Abstract. TOPSIS is one of the methods contained in the Multi Criteria Decision Making (MCDM). In general, this method works based on criteria which are the determining factors for a case study by assessing the weight of each criterion. The purpose of this study was to find the priority value of a case of determining the class increase of students at the Al-Falah Dago Islamic Boarding School. The TOPSIS method can make it easier for Islamic boarding schools to determine whether students will go to class or not go to class objectively with predetermined criteria. In the process of determining the class increase of the students of the Al-Falah Dago Islamic Boarding School, there are 42 alternatives with 6 criteria being assessed: the average value of imtihan 1, the average value of imtihan 2, attendance, practice values, discipline values and moral values. The results of this study indicate that the results obtained from the determination of grade promotion from 42 alternatives resulted in recommendations for 27 students to go to class and as many as 15 students not to go to class. Abstrak. TOPSIS merupakan salah satu metode yang terdapat pada Multi Criteria Decision Making (MCDM). Secara umum metode ini bekerja berdasarkan kriteria yang merupakan faktor penentu bagi suatu studi kasus dengan menilai bobot dari setiap kriteria. Tujuan dari penelitian ini adalah mencari nilai prioritas dari sebuah kasus penentuan kenaikan kelas santri Pondok Pesantren Al-Falah Dago. Metode TOPSIS dapat mempermudah pihak pesantren untuk menentukan santri naik kelas atau tidak naik kelas secara objektif dengan kriteria yang sudah ditentukan. Dalam proses penentuan kenaikan kelas santri Pondok Pesantren Al-Falah Dago terdapat 42 alternatif dengan 6 kriteria yang menjadi penilaian: nilai rata-rata imtihan 1, nilai rata-rata imtihan 2, kehadiran, nilai praktik, nilai kedisiplinan dan nilai akhlaq. Hasil penelitian ini menunjukkan bahwa perolehan hasil penentuan kenaikan kelas dari 42 alternatif dihasilkan rekomendasi sebanyak 27 santri naik kelas dan sebanyak 15 santri tidak naik kelas.
摘要TOPSIS是多准则决策(MCDM)中包含的一种方法。一般来说，这种方法是根据标准工作的，这些标准是通过评估每个标准的权重来决定案例研究的因素。本研究的目的是找出确定Al-Falah Dago伊斯兰寄宿学校学生班级增加的优先值。TOPSIS方法可以使伊斯兰寄宿学校更容易根据预先确定的标准客观地决定学生是否去上课。在确定Al-Falah Dago伊斯兰寄宿学校学生的班级增加的过程中，有42个备选方案，评估了6个标准:imtihan 1的平均值，imtihan 2的平均值，出勤率，实践价值，纪律价值和道德价值。本研究结果表明，从42个备选方案中确定成绩提升的结果导致27名学生建议上课，多达15名学生不去上课。Abstrak。TOPSIS merupakan salah - satu方法与多准则决策(MCDM)。本文研究了一种新型的生物力学方法，即生物力学方法、生物力学方法和生物力学方法。图瓦卢-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔-达喀尔方法:TOPSIS研究对象、研究对象、研究对象、研究对象、研究对象、研究对象、研究对象等。Dalam提出了penentuan kenaikan kelas santri Pondok Pesantren Al-Falah Dago terdapat 42替代选项和6个标准yang menjadi penilaian: nilai rata-rata imtihan 1, nilai rata-rata imtihan 2, kehadiran, nilai praktik, nilai kediscipline和nilai akhlaq。Hasil penelitian ini menunjukkan bahwa perolehan Hasil penentuan kenaikan kelas dari 42 alternatif dihasilkan rekomendasi sebanyak 27 santri naik kelas dan sebanyak 15 santri tidak naik kelas。
{"title":"Sistem Pendukung Keputusan Penentuan Kenaikan Kelas Santri Menggunakan Metode TOPSIS","authors":"Alma Arofah, Respitawulan","doi":"10.29313/jrm.v2i2.1194","DOIUrl":"https://doi.org/10.29313/jrm.v2i2.1194","url":null,"abstract":"Abstract. TOPSIS is one of the methods contained in the Multi Criteria Decision Making (MCDM). In general, this method works based on criteria which are the determining factors for a case study by assessing the weight of each criterion. The purpose of this study was to find the priority value of a case of determining the class increase of students at the Al-Falah Dago Islamic Boarding School. The TOPSIS method can make it easier for Islamic boarding schools to determine whether students will go to class or not go to class objectively with predetermined criteria. In the process of determining the class increase of the students of the Al-Falah Dago Islamic Boarding School, there are 42 alternatives with 6 criteria being assessed: the average value of imtihan 1, the average value of imtihan 2, attendance, practice values, discipline values and moral values. The results of this study indicate that the results obtained from the determination of grade promotion from 42 alternatives resulted in recommendations for 27 students to go to class and as many as 15 students not to go to class. \u0000Abstrak. TOPSIS merupakan salah satu metode yang terdapat pada Multi Criteria Decision Making (MCDM). Secara umum metode ini bekerja berdasarkan kriteria yang merupakan faktor penentu bagi suatu studi kasus dengan menilai bobot dari setiap kriteria. Tujuan dari penelitian ini adalah mencari nilai prioritas dari sebuah kasus penentuan kenaikan kelas santri Pondok Pesantren Al-Falah Dago. Metode TOPSIS dapat mempermudah pihak pesantren untuk menentukan santri naik kelas atau tidak naik kelas secara objektif dengan kriteria yang sudah ditentukan. Dalam proses penentuan kenaikan kelas santri Pondok Pesantren Al-Falah Dago terdapat 42 alternatif dengan 6 kriteria yang menjadi penilaian: nilai rata-rata imtihan 1, nilai rata-rata imtihan 2, kehadiran, nilai praktik, nilai kedisiplinan dan nilai akhlaq. Hasil penelitian ini menunjukkan bahwa perolehan hasil penentuan kenaikan kelas dari 42 alternatif dihasilkan rekomendasi sebanyak 27 santri naik kelas dan sebanyak 15 santri tidak naik kelas.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82581056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.50069
M. Zahra, S. Setiawani, S. Hussen
Learning media are tools utilized to support the interaction of students with educators and learning resources in the implementation of the teaching and learning process. This development research uses the Thiagarajan or 4-D model with four stages: defining, designing, developing, and disseminating. The subjects of this research were grade VIII students of SMP Negeri 1 Umbulsari. The analytical method is validity analysis based upon validation by two lecturers of the Mathematics Education Study Program, FKIP University of Jember, and one mathematics teacher from SMP Negeri 1 Umbulsari. Practicality analysis was based on user response questionnaires and interviews, and effectiveness analysis using pretest/pretest and final test/posttest. This study uses the educational Game Mu Math on numbering pattern material to improve students' mathematical reasoning with the help of Unity software. MU Math Game is a PC (Personal Computer) based Game developed using Unity Engine Software and Lego Assets Tools. The MU Math game is an Adventure Open world type where players can explore through the maps provided. There are two levels and one mathematical reasoning to test students' mathematical reasoning abilities.
学习媒体是用于支持学生在教学过程中与教育工作者和学习资源互动的工具。这项开发研究使用了Thiagarajan或4-D模型，分为四个阶段：定义、设计、开发和传播。这项研究的对象是SMP Negeri 1 Umbulsari的八年级学生。该分析方法是基于两名数学教育研究项目讲师（杰姆伯FKIP大学）和一名SMP Negeri 1 Umbulsari数学教师的验证的有效性分析。实用性分析基于用户回答问卷和访谈，有效性分析使用前测/前测和最终测/后测。本研究使用教育游戏Mu Math对编号模式材料进行教学，并借助Unity软件提高学生的数学推理能力。MU数学游戏是一款基于PC（个人电脑）的游戏，使用Unity Engine软件和Lego Assets Tools开发。MU数学游戏是一款冒险开放世界类型的游戏，玩家可以通过提供的地图进行探索。测试学生数学推理能力有两个层次和一个数学推理。
{"title":"MU-math: educational game to improve students’ mathematical reasoning","authors":"M. Zahra, S. Setiawani, S. Hussen","doi":"10.21831/jrpm.v9i2.50069","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.50069","url":null,"abstract":"Learning media are tools utilized to support the interaction of students with educators and learning resources in the implementation of the teaching and learning process. This development research uses the Thiagarajan or 4-D model with four stages: defining, designing, developing, and disseminating. The subjects of this research were grade VIII students of SMP Negeri 1 Umbulsari. The analytical method is validity analysis based upon validation by two lecturers of the Mathematics Education Study Program, FKIP University of Jember, and one mathematics teacher from SMP Negeri 1 Umbulsari. Practicality analysis was based on user response questionnaires and interviews, and effectiveness analysis using pretest/pretest and final test/posttest. This study uses the educational Game Mu Math on numbering pattern material to improve students' mathematical reasoning with the help of Unity software. MU Math Game is a PC (Personal Computer) based Game developed using Unity Engine Software and Lego Assets Tools. The MU Math game is an Adventure Open world type where players can explore through the maps provided. There are two levels and one mathematical reasoning to test students' mathematical reasoning abilities.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46121861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.55191
S. Hamdi, B. Kartowagiran, E. Istiyono, H. Rahman
This study is a survey research with a cross sectional survey design, which aims to describe the ability of junior high school mathematics teachers in writing HOTS items. The population of this study was junior high school mathematics teachers in Sleman Regency, while the sample was 21 teachers determined by non-stratified random sampling. The sample teachers came from 11 schools totaling 21 teachers. Each teacher created three HOTS items along with their grids. The question items made by the sample teachers were descriptive questions. The question items that had been prepared were then reviewed by two mathematics teachers from leading junior high schools in Yogyakarta. The next stage after validation is the trial. The number of respondents used was 263 students for testing teacher-made questions, namely 127 students in class VIII and 136 students in class VII. The results showed that the quality of the questions produced by the teacher based on the reliability estimation results obtained an estimate of 0.635 for class VII and 0.416 for class VIII. Likewise, the resulting differentiating power is less than 50% of the questions made by teachers who have differentiating power in the good, good, and very good categories. Factors that cause this include the lack of experience of teachers in writing HOTS questions. This is a special note to familiarize teachers with using HOTS questions in daily tests, UTS, and UAS proportionally so that the experience and ability of teachers to write HOTS questions increases.
{"title":"The ability of Junior High School mathematics teachers writing Higher Order Thinking Skills (HOTS) questions","authors":"S. Hamdi, B. Kartowagiran, E. Istiyono, H. Rahman","doi":"10.21831/jrpm.v9i2.55191","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.55191","url":null,"abstract":"This study is a survey research with a cross sectional survey design, which aims to describe the ability of junior high school mathematics teachers in writing HOTS items. The population of this study was junior high school mathematics teachers in Sleman Regency, while the sample was 21 teachers determined by non-stratified random sampling. The sample teachers came from 11 schools totaling 21 teachers. Each teacher created three HOTS items along with their grids. The question items made by the sample teachers were descriptive questions. The question items that had been prepared were then reviewed by two mathematics teachers from leading junior high schools in Yogyakarta. The next stage after validation is the trial. The number of respondents used was 263 students for testing teacher-made questions, namely 127 students in class VIII and 136 students in class VII. The results showed that the quality of the questions produced by the teacher based on the reliability estimation results obtained an estimate of 0.635 for class VII and 0.416 for class VIII. Likewise, the resulting differentiating power is less than 50% of the questions made by teachers who have differentiating power in the good, good, and very good categories. Factors that cause this include the lack of experience of teachers in writing HOTS questions. This is a special note to familiarize teachers with using HOTS questions in daily tests, UTS, and UAS proportionally so that the experience and ability of teachers to write HOTS questions increases.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45961938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.48925
Malika Kautsar Ilmi, M. Syaifuddin, R. Susanti, Siti Khoiruli Ummah
The research aims to analyze narratively critical thinking and communication skills using the Android-based TransGeo application on geometry transformation in junior high school. This study uses a qualitative with a descriptive method obtained from tests and interviews. The test contains contextual problems in the android application, while the interviews are based on student test answers. Then, test results are adjusted descriptively by presenting the achievement of each student to be categorized based on critical thinking and communication scoring. Next, one student was randomly selected from each category as the interview subject. The indicator of critical thinking skills is the most difficult to achieve in the fourth indicator. Students are less precise in writing conclusions related to the initial problem; the indicator that many students succeed is the first indicator where students have written what is known and asked in difficulties. The indicator of communication skills is the most difficult to achieve in the second indicator. Students did not describe or write mathematical sentences to present an explanation of the transformation type or final position area in the problem. Many students achieve the first indicator, where they have written what they know and are asked about.
{"title":"Analysis of critical thinking and communication skills in geometric transformation problem solving using TransGeo application","authors":"Malika Kautsar Ilmi, M. Syaifuddin, R. Susanti, Siti Khoiruli Ummah","doi":"10.21831/jrpm.v9i2.48925","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.48925","url":null,"abstract":"The research aims to analyze narratively critical thinking and communication skills using the Android-based TransGeo application on geometry transformation in junior high school. This study uses a qualitative with a descriptive method obtained from tests and interviews. The test contains contextual problems in the android application, while the interviews are based on student test answers. Then, test results are adjusted descriptively by presenting the achievement of each student to be categorized based on critical thinking and communication scoring. Next, one student was randomly selected from each category as the interview subject. The indicator of critical thinking skills is the most difficult to achieve in the fourth indicator. Students are less precise in writing conclusions related to the initial problem; the indicator that many students succeed is the first indicator where students have written what is known and asked in difficulties. The indicator of communication skills is the most difficult to achieve in the second indicator. Students did not describe or write mathematical sentences to present an explanation of the transformation type or final position area in the problem. Many students achieve the first indicator, where they have written what they know and are asked about.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.49667
C. K. Ekowati, A. Madu, Juliana M. H. Nenohai, Magdalena Wangge
This study aims to analyze the effect directly or indirectly between learning styles and the learning environment through independent learning on students' cumulative grade point average in the Mathematics Education Study Program, FKIP Undana. The type of research is quantitative research, with the research population being all active students in the Mathematics Education Study Program. The sample taken was 95 people. The samples were based on the Slovin formula with an error of 5%. Data was collected through questionnaires regarding the learning environment, learning styles, learning independence, and GPA. The data collected was then analyzed by path analysis. From the results of the data analysis, it was concluded that 1) there is a significant direct effect between learning styles on student learning independence; 2) there is a significant direct effect between the learning environment on student learning independence; 3) there is no significant direct effect between learning styles on students' GPA; 4) there is a significant direct effect between the learning environment on the student's GPA; 5) there is a significant direct effect between learning independence on the student GPA; 6) there is a significant direct effect between learning styles through independent learning on the student's GPA; 7) there is a significant direct effect between the learning environment through independent learning on the student's GPA. Overall, it can be concluded that there is a significant influence between the environment and learning styles through independent learning on student GPA.
{"title":"The influence of environment and mathematical learning styles on students' GPA through independent learning as an intervening variable","authors":"C. K. Ekowati, A. Madu, Juliana M. H. Nenohai, Magdalena Wangge","doi":"10.21831/jrpm.v9i2.49667","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.49667","url":null,"abstract":"This study aims to analyze the effect directly or indirectly between learning styles and the learning environment through independent learning on students' cumulative grade point average in the Mathematics Education Study Program, FKIP Undana. The type of research is quantitative research, with the research population being all active students in the Mathematics Education Study Program. The sample taken was 95 people. The samples were based on the Slovin formula with an error of 5%. Data was collected through questionnaires regarding the learning environment, learning styles, learning independence, and GPA. The data collected was then analyzed by path analysis. From the results of the data analysis, it was concluded that 1) there is a significant direct effect between learning styles on student learning independence; 2) there is a significant direct effect between the learning environment on student learning independence; 3) there is no significant direct effect between learning styles on students' GPA; 4) there is a significant direct effect between the learning environment on the student's GPA; 5) there is a significant direct effect between learning independence on the student GPA; 6) there is a significant direct effect between learning styles through independent learning on the student's GPA; 7) there is a significant direct effect between the learning environment through independent learning on the student's GPA. Overall, it can be concluded that there is a significant influence between the environment and learning styles through independent learning on student GPA.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49271180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.52197
Silfia Hayuningrat, R. Rosnawati
Generalization ability need to be encouraged in learning mathematics, students with generalization abilities can expand and transfer knowledge to practical knowledge. This research aims to develop learning material based on realistic mathematisc approach that oriented to generalization ability. The learning materials’developed is lesson plans and student worksheets. This is research and development with an ADDIE model. The instruments used in this study were the evaluation sheets, response questionnaire for teachers and students and tests of mathematical generalization ability. The data analysis technique used was descriptive qualitative and quantitative. The design of the learning materials focuses on aspects of the mathematical generalization ability of high school students by presenting real problems. Student activities are designed to solve real issues related to pattern analysis, focus on student contributions to find conjectures, and design interactions so students can proceed to the abstraction stage using concept linkages. So students can make conclusions regarding the given concept in response to such issues. The results show that the validity qualifications of lesson plans and student worksheets are good and very good, the practical qulifications are very good. The learning materials comply with effective based on completeness tests of generalization ability of 82.26 with good qualifications
{"title":"Development of learning tools based on realistic mathematics approach that oriented to high school students' mathematical generalization ability","authors":"Silfia Hayuningrat, R. Rosnawati","doi":"10.21831/jrpm.v9i2.52197","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.52197","url":null,"abstract":"Generalization ability need to be encouraged in learning mathematics, students with generalization abilities can expand and transfer knowledge to practical knowledge. This research aims to develop learning material based on realistic mathematisc approach that oriented to generalization ability. The learning materials’developed is lesson plans and student worksheets. This is research and development with an ADDIE model. The instruments used in this study were the evaluation sheets, response questionnaire for teachers and students and tests of mathematical generalization ability. The data analysis technique used was descriptive qualitative and quantitative. The design of the learning materials focuses on aspects of the mathematical generalization ability of high school students by presenting real problems. Student activities are designed to solve real issues related to pattern analysis, focus on student contributions to find conjectures, and design interactions so students can proceed to the abstraction stage using concept linkages. So students can make conclusions regarding the given concept in response to such issues. The results show that the validity qualifications of lesson plans and student worksheets are good and very good, the practical qulifications are very good. The learning materials comply with effective based on completeness tests of generalization ability of 82.26 with good qualifications","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48273121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.51756
Dina Sulistyowati, R. P. Khotimah
This study explores the elements of mathematics (geometry and arithmetic) in Sewu Temple. As the research is qualitatively discussed, ethnographic design is appropriately implemented with observation, interviews, and documentation for collecting data. The data analysis technique shares four steps; collecting, reducing, presenting, and drawing a conclusion—the validity of the data using triangulation techniques. The results of this study indicate that there are mathematical elements in the shape of the building and the reliefs of Sewu Temple; flat shapes, spatial shapes, geometric transformations, and arithmetic sequences. The existing flat forms include; squares, rectangles, isosceles trapezoids, right trapezoids, circles, triangles, and octagons. Furthermore, blocks, tubes, and rectangular pyramids are included in existing shapes. The geometric transformations are in the form of reflection (mirror), translation (shift), and dilation (multiplication). The results of the ethnomathematical exploration at Sewu Temple can be used as instructional teaching for mathematics in schools, especially in geometry, geometric transformations, and arithmetic sequences.
{"title":"An exploration of ethnomathematics at Sewu Temple in Yogyakarta","authors":"Dina Sulistyowati, R. P. Khotimah","doi":"10.21831/jrpm.v9i2.51756","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.51756","url":null,"abstract":"This study explores the elements of mathematics (geometry and arithmetic) in Sewu Temple. As the research is qualitatively discussed, ethnographic design is appropriately implemented with observation, interviews, and documentation for collecting data. The data analysis technique shares four steps; collecting, reducing, presenting, and drawing a conclusion—the validity of the data using triangulation techniques. The results of this study indicate that there are mathematical elements in the shape of the building and the reliefs of Sewu Temple; flat shapes, spatial shapes, geometric transformations, and arithmetic sequences. The existing flat forms include; squares, rectangles, isosceles trapezoids, right trapezoids, circles, triangles, and octagons. Furthermore, blocks, tubes, and rectangular pyramids are included in existing shapes. The geometric transformations are in the form of reflection (mirror), translation (shift), and dilation (multiplication). The results of the ethnomathematical exploration at Sewu Temple can be used as instructional teaching for mathematics in schools, especially in geometry, geometric transformations, and arithmetic sequences.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.55122
P. Wijayanti, T. Siswono, D. Juniati, A. Abadi, S. Hartono
This study aims to describe teachers' understanding of designing mathematical tasks to assess students' creative thinking abilities. The descriptive study involved 23 mathematics teachers in a city in East Java, Indonesia. The research Instrument is a task that reveals teachers' understanding of the notion of creative thinking, mathematics' problem of assessing students' creative thinking, some criteria to assess students' creative thinking, and examples of questions designed by the teacher. Data were analyzed descriptive-quantitatively and qualitatively with an iterative method consisting of data condensation, data display, and data verification. The study results indicate that teachers' understanding of creative thinking is still lacking, how to assess, and assessment criteria, their abilities still need to be improved
{"title":"How do mathematics teachers design tasks to assess students’ creative thinking ability?","authors":"P. Wijayanti, T. Siswono, D. Juniati, A. Abadi, S. Hartono","doi":"10.21831/jrpm.v9i2.55122","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.55122","url":null,"abstract":"This study aims to describe teachers' understanding of designing mathematical tasks to assess students' creative thinking abilities. The descriptive study involved 23 mathematics teachers in a city in East Java, Indonesia. The research Instrument is a task that reveals teachers' understanding of the notion of creative thinking, mathematics' problem of assessing students' creative thinking, some criteria to assess students' creative thinking, and examples of questions designed by the teacher. Data were analyzed descriptive-quantitatively and qualitatively with an iterative method consisting of data condensation, data display, and data verification. The study results indicate that teachers' understanding of creative thinking is still lacking, how to assess, and assessment criteria, their abilities still need to be improved","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.53276
E. R. Dewi, Arifta Nurjanah
Problem-Based Learning (PBL) and Case-Based Learning (CBL) are two typical learning approaches that involve problem-solving activities, likely to encourage students' mathematical connection abilities. This study aimed to describe the differences in mathematical connection ability between students studying with the PBL and those who used the CBL approach. A quasi-experiment with a pretest-post-test non-equivalent group design was conducted for the purpose. The data collection method was non-routine problems about mathematical connections. The data was analyzed using inferential statistics. Paired sample t-tests adopted were to examine the difference between pretest and post-test data in each experimental class, and independent sample t-tests were to verify the difference in the effectiveness of the two learning approaches. The results showed that the PBL and CBL approach enhanced mathematical connection ability. However, there was no significant difference in the mathematical connection ability between students who studied with the PBL and CBL approaches. The results, furthermore, suggest teachers construct appropriate learning to foster mathematical connection ability.
{"title":"Problem-based learning and case-based learning: which is more effective for fostering mathematical connection?","authors":"E. R. Dewi, Arifta Nurjanah","doi":"10.21831/jrpm.v9i2.53276","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.53276","url":null,"abstract":"Problem-Based Learning (PBL) and Case-Based Learning (CBL) are two typical learning approaches that involve problem-solving activities, likely to encourage students' mathematical connection abilities. This study aimed to describe the differences in mathematical connection ability between students studying with the PBL and those who used the CBL approach. A quasi-experiment with a pretest-post-test non-equivalent group design was conducted for the purpose. The data collection method was non-routine problems about mathematical connections. The data was analyzed using inferential statistics. Paired sample t-tests adopted were to examine the difference between pretest and post-test data in each experimental class, and independent sample t-tests were to verify the difference in the effectiveness of the two learning approaches. The results showed that the PBL and CBL approach enhanced mathematical connection ability. However, there was no significant difference in the mathematical connection ability between students who studied with the PBL and CBL approaches. The results, furthermore, suggest teachers construct appropriate learning to foster mathematical connection ability.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44063308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.21831/jrpm.v9i2.49147
K. Khairunnisa, D. Juandi
This research aims to determine the magnitude of the influence of the discovery learning model on students' mathematical abilities. These included problem-solving skills, critical thinking, understanding, and mathematical reasoning. This study employs a quantitative approach with a Meta-Analysis method. Data collected was from experimental research connected to the application of discovery learning models to the mathematical abilities of elementary, junior high school, and high school students in papers indexed from 2012 to 2021. From the search and study selection results, 48 articles were obtained. The findings found an annual increase in the number of publications, most of which were on mathematical reasoning abilities. Researchers also conducted more research at the junior high school education level, with a sample size of more than 30. Meanwhile, when viewed from the demographic aspect, this study is more located on the island of Java. The application of the discovery learning model to students' mathematical abilities has an overall effect size of 0.815 with the high effect category.
{"title":"Meta-Analysis: The Effect of Discovery Learning Models on Students' Mathematical Ability","authors":"K. Khairunnisa, D. Juandi","doi":"10.21831/jrpm.v9i2.49147","DOIUrl":"https://doi.org/10.21831/jrpm.v9i2.49147","url":null,"abstract":"This research aims to determine the magnitude of the influence of the discovery learning model on students' mathematical abilities. These included problem-solving skills, critical thinking, understanding, and mathematical reasoning. This study employs a quantitative approach with a Meta-Analysis method. Data collected was from experimental research connected to the application of discovery learning models to the mathematical abilities of elementary, junior high school, and high school students in papers indexed from 2012 to 2021. From the search and study selection results, 48 articles were obtained. The findings found an annual increase in the number of publications, most of which were on mathematical reasoning abilities. Researchers also conducted more research at the junior high school education level, with a sample size of more than 30. Meanwhile, when viewed from the demographic aspect, this study is more located on the island of Java. The application of the discovery learning model to students' mathematical abilities has an overall effect size of 0.815 with the high effect category.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49460593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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