2026-04-04T06:54:40Z https://kalamatika.matematika-uhamka.com/index.php/index/oai

oai:ojs.kalamatika.matematika-uhamka.com:article/3 2023-05-16T11:02:19Z kmk:ART

STRATEGI PEMECAHAN MASALAH MATEMATIS VERSI GEORGE POLYA DAN PENERAPANNYA DALAM PEMBELAJARAN MATEMATIKA Umar, Wahid George Polya telah meletakan suatu warisan “pentingnya mengajar dengan pemecahan masalah”. Setiap masalah memiliki “sepuluh strategi” yang tepat dengan “empat” langkah pemecahan sesuai dengan aspek-aspek dan sudut pandangnya masing-masing di dalam menyelesaikan suatu masalah matematis. Topik ini telah menjadi komponen utama dalam kurikulum matematika pada semua tingkatan pendidikan. NCTM dalam standards (1989) mempublikasikan ”The Curriculum and Evaluations Standards for School Mathematics”, yang menekankan bahwa pemecahan masalah harus menjadi fokus dalam kurikulum matematika di sekolah. Ini berarti bahwa pemecahan masalah merupakan salah satu topik yang sangat penting dalam pembelajaran matematika. Tujuan mengajarkan matematika dengan pemecahan masalah adalah: (1) membantu guru memperbaiki keterampilan pemecahan masalah diri sendiri; (2) diberikan kepada guru untuk membantu siswa mengembangkan keterampilan pemecahan masalah mereka; (3) untuk menyelidiki strategi umum pemecahan masalah; dan (4) bagaimana membuat kata “masalah” dan “pemecahan masalah” menantang dan menarik untuk siswa. Pentingnya para siswa mengalami proses pembelajaran matematika dengan pemecahan masalah matematis. Siswa perlu dipersiapkan dan didorong untuk berpikir bahwa sesuatu itu multi-dimensi sehingga mereka dapat melihat banyak kemungkinan penyelesaian untuk suatu masalah. Dengan demikian, pemecahan masalah matematis dalam pembelajaran matematika merupakan bagian integral dari semua aktivitas matematis. Fokus kajian makalah ini adalah bagaimana strategi pemecahan masalah matematis versi George Polya dan penerapannya dalam pembelajaran matematika. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/3 10.22236/KALAMATIKA.vol1no1.2016pp59-70 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 59-70 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 59-70 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/3/7 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/4 2023-05-16T11:03:00Z kmk:ART

KURIKULUM DAN PEMBELAJARAN MATEMATIKA DI JEPANG SERTA PERBANDINGANNYA DENGAN DI INDONESIA Miliyawati, Bety Kurikulum merupakan bagian yang tidak terpisahkan dari pendidikan atau pengajaran. Kurikulum memiliki komponen-komponen yang saling berkaitan: tujuan, materi, metode, organisasi, dan evaluasi, sebagai dasar utama dalam upaya pengembangan sistem pembelajaran di lembaga pendidikan. Pembaharuan kurikulum adalah hal yang mutlak terjadi, sebab pendidikan juga berjalan mengikuti zaman dan perubahan. Seperti halnya di Indonesia, pergantian kurikulum juga terjadi di Jepang, sekalipun tidak dalam frekuensi yang sama. Tujuan pembaharuan kurikulum Jepang adalah dengan harapan dapat memacu kreativitas para guru termasuk guru matematika dalam mengimplementasikan pengalaman belajar kepada peserta. Kurikulum Jepang, pertama kali dikeluarkan pada tahun 1947, bertepatan dengan lahirnya undang-undang pendidikan di Jepang, selanjutnya berkali-kali mengalami perubahan. Panduan tentang muatan pembelajaran di sekolah termuat dalam Gakusyuushidouyouryou. Meskipun majunya pendidikan Jepang dan kemajuan industrinya benar-benar terwujud namun tetap sampai saat ini, pengembangan profesional guru dilakukan secara terus-menerus sebab Jepang menyadari karena miskin sumber daya alam maka pengembangan sumber daya manusia (termasuk guru) perlu dilakukan secara terus-menerus. Dalam makalah ini, penulis mencoba menganalisis kurikulum dan pembelajaran matematika di Jepang serta perbandingannya dengan di Indonesia, dengan harapan dapat menjadi bahan renungan dalam rangka berperan serta secara aktif dalam pengembangan kurikulum dan pembelajaran matematika di Indonesia. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/4 10.22236/KALAMATIKA.vol1no1.2016pp1-16 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 1-16 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 1-16 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/4/3 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/5 2023-05-16T11:02:51Z kmk:ART

MODEL PENGAJARAN DAN PELATIHAN STRATEGI KOGNITIF (MODEL P2SK) YANG MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF Buhaerah, Buhaerah Strategi kognitif Berpikir kritis Berpikir kreatif Model pengajaran dan pelatihan strategi kognitif ini menjadi salah satu acuan atau contoh untuk mendesain pembelajaran. Secara praktis, model ini menjadi petunjuk dalam meintegrasikan aspek-aspek berpikir kritis dan kreatif dengan materi pelajaran. Sehingga tujuan pembelajaran untuk mengembangkan keterampilan berpikir kritis dan kreatif dapat tercapai sekaligus penguasaan materi pelajaran. Upaya menintegrasikan materi pelajaran dengan aspek-aspek berpikir kritis dan kreatif dalam pembelajaran, diperlukan upaya-upaya yang sistematis, terukur, dan berkelanjutan. Atas dasar inilah model pembelajaran ini dikembangkan. Model pengajaran dan pelatihan strategi kognitif disingkat model P2SK yang mengembangkan kemampuan berpikir kritis terdiri dari beberapa komponen, yaitu: sintaks, sistem sosial, prinsip-prinsip reaksi, sistem pendukung, dan dampak instruksional dan pengiring. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf application/msword https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/5 10.22236/KALAMATIKA.vol1no1.2016pp17-36 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 17-36 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 17-36 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/5/4 https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/5/77 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/6 2023-05-16T11:02:39Z kmk:ART

PENERAPAN METODE PEMBELAJARAN WHOLE BRAIN PADA MATA KULIAH TELAAH MATEMATIKA SD Napfiah, Siti Metode whole brain Matematika SD Hasil belajar Penelitian ini ditujukan untuk menerapkan pembelajaran whole brain pada mata kuliah Telaah Matematika SD. Metode pembelajaran whole brain memberikan cara pemanfaatan manajemen kelas yang baik sebagai dasar proses pembelajaran. Jika manajemen kelas dapat terkelola dengan baik, maka mahasiswa dapat merasa nyaman untuk mengikuti proses pembelajaran. Selanjutnya metode ini menekankan seorang pendidik untuk melakukan pengajaran dengan memanfaatkan kegiatan visual, audio dan kinestetik secara bersama, sehingga kedua bagian otak dapat bekerja secara maksimal. Pendidik harus menggunakan media pembelajaran dan gerakan-gerakan yang menarik dalam penyampaian materi dan dituntut untuk melibatkan peserta didiknya ke dalam setiap pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan metode pembelajaran whole brain yang dapat meningkatkan hasil belajar mahasiswa. Jenis penelitian ini adalah penelitian tindakan kelas. Metode pembelajaran yang dapat meningkatkan hasil belajar mahasiswa adalah metode pembelajaran whole brain yang mana pengelolaan manajemen kelas harus tertata dengan baik serta peserta didik harus diajak melakukan kegiatan audio, visual, dan kinestetik secara bersama-sama. Berdasarkan hasil tes diketahui bahwa lebih dari 50% mahasiswa di kelas memperoleh skor lebih dari 75. Dengan metode pembelajaran whole brain yang melibatkan keseluruhan indra yang merangsang kedua bagian otak bekerja secara maksimal dan pengaturan manajemen kelas yang baik maka proses pembelajaran matematika dapat diterima oleh peserta didik dengan baik. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/6 10.22236/KALAMATIKA.vol1no1.2016pp37-46 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 37-46 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 37-46 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/6/5 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/8 2023-05-16T10:55:51Z kmk:ART

PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE TERHADAP KEMAMPUAN PEMAHAMAN DAN KONEKSI MATEMATIS SISWA SMP Yenni, Yenni learning cycle pemahaman koneksi Penelitian ini dilatarbelakangi kemampuan pemahaman dan koneksi matematis siswa tingkat SMP yang rendah. Tujuan penelitian untuk mengetahui pengaruh model pembelajaran Learning Cycle terhadap kemampuan pemahaman dan koneksi matematiks siswa. Populasi diambil dari siswa SMP Negeri 2 Cikupa Kabupaten Tangerang berjumlah 408 siswa. Teknik pengambilan sampel menggunakan Purposive Sampling, terpilih kelas VII C sebagai kelas kontrol berjumlah 44 siswa dan VII D sebagai kelas eksperimen berjumlah 47 siswa. Kelas kontrol diberikan model pembelajaran konvensional dan kelas eksperimen diberikan model pembelajaran Learning Cycle. Metode penelitian yang digunakan adalah Quasi Eksperimen dengan Nonequivalent control grup design. Instrument tes berbentuk uraian sebanyak 4 soal pemahaman matematika dan 5 soal koneksi matematika. Uji persyaratan analisis menggunakah Chi Kuadrat dan uji Fisher. Hasil data pretes menunjukkan kelas kontrol dan eksperimen memiliki data yang berdistribusi normal, homogen dan tidak terdapat perbedaan baik kemampuan pemahaman maupun kemampuan koneksi matematika. Hasil data postes kemampuan pemahaman matematika berdistribusi normal, homogen, dan terdapat perbedaan kemampuan pemahaman dan koneksi matematika antara kelas kontrol dan eksperimen. Hasil data postes kemampuan koneksi matematika berdistribusi tidak normal dan terdapat perbedaan kemampuan koneksi matematika antara kelas kontrol dan eksperimen. Dapat disimpulkan bahwa penggunaan model pembelajaran Learning Cycle berpengaruh terhadap kemampuan pemahaman dan koneksi matematis siswa FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/8 10.22236/KALAMATIKA.vol1no1.2016pp71-83 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 71-83 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 71-83 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/8/8 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/9 2023-05-16T11:02:31Z kmk:ART

PENERAPAN MODEL TUTORIAL BERBANTUAN MATHEMATICA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Suwarno, Suwarno Pemecahan masalah matematis model tutorial Mathematica pembelajaran konvensional Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan pemecahan masalah mahasiswa yang menggunakan pembelajaran model tutorial berbantuan Mathematica dan mahasiswa yang menggunakan pembelajaran tanpa berbantuan Mathematica bila ditinjau secara keseluruhan dan ditinjau dari kategori pengetahuan awal matematika (tinggi, sedang, rendah). Penelitian ini merupakan penelitian kuasi eksperimen. Pelaksanaan penelitian ini dilakukan pada mahasiswa yang mengikuti perkuliahan Kalkulus 1 pada salah satu Perguruan Tinggi Swasta di Tangerang. Perkuliahan Kalkulus 1 terdiri atas 4 kelas dengan jumlah mahasiswa sebanyak 120 orang. Dua kelas dipilih secara Purposive Sampling untuk dijadikan kelas kontrol dan kelas eksperimen. Kedua kelas (60 orang) diberikan pretes dan postes yang berkaitan dengan kemampuan pemecahan masalah. Pada kelas eksperimen diberikan instrument non-tes berupa angket untuk mengetahui respon mahasiswa. Hasil penelitian menunjukkan bahwa mahasiswa yang menggunakan pembelajaran integral berbantuan Mathematica peningkatan kemampuan pemecahan masalah mahasiswa secara signifikan lebih baik dibandingkan dengan mahasiswa yang memperoleh pembelajaran integral tanpa berbantuan Mathematica. Selain itu, penggunaan Mathematica dalam proses pembelajaran dapat menciptakan pembelajaran matematika yang interaktif sehingga mahasiswa memberikan respon positif terhadap pembelajaran matematika. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf application/zip https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/9 10.22236/KALAMATIKA.vol1no1.2016pp47-58 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 47-58 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 47-58 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/9/6 https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/9/78 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/10 2023-05-16T10:55:45Z kmk:ART

PENGARUH MENGGUNAKAN SOFTWARE MACROMEDIA FLASH 8 TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII Umam, Khoerul Yudi, Yudi Macromedia Flash 8 Hasil Belajar Matematika Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya pengaruh Macromedia Flash terhadap hasil belajar matematika siswa. Penelitian ini dilaksanakan di SMP Kelas VIII (delapan) pada semester genap tahun pelajaran 2012/2013. Desain penelitian ini menggunakan metode eksperimen. Instrumen yang digunakan dalam penelitian ini sebelumnya telah diuji validitas dan reliabilitasnya. Hasil penelitian menunjukkan bahwa (1) terdapat peningkatan hasil belajar matematika siswa yang diajarkan dengan menggunakan penggunaan Macromedia Flash 8 dengan hasil rerata pada kelas eksperimen dan pada kelas kontrol . (2) hasil penelitian ini menyimpulkan bahwa terdapat pengaruh penggunaaan Macromedia Flash terhadap hasil belajar matematika siswa setelah didapatkan bahwa thitung=2,910 > 2,002=t(0,975;(58)) dengan taraf signifikansi =0,05. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/10 10.22236/KALAMATIKA.vol1no1.2016pp84-92 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 84-92 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 84-92 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/10/9 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/11 2023-05-16T10:55:42Z kmk:ART

MENINGKATKAN KEMAMPUAN PENALARAN SISWA SMP MELALUI PEMBELAJARAN DISCOVERY DENGAN PENDEKATAN SAINTIFIK Hadi, Windia Pembelajaran discovery Pendekatan saintifik Kemampuan penalaran matematis Penelitian ini dilatarbelakangi oleh pentingnya dan rendahnya kemampuan penalaran siswa. Penelitian ini bertujuan untuk menelaah peningkatan kemampuan penalaran siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain nonequivalent control group design. Populasi pada penelitian ini adalah seluruh kelas VIII pada salah satu SMP Negeri di Jakarta Barat. Sampel terdiri dari dua kelas yaitu kelas VIII-D dan VIII-F yang dipilih secara purposive sampling. Instrumen yang digunakan berupa tes kemampuan penalaran. Analisis data menggunakan uji-t (Independent Sample T-Test) dan Mann Whitney. Berdasarkan analisis data, ditemukan bahwa Peningkatan kemampuan penalaran siswa yang memperoleh pembelajaran discovery dengan pendekatan saintifik lebih baik daripada siswa yang memperoleh pembelajaran biasa. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/11 10.22236/KALAMATIKA.vol1no1.2016pp93-108 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 93-108 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 1 (2016): KALAMATIKA April 2016; 93-108 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no1.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/11/10 Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/14 2023-05-16T10:54:47Z kmk:ART

BERPIKIR ALJABAR MAHASISWA DALAM MENYELESAIKAN MASALAH BERDASARKAN TAKSONOMI SOLO DITINJAU DARI KEMAMPUAN MATEMATIKA Napfiah, Siti berpikir aljabar taksonomi SOLO kemampuan matematika Penelitian ditujukan untuk mendeskripsikan profil berpikir aljabar mahasiswa dalam menyelesaikan masalah berdasarkan taksonomi SOLO ditinjau dari perbedaan kemampuan matematika. Penelitian ini termasuk penelitian kualitatif. Hasil penelitian menunjukkan bahwa berpikir aljabar mahasiswa berkemampuan tinggi dalam menyelesaikan masalah pada komponen pola mencapai level extended abstract dengan mengenali contoh pola bilangan kemudian membuat soal yang berkaitan dengan pola di luar pengetahuan yang diasumsikan dan menggeneralisasikan pola tersebut, pada komponen variabel mencapai level relational dengan cara membuat hubungan di antara hasil bilangan yang telah disubstitusikan ke dalam bentuk aljabar, pertidaksamaan dan persamaan yang diberikan. Berpikir aljabar mahasiswa berkemampuan sedang dalam menyelesaikan masalah yaitu pada komponen pola mencapai level unistructural dalam menemukan suku tertentu dari pola yang diberikan dengan menggunakan satu penggal informasi dari data yaitu mengenal hubungan antara nilai suku dari pola yang diketahui tetapi tidak menggunakan hubungan untuk menemukan nilai suku yang lebih tinggi dan menggeneralisasikan pola yang diberikan, pada komponen variabel mencapai level multistructural dengan mensubstitusikan beberapa bilangan pada bentuk aljabar, persamaan, dan pertidaksamaan tetapi tidak dapat membuat hubungan diantara hasil substitusi tersebut. Berpikir aljabar mahasiswa berkemampuan rendah dalam menyelesaikan masalah yaitu untuk komponen pola pada level prestructural karena menggunakan informasi yang tidak relevan dan untuk komponen variabel pada level unistructural dengan menggunakan satu bilangan tertentu FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/14 10.22236/KALAMATIKA.vol1no2.2016pp171-182 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 171-182 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 171-182 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/14/pdf Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/16 2023-05-16T10:55:03Z kmk:ART

PENGEMBANGAN MODUL MATEMATIKA BERBASIS DISCOVERY LEARNING BERBANTUAN FLIPBOOK MAKER UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA MATERI SEGITIGA Haryanti, Fhina Saputro, Bagus Ardi Discovery Learning Flipbook Maker Kemampuan Pemahaman Konsep Segitiga Penelitian bertujuan untuk (1) mengembangkan bahan ajar berupa modul matematika berbasis discovery learning berbantuan flipbook maker yang valid untuk meningkatkan kemampuan pemahaman konsep siswa pada materi segitiga, (2) Menghasilkan modul matematika berbasis discovery learning berbantuan flipbook maker yang efektif untuk meningkatkan kemampuan pemahaman konsep siswa pada materi segitiga. Penelitian pengembangan menggunakan model ADDIE dengan tahap Analysis (Analisis), Desain (Perancangan), Development (Pengembangan), Implementation (Implementasi) dan Evaluation (Evaluasi). Pada penelitian eksperimen populasi dalam penelitian ini adalah kelas VII SMP Negeri 1 Mlonggo yang terdiri dari delapan kelas. Dengan teknik “Cluster Random Sampling” didapatkan Kelas VII D sebagai kelas eksperimen dan kelas VII E sebagai kelas kontrol. Hasil validasi ahli rata-rata kelayakan materi sangat baik yaitu 82,03% dan validasi ahli media sangat baik yaitu 81,25%. Angket tanggapan siswa 83,92% yang berkriteria sangan baik. Jadi bahan ajar yang dikembangkan valid untuk diimplementasikan.Hasil penelitian menunjukkan thitung> ttabel yaitu 3.050 >1,67 maka hipotesis H0 ditolak, jadi rata-rata hasil belajar siswa yang menggunakan modul matematika berbasis Discovery Learning berbatuan Flipbook Maker pada materi segitiga lebih baik daripada rata-rata hasil belajar siswa yang tidak menggunakan modul matematika berbasis Discovery Learning berbantuan Flipbook Maker pada materi segitiga. Sehingga modul tersebut efektif untuk meningkatkan kemampuan pemahaman konsep siswa pada materi segitiga. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/16 10.22236/KALAMATIKA.vol1no2.2016pp147-161 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 147-161 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 147-161 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/16/pdf Copyright (c) 2016 KALAMATIKA

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MODEL PEMBELAJARAN SQ3R UNTUK MENGEMBANGKAN KEMAMPUAN LITERASI SISWA Effendi, Ramlan literasi model pembelajaran SQ3R Kemampuan literasi siswa masih sangat rendah. Data perpustakaan nasional menunjukkan rata-rata warga warga negara Indonesia membaca 0-1 buku pertahun. Usaha untuk meningkatkan minat baca harus digalakkan terutama disekolah. Salah satu alternatif yang dapat dilakukan guru yaitu menerapkan model pembelajaran SQ3R yang terdiri dari Survey, Question, Read, Recite dan Review. Keunggulan model pembelajaran SQ3R adalah (1) dapat membuat siswa lebih percaya diri dalam memahami dan menyelesaikan soal-soal, (2) Membantu konsentrasi siswa, (3) Membantu memfokuskan perhatian siswa dan mengidentifikasi kesulitannya dalam mendapatkan jawaban, (4) Melatih memberikan jawaban dalam pertanyaan tentang materi, (5) Membantu mempersiapkan catatan dalam bentuk tanya jawab. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/18 10.22236/KALAMATIKA.vol1no2.2016pp109-118 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 109-118 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 109-118 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/18/pdf Copyright (c) 2016 KALAMATIKA

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PENERAPAN MODEL ADVANCE ORGANIZER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF SERTA SELF-ESTEEM MATEMATIS SISWA MADRASAH TSANAWIYAH Alamsyah, Trian Pamungkas Turmudi, Turmudi ABSTRAK Tujuan utama penelitian ini untuk menyelidiki pencapaian dan peningkatan kemampuan berpikir kritis dan kreatif matematis siswa serta self-esteem matematis siswa, sebagai akibat dari model Advance Organizer. Penelitian ini adalah peneltian kuasi eksperimen dengan non-equivalent control grup design. Populasi penelitian ini adalah seluruh siswa MTs Negeri Bayah, dan pengambilan sampel dilakukan dengan teknik purposive sampling, yaitu dengan memilih kelas VIII sebanyak dua kelas sebagai sampel. Satu kelas sebagai kelas eksperimen yang mendapat model Advance Organizer dan satu kelas lagi sebagai kelas kontrol yang mendapat pembelajaran biasa. Instrument yang digunakan dalam penelitian ini terdiri dari tes kemampuan berpikir kritis dan kreatf matematis, skala self-esteem matematis, serta lembar observasi. Hasil analisis data menggunakan uji-t, uji-t’, dan uji Mann-Whitney menyimpulkan bahwa pencapaian dan peningkatan kemampuan berpikir kritis dan kreatif matematis siswa yang mendapatkan model Advance Organizer lebih baik daripada siswa yang mendapatkan pembelajaran biasa; peningkatan self-esteem matematis siswa yang mendapatkan model Advance Organizer tidak lebih baik dibandingkan dengan siswa yang mendapatkan pembelajaran biasa. Kata Kunci : Model Advance Organizer, Berpikir Kritis Matematis, Berpikir Kreatif Matematis, Self-Esteem Matematis FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/19 10.22236/KALAMATIKA.vol1no2.2016pp119-128 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 119-128 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 119-128 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/19/pdf Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/20 2023-05-16T10:55:12Z kmk:ART

ASOSIASI ANTARA KEMAMPUAN GEOMETRI SPASIAL DENGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA Siswanto, Rizki Dwi Kemampuan Spasial Kemampuan Berpikir Kreatif Matematis. Penelitian ini bertujuan menelaah asosiasi antara kemampuan geometri spasial dan kemampuan berpikir kreatif matematis. Populasinya adalah siswa kelas VIII di salah satu SMPN di Jakarta dan sampelnya dipilih dengan teknik Purposive Sampling. Hasil penelitian menunjukkan terdapat asosiasi antara kemampuan geometri spasial dan berpikir kreatif matematis siswa. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/20 10.22236/KALAMATIKA.vol1no2.2016pp141-146 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 141-146 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 141-146 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/20/pdf Copyright (c) 2016 KALAMATIKA

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GAYA KOGNITIF FIELD DEPENDENT TERHADAP PEMAHAMAN KONSEP LIMIT MAHASISWA Nurafni, Nurafni pemahaman konsep limit field dependent Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang bertujuan untuk mendeskripsikan profil pemahaman konsep limit mahasiswa berdasarkan gaya kognitif field dependent. Subjek penelitian ini adalah mahasiswa semester II UHAMKA Jakarta. Penelitian dimulai dengan menentukan subjek penelitian menggunakan instrumen GEFT serta kesediaan mahasiswa dan hasil konsultasi dengan dosen bidang studi, Kemudian dilanjutkan dengan pemberian tes pemahaman konsep limit fungsi (TPKLF) dan wawancara. Pengecekan keabsahan data menggunakan triangulasi waktu. Hasil penelitian menunjukan bahwa Pemahaman mahasiswa dengan gaya kognitif field dependent terhadap konsep limit ketika menyatakan makna limit yang diberikan menggunakan bahasanya sendiri hanya terpaku pada notasi limit yang diberikan. Subjek tidak dapat dapat mengkaitkan antar apa yang diketahui dalam soal dengan informasi lain yang diberikan. Ketika menggunakan konsep limit untuk menyelesaikan masalah yang diberikan, subjek tidak memenuhi indikator ini dikarenakan subjek menggunakan cara prosedural bukan menggunakan konsep limit yang diketahuinya untuk menyelesaikan masalah yang diberikan. Ketika menggunakan syarat perlu atau syarat cukup untuk menentukan ada atau tidaknya stuatu limit subjek mampu menggunakan syarat perlu untuk menentukan suatu limit jika limit tersebut tidak memiliki syarat yang berbeda. Jika limit yang diberikan memiliki syarat yang berbeda, subjek tersebut tidak dapat menggunakan syarat perlu untuk menentukan ada atau tidaknya suatu limit. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/21 10.22236/KALAMATIKA.vol1no2.2016pp183-194 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 183-194 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 183-194 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/21/pdf Copyright (c) 2016 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/22 2023-05-16T10:54:29Z kmk:ART

DESAIN BAHAN AJAR MATA KULIAH ALAJABAR LINEAR UNTUK MENGEMBANGKAN KEMAMPUAN BERFIKIR KREATIF MATEMATIS Yudi, Mahyudi Ariani, Nyayu Masyita Ramadianti, Winda modul LKM kemampuan berfikir kreatif matematis Studi ini merupakan kegiatan pengembangan yang dilakukan secara kolaborasi antara dosen dan mahasiswa. Dosen merupakan tim peneliti yang akan duduk bersama untuk merancang bahan ajar berdasarkan pengalaman, potensi, dan kondisi yang ada. Dari kegiatan perancangan akan menghasilkan draf bahan ajar. Draf ini dievaluasi berdasarkan evaluasi materi yang meliputi antara lain, kelayakan isi, kebahasaan, ssajian dan kegrafikan serta evaluasi dari segi konstruk antara lain meninjau tentang ketepatan dalam susunan, tidak menimbulkan penafsiran ganda dan benar-benar mengukur kemampuan berfikir kreatif. Selanjutnya draf ini diujicobakan dalam skala kecil sebanyak 10 orang responden yang sudah pernah mendapat kuliah Aljabar Linear dan uji coba lapangan pada kegiatan pembelajaran mata kuliah Aljabar Linear. Modul dan Lembar Kegiatan Mahasiswa (LKM) yang dikembangkan sudah valid dan layak diujicobakan pada proses pembelajaran untuk dapat memfasilitasi kemampuan berfikir kreatif matematis. Bahan ajar tersebut menarik dan dapat menimbulkan motivasi belajar di tengah keterbatasan bahan ajar dan mengurangi rasa malas belajar di rumah. Kata Kunci : modul, LKM, kemampuan berfikir kreatif matematis FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf application/msword https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/22 10.22236/KALAMATIKA.vol2no1.2017pp1-14 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 1-14 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 1-14 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/22/29 https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/22/79 Copyright (c) 2017 KALAMATIKA

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MODEL PENGAJARAN DAN PELATIHAN STRATEGI KOGNITIF (MODEL P2SK) YANG MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF Buhaerah, Buhaerah berpikir kritis dan berpikir kreatif Model pengajaran dan pelatihan strategi kognitif ini menjadi salah satu acuan atau contoh untuk mendesain pembelajaran. Secara praktis, model ini menjadi petunjuk dalam meintegrasikan aspek-aspek berpikir kritis dan kreatif dengan materi pelajaran. Sehingga tujuan pembelajaran untuk mengembangkan keterampilan berpikir kritis dan kreatif dapat tercapai sekaligus penguasaan materi pelajaran. Upaya menintegrasikan materi pelajaran dengan aspek-aspek berpikir kritis dan kreatif dalam pembelajaran, diperlukan upaya-upaya yang sistematis, terukur, dan berkelanjutan. Atas dasar inilah model pembelajaran ini dikembangkan. Model pengajaran dan pelatihan strategi kognitif disingkat model P2SK yang mengembangkan kemampuan berpikir kritis terdiri dari beberapa komponen, yaitu: sintaks, sistem sosial, prinsip-prinsip reaksi, sistem pendukung, dan dampak instruksional dan pengiring. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/23 10.22236/KALAMATIKA.vol1no2.2016pp162-170 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 162-170 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 162-170 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/23/pdf Copyright (c) 2016 KALAMATIKA

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PENGARUH METODE DISCOVERY LEARNING PADA MATERI TRIGONOMETRI TERHADAP KEMAMPUAN PENALARAN ADAPTIF SISWA SMA Arifudin, Muhamad Wilujeng, Hestu Utomo, Rukmono Budi Discovery learning penalaran adaptif trigonometri Kemampuan dalam bidang matematika dapat mengindikasi kemajuan suatu bangsa. Salah satu kemampuan dalam matematika adalah kemampuan penalaran adapatif. Tujuan penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran discovery learning terhadap kemampuan penalaran adaptif siswa. Penelitian ini dilakukan di SMA Ruhul Bayan Cisauk, Tahun Ajaran 2016/2017. Metode penelitian yang digunakan adalah metode quasi eksperimen dengan desain Nonequivalent Control Group Design, yang melibatkan 65 siswa sebagai sampel. Pengumpulan data dilakukan menggunakan pretest dan postest. Hasil penelitian menunjukkan bahwa metode pembelajaran discovery learning berpengaruh terhadap kemampuan penalaran adaptif siswa. Hal ini dapat dilihat uji t postest thitung > ttabel (2,533 > 1,99). Serta peningkatan kemampuan penalaran adaptif siswa melalui metode pembelajaran discovery learning lebih baik dari pada menggunakan metode pembelajaran konvensional melalui perhitungan N-Gain Skor. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2016-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/24 10.22236/KALAMATIKA.vol1no2.2016pp129-140 Kalamatika: Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 129-140 KALAMATIKA Jurnal Pendidikan Matematika; Vol 1 No 2 (2016): KALAMATIKA November 2016; 129-140 2527-5607 2527-5615 10.22236/KALAMATIKA.vol1no2.2016 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/24/pdf_1 Copyright (c) 2016 KALAMATIKA

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PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA PADA MATERI SEGIEMPAT SISWA SMP Fitrah, Muh Problem Based Learning Pemahaman Konsep Penelitian Tindakan Kelas Penelitian ini bertujuan untuk menjelaskan aktivitas guru dan siswa pada pembelajaran berbasis masalah yang dapat meningkatkan pemahaman konsep siswa dan peningkatan pemahaman konsep siswa pada konsep matematika materi segiempat serta respon siswa pada pembelajaran berbasis masalah. Penelitian ini menggunakan penelitian tindakan kelas bersifat kualitatif dan kuantitatif. Subjek penelitian adalah siswa SMP Negeri 1 Dompu Kelas VIIA sebanyak 34 Orang. Instrumen yang digunakan adalah lembar tes, observasi dan wawancara, angket serta dokemen. Data penelitian inipun dianalisis dalam bentuk rata-rata dan persentase kemudian dikombinasikan dengan hasil wawancara yang bersumber dari guru dan siswa. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa dapat ditingkatkan menggunakan pembelajaran berbasis masalah, terbukti pada peningkatan setiap siklus pembelajaran. Hal ini didukung pada aktivitas guru dan siswa berdasarkan langkah-langkah pada pembelajaran berbasis masalah yaitu pada siklus pertama aktivitas guru dengan presentasenya 92,5% meningkat disiklus kedua sebesar 97,5%, sedangkan aktivitas siswa disiklus pertama dengan presentasenya adalah 93,8% dan meningkat pada siklus kedua sebesar 97,69%. Sedangkan pada hasil tes pemahaman konsepnya adalah pada siklus pertama adalah 79, 41% dengan rata-rata nilainya adalah 77,35 dan pada siklus kedua pemahaman konsep matematika siswa meningkat secara signifikan, hal ini terbukti presentasenya adalah 88,24% dengan rata-rata nilainya adalah 84,26. Sehingga pencapaian antara aktivitas guru dan siswa serta pemahaman konsep matematika siswa pada pembelajaran berbasis masalah mendapatkan respon yang positif berdasarkan transkripsi dari siswa, karena siswa merasa senang dengan suasana belajar yang memaksimalkan aktivitas pada kelompok yang dibagikan. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/34 10.22236/KALAMATIKA.vol2no1.2017pp51-70 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 51-70 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 51-70 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/34/33 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/38 2023-05-16T10:54:11Z kmk:ART

TRADISI NIROK-NANGGOK MASYARAKAT BELITUNG: SEJARAH DAN KAIDAH MATEMATIS Alghadari, Fiki kaidah matematis nirok-nanggok teori peluang. Penelitian ini bertujuan untuk mengkaji sejarah dan kaidah matematis pada tradisi nirok-nanggok di pulau Belitung. Nirok-nanggok adalah upacara adat yang menunjukan rasa syukur, dilakukan beramai-ramai, dan dipandu oleh seorang pemimpin. Tujuan penulisan artikel ini adalah untuk mengetahui kaidah matematis apa yang tersirat dalam tradisi nirok-nanggok, dan bagaimana kontekstual kaidah matematis dalam tradisi nirok-nanggok tersebut. Studi ini dipandang sebagai salah satu bentuk nyata bahwa dalam tradisi tidak semata-mata hanya menonjolkan adat istiadat dan norma saja, namun dengan sudut pandang tertentu dapat dijadikan bahasan bahwa suatu tradisi telah terkonsep secara matematis. Tradisi budaya daerah yang memuat kaidah matematis ini dapat dijadikan sebagai salah satu contoh kontekstual dalam belajar matematika. Berdasarkan hasil kajian, disimpulkan bahwa kaidah matematis yang tersirat dalam tradisi nirok-nanggok adalah teori peluang. Kontekstual budaya nirok-nanggok dicontohkan sesuai dengan konsep peluang kejadian independen, peluang kejadian bersyarat, dan frekuensi harapan. Kaidah peluang merupakan teori prediksi dan bukan suatu kepastian, sehingga suatu kejadian yang diprediksi merupakan kejadian yang mungkin akan terjadi dan mungkin juga tidak terjadi FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/38 10.22236/KALAMATIKA.vol2no1.2017pp39-50 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 39-50 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 39-50 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/38/32 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/41 2023-05-16T10:54:06Z kmk:ART

ANALISIS KESALAHAN DAN SCAFFOLDING DALAM PENYELESAIAN PERSAMAAN DIFERENSIAL Sulistyorini, Yunis analisis kesalahan scaffolding persamaan diferensial Tujuan dari penelitian ini adalah mendeskripsikan hasil analisis kesalahan dan scaffolding yang diterapkan dalam memperbaiki kesalahan matematika mahasiswa ketika menyelesaikan persamaan diferensial. Jenis penelitian merupakan penelitian kualitatif deskriptif. Subyek penelitian adalah mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang menempuh matakuliah Persamaan Diferensial. Hasil analisis kesalahan menunjukkan bahwa kesalahan yang muncul dalam menyelesaikan persamaan diferensial adalah kesalahan konseptual, prosedural dan faktual. Secara umum, penyebab kesalahan adalah karena mahasiswa tidak mengoptimalkan pengetahuan awal yang sudah dimiliki terkait konsep turunan dan integral dan mahasiswa belum sepenuhnya memahami konsep dan prosedur dalam penyelesaian persamaan diferensial. Selain itu, mahasiswa juga sering menyelesaikan persamaan diferensial dengan hanya melihat dan meniru contoh yang sudah diberikan. Perbaikan kesalahan dilakukan melalui penerapan scaffolding yang merupakan variasi dari pemberian petunjuk, handout dan penjelasan pada mahasiswa. Variasi penerapan scaffolding juga didampingi dengan pemberian umpan balik dan motivasi terhadap mahasiswa. Variasi penerapan scaffolding ditujukan agar mengoptimalkan kemampuan mahasiswa dalam menyelesaikan persamaan diferensial. Mahasiswa juga lebih mandiri dan terlibat aktif dalam pembelajaran. Jadi, selain mampu memperbaiki kesalahannya mahasiswa juga memperoleh pemahaman yang lebih mendalam terkait penyelesaian persamaan diferensial sekaligus meningkatkan sikap dan performanya dalam pembelajaran. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/41 10.22236/KALAMATIKA.vol2no1.2017pp91-104 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 91-104 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 91-104 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/41/36 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/43 2023-05-16T10:59:51Z kmk:ART

ANALISIS KESALAHAN MENYELESAIKAN SOAL PEMBUKTIAN GEOMETRI EUCLID DITINJAU DARI GENDER PADA MAHASISWA IKIP BUDI UTOMO MALANG Yazidah, Nok Izatul Kesalahan Pembuktian Geomtri Euclid Gender Penelitian ini bertujuan untuk mendeskripsikan tentang jenis, dan penyebab kesalahan mahasiswa IKIP Budi Utomo Malang dalam menyelesaikan soal pembuktian Geometri Euclid serta pengaruh gender dalam menyelesaikan soal pembuktian tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif. Metode pengumpulan data yang digunakan dalam penelitian ini meliputi: (1) tes yang digunakan untuk mengetahui letak kesalahan mahasiswa dalam menyelesaiakan soal pembuktian Geometri Euclid serta adakah pengaruh gender di dalamnya; (2) wawancara yang digunakan untuk mendapatkan data factor penyebab kesalahan. Berdasarkan hasil penelitian Kesalahan menyelesaikan soal pembuktian Geometri Euclid yang dilakukan mahasiswa IKIP Budi Utomo Malang diantaranya adalah kesalahan konseptual pada soal no 1 sebayak 32 % sedangkan pada soal no 2 sebanyak 25. 17%, kesalahan prosedural pada soal no 1 sebayak 26,67% sedangkan pada soal no 2 sebanyak 30.83%,serta kesalahan teknis hanya terjadi pada saat mengerjakan soal no 1 yaitu sebayak 0.83%. Perbedaan gender pada saat menyelesaikan soal pembuktian Geometri Euclid perbedaannya tidak signifikan sehingga dapat disimpulkan bahwa tidak ada pengaruh gender dalam menyelesaikan soal pembuktian geometri Euclid. Banyak penyebab mahasiswa melakukan kesalahan dalam menyelesaikan soal-soal pembeuktian Geometri Euclid salah satunya adalah mahasiswa kesulitan dalam mencari alasan pada langkah-langkah pembuktian bangun geometri Kata kunci: Kesalahan, Pembuktian, Geometri Euclid, Gender FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/43 10.22236/KALAMATIKA.vol2no1.2017pp71-80 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 71-80 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 71-80 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/43/34 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/48 2023-05-16T10:59:42Z kmk:ART

PENGARUH PEMBELAJARAN REACT TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI HABIT OF MIND MAHASISWA Kurniasih, Meyta Dwi REACT Kemampuan Berpikir Kritis Matematis Habit of Mind Tujuan penelitian ini adalah mengetahui pengaruh metode pembelajaran REACT terhadap kemampuan berpikir kritis matematis mahasiswa calon guru. Penelitian ini dilakukan di program studi Pendidikan Matematika Universtas Muhammadiyah Prof DR HAMKA. Desain penelitian yang digunakan adalah treatment by level 2x2, dengan variabel bebas adalah metode pembelajaran yaitu REACT dan konvensional, variabel terikat adalah kemampuan berpikir kritis matematis, dan variabel moderator adalah habit of mind. Teknik pengambilan sampel yang digunakan cluster random sampling. Hasil penelitian ini ialah pertama pembelajaran REACT efektif untuk meningkatkan kemampuan berpikir kritis matematis mahasiswa sehingga metode ini dapat digunakan dalam perkuliahan Analisis Real bagi calon guru matematika. Kedua, pembelajaran berpengaruh terhadap kemampuan berpikir kritis matematis mahasiswa tergantung dengan habit of mind mahasiswa. Ketiga, perkuliahan dengan pembelajaran REACT mahasiswa yang memiliki habit of mind tinggi memiliki skor kemampuan berpikir kritis yang lebih tinggi dibandingkan dengan perkuliahan konvensional. Uji selanjutnya diharapkan untuk menentukan metode pembelajaran yang tepat untuk mahasiswa yang memiliki habit of mind rendah. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/48 10.22236/KALAMATIKA.vol2no1.2017pp29-38 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 29-38 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 29-38 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/48/31 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/49 2023-05-16T10:58:23Z kmk:ART

PERBANDINGAN HASIL BELAJAR STATISTIK DASAR DENGAN METODE PRAKTIKUM Nurizzati, Yeti Statistika Dasar Metode Praktikum t Sampel Berhubungan t Sampel Bebas The Tadris English Department 2015/2016 consists of 4 classes, but only 2 classes (C and D) using the practicum method in Basic Statistics learning. Class C and D Department of Tadris English has different characteristics. Class C is more preferable to class D in learning. This is evident from the level of attendance and liveliness in the classroom. So the alleged that the results of learning will cause a difference. Therefore, this study was conducted to compare differences in learning outcomes Basic Statistics before and after using the practice method in the Department of Tadris English class C and D; as well as comparing the differences in learning outcomes Basic Statistics using the class practice method C and D. Both classes are experimental classes that are independent with the treatment given that the basic statistical learning with the practice method so that it includes the type of quantitative comparational research. Homogeneity test results of two homogeneous class with p_v>α. The result of t test of the correlated sample that derived from the comparison of UTS value with UAS of both classes has increased significantly with the value of p_v FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/49 10.22236/KALAMATIKA.vol2no2.2017pp105-116 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 105-116 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 105-116 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/49/38 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/50 2023-05-16T10:59:30Z kmk:ART

ADVERSITY QUOTIENT DAN PENALARAN KREATIF MATEMATIS SISWA SMA DALAM PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA MATERI TURUNAN FUNGSI Hidayat, Wahyu Adversity Quotient Argument Drivent Inquiry Creative Mathematical Reasoning This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that Argument Driven Inquiry (ADI) in improving senior high school students’ creative mathematical reasoning ability. The population of this study was senior high school students’ in Cimahi City and the samples were 69 senior high school students’ set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) creative mathematical reasoning ability of the students who received Argument Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole and the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); Learning factors and type of Adversity Quotient (AQ) affect the achievement of creative mathematical reasoning skills students. In addition, there is no interaction effect between learning and AQ together in developing the creative mathematical reasoning ability of students'; (3) creative mathematical reasoning ability of students’ has not been achieved optimally on the indicators novelty. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/50 10.22236/KALAMATIKA.vol2no1.2017pp15-28 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 15-28 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 15-28 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/50/30 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/51 2023-05-16T10:58:18Z kmk:ART

PENGGUNAAN MODEL PROBLEM BASED LEARNING BERBANTUAN E-LEARNING TERHADAP KEMANDIRIAN BELAJAR MAHASISWA PADA DIMENSI TIGA Saputra, Jusep Problem Based Learning (PBL) E-learning Kemandirian Belajar Mahasiswa Self-regulated learning of learners can be achieved, if in the process of learning mathematics provides an open opportunity for students to learn independently. This research is a mixed method type embedded design, which aims to do studies focused on the use of the Problem Based Learning (PBL) model assisted e-learning to student self-regulated learning. Sample selection is done on the purposive sampling and was taken 2 class contracting courses of school math III. Class A numbered 50 members, 24 the superior group and 26 the low group, given the treatment with PBL models assisted e-learning and class B numbered 50, 27 the superior group and 23 the low group, with expository. Instruments used in this research is self-regulated learning questionnaire with Likert scale. Based on data analysis we concluded that (1) Self-regulated learning of superior and low student who obtains aided PBL models assisted e-learning is better than self-regulated learning of superior and low superior students who obtain expository. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/51 10.22236/KALAMATIKA.vol2no2.2017pp117-130 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 117-130 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 117-130 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/51/39 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/54 2023-05-16T10:59:26Z kmk:ART

PEMETAAN KEMAMPUAN PEMBUKTIAN MATEMATIS SEBAGAI PRASYARAT MATA KULIAH ANALISIS REAL MAHASISWA PENDIDIKAN MATEMATIKA Perbowo, Krisna Satrio Pradipta, Trisna Roy Pembuktian matematis learning obstacle kemampuan pembuktian matematis Masalah tentang kemampuan pembuktian matematis telah banyak dikaji oleh para ahli pendidikan matematika baik di dalam maupun di luar negeri. Studi pendahuluan ini untuk memetakan kemampuan pembuktian matematis mahasiswa yang sangat berperan penting dalam mempelajari mata kuliah Analisis Riil dan menganalisis learning obstacle yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif yang lebih menekankan pada kajian interpretative namun dalam hal tertentu akan disajikan secara deskriptif kuantitatif. Data penelitian ini diperoleh melalui tes diagnostik terkait pembuktian matematik bentuk langsung, contrapositive, tidak langsung/ kontradiksi, dan counterexample. Subjek penelitian ini merupakan mahasiswa yang mengikuti mata kuliah Analisis Riil yang dipilih secara purposive sampling. Hasil penelitian ini menunjukkan bahwa: (1) kebanyakan mahasiswa tidak ingat tentang bentuk-bentuk pembuktian; (2) mahasiswa tidak mampu membuat pembuktian matematika bentuk kontrapositif dan kontradiksi; dan (3) dominan mahasiswa tidak mampu mengaplikasikan pembuktian bentuk counterexample. Salah satu faktor penyebab rendahnya kemampuan pembuktian matematis mahasiswa tersebut menurut hasil wawancara dengan mahasiswa, bahwa mereka lupa dan belum terbiasa dalam membuat pembuktian matematika dan belum banyak memahami tentang pembuktian matematika. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/54 10.22236/KALAMATIKA.vol2no1.2017pp81-90 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 81-90 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 1 (2017): KALAMATIKA April 2017; 81-90 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no1.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/54/35 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/85 2023-05-16T10:58:14Z kmk:ART

PERBANDINGAN PEMECAHAN MASALAH MATEMATIS SISWA ANTARA DISCOVERY LEARNING DAN PROBLEM BASED LEARNING Herdiana, Yunita Discovery Learning Pemecahan Masalah Matematis Problem Based Learning This research is aimed to investigate the students’ problem-solving competency after learn by using discovery learning model and students’ problem-solving ability after learn by using problem-based learning model. Therefore, this research is aimed to investigate differences problem-solving ability of mathematics between students who get discovery learning model and problem-based learning model. The population used in this research was a student in grade VII in one of junior high school in West Bandung Regency. The sample was student class VII B for the first experiment class and VII C for the second experiment class with 35 students in every class. The method in this research was a quasi experiment by using two group post-test only design. The instrument in this research is post-test about problem-solving of mathematics. Based on the research, it can be concluded that there is a difference between the mathematical problem-solving competency of students who get discovery learning model and problem-based learning model. Nevertheless, the qualification of problem-solving competency between of students who gets discovery learning model and problem-based learning model, are including the medium category FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/85 10.22236/KALAMATIKA.vol2no2.2017pp131-146 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 131-146 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 131-146 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/85/40 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/87 2023-05-16T10:58:10Z kmk:ART

PENGGUNAAN MATEMATIKA REALISTIK UNTUK MENINGKATKAN DISPOSISI MATEMATIS SISWA SMP Puspitawati, Vincentia Septi Agasi, Georgius Rocki Matematika Realistik Disposisi Matematis Konsep Mateamtika The problem of mathematics learning often happens in mathematics teaching that seems far from the real problem. Realistic mathematics learning can help students to understand about mathematics concepts that abstract for them. If the teachers use real context in mathematics learning, students will be more attracted and interested. The purpose of this research is to look at the effect of realistic mathematics learning towards student's mathematical disposition. The method of this research is descriptive quantitative. The subjects were 35 students of SMP N 14 Yogyakarta grade 7 and this research held in one month. The instrument is students' mathematical disposition scale questionnaire. The students fill the questionnaire before and after they are given a treatment. The result of the questionnaire was analyzed using descriptive statistics, by looking at the average before and after treatment and categorized according to the average value. Based on the results of the descriptive statistical analysis showed that an average of students’ mathematical disposition has increased. The average value of students in pre-treatment is 96.02 with the medium category and then after treatment is given to the 109.44 with the high category FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/87 10.22236/KALAMATIKA.vol2no2.2017pp147-158 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 147-158 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 147-158 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/87/41 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/88 2023-05-16T10:57:02Z kmk:ART

PROFIL KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR Ridwan, Muhamad Auditorial Kinestetik Penalaran Matematis dan Visual Students learn according to their learning style, and every learning styles are affecting the process of mathematical reasoning and learning outcomes. The combination of how to absorb, manage and process information is the definition of learning styles. To maximize the students' ability to absorb, manage and process information, first identified learning styles of the students are visual, auditory or kinesthetic (V-A-K). This research aims to reveal the profile of mathematical reasoning abilities of students in terms of learning styles visual, audio and kinesthetic on the material function composition and inverse function. This research is a qualitative descriptive approach ethnography and research subject is grade XI of senior high school. The results of the research of profile learning styles (V-A-K) that profile visual students' mathematical reasoning skill, have the ability to manipulate, draw conclusions, giving reasons or evidence is sufficient. While the ability to deliver his argument lacking. Profile auditory students' mathematical reasoning skills, have the ability to manipulate, giving reason or evidence, and provide argument or the validity of the answer is both. While the ability gets conclusion to enough. Profile kinesthetic students' mathematical reasoning skills have the ability to manipulate and give reasons or evidence is sufficient. The ability to draw conclusions while the less, as well as the ability to provide an answer or the validity of the argument, he answered with a unique and clear FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/88 10.22236/KALAMATIKA.vol2no2.2017pp193-206 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 193-206 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 193-206 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/88/43 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/89 2023-05-16T10:56:58Z kmk:ART

KESULITAN BERPIKIR ABSTRAK MATEMATIKA SISWA DALAM PEMBELAJARAN PROBLEM POSING BERKELOMPOK Nurhikmayati, Iik Berpikir Abstrak Matematika Kesulitan Belajar Problem Posing Berkelompok This study based on the difficulty of students to think abstractly in the material geometry. There are still many students who feel confused when should imagine and then describe each object geometry because basically a lot of material geometry using visualization mathematical model that concretely not real and do not always exist in everyday life. The difficulties caused students cannot resolve the problems on the material geometry. This illustrates the poor ability of students' mathematical abstraction. One of the methods that can improve the ability of mathematical abstraction is a problem posing learning groups. The purpose of this study is (1) to describe the difficulty of students of abstract mathematical thinking in problem posing learning groups; (2) determine the factors that cause difficulty in abstract mathematical thinking in problem posing learning groups. This study used a qualitative research approach and descriptive. The subjects of this study are students of class X IPA 1 SMAN 1 Leuwimunding Leuwimunding 2015/2016 totaling 36 students. The instrument used in this study is a matter of mathematical abstraction ability tests, questionnaires and interview guidelines. The results showed there are still many students who have difficulty in abstract mathematical thinking in problem posing learning groups which are (1) students lack mastery of concepts; (2) the student does not perform direct experience with the object; (3) students are less able to apply the concept in an appropriate context; and (4) students have difficulty in manipulating abstract mathematical object. While the factors that lead to difficult students to think abstractly derived from external factors, namely the lack of media use props in learning FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/89 10.22236/KALAMATIKA.vol2no2.2017pp159-176 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 159-176 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 159-176 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/89/45 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/90 2023-05-16T10:56:48Z kmk:ART

DESAIN MODUL PEMBELAJARAN BERBASIS KEMAMPUAN KOMUNIKASI MATEMATIS DAN MOTIVASI BELAJAR SISWA Saifiyah, Sofi Ferdianto, Ferry Setiyani, Setiyani Komunikasi Matematis Learning Obstacle Modul Pembelajaran Motivasi Belajar This research about an instructional module design for mathematical communication skills and student motivation. This type of research is descriptive qualitative research in the form of a didactic design. Research background by the barriers to learning (learning obstacle) experienced by students regarding the material rectangle and related mathematical communication skills in junior high school students of class VII. One solution to overcome learning obstacles experienced by students is designing learning modules in order to facilitate the students to understand the material rectangular and square and encourage mathematical communication skills. The study aims to: (1) know learning obstacles experienced by students; (2) knowing how to design a learning module that is valid in accordance with learning obstacles experienced by students; (3) describe the intervention of teachers in implementing the learning modules; and (4) determine students' motivation after learning using learning modules. His research interests are students of class VII C SMP Negeri 1 palimanan. The results of this study indicate the existence of two kinds of learning obstacles experienced by students, the learning module valid after being revised in accordance with the advice of the fifth validator validation learning modules percentage reached 86.80% with a very valid criteria or can be used without revision, intervention by teachers during the implementation of the learning modules in the form of anticipation of didactic and pedagogical intervention, and the average student motivation after learning to use the learning module reaches 83.78% which is included in the category of a very strong motivation to learn. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/90 10.22236/KALAMATIKA.vol2no2.2017pp177-192 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 177-192 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 177-192 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/90/44 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/103 2023-05-16T10:56:43Z kmk:ART

PENGGUNAAN MODEL PjBL UNTUK MENINGKATKAN KREATIVITAS MAHASISWA DALAM MEMBUAT MEDIA PEMBELAJARAN MATEMATIKA Kurniawan, Dede Trie Media Pembelajaran Kearifan Lokal Model PjBL Kontekstual This study aimed to analyze the level of achievement of the objectives in improving the use of the model PPA creativity mathematics student teachers to create media-based learning of local culture Cirebon. One of the skills that must be owned by prospective teachers of mathematics are capable and able to prepare and use instructional media in the process of teaching and learning activities in class. One of the subjects that prepare prospective teachers of mathematics, in order to have a good competence in the use of instructional media, is Multimedia learning of mathematics subject for third level students with 2 credits point. Culture and local wisdom of Cirebon can be used as one form of media innovative learning in mathematics. It is time for local wisdom cirebon be a source of learning for students. Through the course of learning media is expected student teachers can get to know the culture. The introduction of local culture to students urgently needed so that they can live their culture and themselves. The activities of creative thinking in question is how the students will be the link between learning theory, knowledge of instructional media and cultural wisdom of Cirebon FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2017-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/103 10.22236/KALAMATIKA.vol2no2.2017pp207-220 Kalamatika: Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 207-220 KALAMATIKA Jurnal Pendidikan Matematika; Vol 2 No 2 (2017): KALAMATIKA November 2017; 207-220 2527-5607 2527-5615 10.22236/KALAMATIKA.vol2no2.2017 ind https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/103/42 Copyright (c) 2017 KALAMATIKA

oai:ojs.kalamatika.matematika-uhamka.com:article/401 2021-05-01T15:32:25Z kmk:ART

INVESTIGATION ON THE ATTITUDE OF MATHEMATICS EDUCATION STUDENTS TOWARDS LEARNING MATHEMATICS IN GUILIN Zhou Ying Tanu Wijaya, Tommy Gao Ya The aim of this study is to know attitude of mathematics education students towards mathematics learning in Guilin, China. The method used in this study is a qualitative method. The sample is taken using cluster random sampling from third and fifth semester students at Guangxi Normal University. Data were collected using questionnaire. The results of the research show that 27 male and 133 female students have a very good attitude towards mathematics. While, there are 4 male and 12 female students have a good attitude towards mathematics and 17 male and 5 female students have an average attitude towards mathematics. For the 5th semester students, there are 21 male and 151 female students with a very good attitude towards mathematics. On the other hand, there are 4 male and 18 female students that have a good attitude toward mathematics and 3 male and 7 female students have an average attitude towards mathematics. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/401 10.22236/KALAMATIKA.vol5no2.2020pp93-102 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 93-102 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 93-102 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/401/106 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/410 2021-05-01T15:32:20Z kmk:ART

GENDER PERSPECTIVE AND NEWMAN'S THEORY IN ERROR ANALYSIS OF STUDENTS' ANSWERS IN RATIO AND PROPORTION Analisis Kesalahan Siswa SMP pada Materi Perbandingan berdasarkan Perspektif Gender dan Analisis Kesalahan Newman. Hanifah, Nida Fathiya Hidayat, Wahyu Aripin, Usman This research was conducted to find out how the gender perspective affects the mistakes made by students in the ratio and proportion questions. Mindset’s differences between male and female will affect how they solve problems and it will also affect their mathematics learning outcomes. Errors made by students were analyzed using the Newman error analysis indicator. Error analysis indicators used are reading errors, misunderstanding errors, transformation errors, process errors, and error writing answers (encoding). This research uses descriptive qualitative research method. This research was conducted at SMPN 2 Cimahi. The instruments in this study were test and non-test questions. It can be concluded from this research that there are differences between male and female students when working on ratio and proportion concept questions based on the mistakes they’ve made. The most common mistakes made by male students are mistakes in the process of writing answers. This error occurs because they do not write down the complete answer details, it’s because male tend to be simpler in solving problems. The most common mistake made by female is an error in understanding. It’s because female tend to use logic-less when understanding the mathematical problems presented in the questions. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/410 10.22236/KALAMATIKA.vol5no2.2020pp103-118 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 103-118 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 103-118 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/410/107 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/412 2021-05-01T15:32:24Z kmk:ART

ERRORS ANALYSIS OF STUDENTS IN SOLVING VOLUME OF THE SOLID OF REVOLUTION PROBLEM IN TERM OF CRITICAL THINKING ASPECTS ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN MASALAH VOLUME BENDA PUTAR DITINJAU DARI ASPEK BERPIKIR KRITIS Kusumaningrum, Betty Irfan, Muhammad Zainnur Wijayanto Students of mathematics education need to have a good understanding in solving integral calculus problems, but often have difficulty in understanding the subject material. The difficulties can be seen from the mistakes made by students when solving the problems. This article aims to analyze the errors of students in learning integral calculus especially in the subject of volume of the solid of revolution in terms of critical thinking aspects. This research is a qualitative descriptive study involving twenty-four of 6th-semester students of mathematics education at a private university in Yogyakarta. The research subjects were chosen purposively by considering: student errors in determining the volume of the solid of revolutions with integral techniques in terms of critical thinking aspect. The findings of this study indicate, student errors in determining the function of integrals, write down the rules of integral writing, misunderstanding in algebraic concepts, adding constants, write down limits and sigma notations, determine integration methods, determine boundaries integration, writing in integral sign, and error in determining the radius of the solid of revolution. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/412 10.22236/KALAMATIKA.vol5no2.2020pp119-132 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 119-132 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 119-132 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/412/108 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/413 2021-05-01T15:32:23Z kmk:ART

IMPROVING STUDENTS LEARNING OUTCOMES IN BLENDED LEARNING THROUGH THE USE OF ANIMATED VIDEO Blended Learning: Pembelajaran Matematika Bisnis melalui Pemanfaatan Video Animasi Puspaningtyas, Nicky Dwi Marchamah Ulfa This quantitative study aims to determine the improvement of student learning outcomes in blended learning through the use of animated videos. The study was conducted on 35 students of Universitas Teknokrat Indonesia in the Business Mathematics course. Pretest and posttest are given to subjects to determine learning outcomes before and after treatment. Obtained the average pretest and posttest amounted to 29.4 and 80.4, respectively. Based on the results of Man-Whitney tests, it can be concluded that the mean pretest and posttest scores differ significantly. This means that the use of animated videos in learning Business Mathematics can improve student learning outcomes. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/413 10.22236/KALAMATIKA.vol5no2.2020pp133-142 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 133-142 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 133-142 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/413/109 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/415 2021-05-01T15:32:23Z kmk:ART

IMPROVING STUDENTS’ COMPETENCY ON FINANCIAL MATHEMATICS LEARNING BY APPLYING POLYAS’ MODEL HEURISTIC STRATEGY Penggunaan Strategi Heuristik Model Polya dalam Meningkatkan Kompetensi Pembelajaran Matematika Keuangan Ditinjau dari Pengetahuan Awal Mahasiswa Universitas Timor Simarmata, Justin Eduardo Lailin Hijriani The research aims to depict students’ ability in solving mathematical problems based on Polya’s heuristic. Descriptive qualitative was used as a method in this research. Data were collected by observation, test, and interview. Based on the result of analysis obtained that the students with low level prior knowledge think heuristically in solving the problem solving test. For the students with medium level prior knowledge, the students think algorithmically and couldn’t solve the problem solving test imperfectly. Furthermore, the students with high level prior knowledge think algorithmically in solving the problem solving mathematics test and the other words, the students could solve the problem solving test well and fluently.        FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/415 10.22236/KALAMATIKA.vol5no2.2020pp143-154 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 143-154 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 143-154 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/415/110 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/420 2021-05-01T15:32:22Z kmk:ART

DEVELOPMENT OF WEB-BASED LEARNING IMPLEMENTATION AND ANDROID APPLICATIONS TO BRING TEACHER CAPABILITY PENGEMBANGAN BUKU IMPLEMENTASI PEMBELAJARAN BERBASIS WEB DAN APLIKASI ANDROID UNTUK MEMBAWA KAPABILITAS GURU Setyansah, Reza Kusuma Andria This study aims to determine the results of the process of developing a web-based e-learning implementation book and an android application, as a way to hone the teaching skills of prospective teachers. The instruments in this study were observation sheets, books, and questionnaires. Based on the achievement of the product, product evaluation is needed including validation of material experts and media experts. The stages in this study with the ADDIE model are (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The results of this study obtained that the web-based e-learning implementation book and android application have fulfilled (1) Validation data with the average results obtained from the media validation sheet from media experts 93.67% and 85 material experts, 33%. (2) seen a positive influence from the results of the post-test with a percentage of 91.68% and (3) shows the response of prospective teachers after using e-learning books in the main field test showed a percentage of 82.68% so that they can hone their ability to teach independently. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/420 10.22236/KALAMATIKA.vol5no2.2020pp155-166 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 155-166 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 155-166 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/420/111 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/427 2021-07-22T13:58:12Z kmk:ART

MATHEMATICS TEACHERS’ RESPONSE TO ONLINE LEARNING DURING THE COVID-19 PANDEMIC: CHALLENGES AND OPPORTUNITIES PERSEPSI GURU MATEMATIKA TERHADAP PEMBELAJARAN SECARA DARING SELAMA MASA PANDEMI COVID-19: PELUANG DAN TANTANGAN Sukma, Yovika Priatna, Nanang Covid-19 Pandemic Online learning Mathematics teacher The Indonesian government made several policies to reduce the coronavirus spread, including in the education sector, by implementing online learning from home. This study aims to determine the mathematics teachers' perception of online learning implementation during COVID-19 related to its challenges and opportunities. The method used in this study was an exploratory method in which the researchers used the questionnaire to gather the information. A total of 65 mathematics teachers from various education levels around South Sumatra, Indonesia, became the respondents. Based on the analysis of 65 mathematics teachers' responses, more than half of the respondents used the WhatsApp platform to carry out online learning activities.   In implementing online learning, there were some challenges faced by mathematics teachers, such as students who did not have the facilities required for online learning. Although teachers still faced challenges, the teacher stated that online learning provided opportunities for teachers to upgrade themselves and learn more about educational technology. Moreover, online learning provided opportunities for students to communicate with other students and teachers alike unlimited by time. This study could provide an overview and information related to challenges and opportunities in implementing online learning for mathematics, which can be used in online learning activities during the COVID-19 pandemic. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/427 10.22236/KALAMATIKA.vol6no1.2021pp1-14 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 1-14 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 1-14 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/427/114 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/428 2021-07-22T13:42:19Z kmk:ART

PERCEPTIONS OF MATHEMATICS EDUCATION STUDENTS TOWARD E-LEARNING DURING THE COVID-19 PANDEMIC Noviani, Julia COVID-19 pandemic E-learning Barriers towards e-learning The positive effect of e-learning Mathematics learning COVID-19 as a global pandemic affects various sectors, including education. This study describes students' perceptions of using e-learning in mathematics distance learning during a COVID-19 pandemic. This type of study is descriptive qualitative research. This study involved four students from the Mathematics Education Study Program, Tarbiyah, IAIN Takengon. The researcher gathered the data in this study via an interview process. The interview was conducted by phone since there was a social restriction regulation from the local government. This study states that students experience obstacles while learning mathematics using e-learning during a COVID-19 pandemic. These barriers are classified into three barriers: internal barriers, external barriers, and cross internal and external barriers. Nevertheless, the positive effects are also felt as students have independent learning, confidence while studying, motivation, ease, and flexibility in accessing the e-learning and learning contents. Furthermore, this study recommends that the e-learning design match the learning objectives to minimize the barriers.   FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/428 10.22236/KALAMATIKA.vol6no1.2021pp15-30 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 15-30 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 15-30 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/428/115 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/435 2021-07-22T13:53:47Z kmk:ART

THE NEWMAN PROCEDURE FOR ANALYZING STUDENTS' ERRORS IN SOLVING SYSTEMS OF LINEAR EQUATIONS Saputri, Veni Rizal Kamsurya Students’ errors Problem Solving Newman’s Error Analysis This study aimed to analyze students’ errors in problem-solving activities for systems of linear equations. The descriptive qualitative method was adopted and applied to obtain and process the research data. Research subjects were selected using the purposive sampling technique. Three participants were chosen according to their mathematical proficiency levels. Data collection was conducted by tests to measure students’ problem-solving abilities and semi-structural interviews to gather qualitative information about students’ errors in solving systems of linear equations. The interview results were analyzed using narrative analysis to obtain accurate conclusions. The study found that (1) low-ability students tend to perform error at the comprehension stage, (2) medium-ability students are likely to perform error at the transformation stage, and (3) high-ability students tend to perform error at the process skills stage. The solutions based on the ability level are: (1) low-ability students are required to read the question carefully, educators should emphasize the problem-solving procedure, and students should strengthen their understanding of the prerequisite learning content in problem-solving; (2) medium-ability students have to focus on the emphasis and development of their skills in understanding the language of a problem and balance with improving their understanding of learning content and contextual exercising; (3) high-ability students are provided with exercises that can improve their counting speed and accuracy of the subject in resolving a problem. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/435 10.22236/KALAMATIKA.vol6no1.2021pp31-44 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 31-44 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 31-44 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/435/116 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/442 2021-07-22T21:22:07Z kmk:ART

STUDENT EVALUATION MATHEMATICAL EXPLANATION IN DIFFERENTIAL CALCULUS CLASS Ningsi, Gabariela Purnama Nendy, Fransiskus Sugiarti, Lana Ardian Ali, Ferdinandus Classroom mathematics practices Evaluation mathematical explanation Socio-mathematic norms Teaching authority This study aimed to determine that the failure of students to evaluate mathematical explanations based on mathematics is influenced by sociomathematical norms, teaching authority, and classroom mathematics practice. The research method used is the case study method. The research data were obtained from inside and outside the research class. The data in the research class were in the form of field notes, video recordings of the class, video recordings of student group work, and student work. Data outside the research class is the result of interviews with three interview subjects. By studying the three evaluation methods students used in evaluating explanations, it was found that each student applied a different evaluation method at different times. The three evaluation methods contributed to some of the difficulties students experience in evaluating their mathematical descriptions. The results indicate that the failure of students in evaluating explanations is not solely due to errors in choosing the method, approach, or learning model used but can be caused by sociomathematical norms, authority, and classroom mathematics practices applied in the classroom. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/442 10.22236/KALAMATIKA.vol6no1.2021pp45-56 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 45-56 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 45-56 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/442/117 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/444 2021-05-01T15:32:21Z kmk:ART

THE EFFECTIVENESS OF GEOGEBRA-BASED VAN HIELE MODEL ON MATHEMATICAL DISPOSITION ASSESSED FROM EARLY MATHEMATICS ABILITY Noviana, Widyah Hadi, Windia Handayani, Ita The aim of this research was to observe the effectiveness of geogebra based van hiele model on mathematical disposition assessed from early mathematics ability. The accessible population of the present study was students of Prof. DR. HAMKA Muhammadiyah University. Samples of this research is semester two students from mathematics education program. Due to the happening Covid-19 pandemic, the present study was conducted online. The method employed was quasi-experiment using factorial treatment by level 2 × 2 design. The data were collected with mathematical disposition questionnaire and early mathematics ability instrument. After the data were collected, they were then analyzed with two-way ANAVA analysis. The result showed that there was no significant difference in the increase mathematical disposition of students who are given the learning model and early mathematics ability. The conclusion obtained is that the geogebra based Van Hiele Model is ineffective on students’ mathematical disposition in terms of their early mathematics abilitiy. This is due to several factors, namely internal factors and external factors. The internal factors are decreas in the score of mathematical disposition from pretest to posttest, lack of understanding applying geogebra software with online learning. External factors are quotas and poor internet network. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/444 10.22236/KALAMATIKA.vol5no2.2020pp167-180 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 167-180 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 167-180 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/444/112 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/456 2021-05-01T15:31:59Z kmk:ART

AN ANALYSIS OF STUDENTS’ ATTITUDES TOWARDS MATHEMATICAL PROBLEM SOLVING ABILITY Analisis Sikap Siswa terhadap Kemampuan Pemecahan Masalah Matematis Jusra, Hella Luthfiyah Aulia Iskandar This study aims to identify the attitudes of students on the ability to solve problems with mathematics. The attitudes of students evaluated in this study include self-confidence, anxiety, enthusiasm, and self-regulated mathematics learning. The research subjects were 79 students in grade VIII. The researcher re-concentrated on three students from all of them, who had mathematical problem-solving skills in the high, medium, and low groups. These subjects were selected from students who focused on problem-solving mathematical skills, questionnaires on the attitudes of students, and interviews with researchers. The instruments used to collect were an instrument of problem-solving mathematical ability and an instrument of students’ attitudes in the form of student attitudes towards mathematics questionnaire. The research method used is descriptive qualitative. The findings have shown that the majority of students are balanced between excited and unexcited on mathematics. The majority reason for students who are enthusiastic about mathematics is that they can improve their abilities, talents, and knowledge. Others have different explanations such as having the resources; formulas and problems, making them feel challenged; thinking that mathematics is important. The majority of students had a low category of self-confidence and anxiety towards mathematics, and had a moderate level of enthusiasm in mathematics and self-regulated learning.   FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2020-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/456 10.22236/KALAMATIKA.vol5no2.2020pp181-194 Kalamatika: Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 181-194 KALAMATIKA Jurnal Pendidikan Matematika; Vol 5 No 2 (2020): KALAMATIKA November 2020; 181-194 2527-5607 2527-5615 10.22236/KALAMATIKA.vol5no2.2020 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/456/113 Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/463 2021-07-22T21:36:53Z kmk:ART

THE POSITION OF STUDENTS' ERRORS IN ALGEBRAIC PROBLEM-SOLVING BASED ON FIELD DEPENDENT AND INDEPENDENT Loka Son, Aloisius Darhim Fatimah, Siti Algebraic problem-solving Position of error Field-dependent Field-independent There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/463 10.22236/KALAMATIKA.vol6no1.2021pp57-70 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 57-70 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 57-70 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/463/118 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/464 2021-07-22T21:49:52Z kmk:ART

ANALYSIS OF MATHEMATICAL WRITING ERRORS RELATED TO THE ANGLE OF TRIGONOMETRI FUNCTIONS Mulyono, Budi Hapizah Mathematical Expressions Writing errors Trigonometry Functions The angle of Trigonometry Functions Mathematical writing errors are often made by students, especially when writing mathematical expressions on the angle of trigonometric functions. One of the causes of this error is that students do not pay close attention to the difference between radians and degrees when writing questions or writing answers. These mathematical writing errors were made mainly by students who were oriented towards the result of the answer to a question, without paying attention to good and correct writing rules. One form of writing errors in mathematical expressions of trigonometric functions is writing y = sin (x + 45), which is considered the same as writing y = sin (x + 45o). If they are asked to compare the graphical form of the function of the two mathematical expressions in the same image, the writing error will be recognized and seen. Counterexamples and technology in learning mathematics can help students understand and correct errors in writing mathematical expressions of trigonometric functions. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/464 10.22236/KALAMATIKA.vol6no1.2021pp71-82 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 71-82 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 71-82 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/464/119 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/465 2021-07-22T22:00:57Z kmk:ART

THE ANALYSIS OF MATHEMATICAL LITERACY ON PLANE GEOMETRY MATERIAL WITH BATIK BETAWI TUMPAL PATTERN ANALISIS KEMAMPUAN LITERASI MATEMATIS PADA MATERI BANGUN DATAR DENGAN MEDIA BATIK BETAWI MOTIF TUMPAL Hindun Permatasari, Vyvy Dwi Kurniasih, Meyta Mathematical literacy Plane shape geometry Betawi culture Batik Betawi tumpal pattern Batik Betawi is one of the elements of Betawi culture heritage that needs to be reserved. This element of Betawi culture can be used as a learning and teaching media since it has patterns correlated to mathematics. One of the patterns that can be used as a mathematics lesson at school is the batik Betawi tumpal pattern, formed by triangles and squares. This research aims to examine the role of Betawi culture in mathematical literacy. This research implements the qualitative descriptive method with ethnographic approach. The results show that batik Betawi tumpal has a significant effect on mathematical literacy and it is also applicable to the teaching of plane geometry. Batik Betawi tumpal pattern as one of the elements of Betawi culture is relevant to use as a teaching media of plane geometry. It can also be used as a tool to visualize the object in concrete form to be more comprehensible for the students. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/465 10.22236/KALAMATIKA.vol6no1.2021pp83-98 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 83-98 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 83-98 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/465/120 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika http://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/466 2021-07-22T22:11:08Z kmk:ART

ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS Ratu Sarah Fauziah Iskandar Aji Raditya Pradipta, Trisna Roy Mathematics Textbooks 2013 Curriculum Cambridge Curriculum Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.               FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/466 10.22236/KALAMATIKA.vol6no1.2021pp99-110 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 99-110 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 1 (2021): KALAMATIKA April 2021; 99-110 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no1.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/466/121

oai:ojs.kalamatika.matematika-uhamka.com:article/471 2022-02-21T01:43:05Z kmk:ART

DEVELOPING A SET MODULE WITH A GUIDED INQUIRY AND TAHFIDZUL QURAN TO IMPROVE STUDENTS’ CRITICAL THINKING Karim, Akhmad Syahwanul Cholily, Yus Mochamad Syaifuddin, Mohammad Set Module Guided Inquiry Tahfidzul Quran Critical Thinking This research aimed to develop a set module with a guided inquiry and Tahfidzul Quran (Quran memorization) to improve students' critical thinking. This research was a Research and Development (R&D) based on the ADDIE Model with a one-group of pre-test and post-test design conducted for  Year-7  students at an Islamic Boarding School in Malang, East Java.  The subjects in this study were 12 students. Three aspects were present in this module development: process, quality, and effectiveness. The results of this study showed that (1) The development of the set module with a guided inquiry approach and the Tahfidzul Quran process refers to the ADDIE development model with the following steps: analysis, design, development, implementation, and evaluation; (2) The set module has a suitable quality of use as the learning module satisfying the aspects of content, presentation, language, graphics, and tahfidz; (3) The use of the set module with the guided inquiry approach and Tahfidzul Quran is effective in improving students' critical thinking. The students’ responses to the learning module were positive.  In conclusion, a set module developed with the guided inquiry and Tahfidzul Quran to improve students' critical thinking has fulfilled the rules of process, quality, and effectiveness. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/471 10.22236/KALAMATIKA.vol6no2.2021pp111-126 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 111-126 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 111-126 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/471/122 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/472 2022-05-31T03:26:51Z kmk:ART

ANALYSIS OF STUDENT ERRORS IN SOLVING TRIGONOMETRY PROBLEMS BASED ON THE NEWMAN PROCEDURE Fauzi, Nur Isna Sagita, Laela Setiyani Wicaksono, Bintang Error analysis Newman procedure Trigonometry This study was motivated by student errors in trigonometry. This study aimed to describe the types of student errors in solving trigonometry problems using the Newman error analysis procedure. This research is descriptive qualitative with the subjects of vocational high school students. Data collection involved written tests, depth interviews, and documentation. The results show that most students made comprehension and transformation errors. The comprehension errors consisted of not writing down what was known and asked; immediately writing down the completion process with the wrong formula and incorrect understanding of the concept of the basic trigonometric formula. The transformation errors were not being able to transform information on the problem into the mathematical model, and incorrect in mentioning the formula. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/472 10.22236/KALAMATIKA.vol7no1.2022pp1-14 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 1-14 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 1-14 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/472/130 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/475 2021-12-11T13:50:24Z kmk:ART

THE VALIDITY AND RELIABILITY OF INSTRUMENTS FOR MEASURING ELEMENTARY SCHOOL STUDENTS' EARLY MATHEMATICAL ABILITY Yuliyanto, Aan Turmudi, Turmudi Syaodih, Ernawulan Saputra, Dadan Rusdiana Dharmawan, Arie Pertiwi, Cahya Karisma Early Mathematical Ability Instruments Cubes and Rectangular Prisms Teachers need to understand students' early mathematical abilities before continuing learning on the next topic to retain the knowledge. This study aims to produce appropriate and reliable instruments for quality research related to early mathematical abilities. This research implemented R&D. The subjects were 113 sixth-grade students of the elementary school in Karawang. The instrument used was a test to measure early mathematical ability. Validity and reliability tests indicated that the five initial mathematical ability test items were considered valid, with r count > r table and p-value <0.05. The Cronbach's Alpha value was 0.875 (above 0.8 or high reliability). Thus, the five items of the early mathematical ability instrument on the volume of cubes and rectangular prisms can be used for further research to measure the same variables accurately. The results are not significantly different for the same subject even though the time and place are different. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/475 10.22236/KALAMATIKA.vol6no2.2021pp127-142 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 127-142 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 127-142 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/475/123 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/498 2021-12-11T13:50:06Z kmk:ART

MARGINAL REGIONS MATHEMATICS TEACHERS’ PERCEPTION OF THE USE OF MANIPULATIVE TOOLS Perbowo, Krisna Satrio Lestari, Dian Ulfah, Syafika Rakhmawati, Rosida Perception Manipulative tools Marginal regions Manipulative tool is one of the learning media most likely to be used by teachers, including those in marginal regions. This study aimed to determine the perception of mathematics teachers in marginal regions toward using manipulative tools as learning media. This study used surveys designed with two domains: the use of manipulative tools as learning media and the importance of manipulative tools as learning media. The sample for this study comprised 81 teachers who were either currently teaching or had previously taught at the elementary, middle, and high school levels in marginal regions. This study found that the manipulative tools mostly used by mathematics teachers in marginal regions are objects obtained from the surrounding environment (used cans, paperboard, coins, rulers, stones, and sticks). This study revealed that the mathematics teacher's perception of manipulative tools as learning media and the importance of manipulative tools as learning media are generally in the medium category. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/498 10.22236/KALAMATIKA.vol6no2.2021pp143-156 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 143-156 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 143-156 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/498/124 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/499 2021-12-11T13:49:49Z kmk:ART

THE EFFECT OF ONLINE LEARNING AND DIRECT FACE-TO-FACE TO MATHEMATICS LEARNING ACHIEVEMENT Majidah, Annisa Putri Marlena, Leni ANOVA Google Classroom Zoom Meeting Tukey This study aimed to determine the effect of learning media on student achievement in mathematics. The learning media used include learning using Zoom Meeting, Google Classroom, and face-to-face in class. The research method used was an experiment with a quantitative approach. The samples were 30 Year 9 students divided into three different treatments in learning: learning using Zoom Meeting, learning using Google Classroom, and face-to-face learning in class. The instrument used was a description of the essay questions used to measure student achievement. Data were analyzed using one-way ANOVA and Tukey's - HSD test. The results showed a significant or different effect between the use of learning media on student achievement (Fcount = 3.665 > Ftable = 3.35) of α= 5%. Furthermore, further tests were carried out using the Tukey's - HSD test to examine which learning media had a different effect. Further test results showed that learning using Google Classroom with face-to-face learning in the class had a different effect on students' mathematics learning achievement. Meanwhile, student achievement between Zoom Meeting and face-to-face learning and Zoom meeting and Google Classroom was not significantly different. The average student learning achievement in face-to-face learning was greater than those using Google Classroom. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/499 10.22236/KALAMATIKA.vol6no2.2021pp157-170 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 157-170 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 157-170 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/499/125 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/500 2021-12-11T13:49:32Z kmk:ART

HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS LESSONS USING THE PQ4R STRATEGY AND PROBLEM POSING MATHEMATICAL PROBLEMS Dahlan, Taufiqulloh Darhim, Darhim Juandi, Dadang Gardenia, Nia Kandaga, Thesa Mathematical Problems PQ4R Student Attitude Toward Mathematics This study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/500 10.22236/KALAMATIKA.vol6no2.2021pp171-180 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 171-180 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 171-180 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/500/126 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/505 2021-12-11T13:49:13Z kmk:ART

DEVELOPMENT OF LEARNING TRAJECTORY ON THE SET TOPIC FOR 7TH GRADE IN THE CONTEXT OF SEDEKAH LAUT TRADITION Hartono, Hartono Khaeriyah, Denti Zaedatul Sari, Dina Lita Ilfiana, Mila Nursyahidah, Farida HLT IRME Sedekah Laut Tradition Set is an important topic to be mastered by students because it influences the development of mathematics in daily life. However, many students still have difficulty learning the topic. Therefore, it is necessary to design a learning trajectory using the appropriate approach, context, and media. This research resulted in the learning development using Sedekah Laut context to create meaningful learning and increase students' understanding of sets. The method used in this study was design research proposed by Gravemeijer & Cobb with three stages: preliminary design, experimental design (pilot experiments and teaching experiments), and retrospective analysis. However, this article only presented the results from the Preliminary design stage. The participants involved in this study were 7th-grade students of SMP Negeri 6 Semarang. The resulting hypothetical learning trajectory consists of a series of learning processes: observing context videos to find the concepts of sets, non-sets, empty sets, universal sets, and Venn diagrams; explaining the properties of the set; defining set operations; and solving problems related to sets. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/505 10.22236/KALAMATIKA.vol6no2.2021pp181-194 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 181-194 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 181-194 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/505/127 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/506 2021-12-11T13:48:55Z kmk:ART

STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE CLASSROOM FOR MATHEMATICS ONLINE LEARNING VIEWED FROM STUDENTS’ READINESS Annurwanda, Pradipta Winata, Rahmat Students' Perceptions Students’ Readiness Google Classroom Online Learning Google Classroom is an online learning app that can be used for free and offers many features to support the online learning system and the implementation of Google Classroom must consider the students' readiness in accessing Google Classroom because many students have difficulty in the learning process, which affects the decline in student assignments and exam scores. The purpose of this study was to describe students’ perception towards the use of Google Classroom in mathematics learning in terms of students' readiness to take online learning. This study was conducted using a survey on 91 mathematics education students of STKIP Pamane Talino. The instrument used in this study was a questionnaire. The survey results showed that the level of readiness of students was 74.60% in the very good category. The effectiveness of Google Classroom implementation on online learning was 71.24% (very good); the use of Google Classroom is effective in learning mathematics in terms of students’ readiness for online learning. The results also show that students can access Google Classroom online to ask the tutors, work on assignments and view the answers to their assignments independently and regularly. Students find learning using Google Classroom is effective and fun because students can study material, discuss with teachers, and send assignments remotely. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/506 10.22236/KALAMATIKA.vol6no2.2021pp195-206 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 195-206 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 195-206 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/506/128 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/508 2021-12-11T13:48:34Z kmk:ART

AN IMPLEMENTATION OF E-LEARNING BASED MOODLE TO DEVELOP MATHEMATICAL COMMUNICATION SKILL AND SELF-EFFICACY Astriani, Linda Setiyaningsih, Dewi Misriandi, Misriandi Yuliani, Anggi E-Learning Moodle Mathematics Communication Self-Efficacy Mathematical communication skills are important, and education should facilitate students to improve their mathematical communication skills. The purpose of this study was to develop e-learning based on Moodle to improve students' mathematical communication and self-efficacy and student self-efficacy and describe how to students’ mathematic communication and student self-efficacy. This study used mixed-method research. The population in this study were Year 5 students at a private primary school. Data collection techniques used in this study are observation and tests. The implementation with Moodle was effective to the students’ mathematic communication and self-efficacy student. Overall, the students’ mathematical communication skills and self-efficacy of students using E-learning based Moodle is better than those using conventional learning. Also, self-efficacy positively affects students' communication skills with a very strong correlation coefficient, meaning that the higher students' self-efficacy, the higher students' communication skills. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/508 10.22236/KALAMATIKA.vol6no2.2021pp207-218 Kalamatika: Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 207-218 KALAMATIKA Jurnal Pendidikan Matematika; Vol 6 No 2 (2021): KALAMATIKA November 2021; 207-218 2527-5607 2527-5615 10.22236/KALAMATIKA.vol6no2.2021 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/508/129 Copyright (c) 2021 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/518 2022-05-24T09:54:27Z kmk:ART

QUIZIZZ AS A HOTS-BASED ASSESSMENT MEDIA IN INCREASING STUDENTS' MOTIVATION Priyanda, Roni Pradipta, Trisna Roy Amalia, Rizki Rainal Ihsan, Iden Quizizz Students' Motivation HOTS This study describes the results of research on the implementation of the Quizizz application in learning with distance learning mode. It has three main objectives 1) to find out how to apply the Quizizz application as an assessment medium based on higher-order thinking skills; 2) the impact of the application of Quizizz as an assessment medium based on higher-order thinking skills on students' learning motivation; and 3) supporting and inhibiting factors for the implementation of Quizizz. This study used a qualitative descriptive approach and data were collected using observation, implementation, interviews, questionnaires, and documentation. The data analysis was carried out by grouping and presenting the data of 69 respondents and drawing conclusions. The use of Quizizz as an assessment medium based on HOT skills is carried out during daily tests, mid-semester, and end-semester tests. Based on the data, it was obtained information that the level of student learning motivation using Quizizz media based on higher-order thinking skills showed an average of 69.91. Furthermore, the supporting factor for the application of Quizizz media is that students are familiar with the use of Quizizz and the many tasks available on Quizizz. The inhibiting factor is that the internet connection at the student's residence still tends to be less supportive of online distance learning. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/518 10.22236/KALAMATIKA.vol7no1.2022pp15-26 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 15-26 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 15-26 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/518/131 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/519 2022-05-24T08:48:57Z kmk:ART

GHANAIAN STUDENT NURSES’ ATTITUDES TOWARDS MATHEMATICS Christianah Awoniyi, Florence Iheanachor Ogbonnaya, Ugorji Attitude Interest Student nurses Mathematics Perception This study aimed to examine the attitudes of Ghanaian student nurses towards mathematics. A sample of 301 undergraduate nursing students at a university in Ghana, selected through census sampling techniques from the first to the third-year students, participated in the study. Data was collected using a 5-point Likert scale questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the students’ attitudes towards mathematics are determined by the value they attach to mathematics and their interest in mathematics. At α=0.01, Spearman's rho correlation coefficient of rs = 0.619 was significant. This indicates that the more value the student nurses attach to mathematics learning, the more interest they will likely have in learning the subject. The coefficient of determination (R2=38%), indicates that the students’ value for mathematics accounts for 38% of the variability in their interest in mathematics. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/519 10.22236/KALAMATIKA.vol7no1.2022pp27-42 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 27-42 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 27-42 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/519/132 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/525 2022-05-31T02:53:54Z kmk:ART

STUDENTS’ ERROR ANALYSIS ON LINEAR PROGRAM BASED ON THE KIAT MODEL AND STUDENTS’ LEARNING INTEREST ANALISIS KESALAHAN MENURUT MODEL KIAT BERDASARKAN MINAT BELAJAR SISWA PADA MATERI PROGRAM LINIER SISWA SMK PERPAJAKAN RIAU Hasyim, Jefrizal Roza, Yenita Maimunah, Maimunah KIAT categorizes three types of mistakes: conceptual, procedural, and technical errors. This study analyzes student errors in solving mathematical problems on linear programming material based on student learning interests. The subjects of this study were 15 Year 10 students of Taxation Vocational High School majoring in business and management taken based on learning interests. This study employed a descriptive method with tests and questionnaires as the instruments. The outcomes confirmed that students with high interest in learning made 13 mistakes, while 19 and 20 errors were for students with moderate and low interest in learning, respectively. Of all the errors, based on the student's interest in learning, conceptual and procedural errors were the most common errors (20 errors each). It can be concluded that the more positive students’ attitudes, the lower the errors they make, especially on conceptual errors. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/525 10.22236/KALAMATIKA.vol7no1.2022pp43-56 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 43-56 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 43-56 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/525/133 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/526 2022-05-01T17:49:54Z kmk:ART

THE PROJECT-BASED LEARNING FOR GEOMETRY DURING THE COVID-19 PANDEMIC Dwi Warih Sitaresmi, Pratiwi Atus Soliha, Imro Nurazizah, Siti The changing system in the current learning process at all levels of education due to the coronavirus pandemic. This study aimed to conduct literature review on project-based online learning during the Covid-19 pandemic and the impact on policies toward home learning activities. A project-based online learning system offers many ways to access learning materials for teachers and students. Many online learning platforms and media can be accessed for free. Some of the free platforms that have proven effective for managing online learning include Google Classroom and Edmodo. At least 12 free online learning resource applications can be used during the Covid-19 pandemic, including Rumah Belajar, ICANDO, Meja Kita, Indonesia X, Kelas Pintar, Google for Education, Microsoft Office 365, Quipper, Ruang Guru, Zenius, Sekolahmu, and Cisco Webex. Some obstacles in implementing online learning include limitations of the Internet and unfamiliar knowledge of teachers and students about the application of online learning media. Therefore, more effort is needed to address these issues, starting with individuals, families, educational institutions, providers, and government services. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/526 10.22236/KALAMATIKA.vol7no1.2022pp57-68 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 57-68 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 57-68 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/526/134 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/529 2022-05-01T17:49:37Z kmk:ART

THE INFLUENCE OF REALISTIC MATHEMATICS EDUCATION ON YEAR 8 STUDENTS' SPATIAL ABILITY OF CUBOIDS AND CUBES Nuryami, Nuryami Janan, Tuhfatul Hasanah, Nur Realistic Mathematics Education Spatial ability Cuboid and cube This study aims to determine the effect of RME on the spatial abilities of Year 8 students concerning cuboids and cubes. Geometry problems often experienced by junior high school students, such as difficulty knowing the difference between cuboids and cubes, difficulties showing elements of cuboids and cubes, and difficulty imagining cuboids and cubes in the case of rotation. The teacher should not underestimate it because it will impact the next level of learning. Besides, spatial abilities are closely related to other mathematical concepts. One alternative is using RME. This research employed the quasi-experimental method, and samples were selected using purposive sampling techniques. The two classes were selected as samples in this study: the experimental and the control classes. Before conducting the main analysis test, the pre-test score students were tested with the t-test. The initial conclusion was that there was no difference in the spatial ability of the experimental class and the control class. The main analytic test in the post-test was done using U-test. The post-test results show that the average score of the experimental class is higher than the control class; RME positively influences students' spatial abilities. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/529 10.22236/KALAMATIKA.vol7no1.2022pp69-84 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 69-84 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 69-84 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/529/135 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/530 2022-05-20T07:39:30Z kmk:ART

THE EFFECTIVENESS OF GUTINMATHE'S IN BLOG-BASED LEARNING WITH A CONTEXTUAL APPROACH ON LINEAR EQUATION SYSTEM Inganah, Siti Mahmulah, Lilik Slamet Kusumawardana, Adi This study aimed to determine how effective the learning is using Gutinmathe's blog with a contextual approach. This research employed a quantitative approach and ADDIE Web development method, with analysis, design, development, implementation, and evaluation stages. The population in this study were Year 10 students of one of the vocational high School in Pandaan, Indonesia and the samples were Year 10 students majoring in Medical Laboratory Technology from the school. The data was analyzed using the paired-sample t-test conducted by SPSS. Gutinmathe's blog learning media was validated by two media expert lecturers and one teacher. The media validation score was 78.33%, meaning that the blog media is feasible to use. The results of this study indicate differences in learning outcomes before and after using the Gutinmathe blog-based learning media, where the students' post-test answers are better than the pre-test. It shows that using Gutinmathe's blog-based learning media with a contextual approach is effective. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/530 10.22236/KALAMATIKA.vol7no1.2022pp85-98 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 85-98 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 85-98 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/530/137 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/531 2022-04-30T17:35:08Z kmk:ART

THE NEED FOR A DIGITAL MODULE TO IMPROVE THE NUMERICAL LITERACY OF DYSCALCULIA STUDENTS Putri Purwaningrum, Jayanti Nur Ahyani , Latifah Prasetyo Utomo , Andi Numerical literacy is the ability to collaborate understanding and knowledge of mathematics effectively in facing life's challenges. This ability is very important for every student to solve everyday problems, including dyscalculia students (having difficulty learning mathematics). This research is a qualitative descriptive describing the need for a digital-based module to improve the numerical literacy of dyscalculia students. The digital-based module is an application to be used anytime and anywhere. The subjects of this study were six teachers and 18 students with dyscalculia, a combination of six primary schools in Kudus Regency, Central Java, Indonesia. The instruments used in this study were interview sheets, observation sheets, and questionnaires for a digital module need. Students were classified as dyscalculia based the dyscalculia screening test and the WISC (Wechsler Intelligence Scale for Children) test. The data analysis involved data reduction, data presentation, and concluding. This study indicates that a digital module is needed by teachers to improve the numerical literacy of elementary school students, especially students with dyscalculia. The development of a digital module can increase students’ motivation and interest in studying abstract mathematical concepts. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/531 10.22236/KALAMATIKA.vol7no1.2022pp99-110 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 99-110 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 1 (2022): KALAMATIKA April 2022; 99-110 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no1.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/531/136 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/534 2022-12-03T00:54:53Z kmk:ART

DEVELOPING QUR’AN-BASED MATHEMATICS TEACHING MATERIALS FOR 21ST-CENTURY LEARNING Yunesti, Afni Dea Widyasari, Nurbaiti Teaching Materials Mathematics 21st Century’s Learning Qur'an This study aims to develop Qur’an-based teaching materials for teaching lines in Grade 4 for 21st-century learning. This research is a research and development (R&D) research using the ADDIE model, involving the stages of analysis, design, development, implementation, and evaluation. The subjects in this study were 4th-grade students in Bekasi, Indonesia. The data were analyzed descriptively, and percentages were used to represent the results. The results showed that 1) validation of material experts indicated 77% with valid criteria, 2) validation of linguists reporting 87.5% with very valid criteria, and 3) validation of media experts resulting in 83% with very valid criteria. The assessment of students' responses revealed that a one-to-one trial with five subjects each showed an average of 95% with high criteria. Based on the results of this assessment, the Qur'an-based mathematics teaching materials for the topic of lines aligning to 21st-century learning are valid or suitable for use. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/534 10.22236/KALAMATIKA.vol7no2.2022pp111-124 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 111-124 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 111-124 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/534/138 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/542 2023-01-13T10:13:46Z kmk:ART

THE IMPACTS OF STEM ON MATHEMATICS AND SCIENCE THROUGH LESSON STUDY: A SYSTEMATIC LITERATURE REVIEW DAMPAK IMPLEMENTASI STEM TERHADAP MATEMATIKA DAN SAINS MELALUI LESSON STUDY: TINJAUAN PUSTAKA SYSTEMATIS Nursyahidah, Farida Mulyaningrum, Eko Retno Systematic literature review STEM Lesson study Mathematics and science Kajian literatur sistematis; lesson study; Matematika dan Sains STEM-based mathematics learning is required to assist learners in developing 21st-century skills, including creativity, critical thinking, communication, and cooperation. However, the application of STEM-based Mathematics and Science learning in Indonesia is relatively new and rarely done due to some obstacles. One alternative is the implementation of lesson study for the learning community. This study determines the positive impacts of STEM on Mathematics and Science learning through lesson study for the learning community based on the findings of a systematic review of current research. The results show that applying the STEM approach through lesson study positively impacts teachers and students. Positive impacts for teachers include improving lesson quality and teaching professional competency as well as improving critical and creative thinking skills, information, media and technology abilities, life and career capability, problem-solving, basic questioning skill, learning achievement, science literacy, concept understanding, and motivation as advantages for students. Nonetheless, further research is necessary to investigate the best method for applying STEM-based learning in Mathematics and Science through lesson study. Pembelajaran matematika berbasis STEM diperlukan untuk membantu peserta didik dalam mengembangkan kemampuan abad 21, meliputi kreativitas, berpikir kritis, komunikasi, dan kerjasama. Namun penerapan pembelajaran MIPA berbasis STEM di Indonesia tergolong baru dan jarang dilakukan karena masih banyak kendala yang dihadapi di lapangan. Salah satu alternatif solusi yang dapat digunakan adalah melalui pelaksanaan Lesson Study bagi masyarakat belajar. Berdasarkan temuan tinjauan sistematis penelitian saat ini, penelitian ini bermaksud untuk mengetahui dampak STEM pada pembelajaran Matematika dan Sains melalui Lesson Study bagi komunitas pembelajaran. Hasil tinjauan pustaka menunjukkan bahwa penerapan pendekatan STEM melalui lesson study untuk komunitas belajar berdampak positif bagi guru dan siswa. Dampak positif bagi guru yaitu: peningkatan kualitas pembelajaran dan kompetensi profesional mengajar, serta peningkatan keterampilan berpikir kritis, keterampilan berpikir kreatif, informasi, kemampuan media dan teknologi, kemampuan hidup dan karir, pemecahan masalah, keterampilan bertanya dasar, prestasi belajar, sains literasi, pemahaman konsep, dan motivasi sebagai keuntungan bagi siswa. Meskipun demikian, penelitian lebih lanjut diperlukan untuk menyelidiki metode terbaik untuk menerapkan pembelajaran berbasis STEM dalam Matematika dan Sains melalui Lesson Study. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/542 10.22236/KALAMATIKA.vol7no2.2022pp125-142 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 125-142 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 125-142 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/542/139 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/545 2022-12-03T00:53:56Z kmk:ART

DEVELOPMENT OF ONLINE INTERACTIVE LEARNING MEDIA USING GeoGebra APPLET ON PROBABILITY Pebrianti, Melinda Handayani, Isnaini Geogebra Applet Learning Media Probability Applet Geogebra Media Pembelajaran Peluang This study is intended to determine the feasibility of online interactive learning media using the Geogebra Applet on the probability material developed. The use of the model in this development research is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects included mathematics teachers and class VIII B students of Gema Nurani Integrated Islamic Junior High School. The data collection technique used was observation in the form of needs analysis and interviews and questionnaires. The results of the study were obtained based on the percentage of validity test scores by two expert validators including material experts and media experts as well as a questionnaire response from mathematics teachers and students to obtain the feasibility of the developed learning media. Based on the results of the assessment by the material expert validator, the percentage is 94.64% in the very appropriate category and media experts at 73.08% in the appropriate category. While the results of the feasibility of the mathematics teacher response questionnaire showed a percentage of 92.5% with a very decent category and a student response questionnaire of 88.04% with a very decent category. Thus, the use of the Geogebra Applet in the probability material is very feasible to be applied as an online interactive learning medium in class VIII. Penelitian ini dimaksudkan untuk mengetahui kelayakan media pembelajaran interaktif online menggunakan Applet Geogebra pada materi peluang yang dikembangkan. Penggunaan model dalam penelitian pengembangan ini yakni model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian antara lain guru matematika dan siswa kelas VIII B SMP IT Gema Nurani. Teknik pengambilan data yang dilakukan yakni observasi berupa analisis kebutuhan dan wawancara serta angket. Hasil penelitian diperoleh berdasarkan persentase penskoran uji validitas oleh 2 validator ahli diantaranya ahli materi dan ahli media serta angket respon guru matematika dan siswa untuk memperoleh kelayakan dari media pembelajaran yang dikembangkan. Berdasarkan hasil penilaian oleh validator ahli materi menunjukkan persentase sebesar 94.64% dengan kategori sangat layak dan ahli media sebesar 73.08% dengan kategori layak. Sedangkan hasil kelayakan dari angket respon guru matematika menunjukkan persentase sebesar 92.5% dengan kategori sangat layak dan angket respon siswa sebesar 88.04% dengan kategori sangat layak. Dengan demikian, penggunaan Applet Geogebra pada materi peluang sangat layak diaplikasikan sebagai media pembelajaran interaktif online di kelas VIII. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/545 10.22236/KALAMATIKA.vol7no2.2022pp143-162 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 143-162 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 143-162 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/545/140 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/547 2022-12-03T00:53:21Z kmk:ART

MATHEMATICAL PROBLEM SOLVING BASED ON THE CHARACTERISTICS OF THE STUDENT’S THINKING STYLE Vidyaningrum, Ade Raharjo, Sigit Pradja, Barra Problem Solving Mathematics Characteristics of The Way of Thinking Pemecahan Masalah, Matematika; Karakteristik Cara Berfikir This study aims to analyze the ability to solve mathematical problems based on the characteristics of students' thinking style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). This research was carried out at one of the junior high schools in Tangerang, Indonesia. The subjects were 20 Year 7 students, with different thinking style. This research employed a qualitative approach. The instruments used are problem-solving tests and non-problem-solving tests on the characteristics of students' thinking style and a test of mathematical problem-solving ability accompanied by interview results. The data were analyzed descriptively to describe the test results of students' mathematical problem-solving abilities. The results showed that CS-type students could understand the problem in accordance with the indicators. Type AS students can understand but do not write the steps in detail. AR students are as well-understood but less thorough about their calculations. Meanwhile, CR students can understand only a few parts of problem-solving. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematika berdasarkan karakteristik cara berfikir siswa yang terdiri dari Sekuensial Konkret (SK), Sekuensial Abstrak (SA), Acak Konkret (AK) dan Acak Absrtak (AA). Penelitian ini dilaksanakan di SMP PGRI 1 KOTA TANGERANG kelas VII-4, subjek dalam penelitian ini adalah 4 siswa dari 20 siswa kelas VII-4 yang masing-masing memiliki karakteristik cara berfikir yang berbeda-beda. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket karakteristik cara berfikir siswa dan tes kemampuan pemecahan masalah matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes kemampuan pemecahan masalah matematika siswa. Hasil penelitian menunjukkan bahwa siswa Tipe SK dapat memahami masalah dan sesuai dengan indikator-indikator. Siswa Tipe SA sudah dapat memahami juga namun tidak menulis langkah-langkah secara detail. Siswa Tipe AA sedah dapat memahami namun kurang teliti terhadap perhitungannya. Sedangkan siswa Tipe AK mampu memahami namun hanya beberapa bagian pemecahan masalah saja FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/547 10.22236/KALAMATIKA.vol7no2.2022pp163-176 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 163-176 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 163-176 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/547/141 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/548 2022-12-03T00:52:48Z kmk:ART

THE EFFECTIVENESS OF GEOGEBRA ASSISTED INTEGRAL CALCULUS MODULE EFEKTIVITAS MODUL KALKULUS INTEGRAL BERBANTUAN GEOGEBRA Lestiana, Yeni Aklimawati, Aklimawati Wulandari, Wulandari Isfayani, Erna Effectiveness GeoGebra Integral Calculus Efektivitas GeoGebra Kalkulus Integral This research activity was motivated by the low learning outcomes of students in the Integral Calculus course and the unavailability of the GeoGebra-assisted Integral Calculus module in the Mathematics Education study program, Malikussaleh University. The purpose of the study was to determine the effectiveness of the GeoGebra-assisted Integral Calculus module. The type of research is development research with the Plomp development model which includes three stages of preliminary research, prototyping phase, and assessment phase. The test subjects were students of the Mathematics Education Study Program, Malikussaleh University. The instruments of this research are observation sheets of learning activities, student response questionnaires, observer response questionnaires to modules and test instruments. Based on the results of the study, it is known that the GeoGebra-assisted Integral Calculus module meets the effective criteria because the results of the learning activity observation sheets are in the very good category, student and observer responses to the module are in very good criteria and student test results have increased. Kegiatan penelitian ini dilatarbelakangi oleh rendahnya hasil belajar mahasiswa pada mata kuliah Kalkulus Integral dan belum tersedianya modul Kalkulus Integral berbantuan GeoGebra di program studi Pendidikan Matematika Universitas Malikussaleh. Tujuan dari penelitian adalah untuk mengetahui efektivitas modul Kalkulus Integral berbantuan GeoGebra. Jenis penelitian adalah penelitian pengembangan dengan model pengembangan Plomp yang meliputi tiga tahapan preliminary research, prototyping phase, dan assessment phase. Subjek ujicoba adalah mahasiswa Program Studi Pendidikan Matematika Universitas Malikussaleh. Instrumen penelitian ini adalah lembar observasi kegiatan pembelajaran, angket respon mahasiswa, angket respon pengamat terhadap modul dan instrument tes. Berdasarkan hasil penelitian diketahui bahwa modul Kalkulus Integral berbantuan GeoGebra memenuhi kriteria efektif karena hasil lembar observasi kegiatan pembelajaran berada pada kategori sangat baik, respon mahasiswa dan pengamat terhadap modul berada pada kriteria sangat baik dan hasil tes mahasiswa terjadi peningkatan. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/548 10.22236/KALAMATIKA.vol7no2.2022pp177-190 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 177-190 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 177-190 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/548/142 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/549 2022-12-03T00:52:03Z kmk:ART

DEVELOPING INTERACTIVE LEARNING MEDIA BASED ON ADOBE ANIMATE APPLICATIONS FOR GEOMETRY TRANSFORMATION Baihaki, Baihaki Djamilah, Soraya Lazwardi, Ahmad Development Learning Media Adobe Animate Geometry Transformation Media Pembelajaran Adobe Animate Transformasi Geometri Some mathematical material will be challenging to understand without learning media, primarily topics that requires visualization, such as geometric transformations. This study aims to describe the process of developing interactive learning media based on the Adobe Animate application of geometry transformation. It also describes the validity and practicality of the developed learning media. This type of research is research and development. The product developed was an interactive learning media application on geometry transformation material created using Adobe Animate. The development model used was the Multimedia Development Life Cycle (MDLC), consisting of six stages: concept, design, collection of materials, manufacture, testing, and distribution. The research found that the interactive learning media developed were fairly valid (80.12%), with a high level of practicality (4.19). Overall, the learning media developed is feasible to be used in the learning process or as a means of independent learning for students of geometry transformation. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/549 10.22236/KALAMATIKA.vol7no2.2022pp191-206 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 191-206 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 191-206 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/549/143 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/550 2022-12-03T00:51:37Z kmk:ART

STUDENTS' EPISTEMOLOGICAL BELIEFS IN SOLVING GEOMETRY TRANSLATION PROBLEMS Kaliky, Syafruddin Sopamena, Patma Putra, Arya Epistemological Beliefs Problem-solving Translation The 2018 PISA results show that Indonesian students' numeracy and literacy skills are poor. Epistemological beliefs, beliefs in mathematical knowledge, are one of the factors contributing to poor student literacy skills. This study analyzes epistemological beliefs in solving translation problems of Year 9 students in one of the junior high schools in Manipa Islands, Indonesia. This research employed a descriptive a qualitative approach. The subjects in this study were students who tend to meet the indicators of epistemological beliefs. Data collection techniques were observation, tests, interviews, and documentation. The results showed that students' epistemological beliefs in completing the translation met the requirements. First is being able to solve mathematical problems by taking time, where students needed time to solve the problem. This is because students are not sure that they can solve them. Second, students can solve problems that cannot be solved with simple, step-by-step procedures, where students solve problems using their rules/settlement procedures. The third is understanding essential concepts in mathematics, where students understand and work on translation problems using mathematical concepts well. Fourth, word problems are essential in mathematics, with word problems, students can improve critical thinking skill. Finally, efforts can improve mathematical abilities, where students can try to solve problems to improve their math skills. Efforts include reviewing the lesson and increasing practice questions. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/550 10.22236/KALAMATIKA.vol7no2.2022pp207-218 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 207-218 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 207-218 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/550/144 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/551 2022-12-03T00:51:08Z kmk:ART

REALISTIC MATHEMATIC EDUCATION ON HIGHER-ORDER THINKING SKILL MATHEMATICS OF STUDENTS Ariati, Chelsi Juandi, Dadang High-order thinking skills Realistic Mathematics Education Systematic Literature Review PRISMA Protocol Kemampuan Berpikir Tingkat Tinggi Pendidikan Matematika Realistik Reviu Sistematik Literatur Protokol PRISMA The literature on the effect of the Realistic Mathematics Education (RME) approach on high-order thinking skills (HOTS) students is massive. There is a diversity of research results. So a systematic and comprehensive review is needed to justify and describe its effect, which includes problem-solving, critical, creative, and reasoning abilities. This research used a systematic literature review (SLR) technique to search the Semantic Scholar, ERIC, Google Scholar database, and direct URLs from 2013 to 2022, yielding 49 studies that matched the inclusion criteria. Every paper was recorded and then categorized for analysis based on the title, education level, year of publication, sample size, and kind of HOTS. The findings indicated that RME positively impacted students' HOTS when learning activities were applied with student-centered, contextual problems, and the teacher was the facilitator. Working together in small groups allowed students to carry out individual exploration activities, reconstruct concepts from their own experiences, and connect these concepts to the mathematical ideas studied. RME thus becomes appropriate for use in achieving learning's aims and urgency, particularly in raising students' mathematical HOTS. The study's findings also offer information on the trends and heterogeneity of research into applying RME on mathematical HOTS in Indonesia. It is thus anticipated that it will serve as a recommendation and a focus for further study. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/551 10.22236/KALAMATIKA.vol7no2.2022pp219-236 Kalamatika: Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 219-236 KALAMATIKA Jurnal Pendidikan Matematika; Vol 7 No 2 (2022): KALAMATIKA November 2022; 219-236 2527-5607 2527-5615 10.22236/KALAMATIKA.vol7no2.2022 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/551/145 Copyright (c) 2022 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/555 2023-05-16T10:51:32Z kmk:ART

ANALYSIS OF STUDENT ERRORS IN SOLVING MINIMUM COMPETENCY ASSESSMENT PROBLEMS BASED ON KASTOLAN THEORY Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Asesment Kompetensi Minimum Berdasarkan Teori Kastolan Anggraini, Novita Priyo Utomo, Dwi Dian Azmi, Rizal Errors Analysis Kastolan’s Theory Asessment Competency Minimum In studying geometry, it is common for students to make various errors when working on word problems. Although some students understand the example problems, they may be confused and make errors when presented with different questions. This study employed a qualitative descriptive approach to examine the types and causes of errors made by Grade 8 students from a junior high school in Pronojiwo, Indonesia. The study involved 40 students, with six students selected for interviews. Data were collected using descriptions and interviews. The research employed three procedural stages: preparation, implementation, and data analysis. Data analysis involved data reduction, data encoding, and conclusions. The analysis revealed that 23.3% of students made conceptual errors, 27% made procedural errors, and 44.5% made technical errors. The factors contributing to these errors included students' lack of focus on reading the questions, limited understanding of the material, haste in completing the questions, insufficient knowledge of the problems in the questions, and carelessness in checking their answers. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/555 10.22236/KALAMATIKA.vol8no1.2023pp1-10 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 1-10 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 1-10 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/555/147 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/556 2023-05-16T10:51:27Z kmk:ART

MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS Melissa, Margaretha Madha Anindito Wisnu Susanto, Laurentius Nindya Puspita, Aldila Vandam Sigalingging, Samsul Mathematics representation Preservice teacher Trigonometry This study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/556 10.22236/KALAMATIKA.vol8no1.2023pp11-26 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 11-26 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 11-26 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/556/148 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/559 2023-05-16T10:51:17Z kmk:ART

DEVELOPMENT OF LEARNING INSTRUMENTS BASED ON RME MODELS TO IMPROVE STUDENTS’ MATHEMATICAL LITERACY AND LEARNING INTEREST PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL PEMBELAJARAN REALISTIK UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA DAN MINAT BELAJAR SISWA Selian, Nazri Maulana Khani Mulyono, Mulyono Mariani, Mariani Realistic Mathematics Education (RME) Mathematical Literacy Interest in Learning This study employed GeoGebra to develop interactive learning instruments for SLETV content, using the 4-D Thiagaradjan model as the framework, involving four phases: define, design, develop, and disseminate. The investigation included two eighth-grade math teachers and fourteen-year-old eighth-graders, and observational data were collected through needs analysis, interviews, and questionnaires. The data collection comprised need analysis, interviews, and surveys. Before trial implementation, three crucial development requirements had to be met: validity, practicality, and efficacy. The validation of learning instrument formats, illustrations, language, and content showed valid. The research findings indicate that the developed learning instruments were effective, with an average student score of 74.3 on the pretest and 87 on the posttest (meeting the minimum criteria of mastery learning). Teacher's ability to manage learning was rated as very good, with an average score of 4.4. The observation of learning implementation showed an average score of 4.4 in the very good category (practical). The learning instruments based on RME can be used to enhance students' mathematical literacy and learning interest. Dalam rangka meningkatkan kemampuan literasi matematis siswa, penelitian ini bertujuan untuk 1) menemukan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika yang memenuhi validitas, kepraktisan, dan keefektifan; dan 2) mendeskripsikan bagaimana peningkatan kemampuan literasi matematis siswa dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika. 3) Mendeskripsikan cara penggunaan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam Pembelajaran Matematika untuk meningkatkan semangat belajar siswa. Investigasi ini berkaitan dengan pertumbuhan. Model pengembangan Thiagaradjan 4-D digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa: 1) perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika memenuhi kriteria kevalidan, keterapan, dan keefektifan perangkat pembelajaran; dan 2) dengan menggunakan perangkat pembelajaran berbasis model pembelajaran Realistic Mathematical Education (RME) berbantuan Geogebra dalam pembelajaran matematika dapat meningkatkan kemampuan literasi matematis siswa yang diukur dengan n-gai. 3) Kajian n-gain menunjukkan adanya peningkatan kemampuan minat siswa ketika perangkat pembelajaran berbasis paradigma pembelajaran Realistic Mathematical Education (RME) digunakan bersamaan dengan Geogebra. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/559 10.22236/KALAMATIKA.vol8no1.2023pp27-48 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 27-48 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 27-48 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/559/150 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/560 2023-05-16T10:51:06Z kmk:ART

THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS Gusti, Valeria Yekti Kwasaning Rahayu, Wardani Critical Mathematical Thinking Skill Self-Directed Learning Treffinger Learning Model The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/560 10.22236/KALAMATIKA.vol8no1.2023pp49-62 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 49-62 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 49-62 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/560/149 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/561 2023-05-17T01:08:19Z kmk:ART

VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES Pertiwi, Stri Mailizar, Mailizar Elizar, Elizar Learning Media Guided Inquiry geogebra applet Plomp development The guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments. Model pembelajaran inquiry terbimbing merupakan aktivitas siswa yang menekankan secara maksimal untuk melatih keterampilan berpikir kritis. Perangkat pembelajaran yang dikembangkan harus disesuaikan dengan sintaks/tahap pada model pembelajaran inquiry terbimbing. Beberapa perangkat pembelajaran telah dikembangkan untuk membantu guru dalam membuat bahan ajar, akan tetapi pada kenyataannya masih banyak ditemukan guru yang belum menguasai atau memahami penggunaan teknologi terutama media pembelajaran dalam bentuk aplikasi. Oleh karena itu, guru membutuhkan aplikasi belajar di sekolah seperti applet geogebra. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbantuan applet geogebra yang valid untuk materi lingkaran menggunakan model inquiry terbimbing. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang melibatkan  tahap pendahuluan (preliminary research), dan tahap pembuatan (prototyping stage). Teknik pengumpulan data pada penelitian ini mengandalkan komentar dan masukkan dari validator melalui lembar validasi terkait dengan perangkat pembelajaran berupa RPP, LKPD, dan applet geogebra. Hasil analisis data menunjukkan bahwa perangkat pembelajaran dinyatakan valid dengan nilai rata-rata RPP 4,75, nilai rata-rata total validasi LKPD sebesar 4,60 dan nilai rata-rata total validasi applet geogebra sebesar 4,94. Harapan dari penelitian ini adalah adanya penelitian lanjutan terkait kepraktisan dan keefeketifan dari perangkat pembelajaran yang telah dikembangkan sehingga perangkat tersebut tidak hanya valid tetapi praktis dan juga efektif digunakan dalam proses pembelajaran.   FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/561 10.22236/KALAMATIKA.vol8no1.2023pp63-76 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 63-76 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 63-76 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/561/151 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/562 2023-05-16T10:50:52Z kmk:ART

DESIGNING MATHEMATICS LEARNING VIDEOS: INCORPORATING LOCAL WISDOM TO EXPLORE NUMBER PATTERNS DESAIN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS VIDEO KEARIFAN LOKAL MATERI POLA BILANGAN ERA 5.0 Mawarsari, Venissa Dian Kustriani, Winda Joko, Iswahyudi Learning video design Local wisdom Number patterns Kearifan Lokal Teachers often face challenges in creating effective learning materials, particularly in mathematics. Traditional lecture methods and insufficiently engaging learning tools can lead to student disinterest. Hence, it is essential to develop mathematics learning media that stimulate interest and connect to real-world experiences, including local cultural practices. Therefore, this study aimed to design effective learning media for Year 8 students focused on number patterns and to assess the validity of this media. This research adopted a development approach, utilizing the Analysis, Design, and Development (ADDIE) method. The development process was limited to the Analysis, Design, and Development stages. An assessment questionnaire was used to evaluate the validity of the video media, with input from both media experts and material experts. Five experts from each field were consulted for media validation. Results of the validation process indicated that the video media scored 88% and 87% in the material expert and media expert evaluations, respectively. These scores met the criteria for validity, indicating that the media is suitable for use in the classroom. Pembuatan media pembelajaran khususnya dalam pelajaran matematika seringkali menjadi kendala bagi guru. Hal ini dikarenakan guru mengalami kesulitan dalam mengembangkan media pembelajaran yang sesuai dengan materi yang disampaikan. Metode ceramah dan media yang kurang mendukung dalam proses pembelajaran membuat siswa bosan dan tidak tertarik dengan materi yang disampaikan. Salah satu materi yang sulit dipahami siswa adalah materi pola bilangan dimana siswa mengalami kesulitan dalam memahami dan menentukan rumus setiap pola. Maka perlu adanya media pembelajaran yang dapat membantu siswa memahami materi pola bilangan baik di sekolah maupun di luar sekolah, selain itu agar siswa lebih memahami materi pola bilangan ini dapat dikaitkan dengan kehidupan sehari-hari termasuk kearifan lokal daerah setempat. Maka penelitian ini bertujuan untuk merancang media pembelajaran matematika kelas VIII materi pola bilangan dan mengetahui kevalidan media tersebut. Penelitian ini merupakan penelitian pengembangan dengan melalui tahapan Analysis, Design dan Development. Instrumen dalam penelitian ini berupa angket penilaian oleh ahli media dan ahli materi untuk mengukur validitas media video. Validasi media dilakukan oleh lima orang ahli media dan ahli materi. Berdasarkan hasil validasi media video nilai ahli materi dan ahli media adalah 88% dan 87% dengan kriteria “Valid” dan layak digunakan. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/562 10.22236/KALAMATIKA.vol8no1.2023pp77-92 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 77-92 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 77-92 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/562/152 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/563 2023-05-16T10:50:48Z kmk:ART

EFFECT OF GEOGEBRA TOWARDS STUDENTS’ INDEPENDENT LEARNING IN MATHEMATICS Suci, Suci Nuryati Reflina, Reflina Learning independent GeoGebra Mathematics Mathematics learning independence can vary among students, with some showing greater initiative than others. This study analyzed the level of independence in learning quadratic functions among junior high school students who were using the GeoGebra application. The study involved 36 Year 9 students and employed a qualitative descriptive method. Data collection techniques included a questionnaire containing 30 positive and negative statements with eight indicators to determine how students respond to independent learning in mathematics using the GeoGebra application. The study found that using the GeoGebra application had a positive impact on learning mathematics, specifically in quadratic functions. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/563 10.22236/KALAMATIKA.vol8no1.2023pp93-106 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 93-106 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 93-106 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/563/153 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/564 2023-05-16T10:50:40Z kmk:ART

DEVELOPMENT OF PBL E-MODULES ON POLYHEDRON CONSTRUCTIONS FOR GEOMETRICAL THINKING ABILITY Dwi Rahayu, Felia Mawarsari, Venissa Dian Suprapto, Rohmat E-Module Geometry Problem-Based Learning Berpikir Geometris Video This research aimed to address the issue of low geometry proficiency among students and the lack of teaching materials and assess the validity and practicality of utilizing PBL e-modules as a teaching aid. The research employed the ADDIE model as a development method. To assess the e-module's validity, three media and three material experts were consulted. The material expert evaluation yielded a score of 3.60, while the media expert evaluation yielded a score of 3.29, indicating that the media and material of the e-module are valid for use as teaching materials. Furthermore, a small class trial involving ten students demonstrated a practicality score of 3.35, signifying highly practical results. The field test resulted in a score of 3.25, indicating that the PBL e-module is practical. The teacher's response yielded a score of 3.74, indicating that it is practical. Consequently, the PBL e-modules developed for the geometric material on polyhedron thinking skills are valid and practical, making them suitable as teaching materials in the learning process. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/564 10.22236/KALAMATIKA.vol8no1.2023pp107-118 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 107-118 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 1 (2023): KALAMATIKA April 2023; 107-118 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no1.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/564/154 Copyright (c) 2023 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/568 2024-02-16T04:39:23Z kmk:ART

LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL Mulia, Tri Cahya Aziz, Tian Abdul Aptitude Treatment Interaction Learning Design System of Linear Equations This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities. Tujuan penelitian ini adalah untuk memberikan alternatif pilihan desain pembelajaran, dengan menggunakan model aptitude treatment interaction pada materi sistem persamaan linear untuk siswa SMK. Penulisan ini menggunakan desain instruksional untuk mengembangkan model pembelajaran. Pengembangan desain pembelajaran dilakukan dengan menganalisis kebutuhan peserta didik. Tujuan kinerja dan hasil belajar dibahas secara rinci dan disesuaikan dengan tujuan instruksional. Hasil penelitian ini menunjukkan bahwa desain pembelajaran pada materi sistem persamaan linear dengan menerapkan model aptitude treatment interaction direkomendasikan bagi pendidik dalam melaksanakan pembelajaran sistem persamaan linear. Hal ini terjadi karena strategi pembelajaran (treatment) yang efektif diterapkan kepada siswa adalah berdasarkan kemampuannya masing-masing, sehingga dapat membantu siswa dalam memahami sistem persamaan linear. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/568 10.22236/KALAMATIKA.vol8no2.2023pp119-132 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 119-132 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 119-132 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/568/155 Copyright (c) 2023 Tri Cahya Mulia, Tian Abdul Aziz https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/578 2024-02-16T04:40:06Z kmk:ART

ETHNOMATHEMATICAL EXPLORATION OF TUMBU' BUGIS FOOD Eksplorasi Etnomatematika Pada Makanan Khas Tumbu’ Bugis Sakinah, Durrah Lubis, Ilham Ismail Habibi, Mhmd Exploration Ethnomathematics Tumbu' Bugis Food Culture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/578 10.22236/KALAMATIKA.vol8no2.2023pp133-148 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 133-148 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 133-148 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/578/156 Copyright (c) 2023 Durrah Sakinah, Ilham Ismail Lubis, Mhmd Habibi https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/579 2023-12-04T08:05:02Z kmk:ART

CRITICAL THINKING SKILLS OF YEAR 10 SANGUINIS STUDENTS IN LEARNING BASED ON NITENI, NIROKKE, AND NAMBAHI Astuti, Fuji Widodo, Sri Adi Taufiq, Irham Pusporini, Widowati Mansor, Kamarul Ariffin Critical Thinking Skill Personality Sanguinis Tri-N Kepribadian Sanguisnis Tri-N The study aimed to examine whether Tri-N-based trigonometry instruction improved students' critical thinking skills and sanguine personality. Single-subject research with an ABA design was the method used in this study. The stages of this study were the initial Baseline (A), the Intervention (B), and the second Baseline (A'). Year 10 science students with sanguine personalities who were chosen using a purposive sampling technique served as the study's subjects. This study employed observation methods, testing tests, and documentation for data collection. Data analysis within and between conditions are the methods used to analyze data. The findings of this study revealed that using Niteni, Nirokke, and Nambahi learning on trigonometry improved students' critical thinking skills with sanguine dispositions. Tujuan dari penelitian ini adalah untuk memastikan apakah instruksi trigonometri berbasis Tri-N meningkatkan kemampuan berpikir kritis dan kepribadian optimis siswa. Penelitian dengan subjek tunggal dengan desain ABA merupakan metode yang digunakan dalam penelitian ini. Tahapan penelitian ini adalah Baseline awal (A), Intervensi (B), dan Baseline kedua (A'). Siswa kelas X IPA berkepribadian optimis yang dipilih dengan menggunakan teknik purposive sampling dijadikan sebagai subjek penelitian. Penelitian ini menggunakan metode observasi, tes tes, dan dokumentasi untuk pengumpulan data. Analisis data di dalam dan di antara kondisi adalah metode yang digunakan untuk menganalisis data. Temuan penelitian ini mengungkapkan bahwa pembelajaran berbasis Tri-N (Niteni, Nirokke, dan Nambahi) pada materi trigonometri meningkatkan kemampuan berpikir kritis siswa berwatak optimis. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/vnd.openxmlformats-officedocument.wordprocessingml.document https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/579 10.22236/KALAMATIKA.vol8no2.2023pp149-176 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 149-176 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 149-176 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/579/157 Copyright (c) 2023 Fuji Astuti, Sri Adi Widodo, Irham Taufiq, Widowati Pusporini, Kamarul Ariffin Mansor https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/581 2023-12-03T10:25:16Z kmk:ART

ANALYSIS OF PRIMARY SCHOOL STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING BASED ON LEARNING INTEREST Elinda, Elinda Aminah, Neneng Pramuditya, Surya Amami Maharani, Anggita Conceptual Understanding Elementary School Learning Interest This research utilized a qualitative approach to providing a descriptive and in-depth exploration of elementary school students' mathematical and conceptual understanding of their learning interests. The study includes 20 participants, selected based on the categories of their learning interests, with three representatives chosen from each category. Participants are also selected based on their age, according to Piaget's theory, and communication abilities. Data collection techniques involve data reduction, data categorization, and data verification. Based on the research findings and discussions, it can be concluded that students with high learning interests demonstrate a strong understanding of mathematical concepts. Similarly, students with moderate learning interest exhibit a commendable grasp of mathematical concepts, while students with low learning interest tend to have lower conceptual understanding. For future research, it is recommended to explore the use of instructional media to assess children's learning interests. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/581 10.22236/KALAMATIKA.vol8no2.2023pp177-190 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 177-190 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 177-190 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/581/158 Copyright (c) 2023 Elinda Elinda, Neneng Aminah, Surya Amami Pramuditya, Anggita Maharani https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/584 2023-12-04T10:26:59Z kmk:ART

ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS Aklimawati, Aklimawati Lestiana, Yeni Wulandari, Wulandari Johar, Rahmah Khairunnisak, Cut Isyafani, Erna GeoGebra Numeracy Literacy Skills Numeric Method Teaching Materials Bahan Ajar Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/584 10.22236/KALAMATIKA.vol8no2.2023pp191-206 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 191-204 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 191-204 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/584/159 Copyright (c) 2023 Aklimawati Aklimawati, Yeni Lestiana, Wulandari Wulandari, Rahmah Johar, Cut Khairunnisak, Erna Isyafani https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/585 2023-12-03T10:26:49Z kmk:ART

PROBING-PROMPTING LEARNING: ITS EFFECT ON IMPROVING CONCEPTUAL UNDERSTANDING IN MATHEMATICS Hanifa, Ulfa Suhendra, Suhendra Jauhari, Muhammad Fakhri Junior High School Mathematical Concept Understanding The Probing Prompting Model Understanding mathematical concepts plays a crucial role in students achieving favorable learning outcomes. However, there remains room for improvement in students' grasp of these concepts. The main objective of this research was to assess how effective the probing prompting learning model is in improving students' understanding of mathematical concepts. This research employed the quantitative approach with the experimental method. Used tests, observations, and questionnaires to collect the data. The study included 25 students in the experimental group and 26 students in the control group. The findings showed: 1) The average percentage of teacher activity was 96.30% (“very good” category); 2) The t-test analysis findings showed a significant difference in the enhancement of understanding of mathematical concepts between students exposed to the probing prompting learning model (high category) and those using conventional learning approach; 3) Students responded positively to the probing prompting learning model, as evidenced by their attitude. In conclusion, this study suggests that the probing prompting learning model can serve as an effective alternative for facilitating learning and improving students' understanding of mathematical concepts. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/585 10.22236/KALAMATIKA.vol8no2.2023pp207-220 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 205-218 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 205-218 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/585/160 Copyright (c) 2023 Ulfa Hanifa, Suhendra Suhendra, Muhammad Fakhri Jauhari https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/587 2024-07-01T15:24:19Z kmk:ART

TEAM GAMES TOURNAMENT AND MEANS-ENDS ANALYSIS: LEARNING TYPES IN IMPROVING MATHEMATICAL CRITICAL THINKING Samtari, Nurin Fakhriyana, Dian Teams Games Tournament (TGT) Means Ends Analysis (MEA) Mathematical Critical Thinking The purpose of this research was to determine the effectiveness of Teams Games Tournament (TGT) and Means-Ends Analysis (MEA) learning types in improving mathematical critical thinking skills and to compare the effectiveness of the two learning types. This research used a quantitative approach with a purposive sampling technique. Two classes were selected from all XI classes at MA Ma'ahid Kudus: experimental class 1, which applied the TGT learning type, and experimental class 2, which applied the MEA learning type. Both experimental classes were chosen based on the pretest homogeneity test, and the two classes were homogeneous. The results obtained from this research are as follows: 1) There is an increase in students' mathematical critical thinking skills after being given the TGT learning type, 2) There is an increase in students' mathematical critical thinking skills after being given the MEA learning type, and 3) There is a difference in effectiveness between the TGT and MEA cooperative learning models. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/587 10.22236/KALAMATIKA.vol9no1.2024pp1-14 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 1-14 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 1-14 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/587/163 Copyright (c) 2024 Nurin Samtari, Dian Fakhriyana https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/589 2023-12-03T10:26:25Z kmk:ART

THE IMPACT OF PROBLEM-BASED LEARNING AUGMENTED WITH HOTS PROBLEMS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES Sulistyawati, Destianti Hadi, Windia Hidayat, Angga Muhammad, Rosida Rakhmawati problem based learning HOTS mathematical problem solving HOTS kemampuan pemecahan masalah matematis This study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/589 10.22236/KALAMATIKA.vol8no2.2023pp221-238 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 219-236 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 219-236 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/589/161 Copyright (c) 2023 Destianti Sulistyawati, Windia Hadi, Angga Hidayat, Rosida Rakhmawati Muhammad https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/591 2023-12-03T10:26:08Z kmk:ART

METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION Puadah, Peni Fauziah Suhendra, Suhendra Hidayat, Angga Metacognition learning citizens permutation material One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/591 10.22236/KALAMATIKA.vol8no2.2023pp238-250 Kalamatika: Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 237-246 KALAMATIKA Jurnal Pendidikan Matematika; Vol 8 No 2 (2023): KALAMATIKA November 2023; 237-246 2527-5607 2527-5615 10.22236/KALAMATIKA.vol8no2.2023 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/591/162 Copyright (c) 2023 Peni Fauziah Puadah, Suhendra Suhendra, Angga Hidayat https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/599 2024-07-01T15:24:01Z kmk:ART

ANALYSIS OF NUMERACY SKILLS IN GRADE VI ELEMENTARY SCHOOL STUDENTS IN SOLVING MINIMUM COMPETENCY ASSESSMENT QUESTIONS Astriani, Linda Akyuni, Nurul Izzah Numeracy Skills Minimum Competency Assessment Elementary School This piece of writing is inspired by the inadequate numeracy skills of students, leading to their confusion when it comes to creating visual representations and comprehending the analysis related to the problems they are tasked with. The minimum competency assessment serves as a tool to evaluate students' numeracy skills and, in turn, enhances the overall quality of elementary education. The primary objective of this study was to elucidate the numeracy skills of students and to delve into their responses when addressing questions in the minimum competency assessment. For this research, a descriptive qualitative method with a case study approach was employed. The research subjects comprised sixth-grade students at Pondok Cabe Ilir 01 State Elementary School during the odd semester of the 2023/2024 academic year. Data collection methods encompassed observation, numeracy minimum competency assessment tests, interviews, documentation, and data triangulation. Data analysis involved data reduction, data presentation, and drawing conclusions.The findings of this research revealed that students' numeracy skills fell into three categories: high, medium, and low, based on their performance across three specific indicators. The implications of this study are significant for schools, educators, and students, as they provide valuable insights into the preparation and enhancement of numeracy skills when addressing questions in the minimum competency assessment. Tulisan ini terinspirasi dari kemampuan berhitung siswa yang belum memadai sehingga menyebabkan siswa kebingungan dalam membuat representasi visual dan memahami analisis terkait permasalahan yang diberikan. Penilaian kompetensi minimum berfungsi sebagai alat untuk mengevaluasi keterampilan berhitung siswa dan, pada gilirannya, meningkatkan kualitas pendidikan dasar secara keseluruhan. Tujuan utama dari penelitian ini adalah untuk menjelaskan keterampilan berhitung siswa dan untuk mengetahui respon mereka ketika menjawab pertanyaan dalam penilaian kompetensi minimum. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah siswa kelas VI SD Negeri Pondok Cabe Ilir 01 semester ganjil tahun ajaran 2023/2024. Metode pengumpulan data meliputi observasi, tes kompetensi minimal numerasi, wawancara, dokumentasi, dan triangulasi data. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini mengungkapkan bahwa keterampilan berhitung siswa terbagi dalam tiga kategori: tinggi, sedang, dan rendah, berdasarkan kinerja mereka pada tiga indikator tertentu. Implikasi dari penelitian ini sangat penting bagi sekolah, pendidik, dan siswa karena memberikan wawasan berharga dalam persiapan dan peningkatan keterampilan berhitung ketika menjawab pertanyaan-pertanyaan dalam penilaian kompetensi minimum. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/599 10.22236/KALAMATIKA.vol9no1.2024pp15-30 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 15-30 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 15-30 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/599/164 Copyright (c) 2024 Linda Astriani, Nurul Izzah Akyuni https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/603 2024-07-01T15:23:39Z kmk:ART

ANALYSIS OF HIGH SCHOOL STUDENT'S KNOWLEDGE OF RECOGNIZING EUCLIDEAN ELEMENTS Harisman, Yulyanti Putri, Sri Adinda Euclid's Elements Greek Mathematics Number Theory Euclid's Elements is a work written by an ancient Greek mathematician named Euclid in the 3rd century BC. It is one of history's most famous and influential mathematical works, serving as a significant basis for studying geometry and number theory for centuries. This research aims to describe Euclid's Elements and determine the extent of high school students' knowledge about Euclid and his work and their level of understanding in solving mathematical problems. This qualitative research utilizes case study methods and literature reviews. Data were collected through problem-solving exercises and interviews. Thematic data analysis was conducted to elucidate Euclid's Elements and students' level of knowledge. The case study involved presenting mathematics problems and interviewing five high school students, using assessment instruments incorporating problem-solving and open interviews. The findings reveal that many students lack familiarity with the elements of Euclid's Elements but demonstrate proficiency in solving mathematical problems related to it. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/603 10.22236/KALAMATIKA.vol9no1.2024pp31-48 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 31-48 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 31-48 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/603/165 Copyright (c) 2024 Yulyanti Harisman, Sri Adinda Putri https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/608 2024-06-30T15:24:19Z kmk:ART

ENHANCING PROBLEM-SOLVING SKILLS THROUGH NUMERACY INSTRUMENT DESIGN: INCORPORATING PANDEGLANG’S LOCAL WISDOM IN GEOMETRY CONTENT Isnaintri, Endah Yuhana, Yuyu Fatah, Abdul Numeracy Problem Solving Local Wisdom Problem solving is a crucial aspect of the education curriculum, as it reflects the skills expected to be possessed by students. Indicating that the majority of students face difficulties in this process. Studies also indicate that numeracy literacy plays a significant role in enhancing mathematical problem-solving skills. This research aims to develop a numeracy literacy assessment that integrates Pandeglang Regency's local knowledge, with a particular emphasis on geometry, to enhance the mathematical problem-solving abilities of Grade IX. This study fits into the Tessmer formative research model, which is related to the category of development research. The study involved 35 ninth-grade students from MTsN 2 Pandeglang as participants. Various tools were used to gather data, such as validation sheets, interview guidelines, and numeracy literacy tests inspired by local knowledge in the Pandeglang Regency. The analysis process included assessing these tools' effectiveness, reliability, and precision through expert assessments and statistical methods. The study's conclusions show that the developed test's quality comprises moderate difficulty for each of the three items, good validity, and satisfactory item discrimination.   FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/608 10.22236/KALAMATIKA.vol9no1.2024pp49-64 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 49-64 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 49-64 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/608/166 Copyright (c) 2024 Endah Isnaintri, Yuyu Yuhana, Abdul Fatah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/609 2024-06-30T15:24:00Z kmk:ART

HOW ARE STUDENTS' CREATIVE REASONING ABILITIES IN SOLVING STRAIGHT-LINE EQUATION PROBLEMS? English Rahmah, Hania Turmudi, Turmudi Herman, Tatang Suhendra, Suhendra Creative Reasoning Line Equation Mathematical Problem Creative reasoning is a person's ability to solve mathematical problems in a manner of thinking that deviates from the norm, yet remains logical and grounded in a strong mathematical foundation. While crucial for students, many have not yet attained proficiency in creative reasoning, necessitating comprehensive research on the subject. This study aims to elucidate students' creative reasoning abilities in tackling straight-line equation problems, focusing on indicators such as creativity, plausibility, and anchoring. Employing a qualitative approach with a case study design, the research involved three students from Madrasah Tsanawiyah who had studied straight-line equations. The primary instrument was the researcher, supported by a creative reasoning ability description test and interviews. Data collection utilized triangulation techniques, encompassing tests and interviews. Analysis of the research findings entailed describing students' creative mathematical reasoning abilities for each creative reasoning indicator in straight-line equation material. Results indicated that while students could provide correct and reasonable arguments in solving mathematical problems, they struggled to devise alternative methods and employ strategies based on mathematical concepts. Consequently, they only met the plausibility criterion, falling short in creativity and anchoring. Thus, it can be concluded that students have not yet achieved creative reasoning proficiency in solving straight-line equation problems. Penalaran kreatif adalah kemampuan seseorang dalam memecahkan masalah matematika dengan cara berpikir yang berbeda dari biasanya, namun proses penalarannya masuk akal dan mempunyai landasan matematika yang kuat. Penalaran kreatif merupakan hal yang penting untuk dimiliki siswa, namun banyak siswa yang masih belum mencapai penalaran kreatif, sehingga diperlukan penelitian yang mendalam mengenai penalaran kreatif. Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran kreatif siswa dalam menyelesaikan permasalahan persamaan garis lurus yang meliputi indikator penalaran kreatif yaitu creativity, plausibility, dan anchoring. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan desain studi kasus. Subyek penelitian ini adalah tiga orang siswa Madrasah Tsanawiyah yang pernah mempelajari persamaan garis lurus. Instrumen utama penelitian ini adalah peneliti dan instrumen pendukung yang digunakan adalah tes deskripsi kemampuan penalaran kreatif dan wawancara. Hasil penelitian menunjukkan bahwa siswa dapat memberikan argumen yang benar dan masuk akal dalam menyelesaikan masalah matematika tetapi belum mampu menghasilkan metode yang berbeda dan tidak dapat menggunakan strategi berdasarkan konsep matematika. Artinya siswa hanya memenuhi indikator masuk akal dan belum memenuhi indikator kreativitas dan penjangkaran pada indikator penalaran kreatif, sehingga dapat disimpulkan bahwa siswa belum mencapai penalaran kreatif dalam menyelesaikan masalah persamaan garis lurus. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/609 10.22236/KALAMATIKA.vol9no1.2024pp65-82 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 65-82 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 65-82 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/609/167 Copyright (c) 2024 Hania Rahmah, Turmudi Turmudi, Tatang Herman, Suhendra Suhendra https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/619 2024-06-30T15:23:42Z kmk:ART

NUMERACY LITERACY OF STUDENTS USING I-SPRING 11 LEARNING MEDIA LITERASI NUMERASI PESERTA DIDIK DALAM PENGGUNAAN MEDIA PEMBELAJARAN DENGAN ISPRING 11 Abdullah, Anisyah Agustiani, Riza Zahra, Atika Putri, Agustiany Dumeva Numeracy Literacy ISPRING 11 Learning Media Media Pembelajaran The low level of numeracy literacy in Indonesia is due to the material tested on TIMSS and PISA, which consists of questions in real-life context problems. Students are not accustomed to solving real problems and cannot analyze information in various forms. The lack of engaging learning materials contributes to students' boredom and makes it difficult for them to tackle numeracy and literacy challenges. This study investigates how well students can read and compute after using the iSpring 11 learning resources. Twenty students from class VII at State Junior High School 46 Palembang were the research subjects. The research method used is design research with a development study, which at the prototype stage uses the Tessmer model. The focus of discussion in this research is the results of the field test stage, where data collection techniques include tests and interviews. Data analysis techniques include test data analysis and interview analysis. This research demonstrates that students' numeracy literacy skills are excellent, with an average score of 88 after learning using the iSpring 11 learning media. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/619 10.22236/KALAMATIKA.vol9no1.2024pp83-98 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 83-98 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 83-98 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/619/168 Copyright (c) 2024 Anisyah Abdullah, Riza Agustiani, Atika Zahra, Agustiany Dumeva Putri https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/623 2024-06-30T15:23:23Z kmk:ART

ETHNOMATHEMATICS EXPLORATION IN THE TRADITIONAL ART OF RANDAI MINANGKABAU Miftahurrahmi, Miftahurrahmi Pratiwi, Is Oktaria Huda, Fajrul Habibi, Mhmd Art Randai Minangkabau Exploration Ethnomathematics Mathematics is a scientific field that delves into numbers, measurements, and formulas. When mathematical concepts intertwine with culture, it forms what is known as ethnomathematics. Integrating mathematics with cultural elements can significantly enhance the learning experience. This research aims to identify and elucidate mathematical elements in the traditional Minangkabau art form of Randai. The methodology employed in this study is qualitative descriptive, utilizing a library research approach. No field studies were conducted; the research relied solely on a literature review. The data utilized comprises documents derived from studies of Randai art and other written references relevant to the research problem. The researcher serves as the primary instrument, indispensable to this study. Data collection methods include documentation and an extensive literature review. The findings reveal that traditional Minangkabau randai art encompasses not only artistic expression but also philosophical insights, cultural values, and mathematical elements, known as ethnomathematics. Ethnomathematics manifests in Randai art through its form, spatial dimensions, and musical instruments. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/623 10.22236/KALAMATIKA.vol9no1.2024pp99-120 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 99-120 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 99-120 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/623/169 Copyright (c) 2024 Miftahurrahmi Miftahurrahmi, Is Oktaria Pratiwi, Fajrul Huda, Mhmd Habibi https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/627 2024-06-30T15:23:04Z kmk:ART

DEVELOPMENT OF AUGMENTED REALITY-BASED LEARNING ON FLAT-SIDED SPACE BUILDING MATERIALSVERSION Bahasa Inggris Safitri, Prahesti Tirta Raharjo, Sigit Kuncara, Faatihah Nanda Augmented Reality Flat-Sided Spaces Learning Media Nowadays, technology is developing rapidly. Augmented reality is one of the technologies frequently used in the learning process. The purpose of augmented reality-based learning is to improve mathematical reasoning skills by providing interesting and appropriate learning media. This study aims to develop mathematics learning media for flat-sided spatial geometry material based on augmented reality that can be tested on grade VII students of SMPN 16 Tangerang City. This research uses the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research data includes both qualitative and quantitative data. The instruments used are media validity expert assessments, media practitioner assessments, and respondent responses. The results of the study showed a significant increase in students' knowledge and skills during the learning process of mathematics on cube and cuboid materials based on augmented reality in grade VII students of SMPN 16 Tangerang City. This is indicated by the expert assessment results, which rated it as "valid," the media expert assessment results, which rated it as "very practical," and the respondents' answers, which were categorized as "moderate." Students' knowledge and skills increased significantly due to the application of augmented reality-based mathematics learning on cubes and cuboids. The application of this learning method provides an effective increase in students' knowledge and skills and helps achieve learning objectives. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/627 10.22236/KALAMATIKA.vol9no1.2024pp121-134 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 121-134 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 1 (2024): KALAMATIKA April 2024; 121-134 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no1.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/627/170 Copyright (c) 2024 Prahesti Tirta Safitri, Sigit Raharjo, Faatihah Nanda Kuncara https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/631 2025-10-17T06:39:59Z kmk:ART

GENDER DIFFERENCE IN MATHEMATICS PERFORMANCE AMONGST SENIOR HIGH SCHOOL STUDENTS IN THE UPPER WEST REGION (UWR), GHANA Marifa, Mohammed Yikehere Nabie, Johnson Michael Dossey, Joshua Kai Expectancy-value theory gender difference mathematics performance socio-cultural theory Gender differences in mathematics performance have long concerned parents and policymakers in Ghana, especially in the UWR. This study examined these differences among high school students using an explanatory sequential mixed-methods design. Stratified and Simple Random Sampling techniques were used to sample 350 participants from four different SHS within the UWR to participate in the survey whilst four teachers were selected using the purposive sampling technique. A mathematics test, questionnaires, and interviews were the main data collection tools. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results reveal no statistically significant difference between female and male mathematics performance [t(348)= -1.44, p =.153, p>.05]. Also, factors such as societal expectations and stereotype threat, cultural norms, learning environment, and teaching methods were indicated as potentially contributing to female and male mathematics performance. It was recommended that an all-inclusive learning environment, teaching practices, and curriculum design should be created to allow students, regardless of their gender, to participate effectively in mathematics classes. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2025-04-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/631 10.22236/KALAMATIKA.vol10no1.2025pp15-30 Kalamatika: Jurnal Pendidikan Matematika; Vol 10 No 1 (2025): KALAMATIKA April 2025; 15-30 KALAMATIKA Jurnal Pendidikan Matematika; Vol 10 No 1 (2025): KALAMATIKA April 2025; 15-30 2527-5607 2527-5615 10.22236/KALAMATIKA.vol10no1.2025 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/631/181 Copyright (c) 2025 Kalamatika: Jurnal Pendidikan Matematika https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/636 2024-11-30T20:23:44Z kmk:ART

CHALLENGES IN DEVELOPING JUNIOR HIGH SCHOOL STUDENTS' COMPUTATIONAL THINKING SKILLS IN MATHEMATICS THROUGH PROBLEM-BASED LEARNING CHALLENGES IN DEVELOPING JUNIOR HIGH SCHOOL STUDENTS' COMPUTATIONAL THINKING SKILLS IN MATHEMATICS THROUGH PROBLEM-BASED LEARNING Ghifari, Muhammad Tareq Nurjanah, Nurjanah Herman, Tatang Rahmah, Hania PBL Computational Thinking Skills Learning Challenges Problem-Based Learning This research aims to analyze students' computational thinking abilities in mathematics learning through problem-based learning. A qualitative approach with a case study design was employed. The research was conducted at SMP Negeri 1 Cibinong, Bogor Regency, West Java. The subjects were three ninth-grade students who had studied material on exponents and roots, selected based on the teacher's recommendations. Data were collected through computational thinking tests and interviews. Based on the analysis, it was found that students, despite their teachers implementing problem-based learning, still lacked strong computational thinking skills. The suboptimal implementation of PBL and the students' unfamiliarity with problem-solving contributed to their difficulty in effectively applying computational thinking skills. In conclusion, the use of problem-based learning in mathematics, particularly in the topics of exponents and roots, has not yet enabled students to fully develop computational thinking skills. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-10-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/636 10.22236/KALAMATIKA.vol9no2.2024pp135-146 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 135-146 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 135-146 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no2.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/636/171 Copyright (c) 2024 Muhammad Tareq Ghifari Tareq https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/638 2024-11-30T20:23:27Z kmk:ART

UNDERSTANDING COMMON ERRORS IN LINEAR EQUATIONS SYSTEMS AMONG EIGHT GRADE STUDENTS UNDERSTANDING COMMON ERRORS IN LINEAR EQUATIONS SYSTEMS AMONG EIGHT GRADE STUDENTS Ikfini, Ikfini Aulia Hakika Nurharunawati, Nurhanurawati Rumite, Wayan Error Analysis Conceptual Understanding Linear Equation System This research employs a qualitative descriptive method. The average student score in the first semester final summative assessments indicates that the minimal completion criteria have been met; however, a review of the list of incorrect responses shows that many of the errors are related to two-variable linear equation systems. Additionally, it is common for students to struggle with converting a mathematical model from the problem. The purpose of this study is to describe the errors made by students in solving problems related to two-variable linear systems and to analyze the factors contributing to these errors. We used data analysis of student responses in this study because it allows us to observe the students' thought processes and ensures the accuracy of the information. According to the study's findings, students' errors in answering the questions stemmed from their inability to grasp relevant concepts. One possible solution is for students who struggle with conceptual understanding to focus more on mastering the material, practice answering questions frequently to become accustomed to various question types, and ultimately enhance their comprehension of mathematical concepts. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/638 10.22236/KALAMATIKA.vol9no2.2024pp161-176 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 161-176 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 161-176 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no2.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/638/173 Copyright (c) 2024 Ikfini Aulia Hakika Ikfini https://creativecommons.org/licenses/by-sa/4.0

oai:ojs.kalamatika.matematika-uhamka.com:article/645 2024-11-30T20:23:26Z kmk:ART

ANALYSING INTEGER DIVISION KNOWLEDGE AND SKILLS IN PROSPECTIVE PRIMARY TEACHERS Fu'adiah, Dzikra Nurhayati, Pipih Emilzoli, Mario Primary Teacher Division Concept Conceptual Understanding This study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers. This study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers. FKIP Universitas Muhammadiyah Prof. DR. HAMKA 2024-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Manuscript Manuscript application/pdf https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/645 10.22236/KALAMATIKA.vol9no2.2024pp177-191 Kalamatika: Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 177-191 KALAMATIKA Jurnal Pendidikan Matematika; Vol 9 No 2 (2024): KALAMATIKA November 2024; 177-191 2527-5607 2527-5615 10.22236/KALAMATIKA.vol9no2.2024 eng https://kalamatika.matematika-uhamka.com/index.php/kmk/article/view/645/174 Copyright (c) 2024 Dzikra Fu'adiah https://creativecommons.org/licenses/by-sa/4.0 f31b3554738b3de301647e59aaf7bfce