Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Articles
88 Documents
<![CDATA[The Determination of Village Area in Semarang Regency Using The Circle Method ]]>
<![CDATA[Vikky Aprelia Windarni]]>;
<![CDATA[Adi Setiawan]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i1.1876
<![CDATA[This research conducted a calculation of all villages area (253 villages) which located in Semarang regency. The data obtained is based on the data from GADM and Google earth by using the coordinate points (latitude and longitude). The research stage used were (1) finding the coordinate of villages boundaries in Semarang regency based on the data from GADM and Google Earth, (2) calculating the village area using two methods (Karney polygon method and circle method) and (3) analyzing the comparison of villages area based on each district and the reference area from Central Statistics Agency (BPS). The purpose of this research is the researchers would like to find out whether or not the Karney polygon method can be used to calculate the area of 253 villages in Semarang regency. From this research, it obtains the percentage difference with the lowest and highest percentage based on the data from GADM and Google Earth. The lowest percentage uses the Karney polygon method (GADM) of 7.63% and the highest percentage is 66.5%. The lowest percentage uses the circle method (GADM) is 14.39% and the highest percentage is 74.79%. The lowest percentage uses the Karney polygon method (Google Earth) is 7.63% and the highest percentage is 66%. The lowest percentage uses the circle method (Google Earth) is 15.87% and the highest percentage is 234%. MdAPE results for the data based on GADM using the Karney polygon method has the percentage of 18.73% and 35.19% by using the circle method. Based on Google Earth using the Karney polygon method, it has the percentage of 18.48% and 33.93% by using the circle method. It can be concluded that the Karney polygon method can be used to calculate the area of 253 villages in 19 districts in Semarang regency based on the data from GADM and Google Earth]]>
<![CDATA[Penerapan Model Problem Based Learning untuk meningkatkan kemampuan pemecahan masalah matematika peserta didik kelas XI MIA SMA Negeri 4 Gorontalo Utara ]]>
<![CDATA[Muhamad Ansar Muzakkir]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i1.2126
<![CDATA[This study aims to improve the problem-solving ability of students in mathematics. The type of research is classroom action research (CAR) which is carried out in the odd semester of the 2019/2020 academic year with the research subject in class XI MIA 1 SMA Negeri 4 Gorontalo Utara. This study uses a Problem Based Learning Model with the number of students who are subject to action being 34 people. The CAR design uses the Kemmis and Taggart models, including planning, action and observation, and reflection. Data collection techniques use observation, questionnaires, and tests. Data analysis used quantitative and qualitative descriptive statistics. The research took place in 2 cycles. The results of data analysis show that in this study the average scores of formative tests in cycle I and cycle II respectively were: 73.76 and 85.12. Based on the minimum completeness criteria (MCC) set by the school, namely 75, then in the first cycle, the students who got a score of 75 were 24 people or 72.7% of the 33 students who attended. In the second cycle who got a score of 75 were 30 people or 88.23% of the 34 students who attended.]]>
<![CDATA[Pengaruh Kecemasan dan Berpikir Positif Terhadap Prestasi Belajar ]]>
<![CDATA[Putri Indah Sari]]>;
<![CDATA[Leonard Leonard]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v5i2.1294
<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan antara variabel bebas (kecemasan, dan berpikir positif), dengan variabel terikat (prestasi belajar). Metode yang digunakan oleh peneliti dalam penelitian ini adalah metode survei kuantitatif. Penelitian ini dilakukan di sekolah SMK Bina Pendidikan 2 Bogor, jumlah responden yang akan dijadikan sampel oleh peneliti sebanyak 58 peserta didik kelas XI dengan jurusan Akuntansi. Data yang telah terkumpul dari hasil survey akan diuji dengan menggunakan teknik analisis deskriptif dan uji persyaratan yang meliputi uji normalitas, uji liniearitas, dan uji multikulolinearitas lalu dilanjutkan dengan uji path analysis. Hasil pengujian hipotesis yang dilakukan peneliti dengan menggunakan uji path analysis ini, diperoleh kesimpulan bahwa kecemasan terhadap prestasi belajar tidak mengalami pengaruh langsung yang signifikan, sedangkan berpikir positif terhadap prestasi belajar terdapat pengaruh langsung yang signifikan, selanjutnya pada kecemasan terhadap beripikir positif tidak diperoleh pengaruh langsung yang signifikan, selain itu terdapat pengaruh tidak langsung antara kecemasan terhadap prestasi belajar melalui berpikir positif.]]>
<![CDATA[The Impact of Joyful Learning Model on Motivation and Mathematics Learning Outcomes in Class X SMA Negeri 3 Salatiga ]]>
<![CDATA[Dewi Handayani]]>;
<![CDATA[Agus Ariyanto]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i1.1614
<![CDATA[This study aims to determine whether there is an effect of the Joyful Learning learning model on motivation and mathematics learning outcomes. This type of research is quasi-experimental research with the design of the randomize control group pretest-posttest design. The population in this study were students of class X SMA Negeri 3 Salatiga Semester 2 of the 2015/2016 academic year. The sample was taken by using cluster random sampling technique and it was obtained that the students of class X.6 (32 students) were the experimental class which was taught using the Joyful Learning learning model, X.7 (34 students) was the control class which was taught using the conventional learning model. The instruments used in this study were the UTS and posttest value data to measure learning outcomes and a questionnaire to measure student learning motivation. The test instrument validation trial and questionnaire included expert validation. The data analysis used was the normality test with the Kolmogorov-Smirnov test, the homogeneity test with the Levene test and the mean difference test with the Independent Sample t-test. All tests were carried out with a significance level of 5% with the calculation tool SPSS 16.0.0 software. The results of the initial conditions both for learning motivation and learning outcomes are in a balanced condition. The results of hypothesis testing using the independent sample t-test for the final condition of learning motivation and the Mann-Whitney U-Test for the final ability of learning outcomes. The significant value for learning motivation is 0.443 0.05. This shows that there is no effect of the joyful learning model on learning motivation of class X SMA Negeri 3 Salatiga. The significant value for the final ability of learning outcomes is 0.357 0.05. This shows that there is no influence of the Joyful Learning model on the learning outcomes of class X SMA Negeri 3 Salatiga. It can be concluded that the Joyful Learning learning model has no effect on the motivation and learning outcomes of students in class X SMA Negeri 3 Salatiga.]]>
<![CDATA[Efektivitas Model Pembelajaran (CUPs) Conceptual Understanding Procedures Terhadap Kemampuan Komunikasi Matematis Dan Pemahaman Konsep Siswa ]]>
<![CDATA[Anita Destati]]>;
<![CDATA[Farida Farida]]>;
<![CDATA[Siska Andriani]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v5i2.1385
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui efektivitas penerapan pada model pembelajran (CUPs) Conceptual Understanding Procedures terhadap peningkatan kemampuan komunikasi matematis dan pemahaman konsep siswa. Sampel yang diambil dalam penelitian ini adalah siswa kelas IX 1 dan IX 2 MTs Riyadlatul Ulum Kecamatan Batanghari Kabupaten Lampung Timur Semester 1 Tahun Pelajaran 2020/2021. Variabel dalam penelitian ini terdiri dari variabel bebas dan variabel terikat untuk variabel bebas yaitu model pembelajaran (CUPs) Conceptual Understanding procedures dan variabel terikat yaitu kemampuan komunikasi matematis dan pemahaman konsep siswa. Teknik pengambilan sampel yang digunakan penelitian ini adalah Cluster Random Sampling yaitu teknik acak kelas. Teknik pengumpulan data dalam penelitian ini berupa observasi dan tes. Teknik analisis data yang digunaka yaitu uji Normalitas dan Homogenitas. Pengujian hipotesis dalam penelitian ini menggunakan Uji Multivariate Analysis of Varians (Manova). Berdasarkan hasil penelitian dan hitung Uji Multivariate Analysis of Varians (Monova), diperoleh kesimpulan bahwa pembelajaran model (CUPs) Conceptual Understanding Procedures efektif untuk meningkatkan kemampuan komunikasi matematis dan pemahaman konsep siswa.]]>
<![CDATA[ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA BERDASARKAN KECERDASAN LINGUISTIK DALAM MENYELESAIKAN SOAL MATEMATIKA ]]>
<![CDATA[Erlin Ladyawati]]>;
<![CDATA[Desy Firdayanti]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v5i2.1434
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa berdasarkan kecerdasan linguistik tingkat tinggi, sedang dan rendah dalam menyelesaikan soal matematika. Karena siswa perlu mengembangkan kemampuan komunikasi dalam belajar matematika. Pada penelitian ini kemampuan komunikasi matematis yaitu kemampuan untuk menyampaikan suatu ide dalam matematika yang menggunakan simbol, istilah, atau notasi dalam menyelesaikan tugas secara tertulis. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian menggunakan skor dari angket kecerdasan linguistik untuk siswa kelas VIII C di SMP PGRI 1 Buduran sebanyak 35 siswa dan 6 subjek dipilih yang dikategorikan ke dalam tiga kategori, yaitu 2 subjek kecerdasan linguistik tinggi, 2 subjek kecerdasan linguistik sedang dan 2 subjek kecerdasan linguistik rendah. Pengumpulan data menggunakan hasil angket, tes dan wawancara. Berdasarkan hasil analisis kemampuan komunikasi meliputi 4 aspek indikator yaitu aspek gramatikal (grammatical aspects), aspek sosiolinguistik (sociolinguistic aspects), aspek strategis (strategic aspects) dan aspek memahami wacana (discourse aspects) dapat disimpulkan bahwa (1) siswa yang mempunyai kecerdasan linguistik tingkat tinggi berada pada level 4 yang mampu memenuhi semua indikator, (2) siswa yang mempunyai kecerdasan linguistik tingkat sedang berada di level 2 yang mampu memenuhi beberapa indikator, (3) siswa yang mempunyai kecerdasan linguistik tingkat rendah berada pada level 1, yang kurang mampu memenuhi indikator. ]]>
<![CDATA[Metode Level Set pada Hyperbolic Mean Curvature Flow ]]>
<![CDATA[Vita Kusumasari]]>;
<![CDATA[Makbul Muksar]]>;
<![CDATA[Tjang Daniel Chandra]]>;
<![CDATA[Kridha Pusawidjayanti]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v5i2.1437
<![CDATA[Pada artikel ini, metode level set diterapkan pada masalah pergerakan kurva berdasarkan hyperbolic mean curvature flow. Simulasi yang dilakukan meliputi masalah hyperbolic mean curvature flow dan hyperbolic mean curvature flow dengan kendala. Realisasi pergerakan kurva pada kedua permasalahan masing-masing menggunakan algoritma Hyperbolic MBO (HMBO) dan algoritma HMBO yang telah dimodifikasi untuk masalah dengan kendala. Kurva initial pada kedua permasalahan berupa lingkaran. Hasil simulasi yang ditampilkan berupa plot level set nol dan plot tiga dimensi. Hasil pergerakan kurva pada kedua permasalahan menunjukkan bahwa kurva semakin menyusut. Untuk masalah hyperbolic mean curvature flow, kurva akan menyusut dan menghilang. Sedangkan pada masalah hyperbolic mean curvature flow dengan kendala, kurva akan menyusut dan berhenti bergerak setelah menyentuh kurva kendala.]]>
<![CDATA[Developing Inquiry-Based Worksheet to Explore The Mathematics Critical Thinking for Seventh Grader Students ]]>
<![CDATA[Ageng Triyono]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>;
<![CDATA[Teguh Wibowo]]>;
<![CDATA[Arie Purwa Kusuma]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i2.2363
<![CDATA[This study aims to develop student worksheets with a guided inquiry approach that meet valid and practical criteria. The type of research is research and development (RD). The development model used is a 4D model consisting of define, design, development, and disseminate stages. This study involved material validators, media validators, and 7th grade students of Al Azhar 26 Islamic Junior High School Yogyakarta. The research data was obtained from the results of the assessment using a validation sheet and student response questionnaires. The average score of the assessment results from the material validators is 74 with very good validity level criteria, from media validators 127.5 with very good validity level criteria, and from the large group practicality test an average of 88 with very good practicality criteria. Student worksheets are declared valid and practical based on the stages of development and established criteria, and can then be used to explore students' critical thinking skills.]]>
<![CDATA[Effectiveness of Android-Based Learning Media “Teman Ritma” to Improve Problem-Solving Skills of SMP Negeri 5 Yogyakarta ]]>
<![CDATA[Ardhika Fajar Ramadhan]]>;
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Muhammad Faisal]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i2.2447
<![CDATA[Problem-solving is an essential ability that must be achieved by each individual and problem-solving itself has become integral part of mathematics learning. However, many Indonesian students need problem-solving skills. Android-based learning media is one of the efforts in improving students' problem-solving skills. This study aims to find out the effectiveness of the use of android-based learning media called Teman Ritma. This research is kind of experimental research in the form of true-experimental with a design namely pretest post-test control group design. The sample is determined using purposive sampling techniques and produces a sample i.e., class VII-G students as a control group and class VII-H students as an experimental group with the number of students from each group is 30 students. Data collection techniques use observations, interviews, pretest questions and post-test problem-solving skills that contain social arithmetic material. The results showed that the use of android based learning media “Teman Ritma” was effective in improving students' problem-solving skills. This statement is proved by the results of the Mann-Whitney test which shows that Asymp's value. Sig. (2-tailed) less than 0.05 (0.027 0.05) which means that learning with Teman Ritma media is more effective than using the learning media that teachers use. This conclusion was reinforced based on an average difference test that showed that the average increase in the experimental group was higher than that of the control group (60.12 45). Based on the test, it concluded that the use of android-based learning media “Teman Ritma” is effective to improve the problem-solving skills of seventh-grade students of SMP Negeri 5 Yogyakarta.]]>
<![CDATA[Students' Perspectives and Experiences About the Elements of Quiziz Gamification in Mathematics Learning ]]>
<![CDATA[Margaretha Madha Melissa]]>;
<![CDATA[Leonardo Amaris Liaupati]]>;
<![CDATA[Rado Maison Silalahi]]>;
<![CDATA[Christina Ratna Wikaningtyas]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v6i2.2413
<![CDATA[The purpose of this study was to describe students' perspectives and experiences regarding Quizizz's features: leaderboards, points, power-ups, redemption questions, and answer keys in online mathematics learning during the covid-19 pandemic. The subjects of this study were 32 students of class X MIPA at a private high school in Yogyakarta. Subjects took twice quizzes, then filled out an open questionnaire about students' perspectives and experiences regarding the five Quizizz features. Data analysis was carried out using the network analysis method, but the construction of the themes was done manually. The results of the study are as follows. Leaderboards motivate subjects to play better. Points affect the subject's motivation. The number of points causes the subject to be provoked to rush to work on the problem. Power-ups are considered a subject of appreciation but can also be considered strange and disruptive to the game. Redemption Questions is a feature that the subject has been waiting for. Subjects remember the correct answers in preparation for the Redemption Questions. The answer key as feedback is used to study material and self-evaluation. All of these features except the leaderboards were deemed the subject unsuitable for application to quizzes in the context of an exam.]]>
