Pub Date : 2021-06-22DOI: 10.21831/JRPM.V8I1.39182
M. D. Siagian, S. Suwanto, Rosliana Siregar
Students should have a good mathematical connection ability to support their learning success. Many factors affect the mathematical connection ability, including prior knowledge and emotional intelligence. This study aimed to describe the simultaneous and partial effect of students’ prior knowledge and emotional intelligence on mathematical connection ability. This study involved 34 ninth graders of one of the public junior high schools in Lembang Regency, Indonesia, as the sample. The data was collected using a test consisting of a prior knowledge test and a mathematical connection ability test on the circle topic, and a questionnaire to measure students’ emotional intelligence. We analyzed the collected data by descriptive statistics, multiple regression, and partial correlation. The results revealed that the prior knowledge and emotional intelligence together had a significant effect on mathematical connection ability, with a contribution of 23.6%. In addition, there was a significant positive effect between prior knowledge and mathematical connection ability with a contribution of 75.1% and a significant positive effect between emotional intelligence and mathematical connection ability with a contribution of 12.2%.
{"title":"The relationship of students’ prior knowledge and emotional intelligence to mathematical connection ability","authors":"M. D. Siagian, S. Suwanto, Rosliana Siregar","doi":"10.21831/JRPM.V8I1.39182","DOIUrl":"https://doi.org/10.21831/JRPM.V8I1.39182","url":null,"abstract":"Students should have a good mathematical connection ability to support their learning success. Many factors affect the mathematical connection ability, including prior knowledge and emotional intelligence. This study aimed to describe the simultaneous and partial effect of students’ prior knowledge and emotional intelligence on mathematical connection ability. This study involved 34 ninth graders of one of the public junior high schools in Lembang Regency, Indonesia, as the sample. The data was collected using a test consisting of a prior knowledge test and a mathematical connection ability test on the circle topic, and a questionnaire to measure students’ emotional intelligence. We analyzed the collected data by descriptive statistics, multiple regression, and partial correlation. The results revealed that the prior knowledge and emotional intelligence together had a significant effect on mathematical connection ability, with a contribution of 23.6%. In addition, there was a significant positive effect between prior knowledge and mathematical connection ability with a contribution of 75.1% and a significant positive effect between emotional intelligence and mathematical connection ability with a contribution of 12.2%.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43888930","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 : 2021-06-07DOI: 10.21831/JRPM.V8I1.37002
Khairiani Idris, Khazila Khazila, Agustina Agustina, L. Lisa
Attitudes toward mathematics have been acknowledged among factors related to students’ mathematics learning achievement. The positive attitudes may decrease when the education level getting higher. This study applied a mixed-method approach to describe students’ attitudes toward mathematics and to analyze the correlation between attitudes toward mathematics and mathematics learning achievement among students in the coastal area of Aceh Province, specifically in Lhokseumawe City and North Aceh Regency. Total of 481 eleventh graders completed attitudes toward mathematics questionnaire online and 19 of them were involved in semi-structured interview. Data of mathematics learning achievement was obtained from students’ scores in their report card of the previous semester. Data analyses were conducted by using Spearman’s correlation and chi-square test. The results of the study revealed that attitudes toward mathematics have a weak negative correlation but significant with mathematics learning achievement. This shows that there is a small percentage of students who have low learning achievement in mathematics tend to have a positive attitude towards mathematics in the high category, while students with high achievement on the contrary. Based on the results of the study, we provide several suggestions regarding learning mathematics and the direction of further research.
{"title":"High school students’ attitudes toward mathematics and its relation to mathematics learning achievement","authors":"Khairiani Idris, Khazila Khazila, Agustina Agustina, L. Lisa","doi":"10.21831/JRPM.V8I1.37002","DOIUrl":"https://doi.org/10.21831/JRPM.V8I1.37002","url":null,"abstract":"Attitudes toward mathematics have been acknowledged among factors related to students’ mathematics learning achievement. The positive attitudes may decrease when the education level getting higher. This study applied a mixed-method approach to describe students’ attitudes toward mathematics and to analyze the correlation between attitudes toward mathematics and mathematics learning achievement among students in the coastal area of Aceh Province, specifically in Lhokseumawe City and North Aceh Regency. Total of 481 eleventh graders completed attitudes toward mathematics questionnaire online and 19 of them were involved in semi-structured interview. Data of mathematics learning achievement was obtained from students’ scores in their report card of the previous semester. Data analyses were conducted by using Spearman’s correlation and chi-square test. The results of the study revealed that attitudes toward mathematics have a weak negative correlation but significant with mathematics learning achievement. This shows that there is a small percentage of students who have low learning achievement in mathematics tend to have a positive attitude towards mathematics in the high category, while students with high achievement on the contrary. Based on the results of the study, we provide several suggestions regarding learning mathematics and the direction of further research.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46710091","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 : 2021-06-07DOI: 10.21831/JRPM.V8I1.40985
E. E. Muchlis, N. Priatna, J. Dahlan
Previous studies on the use of GeoGebra in mathematics learning were more focused on implementation and effectiveness in learning outcomes. However, not many studies focus on providing opportunities to students to explore GeoGebra to find concepts in plane geometry through developing an application. Therefore, this research and development applied a 4D model to produce a web-based worksheet using project-based learning (PjBL) assisted by GeoGebra that was valid, practical, and effective in the plane geometry course. The web-based worksheet intended to facilitate students to be independent, creative, and able to find the concepts in the plane geometry course through exploration activities using GeoGebra. The results of the data analysis revealed that this research and development produced a web-based worksheet using PjBL assisted by GeoGebra that was valid, practical, and effective. The validity of the web-based student worksheet was shown from the validation results explaining that the worksheet was good in terms of content, construction, and language. The practicality of the worksheet was shown from the results of practitioner assessments and student questionnaires, showing that the web-based worksheet was easy to use and attractive. The effectiveness of the worksheet was shown from the formative assessment results with the interpretation that the use of the web-based worksheet could help students understand the content of plane geometry well.
{"title":"Development of a web-based worksheet with a project-based learning model assisted by GeoGebra","authors":"E. E. Muchlis, N. Priatna, J. Dahlan","doi":"10.21831/JRPM.V8I1.40985","DOIUrl":"https://doi.org/10.21831/JRPM.V8I1.40985","url":null,"abstract":"Previous studies on the use of GeoGebra in mathematics learning were more focused on implementation and effectiveness in learning outcomes. However, not many studies focus on providing opportunities to students to explore GeoGebra to find concepts in plane geometry through developing an application. Therefore, this research and development applied a 4D model to produce a web-based worksheet using project-based learning (PjBL) assisted by GeoGebra that was valid, practical, and effective in the plane geometry course. The web-based worksheet intended to facilitate students to be independent, creative, and able to find the concepts in the plane geometry course through exploration activities using GeoGebra. The results of the data analysis revealed that this research and development produced a web-based worksheet using PjBL assisted by GeoGebra that was valid, practical, and effective. The validity of the web-based student worksheet was shown from the validation results explaining that the worksheet was good in terms of content, construction, and language. The practicality of the worksheet was shown from the results of practitioner assessments and student questionnaires, showing that the web-based worksheet was easy to use and attractive. The effectiveness of the worksheet was shown from the formative assessment results with the interpretation that the use of the web-based worksheet could help students understand the content of plane geometry well.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49562017","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 : 2021-05-31DOI: 10.21831/JRPM.V8I1.14995
Fitria Mardika, A. Mahmudi
This study aims to describe proportional reasoning skills and students’ difficulties in solving proportional reasoning problems. The population of this research was 3480 seventh-grade students of state junior high schools in the Yogyakarta region. The samples were 158 students chosen using proportionate stratified random sampling that represent four categories of school (very high, high, medium, low) based on the average scores of the national examination in mathematics in 2016. Data were collected through essay tests and interviews. Data were analyzed quantitatively and qualitatively. The result showed that the students in very high and high category schools had moderate proportional reasoning ability. Students in medium and low category schools had low proportional reasoning ability. Students’ difficulties in solving proportional reasoning problems vary based on the type of the problem, such as the difficulty in finding the multiplicative relationship contained in the problem, the difficulty in understanding the value of inverse proportion, and the difficulty in explaining the obtained solution of the problems.
{"title":"An analysis of proportional reasoning ability of junior high school students","authors":"Fitria Mardika, A. Mahmudi","doi":"10.21831/JRPM.V8I1.14995","DOIUrl":"https://doi.org/10.21831/JRPM.V8I1.14995","url":null,"abstract":"This study aims to describe proportional reasoning skills and students’ difficulties in solving proportional reasoning problems. The population of this research was 3480 seventh-grade students of state junior high schools in the Yogyakarta region. The samples were 158 students chosen using proportionate stratified random sampling that represent four categories of school (very high, high, medium, low) based on the average scores of the national examination in mathematics in 2016. Data were collected through essay tests and interviews. Data were analyzed quantitatively and qualitatively. The result showed that the students in very high and high category schools had moderate proportional reasoning ability. Students in medium and low category schools had low proportional reasoning ability. Students’ difficulties in solving proportional reasoning problems vary based on the type of the problem, such as the difficulty in finding the multiplicative relationship contained in the problem, the difficulty in understanding the value of inverse proportion, and the difficulty in explaining the obtained solution of the problems.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42823609","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 : 2021-05-31DOI: 10.21831/JRPM.V8I1.39621
I. Fitriyah, Yuni Arrifadah, Siti Lailiyah
Semiotics are signs that include codes, symbols, words, icons, objects, or gestures. This descriptive-qualitative study aimed to describe the semiotics of mathematics problem-solving in Mason’s generalization. Generalization is a finding pattern process in which students will use the different strategies with some semiotics. The subjects were three of 30 eleventh graders from a senior high school in Gresik Regency, Indonesia, that were selected using the purposive sampling technique. Data was collected through documentation, written test, and interview. Data was analyzed by reducing data, presenting data, and concluding. The results of this study showed that students could present the semiotics of gesture, word, and symbols in the process of Mason’s generalization, even though in several stages or indicators the students could not present semiotics. The absence of semiotics in several stages or indicators was not because students could not do such things, but because students passed or skipped these stages. In the perception of generality stage, the semiotics of gesture, word, and symbols could emerge simultaneously. However, for expression of generality, symbolic expression of generality, and manipulation of generality stage, students did not present the three semiotics’ components simultaneously.
{"title":"Semiotics of mathematics problem-solving in Mason’s generalization","authors":"I. Fitriyah, Yuni Arrifadah, Siti Lailiyah","doi":"10.21831/JRPM.V8I1.39621","DOIUrl":"https://doi.org/10.21831/JRPM.V8I1.39621","url":null,"abstract":"Semiotics are signs that include codes, symbols, words, icons, objects, or gestures. This descriptive-qualitative study aimed to describe the semiotics of mathematics problem-solving in Mason’s generalization. Generalization is a finding pattern process in which students will use the different strategies with some semiotics. The subjects were three of 30 eleventh graders from a senior high school in Gresik Regency, Indonesia, that were selected using the purposive sampling technique. Data was collected through documentation, written test, and interview. Data was analyzed by reducing data, presenting data, and concluding. The results of this study showed that students could present the semiotics of gesture, word, and symbols in the process of Mason’s generalization, even though in several stages or indicators the students could not present semiotics. The absence of semiotics in several stages or indicators was not because students could not do such things, but because students passed or skipped these stages. In the perception of generality stage, the semiotics of gesture, word, and symbols could emerge simultaneously. However, for expression of generality, symbolic expression of generality, and manipulation of generality stage, students did not present the three semiotics’ components simultaneously.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451502","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 : 2021-02-11DOI: 10.21831/JRPM.V7I2.16483
W. Astuti, Ariyadi Wijaya
Tujuan penelitian ini adalah untuk mendeskripsikan learning trajectory berbasis proyek yang dilalui siswa untuk memahami definisi himpunan. Penelitian desain ini menggunakan model Gravemeijer dan Cobb dengan tahapan yang terdiri atas: (1) preparing for the experiment yang mencakup penyusunan hypothetical learning trajectory (HLT); (2) design experiment yang mencakup pelaksanaan pembelajaran berdasarkan HLT yang telah dirancang; dan (3) retrospective analysis, yaitu membandingkan HLT dengan pembelajaran yang dilaksanakan. Pengembangan HLT menjadi learning trajectory diperoleh melalui serangkaian aktivitas yang dilaksanakan dengan pengumpulan data melalui dokumentasi, observasi, dan wawancara dengan guru dan siswa untuk mengklarifikasi dan mengonfirmasi alur belajar. Hasil penelitian mengindikasikan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam memahami definisi himpunan. Learning trajectory definisi himpunan berbasis proyek diperoleh melalui serangkaian aktivitas dengan empat level pemodelan. Level situasional berupa aktivitas survei kumpulan objek di sekolah. Pada level referensial, istilah “ciri-ciri yang sama”, “dapat didefinisikan”, dan “objek tambahan”, dan “kesepakatan” muncul melalui diskusi. Pada level generalisasi, siswa menuliskan himpunan dalam bentuk yang lebih umum. Terakhir, pada level formal, pemahaman yang siswa peroleh dari setiap aktivitas merupakan modal untuk membangun konsep tentang definisi himpunan.Project-based learning trajectory on the definition of the set topicAbstractThis research aimed to describe the project-based learning trajectory passed through by students to understand the set definition. This design research used Gravemeijer and Cobb model with stages: (1) preparing for the experiment that includes developing hypothetical learning trajectory (HLT); (2) design of experiments which includes learning practices implementation based on the developed HLT; and (3) retrospective analysis, which was to compare HLT with learning practices. The development of HLT into a learning trajectory was obtained through a series of activities carried out by collecting data through documentation, observation, and interviews with the teacher and students to clarify and confirm the learning trajectory. The results indicated that project-based learning could facilitate students to understand the definition of set. The learning trajectory was obtained through a series of activities with four levels of modeling. The situational level was in the form of a survey activity aimed to collect objects in the school area. At the referential level, the terms “common features”, “definable”, “additional objects”, and “agreement” emerged through discussion. At the generalization level, students wrote the set in a more general form. Lastly, at the formal level, the understanding that students get from each activity was a provision to construct a concept about set definition.
{"title":"Learning trajectory berbasis proyek pada materi definisi himpunan","authors":"W. Astuti, Ariyadi Wijaya","doi":"10.21831/JRPM.V7I2.16483","DOIUrl":"https://doi.org/10.21831/JRPM.V7I2.16483","url":null,"abstract":"Tujuan penelitian ini adalah untuk mendeskripsikan learning trajectory berbasis proyek yang dilalui siswa untuk memahami definisi himpunan. Penelitian desain ini menggunakan model Gravemeijer dan Cobb dengan tahapan yang terdiri atas: (1) preparing for the experiment yang mencakup penyusunan hypothetical learning trajectory (HLT); (2) design experiment yang mencakup pelaksanaan pembelajaran berdasarkan HLT yang telah dirancang; dan (3) retrospective analysis, yaitu membandingkan HLT dengan pembelajaran yang dilaksanakan. Pengembangan HLT menjadi learning trajectory diperoleh melalui serangkaian aktivitas yang dilaksanakan dengan pengumpulan data melalui dokumentasi, observasi, dan wawancara dengan guru dan siswa untuk mengklarifikasi dan mengonfirmasi alur belajar. Hasil penelitian mengindikasikan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam memahami definisi himpunan. Learning trajectory definisi himpunan berbasis proyek diperoleh melalui serangkaian aktivitas dengan empat level pemodelan. Level situasional berupa aktivitas survei kumpulan objek di sekolah. Pada level referensial, istilah “ciri-ciri yang sama”, “dapat didefinisikan”, dan “objek tambahan”, dan “kesepakatan” muncul melalui diskusi. Pada level generalisasi, siswa menuliskan himpunan dalam bentuk yang lebih umum. Terakhir, pada level formal, pemahaman yang siswa peroleh dari setiap aktivitas merupakan modal untuk membangun konsep tentang definisi himpunan.Project-based learning trajectory on the definition of the set topicAbstractThis research aimed to describe the project-based learning trajectory passed through by students to understand the set definition. This design research used Gravemeijer and Cobb model with stages: (1) preparing for the experiment that includes developing hypothetical learning trajectory (HLT); (2) design of experiments which includes learning practices implementation based on the developed HLT; and (3) retrospective analysis, which was to compare HLT with learning practices. The development of HLT into a learning trajectory was obtained through a series of activities carried out by collecting data through documentation, observation, and interviews with the teacher and students to clarify and confirm the learning trajectory. The results indicated that project-based learning could facilitate students to understand the definition of set. The learning trajectory was obtained through a series of activities with four levels of modeling. The situational level was in the form of a survey activity aimed to collect objects in the school area. At the referential level, the terms “common features”, “definable”, “additional objects”, and “agreement” emerged through discussion. At the generalization level, students wrote the set in a more general form. Lastly, at the formal level, the understanding that students get from each activity was a provision to construct a concept about set definition.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47429448","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 : 2021-02-11DOI: 10.21831/JRPM.V7I2.16453
Tika Abri Astuti, Jailani Jailani
Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompokkan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikumpulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel penelitian sebanyak 72 guru. Sampel ditentukan dengan proportional random sampling. Untuk mengetahui hubungan antara variabel kompetensi guru dan prestasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompetensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kompetensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathematics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and personality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher competency examination results, and the seventh-grade students’ final school examination scores for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 teachers. The sample was determined by proportional random sampling. To determine the relationship between teacher competence and students’ learning achievement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher competence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional competence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and personality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.
{"title":"Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa","authors":"Tika Abri Astuti, Jailani Jailani","doi":"10.21831/JRPM.V7I2.16453","DOIUrl":"https://doi.org/10.21831/JRPM.V7I2.16453","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompokkan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikumpulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel penelitian sebanyak 72 guru. Sampel ditentukan dengan proportional random sampling. Untuk mengetahui hubungan antara variabel kompetensi guru dan prestasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompetensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kompetensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan terhadap prestasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathematics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and personality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher competency examination results, and the seventh-grade students’ final school examination scores for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 teachers. The sample was determined by proportional random sampling. To determine the relationship between teacher competence and students’ learning achievement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher competence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional competence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and personality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342646","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 : 2021-02-10DOI: 10.21831/JRPM.V7I2.35487
Eka Dyah Puspita Sari, Karyati Karyati
Penelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak (simple random sampling) sehingga diperoleh kelas VIII B sebagai kelas eksperimen (n = 14) dan kelas VIII D sebagai kelas kontrol (n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.The effectiveness of the CORE learning model in term of mathematical connections skill, mathematical representations skill, and self-confidence of studentsAbstractThis study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student’s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students’ mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students’ connection skills.
{"title":"Keefektifan model pembelajaran CORE ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa","authors":"Eka Dyah Puspita Sari, Karyati Karyati","doi":"10.21831/JRPM.V7I2.35487","DOIUrl":"https://doi.org/10.21831/JRPM.V7I2.35487","url":null,"abstract":"Penelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak (simple random sampling) sehingga diperoleh kelas VIII B sebagai kelas eksperimen (n = 14) dan kelas VIII D sebagai kelas kontrol (n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.The effectiveness of the CORE learning model in term of mathematical connections skill, mathematical representations skill, and self-confidence of studentsAbstractThis study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student’s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students’ mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students’ connection skills. ","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45888572","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 : 2021-01-31DOI: 10.21831/JRPM.V7I2.36732
Erlina Prihatnani, Daniel Supriyadi
Metakognisi merupakan salah satu faktor penentu keberhasilan seseorang dalam memecahkan masalah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses metakognisi mahasiswa calon guru matematika dalam menyelesaikan soal Piramida Hitung (Pitung) yang merupakan permasalahan non rutin terkait operasi bilangan bulat. Subyek penelitian adalah tiga mahasiswa Pendidikan Matematika Universitas Kristen Satya Wacana Salatiga angkatan 2019. Kriteria pemilihan subyek yaitu: mahasiswa yang berhasil memecahkan tiga tantangan dalam Pitung (tepat dua operasi hitung, tepat tiga operasi hitung, dan tepat empat operasi hitung), komunikatif, dan bersedia menjadi subyek. Data dikumpulkan melalui tes tertulis, think aloud, dan wawancara. Hasil penelitian menunjukkan bahwa proses metacognitive awareness (menyadari pengetahuan dan pengalaman terdahulu, menyadari pola strategi yang dibuat, dan menggunakan informasi pada soal untuk penyelesaian masalah), metacognitive regulation (membuat perencanaan, merevisi langkah penyelesaian, memikirkan dan menemukan jawaban lain), dan metacognitive evaluation (menilai kapasitas berpikir, menilai hasil pekerjaan, dan menilai pemahaman diri sendiri) terjadi saat proses pemecahan masalah dengan bentuk beragam untuk setiap subjeknya. Selain itu, metakognisi juga membantu subyek dalam membuat strategi penyelesaian menjadi lebih efektif. The process of metacognition of prospective mathematics teachers in solving number pyramid problemsAbstractMetacognition was one of the determining factors for a person’s success in problem-solving. This qualitative research aimed to describe prospective teachers’ metacognition process in solving the Number Pyramid or Piramida Hitung (Pitung) problem, non-routine problems related to integer operations. The subjects were three mathematics education students of Universitas Kristen Satya Wacana Salatiga, Indonesia. The criteria for selecting subjects, namely: students were succeeded in solving three challenges in the Pitung (exactly two-number operations, three-number operations, and four-number operations), communicative, and willing to be the subject. Data were collected using the written test, think aloud, and interviews. The results showed that process of metacognitive awareness (be aware of previous knowledge and experience, be aware of the pattern of strategies created, and use the information in problems for problem-solving); metacognitive regulation (made plans, revised completion steps, think about, and found others answers); and metacognitive evaluation (assessed thinking capacity, assessed work results, and assessed self-understanding) occurred during the problem-solving process in various forms for each subject. Also, metacognitive helped the subjects in making the completion strategy more effective.
{"title":"Proses metakognisi mahasiswa calon guru matematika dalam memecahkan masalah piramida hitung","authors":"Erlina Prihatnani, Daniel Supriyadi","doi":"10.21831/JRPM.V7I2.36732","DOIUrl":"https://doi.org/10.21831/JRPM.V7I2.36732","url":null,"abstract":"Metakognisi merupakan salah satu faktor penentu keberhasilan seseorang dalam memecahkan masalah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses metakognisi mahasiswa calon guru matematika dalam menyelesaikan soal Piramida Hitung (Pitung) yang merupakan permasalahan non rutin terkait operasi bilangan bulat. Subyek penelitian adalah tiga mahasiswa Pendidikan Matematika Universitas Kristen Satya Wacana Salatiga angkatan 2019. Kriteria pemilihan subyek yaitu: mahasiswa yang berhasil memecahkan tiga tantangan dalam Pitung (tepat dua operasi hitung, tepat tiga operasi hitung, dan tepat empat operasi hitung), komunikatif, dan bersedia menjadi subyek. Data dikumpulkan melalui tes tertulis, think aloud, dan wawancara. Hasil penelitian menunjukkan bahwa proses metacognitive awareness (menyadari pengetahuan dan pengalaman terdahulu, menyadari pola strategi yang dibuat, dan menggunakan informasi pada soal untuk penyelesaian masalah), metacognitive regulation (membuat perencanaan, merevisi langkah penyelesaian, memikirkan dan menemukan jawaban lain), dan metacognitive evaluation (menilai kapasitas berpikir, menilai hasil pekerjaan, dan menilai pemahaman diri sendiri) terjadi saat proses pemecahan masalah dengan bentuk beragam untuk setiap subjeknya. Selain itu, metakognisi juga membantu subyek dalam membuat strategi penyelesaian menjadi lebih efektif. The process of metacognition of prospective mathematics teachers in solving number pyramid problemsAbstractMetacognition was one of the determining factors for a person’s success in problem-solving. This qualitative research aimed to describe prospective teachers’ metacognition process in solving the Number Pyramid or Piramida Hitung (Pitung) problem, non-routine problems related to integer operations. The subjects were three mathematics education students of Universitas Kristen Satya Wacana Salatiga, Indonesia. The criteria for selecting subjects, namely: students were succeeded in solving three challenges in the Pitung (exactly two-number operations, three-number operations, and four-number operations), communicative, and willing to be the subject. Data were collected using the written test, think aloud, and interviews. The results showed that process of metacognitive awareness (be aware of previous knowledge and experience, be aware of the pattern of strategies created, and use the information in problems for problem-solving); metacognitive regulation (made plans, revised completion steps, think about, and found others answers); and metacognitive evaluation (assessed thinking capacity, assessed work results, and assessed self-understanding) occurred during the problem-solving process in various forms for each subject. Also, metacognitive helped the subjects in making the completion strategy more effective.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48154380","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}
Abstract. Inventory is an important part of a manufacturing company, both before the production process begins, during the production process or after the production process is complete. Inventory control in a company must be carried out as optimally as possible. Shortage or excess of inventory will cause losses for the company. Holding costs will be large if there is excess inventory. With the availability of inventory management, it can anticipate a surge in demand from consumers. Inventory management is also used to optimize inventory as possible to reduce inventory costs. In this thesis, analyze the optimal quantity of brownie cake production using a single period model. In this model, it must determine the level of inventory, the holding cost of inventory, and the cost of shortage of inventory. Once determined, it can be seen from the optimal brownies cake production results. Based on the results of the data analysis of the optimal quantity of brownie cake production, it can be seen that the optimal of 8 packages or 200 pcs with an expected total cost of Rp. 12.825.540. Abstrak. Persediaan merupakan bagian yang penting dalam suatu perusahaan manufaktur, baik sebelum proses produksi dimulai, saat proses produksi berlangsung maupun setelah proses produksi selesai. Pengendalian persediaan dalam suatu perusahaan harus dilakukan seoptimal mungkin. Kekurangan maupun kelebihan persediaan akan dapat menimbulkan kerugian bagi perusahaan. Biaya penyimpanan akan menjadi besar bila terjadi kelebihan persediaan. Dengan adanya manajemen persediaan dapat mengantisipasi lonjakan permintaan dari konsumen. Manajemen persedian juga berguna untuk mengoptimalkan persediaan seoptimal mungkin guna mengurangi biaya persediaan. Pada skripsi ini, di lakukan analisis penentuan kuantitas produksi kue brownies yang optimal dengan menggunakan model periode tunggal. Pada model ini harus menentukan level inventory, biaya simpan, dan biaya kekurangan persediaan. setelah ditentukan maka dapat dilihat hasil produksi kue brownies yang optimal. Berdasarkan hasil analisis data kuantitas produksi kue brownies yang optimal sebanyak 8 pack atau 200 pcs dengan ekspektasi ongkos total Rp. Rp. 12.825.540.
摘要库存是制造公司的重要组成部分，无论是在生产过程开始之前，生产过程中还是在生产过程完成之后。公司的库存控制必须尽可能优化。库存不足或过剩都会给公司造成损失。如果库存过剩，持有成本将会很高。由于库存管理的可用性，它可以预测消费者需求的激增。库存管理还用于尽可能优化库存，以降低库存成本。本文采用单周期模型分析了布朗尼蛋糕的最优产量。在该模型中，必须确定库存水平、库存持有成本和库存短缺成本。一旦确定，就可以看出最优的布朗尼蛋糕制作效果。根据对布朗尼蛋糕生产最优数量的数据分析结果可以看出，最优为8包或200个，预期总成本为Rp. 12.825.540。Abstrak。persedaan merupakan bagian yang penting dalam suatu perushaan制造，baik sebelum加工产品dimulai, saat加工产品berlangsung maupun setelah加工产品selesai。彭根大连，古生代，古生代，古生代，古生代，古生代，古生代。Kekurangan maupun kelelebihan persediaan akan dapat menimbulkan kerugian bagi perusahaan。Biaya penyimpanan akan menjadi besar bila terjadi kelelebihan persedian。登高管理，登高管理，登高管理，登高管理，登高管理，登高管理。管理白杨杨、白杨杨、白杨杨、白杨杨。帕达·斯克里普西尼，迪·拉库坎分析了彭根·库库坎的产品·库库坎·布朗尼杨最优登根·蒙古纳坎模型时期的东加尔。帕达模型为哈努斯门努坎水平库存，比亚雅simpan，丹比亚雅kekurangan。setelah ditentukan马卡dapat dilihat hasil produksi带来的布朗尼杨最优。Berdasarkan公司对其产品进行了数据分析，其产品为kue browne yang，最优产品为8包，每包200个，每包200个。Rp, 12.825.540。
{"title":"Penentuan Kuantitas Produksi Kue Brownies yang Optimal pada Model Persediaan Periode Tunggal","authors":"Vini Damayanti, M. Fajar","doi":"10.29313/.V7I1.26931","DOIUrl":"https://doi.org/10.29313/.V7I1.26931","url":null,"abstract":"Abstract. Inventory is an important part of a manufacturing company, both before the production process begins, during the production process or after the production process is complete. Inventory control in a company must be carried out as optimally as possible. Shortage or excess of inventory will cause losses for the company. Holding costs will be large if there is excess inventory. With the availability of inventory management, it can anticipate a surge in demand from consumers. Inventory management is also used to optimize inventory as possible to reduce inventory costs. In this thesis, analyze the optimal quantity of brownie cake production using a single period model. In this model, it must determine the level of inventory, the holding cost of inventory, and the cost of shortage of inventory. Once determined, it can be seen from the optimal brownies cake production results. Based on the results of the data analysis of the optimal quantity of brownie cake production, it can be seen that the optimal of 8 packages or 200 pcs with an expected total cost of Rp. 12.825.540. \u0000Abstrak. Persediaan merupakan bagian yang penting dalam suatu perusahaan manufaktur, baik sebelum proses produksi dimulai, saat proses produksi berlangsung maupun setelah proses produksi selesai. Pengendalian persediaan dalam suatu perusahaan harus dilakukan seoptimal mungkin. Kekurangan maupun kelebihan persediaan akan dapat menimbulkan kerugian bagi perusahaan. Biaya penyimpanan akan menjadi besar bila terjadi kelebihan persediaan. Dengan adanya manajemen persediaan dapat mengantisipasi lonjakan permintaan dari konsumen. Manajemen persedian juga berguna untuk mengoptimalkan persediaan seoptimal mungkin guna mengurangi biaya persediaan. Pada skripsi ini, di lakukan analisis penentuan kuantitas produksi kue brownies yang optimal dengan menggunakan model periode tunggal. Pada model ini harus menentukan level inventory, biaya simpan, dan biaya kekurangan persediaan. setelah ditentukan maka dapat dilihat hasil produksi kue brownies yang optimal. Berdasarkan hasil analisis data kuantitas produksi kue brownies yang optimal sebanyak 8 pack atau 200 pcs dengan ekspektasi ongkos total Rp. Rp. 12.825.540.","PeriodicalId":31272,"journal":{"name":"Jurnal Riset Pendidikan Matematika","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76009510","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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