Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika

E-guided discovery module for cartesian coordinates topic in junior high school

2024-12-15T00:15:21+07:00

Guided Discovery learning is an approach that actively engages students by allowing them to discover and investigate concepts independently. However, the development of guided discovery integrated with technology, especially on Cartesian coordinates, is still limited and has not been widely explored. likeTherefore, this study explores the ıntegrating guided discovery approach in e-module for cartesian coordinates topıc of junior high school, involving one teacher and 32 students as research subjects. Qualitative data analysis was conducted through documentation and interviews, which were then organized into data reduction, display, and verification steps. The results indicate that the E-Guided Discovery Module effectively enhances students' interest and understanding of mathematical concepts, although several areas require technical and pedagogical improvements. Recommendations for further development include enhancing the user interface, adding interactive features, and developing additional guidance. The E-Guided Discovery Module is an effective tool for improving students' mathematics learning, with the teacher's role being crucial in providing necessary guidance and support.

Students' mathematical literacy in number pattern material seen from initial mathematical abilities

2024-12-15T00:15:27+07:00

Mathematical literacy ability is an individual's ability to formulate, use and interpret mathematics by reasoning, and applying concepts in various contexts. Mathematical literacy is a very important aspect for a person to have, because if someone has good mathematical literacy skills they will be able to solve problems and find solutions in everyday life. Initial mathematical abilities also have an important role in a person's ability to solve problems. The aim of this research is to describe the mathematical literacy abilities of class VIII students in terms of initial mathematical abilities.This research is a type of qualitative research with a case study research design involving 16 students in class VIII.A LTI IGM Palembang Middle School. The data collection techniques used were students' initial mathematical ability assessment scores, mathematical literacy test instruments and interviews. The research results show that students with high initial mathematical abilities are able to solve level 1, 2, 4, and 5 questions, students achieve 3 indicators of mathematical literacy, namely formulate, employ, and interpret. Students with moderate and low initial mathematical abilities are able to answer level 1, 2, and 4 questions, write conclusions correctly but without explaining the work strategy so that students are said to have not been able to achieve the formulate or employ indicators, and in the interpreting indicators students with low and medium initial abilities are the same. never been able to answer the problem. So it can be concluded that if students are able to achieve the formulate and employ indicators well and correctly then the students will also be able to achieve the interpret indicators. On the other hand, if students cannot achieve the formulate and employ indicators well and correctly then the students will not be able to achieve the interpret indicators.

Comparison of the effectiveness of problem based learning (PBL) and project based learning (PjBL) models in the learning process

2024-12-15T00:15:42+07:00

A learning model is a collection of methods, strategies, and the integration of methods used by teachers from start to finish. Choosing the right learning model can enhance the effectiveness and accuracy of the learning process. Additionally, learners can learn better due to the selection of the appropriate methods in the learning process, making the learning experience more engaging and ultimately impacting the quality of learning. This research aims to compare the PBL (Problem-Based Learning) and PjBL (Project-Based Learning) models and to determine the proper placement of these models in education. This study employs a qualitative-descriptive method with a semantic literature review. PBL is driven by problems faced by students and focuses on research and investigation, whereas the PjBL approach is driven by the final product they aim to produce, with the primary focus on the entire production process. PBL begins with a problem, and that problem becomes the main focus in PBL, where every progress, plan, and effort made by students is directed towards solving the problem. On the other hand, PjBL starts with the assignment to carry out one or more tasks leading to the production of a final product.

Implementation of differentiated learning with problem-based learning model assisted by ‘Mebel InterTika’

2024-12-15T00:15:34+07:00

Problems that often arise in mathematics subjects include low learning outcomes.. This study aims to analyze the differences in learning outcomes of students who learn by implementing differentiated learning strategies with the Problem-Based Learning model assisted by MeBel InterTika with students who learn by implementing the Problem-Based Learning model in class VIII statistics material. This research uses a quantitative approach with a quasi-experimental research type. Data were collected using questionnaire techniques, test techniques, and observation techniques. The main research instruments include a learning style questionnaire, learning results tests, and observation sheets. Supporting research instruments are Learning Implementation Plans and MeBel InterTika. The data analyzed are quantitative data obtained from pretest and posttest data on student learning outcomes in the experimental and control classes. The results of the nonparametric test using the Mann-Whitney test, with a significance level of 5%, obtained a significance value of 0.0175, so it was found that the increase in student learning outcomes through the application of differentiated learning strategies with the Problem-Based Learning model assisted by MeBel InterTika was significantly higher than students who received the Problem-Based Learning model in grade VIII of Junior High School.

Concept understanding and mathematical representation ability: DMR model with a reciprocal teaching approach

2024-12-15T00:15:31+07:00

Understanding mathematical concepts and representations in mathematics learning is an understanding that needs to be mastered by students in order to show students in the learning process and solve various mathematical problems. In this article we report how MTs students in South Lampung Regency understand concepts and mathematical representations after being treated with DMR learning with a reciprocal teaching approach. This researcher used the Quasy Experimental Design research type with a 2x2 factorial design. The population of this study were MTs students in Central Lampung Regency with samples taken using Cluster Random sampling techniques totaling 60 students (experimental class n = 30 and control class n = 30). The instruments used to collect data were essay tests for understanding concepts and mathematical representations. The data analysis technique in this research is Multivariate Analysis of Variant (MANOVA) with a large significance value . Based on the calculations that have been carried out, the results show that the p-value of understanding concepts is 0.000 and mathematical representation is 0.000, so that the p-value of each understanding is less than 0.05, it can be concluded that there is an influence of the DMR learning model with reciprocal teaching on students' understanding of concepts and mathematical representations simultaneously or partially. The results of understanding mathematical representations were better than understanding concepts for the two learning treatments given.

The urgency of Polya model problem-solving on students mathematical ability in facing the Industrial Revolution 5.0

2024-12-15T00:15:38+07:00

In the millennial era, most students consider mathematics a difficult subject, so mathematics can be a scary threat to them when this subject takes place. Conditions like this occur for two reasons: problem-solving is difficult, or they get an educator who is usually called a killer. This research aims to teach students that difficult mathematics problems can be solved using the Polya model. The research method used is qualitative, with technical data collection in interviews, questionnaires, tests, and observations. The data analysis was done using the Miles and Huberman models. There were 16 High School students, Ibrahimy Sukorejo, who were the subjects of this research to provide research results on the urgency of using the Polya model. The research results show that (1) The test results of students using the Polya model were obtained for the categories of very critical (12.5%), critical (12.5%), quite critical (37.5%), less critical (18.75%), and not critical (18.75%); (2) the results of the analysis using Shapiro-Wilk on SPSS software showed that the research had a normal distribution because the final significance results were 0.823 and 0.998 > 0.05; and (3) the results of the analysis also show the advantages felt by Polya model users over non-Polya models. There is great hope for students, especially in mathematics, who can apply the Polya model to every mathematical problem they face to find answers to these problems and a systematic way of thinking to solve them.

Exploring ethnomathematics in donggala woven based on geometry and calculus concepts

2024-12-15T00:15:46+07:00

Donggala woven has various patterns that can be used in the mathematics learning process. Qualitative research using the ethnographic method explored ethnomathematics in Donggala weaving based on geometry and calculus concepts. The data collection techniques were literature review, observation, interviews, and documentation. Observations were made at the Job Training Institution (JTI) and shops selling Donggala fabrics, and interviews were conducted with the head of the Donggala Weaving Association in the city of Palu. Data were analyzed using the Miles & Huberman model and triangulated based on sources, methods, and time. The findings show that Donggala weavings can be explored in the mathematics learning process to find geometry concepts (lines and angles and two-dimensional shapes), geometry transformations, and function graphs in calculus. The use of Donggala woven fabric is also intended to make learning more meaningful because it can be a concrete example of the mathematical concept and, at the same time, introduce local wisdom through mathematics learning.

STEM-based mathematics learning module with PBL model in improving higher-order thinking skills

2024-12-31T04:14:07+07:00

The development of STEM-based mathematics learning modules that are systematically arranged using the PBL (Problem-Based Learning) model is one way to train students' higher-order thinking skills (HOTS). This study aims to describe the process, validity, and practicality of the developed mathematics learning module and determine the students' higher-order thinking skills after using the mathematics learning module using the development research type. This STEM-based mathematics learning module with the PBL model was developed referring to the ADDIE development model, which consists of 5 stages, namely: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The math learning module focuses on statistical material on the size of data concentration given to class VIII students at UPT SMPN 9 Gresik, as many as 31 students. Implementation begins with analyzing the results of instrument validation by validators, then analyzing student response questionnaires filled out by students after using the learning module and through higher-order thinking skills tests. Based on the results of the development process, it can be concluded that students still have difficulty working on higher-order thinking skills at the initial stage, namely the analysis stage. Designing and making modules are carried out at the design stage and development stages. At the implementation stage, the module was tested and declared feasible by the validator. The last stage is the evaluation stage, namely analyzing the data that has been obtained. The results of the validation of this math learning module are in the very valid category, with an average total validity (RTV) value of 4.16 by the three validators. The math learning module was also declared practical in theory with an average score of B, with the provision that it could be used with minor revisions. Practically, it gets an average score of 77.64% in the category of higher-order thinking skills, 19 students in the very good category, 7 students in the good category, and 5 students in the moderate category. Thus, The STEM-based mathematics learning module using the PBL model could been said to be well used to improve students’ mathematical understanding and higher-order thinking.

Statistical literacy level of mathematics education students: Challenges and recommendations for competency improvement

2025-01-08T02:12:27+07:00

An essential part of statistical literacy is a person's fundamental ability to read, understand, interpret, compile, represent, process, and critically evaluate statistical information. In addition, the ability to interpret and communicate the data that has been obtained is also part of statistical literacy. This study aims to analyze students' statistical literacy level and the challenges faced in statistical literacy and provide recommendations for improving competence. The study used a quantitative approach with an online survey involving mathematics education students. Data collection used a researcher-developed survey instrument, which was used consisting of 15 items covering essential, intermediate, and upper competencies. The population was students of the Mathematics Education study program. The sample was selected using a purposive sampling technique based on the criteria of students who have taken statistics courses. The survey was administered online. The results showed that the students' statistical literacy level was in the low category. Students have difficulty understanding the basic concepts of statistics in essential competencies, interpreting data in intermediate competencies, and communicating statistically in upper competencies. This challenge is influenced by low motivation and interest in learning. These findings suggest several strategies to improve statistical literacy competencies, including developing a more effective curriculum, increasing learning motivation, and strengthening basic math skills. Implementing these recommendations is expected to enhance the quality of statistics learning in the Mathematics Education study program and produce mathematics educators who are competent in statistical literacy.