The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This research is a research development (Research and Development) and the research model used is the Plomp model which consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations
本研究的目的是创建一种经过科学测试的数学评估工具，使其在评估过程中被宣布为可行和实用。本研究是一个研究开发(research and development)，使用的研究模型是普洛姆普模型，该模型包括四个阶段，即:初步调查;设计阶段;实现;测试,评估
{"title":"DEVELOPING OF ONLINE-BASED MATHEMATICAL EVALUATION INSTRUMENTS","authors":"Authors Info, Article Info","doi":"10.31327/jme.v6i1.1462","DOIUrl":"https://doi.org/10.31327/jme.v6i1.1462","url":null,"abstract":"The purpose of this research is to create a mathematical evaluation tool that has been scientifically tested so that it is declared feasible and practical for use in the evaluation process. This research is a research development (Research and Development) and the research model used is the Plomp model which consists of four stages, namely: initial investigation; design stage; realization; tests, evaluations","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116970892","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}
One of the learning challenges during the Covid-19 pandemic is the low mastery of material by students, especially abstract material such as statistics. As an alternative solution, statistical learning is carried out using problem solving video tutorials assisted by SPSS to further measure its effectiveness on academic performance. This type of research is true-experimental with Posttest Only Control Design. The sample of this study was students of the management study program of the Faculty of Social and Political Sciences, Ninebelas November Kolaka University who took statistics courses in the odd semester of the 2020 Academic Year which consisted of two classes, namely class C with 32 students and class D with 33 students. The instrument used is a learning achievement test in the form of an essay. The research data were analyzed using one sample t-test and independent sample t-test. The results of data analysis showed that the statistical performance of students taught using SPSS-assisted videos was better than those taught using learning modules
{"title":"The Effectiveness of SPSS-Assisted Troubleshooting Tutorial Videos in Virtual Classroom Against Student Statistics Performance","authors":"","doi":"10.31327/jme.v6i1.1597","DOIUrl":"https://doi.org/10.31327/jme.v6i1.1597","url":null,"abstract":"One of the learning challenges during the Covid-19 pandemic is the low mastery of material by students, especially abstract material such as statistics. As an alternative solution, statistical learning is carried out using problem solving video tutorials assisted by SPSS to further measure its effectiveness on academic performance. This type of research is true-experimental with Posttest Only Control Design. The sample of this study was students of the management study program of the Faculty of Social and Political Sciences, Ninebelas November Kolaka University who took statistics courses in the odd semester of the 2020 Academic Year which consisted of two classes, namely class C with 32 students and class D with 33 students. The instrument used is a learning achievement test in the form of an essay. The research data were analyzed using one sample t-test and independent sample t-test. The results of data analysis showed that the statistical performance of students taught using SPSS-assisted videos was better than those taught using learning modules","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133490338","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}
Sri Rahayu, Sufri Mashuri, D. S. M. M. Rahayu, A. Introduction
The purpose of this study was to determine: To determine students' learning achievement in mathematics based on parenting styles of students at SMP Negeri 3 Wundulako and to find out the difference in students' learning achievement in mathematics based on parenting styles at SMP Negeri 3 Wundulako. The population in this study were all students of class VIII SMP Negeri 3 Wundulako, totaling 47 students divided into 2 classes, namely VIII A and VIII. This study uses descriptive quantitative research, where the researchers used descriptive methods with quantitative approaches. The results showed that: Differences in students' learning achievement in mathematics based on parenting styles of class VIII students at SMP Negeri 3 Wundulako.
本研究的目的是确定:基于Negeri 3 Wundulako中学学生的父母教养方式来确定学生的数学学习成就，并找出基于Negeri 3 Wundulako中学父母教养方式对学生数学学习成就的差异。本研究人群均为SMP Negeri 3 Wundulako VIII班学生，共47名学生，分为VIII A和VIII班。本研究采用描述性定量研究，研究人员将描述性方法与定量方法结合使用。结果表明:基于父母教养方式的小学八年级学生数学学习成绩差异。
{"title":"Differences in Student Mathematics Learning Achievement Based on Parenting Patterns of Parents of Students Class VIII SMP Negeri 3 Wundulako","authors":"Sri Rahayu, Sufri Mashuri, D. S. M. M. Rahayu, A. Introduction","doi":"10.31327/jme.v6i1.1553","DOIUrl":"https://doi.org/10.31327/jme.v6i1.1553","url":null,"abstract":"The purpose of this study was to determine: To determine students' learning achievement in mathematics based on parenting styles of students at SMP Negeri 3 Wundulako and to find out the difference in students' learning achievement in mathematics based on parenting styles at SMP Negeri 3 Wundulako. The population in this study were all students of class VIII SMP Negeri 3 Wundulako, totaling 47 students divided into 2 classes, namely VIII A and VIII. This study uses descriptive quantitative research, where the researchers used descriptive methods with quantitative approaches. The results showed that: Differences in students' learning achievement in mathematics based on parenting styles of class VIII students at SMP Negeri 3 Wundulako.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128079592","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}
Each individual has a diverse personality which is categorized by the Big Five Personality traits and it’s important for a successful education. A successful education especially in mathematics major aimed at the good of student’s mathematical abilities, one of which is good mathematical connection ability. This research aims to determine the mathematical connection ability of junior high school students based on the Big Five personality in Bekasi. This research used qualitative research case studies with data triangulation. Participants of this research were junior high school students in grade ninth. The instrument used in the form is a test description as many as four questions that refer to the indicators of mathematical connection ability and has been consulted with experts and the Big Five personality traits questionnaire that has been adopted. The results of this research describe: 1) mathematical connection ability of the student in Extraversion dimension on indicator 1 was 60%, indicator 2 was 0%, and indicator 3 was 0%, 2) the mathematical connection ability of students in Agreeableness dimension on indicator 1 was 60%, indicator 2 was 25%, and indicator 3 was 25%, 3) mathematical connection ability of students in Conscientiousness dimension on indicator 1 was 60%, indicator 2 was 35%, and indicator 3 was 25%, 4) mathematical connection ability of a student in Neuroticism dimension on indicator 1 was 20%, indicator 2 was 0%, and indicator 3 was 20%, 5) mathematical connection ability of students in Openness dimension on indicator 1 was 64.21%, indicator 2 was 27.37%, and indicator 3 was 34.21%.
{"title":"Student’s Junior High School Mathematical Connection Ability Based On The Big Five Personality","authors":"Aulia Suci, Wardina","doi":"10.31327/jme.v6i1.1338","DOIUrl":"https://doi.org/10.31327/jme.v6i1.1338","url":null,"abstract":"Each individual has a diverse personality which is categorized by the Big Five Personality traits and it’s important for a successful education. A successful education especially in mathematics major aimed at the good of student’s mathematical abilities, one of which is good mathematical connection ability. This research aims to determine the mathematical connection ability of junior high school students based on the Big Five personality in Bekasi. This research used qualitative research case studies with data triangulation. Participants of this research were junior high school students in grade ninth. The instrument used in the form is a test description as many as four questions that refer to the indicators of mathematical connection ability and has been consulted with experts and the Big Five personality traits questionnaire that has been adopted. The results of this research describe: 1) mathematical connection ability of the student in Extraversion dimension on indicator 1 was 60%, indicator 2 was 0%, and indicator 3 was 0%, 2) the mathematical connection ability of students in Agreeableness dimension on indicator 1 was 60%, indicator 2 was 25%, and indicator 3 was 25%, 3) mathematical connection ability of students in Conscientiousness dimension on indicator 1 was 60%, indicator 2 was 35%, and indicator 3 was 25%, 4) mathematical connection ability of a student in Neuroticism dimension on indicator 1 was 20%, indicator 2 was 0%, and indicator 3 was 20%, 5) mathematical connection ability of students in Openness dimension on indicator 1 was 64.21%, indicator 2 was 27.37%, and indicator 3 was 34.21%.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127374957","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}
This study aims to describe mathematical reasoning abilities in terms of student motivation in class VIII SMP Negeri Satap 1 Lambandia. This type of research is qualitative. The subjects of this study consisted of 20 students of class VIII SMP Negeri Satap 1 Lambandia. The instrument used is a mathematical reasoning ability test consisting of 4 questions, a learning motivation questionnaire consisting of 16 statements, and interview guidelines. The results showed that; 1) The average mathematical reasoning ability of students is 40.78 which is in the fairly low category. Many students who have a high level of ability score is 1 (5%), students with a moderately low ability score of 10 (50%)
本研究旨在从学生动机的角度描述SMP Negeri Satap 1 Lambandia VIII班学生的数学推理能力。这种类型的研究是定性的。本研究的对象为20名八年级学生。使用的工具是由4个问题组成的数学推理能力测试，由16个问题组成的学习动机问卷，以及面试指南。结果表明:;1)学生的平均数学推理能力为40.78，处于较低水平。许多能力水平高的学生为1分(5%)，能力水平中低的学生为10分(50%)。
{"title":"Analysis of Mathematical Reasoning Ability Viewed from Student Learning Motivation","authors":"Hesti Marianah, F. Hali","doi":"10.31327/jme.v5i2.1758","DOIUrl":"https://doi.org/10.31327/jme.v5i2.1758","url":null,"abstract":"This study aims to describe mathematical reasoning abilities in terms of student motivation in class VIII SMP Negeri Satap 1 Lambandia. This type of research is qualitative. The subjects of this study consisted of 20 students of class VIII SMP Negeri Satap 1 Lambandia. The instrument used is a mathematical reasoning ability test consisting of 4 questions, a learning motivation questionnaire consisting of 16 statements, and interview guidelines. The results showed that; 1) The average mathematical reasoning ability of students is 40.78 which is in the fairly low category. Many students who have a high level of ability score is 1 (5%), students with a moderately low ability score of 10 (50%)","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128745479","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}
Critical thinking equips a person with the competencies needed and develops the power of the mind extensively. The development of critical thinking is known as an essential goal in educational systems. However, the assessment of critical thinking is not an easy feat. This study validated the critical thinking skills test in mathematics for senior high school students based on a model of critical thinking skills and learning areas of the K to 12 Mathematics Curriculum. The instrument validation process to 902 respondents through cluster sampling from different senior high schools. With an initial 45 items on three dimensions of critical thinking, the test's final form consisted of only 30 items after the items were screened based on the validation process. The content validation was carried out through an expert examination of the items and a comparison of the test results developed with Cornell's critical thinking for criterion-related validity evidence (r = 0.299, p < 0.01). Construct validation by factor analysis, and results generated 13 factors accounting for 58.51% of the variance. These results indicated that the developed mathematics critical thinking test measured other than the specified critical thinking skills model used. The developed test may try to assess students' critical thinking in the context of mathematics. Furthermore, this may contribute to promoting teaching and assessment strategies gears towards the development of students' mathematical critical thinking.
批判性思维使一个人具备所需的能力，并广泛地发展思维的力量。批判性思维的发展被认为是教育系统的一个基本目标。然而，批判性思维的评估并不是一件容易的事。本研究基于K至12年级数学课程中批判性思维技能与学习领域的关系模型，对高中生数学批判性思维技能测试进行了验证。通过整群抽样，对902名来自不同高中的受访者进行了仪器验证过程。最初有45个关于批判性思维的三个维度的问题，经过验证过程的筛选后，最终的测试形式只包括30个问题。内容验证通过专家对项目进行检查，并与康奈尔批判性思维开发的测试结果进行标准相关效度证据的比较(r = 0.299, p < 0.01)。通过因子分析进行结构验证，结果产生13个因子，占方差的58.51%。这些结果表明，发达数学批判性思维测试测量的不是指定的批判性思维技能模型。开发的测试可能试图评估学生在数学背景下的批判性思维。此外，这可能有助于促进面向学生数学批判性思维发展的教学和评估策略。
{"title":"Validation of a critical thinking test in mathematics for senior high school","authors":"M. Aure, Enriqueta D. Reston","doi":"10.31327/JME.V5I2.1232","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1232","url":null,"abstract":"Critical thinking equips a person with the competencies needed and develops the power of the mind extensively. The development of critical thinking is known as an essential goal in educational systems. However, the assessment of critical thinking is not an easy feat. This study validated the critical thinking skills test in mathematics for senior high school students based on a model of critical thinking skills and learning areas of the K to 12 Mathematics Curriculum. The instrument validation process to 902 respondents through cluster sampling from different senior high schools. With an initial 45 items on three dimensions of critical thinking, the test's final form consisted of only 30 items after the items were screened based on the validation process. The content validation was carried out through an expert examination of the items and a comparison of the test results developed with Cornell's critical thinking for criterion-related validity evidence (r = 0.299, p < 0.01). Construct validation by factor analysis, and results generated 13 factors accounting for 58.51% of the variance. These results indicated that the developed mathematics critical thinking test measured other than the specified critical thinking skills model used. The developed test may try to assess students' critical thinking in the context of mathematics. Furthermore, this may contribute to promoting teaching and assessment strategies gears towards the development of students' mathematical critical thinking.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127730512","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}
{"title":"Improving Students' Mathematics Learning Outcomes with the Geogebra Assisted Active Index Card Match Method at the Third Grade SMP Negeri 3 Kolaka","authors":"Evi Safitri, A. M. Ramlan, F. Hali","doi":"10.31327/jme.v5i2.1752","DOIUrl":"https://doi.org/10.31327/jme.v5i2.1752","url":null,"abstract":"the Geogebra","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125204008","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}
Mathematical abilities that students must possess at the level of primary and secondary education must also be possessed by a student of teacher candidates who will teach mathematics. One of the abilities is an analogical reasoning ability. The main objectives of this research are: 1) To describe and analyze analogical reasoning ability of students of mathematics education at the State Islamic Universities (UIN) in Indonesia, 2) To know the differences of analogical reasoning abilities of students of mathematics education at several State Islamic Universities (UIN) in Indonesia. The study was conducted at 6 UINs in Indonesia with a sample of 203 5th semester students using a survey method. This study's results indicate: 1) Analogical reasoning ability in Mathematics Education students consisting of 6 UINs in Indonesia can be seen from the average value in each sample. The acquisition of the average value of UIN Syarif Hidayatullah Jakarta students' analogical reasoning ability is the highest compared to the other 5 UINs with an average mathematical reasoning ability value of 65. 2. There is a difference in mathematics education students' analogical reasoning ability at the State Islamic Universities (UIN) in Indonesia.
{"title":"Analogical reasoning ability of mathematics education students at six state islamic universities (UIN) in Indonesia","authors":"M. Fatra, L. Angraini","doi":"10.31327/JME.V5I2.1243","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1243","url":null,"abstract":"Mathematical abilities that students must possess at the level of primary and secondary education must also be possessed by a student of teacher candidates who will teach mathematics. One of the abilities is an analogical reasoning ability. The main objectives of this research are: 1) To describe and analyze analogical reasoning ability of students of mathematics education at the State Islamic Universities (UIN) in Indonesia, 2) To know the differences of analogical reasoning abilities of students of mathematics education at several State Islamic Universities (UIN) in Indonesia. The study was conducted at 6 UINs in Indonesia with a sample of 203 5th semester students using a survey method. This study's results indicate: 1) Analogical reasoning ability in Mathematics Education students consisting of 6 UINs in Indonesia can be seen from the average value in each sample. The acquisition of the average value of UIN Syarif Hidayatullah Jakarta students' analogical reasoning ability is the highest compared to the other 5 UINs with an average mathematical reasoning ability value of 65. 2. There is a difference in mathematics education students' analogical reasoning ability at the State Islamic Universities (UIN) in Indonesia.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129060434","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}
Misconceptions are an important aspect of learning and teaching mathematics. What are effective ways for teachers to confront misconceptions and prevent their reoccurrence? This mixed-methods study examined instrumental and conceptual understandings of students’ errors, mistakes, and misconceptions in a 7 th grade mathematics classroom utilizing the ‘My Favorite No’ strategy. Fifty-five students from a Midwest middle school were divided into two groups with similar abilities, with one group confronting misconceptions using the ‘My Favorite No” strategy while the other group received information about a potential error directly from a teacher. A brief survey of questions followed for students in the “My Favorite No’ class. One group was concerned with conceptual understanding and making connections, and able to solve similar problems. In the second group, students improved from pretests, yet did not improve as much as students using ‘My Favorite No.’ Thus, teachers are encouraged to consider using “My Favorite No” a strategy where students are in an environment in which they discover their errors and believe in the value of making a mistake.
{"title":"Promoting self-reflection over re-teaching: Addressing students’ misconceptions with ‘my favorite no’","authors":"Joanne C. Caniglia","doi":"10.31327/JME.V5I2.1230","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1230","url":null,"abstract":"Misconceptions are an important aspect of learning and teaching mathematics. What are effective ways for teachers to confront misconceptions and prevent their reoccurrence? This mixed-methods study examined instrumental and conceptual understandings of students’ errors, mistakes, and misconceptions in a 7 th grade mathematics classroom utilizing the ‘My Favorite No’ strategy. Fifty-five students from a Midwest middle school were divided into two groups with similar abilities, with one group confronting misconceptions using the ‘My Favorite No” strategy while the other group received information about a potential error directly from a teacher. A brief survey of questions followed for students in the “My Favorite No’ class. One group was concerned with conceptual understanding and making connections, and able to solve similar problems. In the second group, students improved from pretests, yet did not improve as much as students using ‘My Favorite No.’ Thus, teachers are encouraged to consider using “My Favorite No” a strategy where students are in an environment in which they discover their errors and believe in the value of making a mistake.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130176280","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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