obtained from the results of mathematical ability tests, mathematical proving tests, and interviews. Mathematical ability tests were used for the selection of research subjects, mathematical proof tests were used to find out how students reasoned in proving mathematics on trigonometry material and interviews were conducted to find out more clearly about the explanation of the reasoning process written by the subjects on the mathematical proof test.
 The results showed that the three students understood the problem by identifying information that was known and that was not known to students with high mathematical ability and logical reasons, but students with moderate and low mathematical ability, there were statements that were not accompanied by logical reasons. In planning the completion, students with high mathematical ability are accompanied by logical reasons but students with moderate and low mathematical ability have statements that are not accompanied by logical reasons. In carrying out the completion plan students with high mathematical ability can solve problems according to plan accompanied by logical reasons, for students with moderate mathematical ability can solve problems according to plan, even though there are statements that are not accompanied by logical reasons, but students with low mathematical ability they cannot solve problems and did not succeed in carrying out according to the plan because they were confused about proceeding with problem solving. In re-examining the process and results, students with high ability get conclusions from their completion and examine the process from the start, starting from reading the problem, planning, implementing plans and conclusions with logical reasons, for students with moderate mathematical ability getting conclusions from their completion and checking their calculations with logical reasons. However, students with low mathematical ability did not get a conclusion from the solution because they could not solve the problem and did not re-examine the ","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136162111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient","authors":"Rafika Kamila Sari, Endah Budi Rahaju","doi":"10.26740/mathedunesa.v12n2.p635-651","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p635-651","url":null,"abstract":"Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136383352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tren Penelitian Pendidikan Matematika di Jurnal Mosharafa: Jurnal Pendidikan Matematika Tahun 2021-2022","authors":"Ice Dwi Novelza, Nia Monika Sari, Aan Putra","doi":"10.26740/mathedunesa.v12n2.p624-634","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p624-634","url":null,"abstract":"
 
 
 
 The publication of the results of mathematics education research has increased and developed from time to time, especially in accredited national journals. This study aims to provide an overview of research trends in mathematics education published in Mosharafa : Jurnal Pendidikan Matematika which accredited on grade Sinta 2 and to identify opportunities for future mathematics education research. This research is a scoping literature review using the five-stage framework of Arksey & O'Malley. A review was conducted of 90 articles in the field of mathematics education published in Mosharafa : Jurnal Pendidikan Matematika in 2021-2022 period. Based on the results and discussion, it shows that the trend of mathematics education journals (2021-2022) in Mosharafa : Jurnal Pendidikan Matematika is the dominant research topic used, namely regarding the ability to think mathematically, while research topics that are minimally used include book analysis. The dominant research subjects used were junior high school students, while the minimum was the general public. The dominant research methods used are qualitative research and quantitative research. While the recommendations that the dominant researcher suggests are regarding further researchers being able to apply, develop and examine more deeply the research that has been carried out and the next researcher should apply new and interesting variations to the research that will be carried out.
 
 
 
 
","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135313706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Creative Thinking Process of Junior High School Students in Solving Story Problems Viewed from Field Dependent – Field Independent Cognitive Style","authors":"Halliem Pangesti Ningrum, Endah Budi Rahaju","doi":"10.26740/mathedunesa.v12n2.p611-623","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p611-623","url":null,"abstract":"Giving math subjects is very important in life. This is in line with content standards in Permendiknas No. 22 of 2006 that mathematics subjects need to be given to train and teach thinking skills, one of which is creative thinking. The purpose of this study was to describe the creative thinking processes of junior high school students with field dependent and field independent cognitive styles in solving problems on the material surface area of geometric figures. The subjects in this study were one student each with field dependent and field independent cognitive styles who had high and equal mathematical abilities and were male. The research instruments used were GEFT sheets to classify cognitive styles, Mathematical Ability Test (MAT) sheets to classify students' mathematical abilities, Problem Solving Task sheets (PST) and interview guidelines to find out in detail the students' creative thinking processes. Based on the results of the research conducted, the creative thinking process of students with field dependent cognitive style at the preparatory stage read the questions twice to understand the questions, at the incubation stage field dependent students needed 15 minutes to get out of this stage. At the illumination stage, field dependent students were not fluent in solving problems and only had one solution idea. At the verification stage, field dependent students are unsure of their answers and have no other solution ideas. The thinking process of students with field independent cognitive styles in the preparation stage of field independent students read the questions twice to understand the questions. At the incubation stage, independent field students managed to get out of this stage and found ideas to solve questions for 5-10 minutes. In the illumination stage, field independent students smoothly solve problems and have several ideas for solving them. At the verification stage, field independent students are very confident with their answers and have other solutions.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Representasi Matematis Siswa dalam Menyelesaikan Masalah Teorema Pythagoras berdasarkan Tahapan Polya Ditinjau dari Perbedaan Gender","authors":"Dinda Putri Lestari, Evangelista Lus Windyana Palupi","doi":"10.26740/mathedunesa.v12n2.p588-610","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p588-610","url":null,"abstract":"Mathematical representations is the real product or result that represent mathematical ideas in various forms, such as diagrams, graphs and other concrete forms to help finding solutions to problems. Mathematical representation in problem solving is the main thing since, the use of right mathematical representation can help in solving the problem correctly. The purpose of this research is to describe the mathematical representation of masculine male students and feminine female students in solving Pythagorean Theorem problems based on Polya's stages. The research method used is descriptive qualitative. The research subjects were 3 masculine male students and 3 feminine female students at Junior High School 2 Gresik. Data is collected using BSRI questionnaire, mathematical ability test, problem solving test, and interviews. The results of problem solving test were showed that at the stage of understanding the problem, masculine male students presented known information using visual and symbolic representations while feminine female students used verbal and symbolic representations. To present what is being asked, masculine male students and feminine female students using verbal representations. At the planning stage, masculine male students and feminine female students explained solving strategies using verbal representations. At the stage of carrying out the plan, masculine male students and feminine female students solving the problems using visual, symbolic, and verbal representations, and presenting the results of the solution using verbal representations. At the re-examining stage, masculine male students and feminine female students using verbal representations to conclude the completion results and checking the completion results using symbolic representations.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired","authors":"Kurrotul Hasanah, A. H. Rosyidi","doi":"10.26740/mathedunesa.v12n2.p534-556","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p534-556","url":null,"abstract":"The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profil Kemampuan Berpikir Abstrak Siswa SMP dalam Memecahkan Masalah Matematika Ditinjau dari Adversity Quotient","authors":"Dinda Putri Rubiyanti, Pradnyo Wijayanti","doi":"10.26740/mathedunesa.v12n2.p569-587","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p569-587","url":null,"abstract":"Abstract thinking ability is a person’s ability of someone to represent problems in the form of mathematical models and relate them to concepts to find solutions to existing problems. The succes of students in solving problems also depends on intelligence of students in dealing with difficulties or Adversity Quotient (AQ). There are 3 types of AQ namely climber, camper, and quitter. The purpose of this research was to describe the profile of abstract thinking ability in grade VIII junior high school in solving problems in terms of AQ. The type of this research is qualitative descriptive research. The data sourch for this research were 3 students of class VIII-A at SMPN 54 Surabaya with different types of AQ and high mathematical abilities. The instruments used were Adversity Response Profile (ARP) test, abstract thinking ability test, and interview. The result showed that the profile of the climber student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization. The camper student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization although there are some drawbacks. The quitter student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction only.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efektivitas Model Pembelajaran SSCS (Search, Solve, Create, and Share) dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis","authors":"A. Anshori, Masriyah Masriyah","doi":"10.26740/mathedunesa.v12n2.p557-568","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p557-568","url":null,"abstract":"The ability to solve mathematical problems is an important ability that must be possessed by students, one of its functions is to be able to find solutions to mathematical problems. The purpose of this study was to examine the effectiveness of the SSCS learning model in improving students' mathematical problem solving skills. This research is a descriptive research with a mixed methods approach. The subjects in this study were students of class X SMAN 1 Ngadiluwih. The instruments used were observation sheet of teacher's ability to manage SSCS learning, student activity observation sheet, pretest-posttest sheet, and student response questionnaire sheet. Based on the analysis, it was obtained that the teacher's ability to manage SSCS learning was included in the good category, student activities that met the criteria for learning effectiveness were only 3 out of 7 activities, the n-gain score obtained was 0.33, and learner responses were positive. Based on the analysis of research data, obtained: 1) The teacher's ability to manage SSCS learning is included in the effective criteria. 2) Learners' activities are included in the ineffective criteria. 3) Problem solving ability of students shows an increase. 4) Learners gave a positive response to the application of the SSCS learning model. From the description above, it can be concluded that the SSCS learning model in improving mathematical problem solving skills is not effective if applied to distance material in space in class X3 SMAN 1 Ngadiluwih.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Numeracy of Eighth Grade Students in Solving AKM-Like Problems Based on Mathematical Ability","authors":"Zenithe Wahyudistya, Rooselyna Ekawati, Dayat Hidayat","doi":"10.26740/mathedunesa.v12n2.p522-533","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p522-533","url":null,"abstract":"Abstract: Numeracy is the ability to locate, use, interpret, evaluate, and communicate mathematical information and ideas in the real context. This research purpose to describe the numeracy of eighth grade students in solving AKM-like problems in equations and inequalities subdomain based on high, moderate, and low mathematical abilities. The research subjects were eighth grade students consisting of one student with high mathematical ability, one student with moderate mathematical ability, and one student with low mathematical ability. The research method used in this research is qualitative descriptive research. Data were obtained by numeracy test. Students with high mathematical abilities present the information obtained in the form of equations and inequalities, use mathematical rules and procedures on equations and inequalities, interpret the results in the context of the problem, evaluate the results of problem solving through supposed, and communicate the results of their interpretation to others both orally and writing appropriately. Students with moderate mathematical abilities present the information obtained in the form and use procedures and rules of equations and inequalities in solving problems appropriately. However, students with moderate mathematical abilities interprets the results inaccurately so that in communicating the results of the interpretation is also inaccurate and evaluate the results only by correcting or recalculating. Students with low mathematical abilities do not present information in the form of equations and inequalities, nor do they use procedures and rules of equations and inequalities in solving problems. The interpretation of students with low mathematical abilities is also incorrect so that communicating the results of interpretations is not correct. In addition, students with low mathematical abilities do not evaluate the results of problem solving, either through supposed or correcting and recalculating.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"166 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}