Math Didactic: Jurnal Pendidikan Matematika
Math Didactic: Jurnal Pendidikan Matematika welcomes high-quality manuscripts resulted from a research project or literature review in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, Lesson Study for Learning Community, Cooperative Learning Models, Higher-Order Thinking Skills in Mathematics Education, Learning Evaluation, Metacognitive in Mathematics Education, and Ethnomathematics.
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<![CDATA[Conception of spherical triangle in terms of learning styles ]]>
<![CDATA[Ari Sriantini]]>;
<![CDATA[Mega Teguh Budiarto]]>;
<![CDATA[Yusuf Fuad]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.779
<![CDATA[This study aims to describe the conception of students in the material of spherical triangle in terms of learning styles. The conception of the students described based on the identification of students to spherical triangle and implementation spherical triangle to determine the distance of the ship and the course. Student representations of spherical triangles focused on calculating the parts of spherical triangles, the use of spherical rules for calculating distance and course of ships on a voyage. This research is an exploratory study with a qualitative approach. The subjects of this study were first semester students of the Nautica Program who have visual, auditory, and kinesthetic learning styles. The results showed that there were differences in conceptions between students who had visual, auditory, and kinesthetic learning styles. Lecturers are expected to have the right strategy in delivering lecture material, so that the material can be easily understood by students who have different learning styles.]]>
<![CDATA[Emotional intelligence and mathematics learning interest in students’ mathematical reasoning ability ]]>
<![CDATA[Safrianus Jehabun]]>;
<![CDATA[Bedilius Gunur]]>;
<![CDATA[Yohanes Kurniawan]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.801
<![CDATA[This study aims to determine. 1) the relationship between emotional intelligence and students' mathematical reasoning abilities; 2) understand the relationship between interest in learning mathematics with mathematical punishment abilities; and 3) understanding the simultaneous relationship between emotional intelligence and mathematics learning interest on students' mathematical reasoning abilities. The method used is correlational. The population is students of class VIII 10 Ruteng Middle School, Ruteng sub-district, Mangarai regency, NTT province, which holds 225 students. With the random technique obtained by 70 students as a sample, then using a proportional random sampling technique obtained samples from each class that is ten students. The instrument used consisted of questionnaires and description test questions. Data were analyzed using simple and multiple conversion. The results showed that; 1) There is a significant relationship between emotional intelligence with students, with a contribution of 23.3%; 2) there is a significant relationship between the interest in learning mathematics with the level of students, with a contribution of 16%; 3) there is a relationship between emotional intelligence and interest in learning mathematics with mathematical punishment, with a contribution of 30.2%.]]>
<![CDATA[The concept understanding of students in Mappi concerning fractional operation in the matriculation program 2018/2019 ]]>
<![CDATA[Niluh Sulistyani]]>;
<![CDATA[Cyrenia Novella Krisnamurti]]>;
<![CDATA[Agata Galuh Puspita Putri]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.809
<![CDATA[This study aims to analyze the understanding of the concept of the Fractions operations of Mappi students. This was qualitative research with the subject were 5 students from Mappi Regency, Papua in the Class A matriculation program. The study was conducted in February-May 2019. Data were obtained from written test results and were strengthened by interview results. Test results and interviews were analyzed descriptively and qualitatively. The results showed that the five students of Class A matriculation program had different concept understanding abilities. Subject 1 could understand the concepts of addition and subtraction in the fraction operation and changed the form of mixed fractions into ordinary fractions. Subject 2 could understand the concept of addition in fraction operations and change the form of mixed fractions into ordinary fractions. Subject 3 understands the concepts of addition and subtraction in fraction operations, which could represent and change the form of mixed fractions into ordinary fractions. Subject 4 could understand the concepts of addition and subtraction in the operation of fractions. Subject 5 had a low understanding of the concept and could only change the form of mixed fractions into ordinary fractions. With these results, the conceptual understanding of 5 Mappi students about fractional operations needs to be improved.]]>
<![CDATA[The profile of junior high school students’ problem solving in answering the content TIMSS test of algebra on ideal problem solving ]]>
<![CDATA[Maria Krissanti]]>;
<![CDATA[Tri Nova Hasti Yunianta]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.853
<![CDATA[This research aims to determine the profile of students' problem solving in solving TIMSS algebraic content based on IDEAL problem solving (I-Identify problems, D-Define goals, E-Explore possible strategies, A-Anticipate outcomes and actions, and L-Look back and learn ) in class VIII students at Christian Middle School 2 Salatiga. This research is a qualitative research. There are 3 multiple choice questions TIMSS algebra content with the topic of patterns, forms of algebra, as well as equations and functions. The selection of subjects in this study using purposive sampling obtained as many as 3 subjects. Data collection techniques used were tests, interviews, and documentation. Analysis of the data used is the IDEAL problem solving indicator Based on the results of tests and interviews, it shows that some subjects have been able to carry out the stages of problem solving appropriately and coherently, but some subjects are also lacking in the Explore possible strategies and Look back and learn stages.]]>
<![CDATA[The use of online mathematics game for portfolio assessment of elementary school students ]]>
<![CDATA[Ari Wibowo]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.909
<![CDATA[In this research, it is examined the use of online mathematics game for portfolio assessment of elementary school students. In the beginning of the study, it will be mapped the availability and the model of online mathematics game based on mathematics material of elementary school. Next, it will be examined the substance of self-evaluation and feedback that can be the basic for portfolio assessment. The research is classified into qualitative descriptive research with the source of the data is website reference that can be used to mathematics portfolio assessment of Elementary School students. The finding of the research is that one of the websites uses to mathematics portfolio assessment of Elementary School students is the use of online mathematics game. Now, one of online mathematics game containing self-evaluation and feedback is mathplayground.com. That site contains not less than 133 online mathematics game online for first until sixth grade students. The mathematics game daring materials are multiple diverse, containing number, geometry, measurement, and data display. In that online mathematics game, there is also material to self-evaluation and feedback that can be the base for teacher to portfolio assessment, that is the show of trophy and game certificate that can be printed. The show of trophy contains information about student quality in playing certain game, while certificate game as the evidence that student succeeds in finishing the game containing some levels.]]>
<![CDATA[Improvement of ability of class VB students SDN Indrasari 2 Martapura to solve multiplying and dividing fraction use tiered drilling ]]>
<![CDATA[Halawati Halawati]]>;
<![CDATA[Mayang Gadih Ranti]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.911
<![CDATA[Multiplying and dividing fractions often become a complicated problem for elementary school students. Students have difficulty doing fraction computation on, especially on dividing fractions. The same thing happens to students of class VB SDN Indrasari 2 Martapura, who has a problem solving multiplying and dividing fractions. The effort used to solve the problem is by using a tiered drilling method. It was done because the characteristic of students who needs a structured drill which started from a simple to a complex problem. The research aims to know the improvement of activity and ability to multiplying and dividing fraction of students’ class VB SDN Indrasari 2 Martapura by learning using tiered drilling. The research method was action research. The research subjects were 21 students of class VB SDN Indrasari 2 Martapura Data was collected by Observation and test and analyzed using averages and percentages. The research subjects were student’s activity and ability to solve multiplying and dividing fractions. The results show that there is an improvement of student’s activity from the middle to very active and student’s ability to solve multiplying and dividing fraction from high to very high.]]>
<![CDATA[Development of student activities sheet based on apos theory to understand the concept of Riemann sum ]]>
<![CDATA[Maya Saftari]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.914
<![CDATA[This research method used is design research type development study. This research develops teaching materials in the form of student activity sheets about the Riemann sum based on APOS theory that is valid, practical, and has a potential effect in mathematics learning. Research utilizing Microsoft Excel software. Development of teaching materials through stages, preliminary study dan formative study. The preliminary stage included preparation and design, the formative study stage included Self Evaluation, Expert Reviews, One to One, Small Group and Field Test. The validity of teaching materials was stated by two experts (expert review), two peers and three students (one-to-one). The practicality of instructional materials was seen from the results of small group activities. Based on the result of field test, it was found that the use of LAM teaching materials based on the APOS theory developed had a potential effect on the comprehension ability of mathematics concept especially in Riemann sum concept, From the result of the test, the percentage of concept comprehension was above 61.00%. this illustrates all of indicators of understanding students' mathematical concepts were good.]]>
<![CDATA[Strategic competence of students in solving linear program problems based on mathematical anxiety ]]>
<![CDATA[M. Fauzan Asy'ari]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.916
<![CDATA[This descriptive qualitative research aims to describe the students' strategic competence with high and low mathematical anxiety in solving linear program problems. The subjects of this research were one student with low mathematical anxiety (S1) and one student with high mathematical anxiety (S2). The main instrument was the researchers supported by the test instrument and interview guidelines. Data from test and interview results were analyzed using steps data reduction, data display, and conclusion drawing. The results showed that both participants formulated problems by writing down the essential information and linking pieces of information with prior knowledge. Both participants represented problems by using words in formulating problems. S1 described problems using mathematical models, equations, graphs, and concepts in solving problems while represented problems using tables, mathematical models, equations, charts, and concepts in solving problems. Both participants resolved problems by planning a solution and implementing it. S1 determined and choose the correct answer of the problems while S2 had difficulty in modeling problems so that S2 modeled problems by guessing. S2 was wrong in modeling problems. Finally, the next work steps of S2 were also wrong, and S2 did not find the correct solution.]]>
<![CDATA[Mathematics anxiety maneuver in the process of creative thinking: A review of students in explaining the proving in front of the class ]]>
<![CDATA[Kristianus Viktor Pantaleon]]>;
<![CDATA[Marselus Ruben Payong]]>;
<![CDATA[Fransiskus Nendi]]>;
<![CDATA[Emilianus Jehadus]]>;
<![CDATA[Valeria Suryani Kurnila]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.918
<![CDATA[This qualitative research aims to reveal in depth the intervention of mathematical anxiety in creative thinking when the subject explains the questions of proof in front of the class. The research subjects were two prospective mathematics teacher students, one was a student with a high level of mathematics anxiety (CT) while the other was a student with a low level of mathematics anxiety (CR), but both subjects had equal mathematical abilities. Data were analyzed qualitatively through five stages: data analysis, data validity checking, data reduction, data presentation, and drawing conclusions. The results of this study indicate that both subjects can produce unique (original) ways of solving problems, but CR is more smooth, detailed, and flexible in thinking. In addition, this study also found that CR is not careful in thinking so that she makes small mistakes that are not intentional.]]>
<![CDATA[Student’s critical thinking ability in completing metacognition problems of mathematical education students in Balikpapan University ]]>
<![CDATA[rahayu Sri Waskitoningtyas]]>;
<![CDATA[Ganjar Susilo]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v6i1.928
<![CDATA[This study aims to identify students' critical thinking skills in solving metacognition problems at the University of Balikpapan Mathematics Education Study Program. The research approach that will be used by researchers is a quantitative descriptive approach. Taking research subjects on mathematics education students who were given questions about metacognition Trigonometry material. Data collection techniques using triangulation are documentation in the form of student answers, observations of student answers sheets, and interviews. Of the 8 questions tested 6 questions that were worthy of use (questions number 1, 2, 4, 5, 6, and 7) with r11 = 0,82 (items were said to be good). Then the 6 questions were given to Mathematics Education students totaling 25 students. Research results show that in question number 1 as many as 19,53% of students are able to do this value of 108. For question number 2 as much as 19,17% of the value 106. While the question number 4 is 19,26% of the value 106. As many as 18,26% of students for question number 5 with a value of 112. In question number 6 as many as 13,92% of students with a value of 98. For question number 7 obtained 9.76% of students from a value of 71.]]>
