MaPan : Jurnal Matematika dan Pembelajaran

DEVELOPMENT OF ASSESSMENT FOR LEARNING (AFL) INSTRUMENTS ON CONGRUENCE AND SIMILARITY SUBJECT FOR GRADE IX JUNIOR HIGH SCHOOL STUDENTS

2024-02-05T10:41:22+00:00

This study aims to (1) know the development process assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students; (2) produce an assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students that are valid and reliable. This present study is development research involving 126 grade IX students of SMP Islam Athirah 2 Makassar. The results showed that: (1) the process of developing assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students was carried out through the stages of compiling instrument specifications (including determining the purpose of the instrument, compiling the instrument grid, choosing the shape and format of the instrument, determining the length of the instrument, and determining the instrument scales and scoring systems), writing instruments, reviewing instruments (content validity test and instruments improvement), conducting instrument trials, interpreting measurement results, analyzing instruments (construct validity and reliability tests), and assembling instruments; (2) the results of the development of assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students consisted of a learning process assessment test, a learning outcome assessment test, and a rubric for assessing cognitive aspects, psychomotor aspects, and affective aspects.

PROFILE OF STUDENTS’ MATHEMATICAL CONNECTION IN SOLVING ETHNOMATHEMATICS PROBLEMS IN TERMS OF HIGH MATHEMATICAL ABILITY

2024-05-25T03:34:52+00:00

Mathematical connections are one of the five standards in mathematics learning and must have by students in the 21st century. Mathematics learning using culture (ethnomathematics) has a positive impact on students' mathematical understanding. Therefore, this research focuses on students' mathematical connections in solving ethnomathematics problems in terms of high mathematical abilities. This research aims to describe students' mathematical connections in solving ethnomathematics problems in terms of high mathematical abilities. This type of research is descriptive qualitative research. The subjects of this research were four mathematics education students at UIN Sunan Ampel Surabaya who had the highest Grade Point Average (GPA) of more than 3,5. Data was collected through written tests and interviews. The written test was used to reveal students' mathematical connection skills in solving Arek culture ethnomathematics problems. The interview used data triangulation by comparing students' answers when completing the test with what is revealed and deepening the results of the written test if there is something that needs to be confirmed. Next, the data is grouped and analyzed according to mathematical connection indicators. Based on the results of this analysis, it was found that the mathematical connections of students who had high mathematical abilities in solving ethnomathematics problems were in the less and very less categories. Meanwhile, the types of mathematical connections in the four subjects in solving ethnomathematics problems are procedural connections, comprehension connections, and equivalent representation connections.

THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING MODEL BASED ON TORAJA CULTURE IN MATHEMATICS LEARNING

2024-06-01T10:38:55+00:00

This research aims to implement Toraja cultural-based mathematics teaching tools to enhance the learning outcomes of students at SMPN 1 Makale Selatan. The objectives include assessing students' learning outcomes, their activities, and the teacher's capability in applying Toraja cultural-based mathematics teaching tools. The research method employed is quantitative research. Based on the findings, students' learning outcomes through problem-based learning (PBL) models infused with Toraja cultural elements are categorized as very high, with an average score of 86.17. This success is attributed to the cultural relevance and emotional connection fostered by the PBL approach integrated with Toraja traditions. The inclusive learning environment created through the recognition of cultural diversity further contributes to positive outcomes, confirming the effectiveness of the Toraja culture-based PBL model in promoting active student involvement in the learning experience. The integration of Toraja cultural elements into the PBL model significantly contributes to the remarkable success in achieving a high average score of 86.17 in students' learning outcomes. This achievement is found due to the contextual relevance of Toraja cultural values, increased emotional engagement, and the development of critical thinking skills within a broader cultural context. The use of Toraja culture not only enhances memory retention but also empowers students to actively participate in a learning environment that celebrates cultural diversity. The exceptional learning outcomes affirm the efficacy of integrating PBL with Toraja cultural elements, providing students with a profound and meaningful educational experience.

ANALYSIS OF STUDENTS' ERRORS IN SOLVING LITERACY AND NUMERACY PROBLEMS: A NEWMAN PROCEDURE APPROACH

2024-06-11T10:01:59+00:00

Mathematical literacy and mathematical numeracy are basic skills that are crucial for educational progress and individual development. However, students' mathematical literacy and numeracy skills in Indonesia must still meet the expected standards. Therefore, this research aims to analyze students' errors in solving mathematical literacy and mathematical numeracy questions. This research uses qualitative research with a descriptive approach. In this study, six subjects were selected using a purposive sampling technique, with two subjects representing high, medium, and low ability categories. Subject selection criteria are based on the results of essay tests in the algebra domain. Mathematical literacy and mathematical numeracy abilities were analyzed through student error analysis using the Newman error indicator, which includes five procedures: (1) reading, (2) comprehension, (3) transformation, (4) process skills, and (5) encoding. The results showed that students' error rates varied depending on the level of mathematical literacy and numeracy skills. Subjects in the high ability category generally need to improve comprehension, processing skills, and answer writing stages. Subjects in the medium ability category typically make mistakes in the reading, comprehension, processing skills, and answer writing stages. Then, subjects in the low category tend to make mistakes at all stages of analysis. The recommendations from this study are expected to provide valuable insights for educators in designing more effective learning strategies to overcome these errors.

DEVELOPMENT OF STUDENT WORKSHEETS WITH A REALISTIC MATHEMATICS EDUCATION APPROACH SET MATERIAL CLASS VII JUNIOR HIGH SCHOOL

2024-06-11T11:33:32+00:00

The Realistic Mathematics Education (RME) approach is one of the approaches that seeks to link mathematical concepts with situations that are relevant and meaningful to students, thus helping them understand these concepts better. Therefore, this approach is important to be integrated into learning, one of which is through the Learner Worksheet. This research aims to develop Learner Worksheets using the Realistic Mathematics Education approach that is valid, practical, and effective. This research is development research with the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development model. The research trial design involved the subject of VII grade students of SMPN 23 Sinjai, Sinjai Regency. Data collection instruments include instrument validation sheets, learner worksheet implementation sheets, learner response questionnaires, teacher response questionnaires, learner activity observation sheets, learning management observation sheets, and learning outcomes tests. The results showed that the Learner Worksheets using the Realistic Mathematics Education approach that had been developed met the criteria of validity, practicality, and effectiveness. This research contributes to providing Realistic Mathematics Education-based Student Worksheets that are valid, practical, and effective so that they can improve the quality of mathematics learning in the classroom.

GENDER DIFFERENCE IN MATHEMATICAL SPATIAL ABILITY AND FACTORS THAT MAY AFFECT IT

2024-06-12T14:16:54+00:00

This study aims to quantitatively investigate the spatial ability differences between male and female students to provide empirical evidence. In this study, 36 high school students took the sample. Spatial ability tests are used to gather data about student spatial abilities. The data is then analyzed using a T-test to test the hypothesis. The results of the study showed that there were significant differences between the spatial abilities of male and female students, and in general or as per gender, the student's space capacity was still low. Factors that may influence significant gender differences are biological and social-cultural, while the student's spatial abilities are still low because the students are not accustomed to getting training on issues related to space abilities. The use of learning media for student spatial abilities is not optimal.

THE EFFECTIVENESS OF THE APPLICATION OF BLENDED LEARNING TO SUPPORT THE PROFESSIONALISM OF MATHEMATICS LECTURERS

2024-06-21T07:31:25+00:00

Investigations about the effectiveness of the application of blended learning today have been widely studied from the perspective of students. However, there is still little literature and findings on the effectiveness of blended learning in improving the professionalism of lecturers, especially in the field of mathematics. Furthermore, to support the implementation of blended learning, we use the Google Classroom application. Therefore, this study aims to investigate and describe the effectiveness of the application of blended learning to improve the professionalism of mathematics lecturers which includes dimensions of knowledge, beliefs, and attitudes. We used an Action Research design with one group post-test, where data were taken with several classes and the same treatment to achieve the research objectives. We involved two lecturers in the mathematics education study program with 34 students enrolled in the lecture. Furthermore, the research procedure includes three stages, namely preparation, implementation, and filling out data collection instruments. We used descriptive statistical analysis to obtain research objectives in the form of obtaining average scores, maximum values, minimum values, and standard deviations. Finally, the analysis results show: (1) the lecturer's knowledge is in the high category, (2) the lecturer's confidence is in the active category for each meeting, and (3) the expected attitude of lecturers in blended learning is in the positive category, so it can be concluded that the application of blended-learning is effective in improving the professionalism of mathematics lecturers.

PROFILE OF STUDENTS' PROBLEM-SOLVING ABILITIES BASED ON KEIRSEY'S PERSONALITY IN SOLVING ETHNOMATHEMATICS PROBLEMS

2024-06-21T08:03:02+00:00

Problem-solving abilities are essential for students to face developments in the 21st century. This research examines students' problem-solving abilities in solving ethnomathematics-based problems in terms of Keirsey's personality type. This research uses a qualitative approach with a case study method. The research instrument is a questionnaire to measure Keirsey's personality type (artisan, guardian, idealist, and rational), an ethnomathematics-based problem-solving test instrument with the Polya problem-solving stages. Research subjects were chosen based on specific considerations: students with artisan, guardian, idealist, and rational personality types. Data collection was carried out using questionnaires, tests, and interviews. Based on the results of the analysis, it was found that each student with a different personality type had different problem-solving abilities. Students with a rational personality type can fulfill all stages of Polya problem-solving in each problem. Students with the guardian personality type skip checking back on a problem. Students with an artisan personality type lack planning. Meanwhile, students with an idealistic personality type cannot fulfill the problem-solving stages in all problems. These findings emphasize differences in problem-solving abilities for each personality type, so they can be used as a reference for designing learning based on personality type.

PROBLEM-BASED LEARNING WITH SCAFFOLDING TO IMPROVE NUMERACY LITERACY OF JUNIOR HIGH SCHOOL STUDENTS

2024-06-27T12:28:29+00:00

Numeracy literacy is crucial because it can help someone understand the role or usefulness of mathematics in their daily lives. Therefore, it is necessary to research to improve students' numeracy literacy. The purpose of this research is to take action and analyze the use of the PBL model with scaffolding to improve students' numeracy literacy. Classroom action research with Kurt Lewwin model which consists of planning, implementation, observation, and reflection. Data collection techniques using tests and observation sheets. The data analysis technique used was qualitative and quantitative analysis. The subjects of this study were students of class VII-D at SMP Negeri 5 Cimahi. Data analysis can be concluded that Problem-Based Learning with Scaffolding can improve numeracy literacy, in cycle 1, we obtained an average value of 65 with a completeness rate of 50% which amounted to 20 students, and those who did not complete there were 20 students or 50%. While in cycle 2, the average score was 73.5 with a 70% completeness rate totaling 28 students and 12 students or 30% were not complete. With the application of the Problem-Based Learning model with Scaffolding, students are more active in participating in the learning process than before the action is given.

A THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ON CRITICAL THINKING ABILITY AND MATHEMATICS LEARNING OUTCOMES AT SMPS PGRI 19 LOHSARI BARAT

2024-06-27T12:51:23+00:00

The background to this research is the low level of mathematics learning outcomes and critical thinking abilities. The need for influential learning to support critical thinking skills and student learning outcomes through the problem-based learning model. This research aims to determine the effect of the problem-based learning model on students' critical thinking abilities and mathematics learning outcomes. The research was carried out at PGRI 19 West Lohsari Private Junior High School. This research is a quasi-experimental type with a Non-Equivalent Control Group Pretest-Posttest Design. The subjects in this research consisted of two classes, namely class VIII-1 with a total of 26 students as an experimental class treated using a problem-based learning model and class VIII-2 with a total of 26 students as a control class using a conventional learning model. The data analysis technique used is the t-test or paired sample t-test. The instrument used is a test in the form of an essay to measure critical thinking abilities and mathematics learning outcomes. The results of hypothesis testing using the t-test obtained a value of t-count 8.33431 > t-table = 0.388, which means that there is a significant influence of the application of the problem-based learning model on critical thinking skills and mathematics learning outcomes for class VIII at PGRI 19 West Lohsari Private Junior High School. The Problem-Based Learning model has been associated with several advantages, such as improving critical thinking skills, improving problem-solving abilities, and improving mathematics learning outcomes. Thus, the problem-based learning model can be effective in improving students' critical thinking skills and mathematics learning outcomes.

OPTIMIZING MATHEMATICS LEARNING OUTCOMES USING ARTIFICIAL INTELLIGENCE TECHNOLOGY

2024-06-27T13:15:03+00:00

The use of technology in learning has become inevitable in modern education. It plays an important role in optimizing the learning process, including in the context of mathematics learning. This study aims to describe the optimization of mathematics learning outcomes using Artificial Intelligence technology. This research uses a qualitative method with a descriptive approach. The instruments used were tests and interviews. The data collected was then analyzed using the interactive model analysis flow developed by Miles and Huberman, namely reducing data, presenting data, and verifying/concluding. The results showed that by using Artificial Intelligence (AI) technology in the learning process, lecturers can provide experiences tailored to students' individual needs, improve their understanding of mathematical concepts, and provide fast and precise feedback. Thus, the use of AI technology can optimize mathematics learning.

ANALYSIS OF MATHEMATICAL PROBLEM SOLVING ABILITY OF CLASS X STUDENTS REVIEWED FROM LEARNING STYLE

2024-06-29T08:25:57+00:00

It is important to know students’ mathematical problem solving abilities based on their learning styles to identify the most appropriate teaching method to maximize each student's learning potential. This research aims to analyze the mathematical problem solving abilities of class X IIS 1 MA Guppi Ralla students by considering three learning styles, namely visual, auditory, and kinesthetic. The approach used is a qualitative approach. The research subjects consisted of three students, representing various learning styles. Data was collected through learning style questionnaires, problem solving ability tests, and interviews. The data results were analyzed using data reduction, data display, and conclusion drawing. The results of this research indicate that the mathematical problem solving abilities of class X students at MA Guppi Ralla can be influenced by their learning style. Based on the analysis of problem solving abilities in three subjects representing visual, auditory, and kinesthetic learning styles, it can be concluded that students with a visual learning style have good mathematical problem solving abilities, especially in understanding problems, making plans, implementing plans, and looking back. Students with an auditory learning style also have good abilities in solving mathematical problems, although there is some difficulty understanding the problem carefully. Meanwhile, students with a kinesthetic learning style are also capable of solving mathematical problems, but they tend to be less careful in defining problems. Further research could explore how various teaching methods tailored to students' learning styles influence the improvement of their problem solving ability.