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Journal of Mathematics and Mathematics Education (JMME)
Published by Universitas Sebelas Maret
ISSN : 20898878     EISSN : 27158276     DOI : https://dx.doi.org/10.20961/jmme
Core Subject : Education,
Education Mathematics
Journal Mathematics and Mathematics Education (JMME) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal was founded by the Magister of Mathematics Education, Universitas Sebelas Maret. It is published twice in a year (June and December). The JMME welcomes high-quality manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education" : 6 Documents clear
MODIFIKASI PEMBELAJARAN STATISTIKA MATEMATIKA DENGAN METODE PETA KONSEP MELALUI PENDEKATAN ANALOGI Triyanto Triyanto
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9938

Abstract

ABSTRAK             Tujuan dari penelitian ini adalah untuk mengembangkan dan menerapkan model dan perangkat pembelajaran Statistika Matematika I melalui modifikasi pembelajaran dengan metode peta konsep melalui pendekatan analogi,  dengan harapan kualitas pembelajaran dapat ditingkatkan. Sejalan dengan tujuan penelitian tersebut maka penelitian ini merupakan penelitian pengembangan dengan model 4-D. Sedangkan dalam penerapannya,  penelitan ini menggunakan metode diskriptif kuantitatif untuk mengetahui pengaruh pembelajaran peta konsep melalui pendekatan analogi (yang dikembangkan) terhadap prestasi  belajar mahasiswa pada mata kuliah Statistika Matematika I.  Populasi dalam penelitian ini adalah seluruh mahasiswa Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret Surakarta. Sedangkan sampel yang digunakan dalam penelitian ini adalah 70 mahasiswa yang secara acak dari mahasiswa yang mengambil mata kuliah  Statistika Matematika I tahun akademik 2010/2011. Dari sampel tersebut 35 mahasiswa ditempatkan dalam kelas eksperimen dan 35 mahasiwa yang lain ditempatkan dalam kelas kontrol.Hasil penelitian ini adalah 1) Telah dikembangkan perangkat pembelajaran yang  berupa bahan ajar dan RPP untuk mata kuliah  Statistika Matematika I yang mengacu pada pembelajaran peta konsep melalui pendekatan analogi. 2) Terdapat pengaruh positif pembelajaran peta konsep melalui pendekatan analogi pada mata kuliah Statistika Matematika I di Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Kata Kunci : Statistika Matematika, Peta Konsep, Analogi1)         Artikel hasil penelitian2)         Staf Pengajar pada Program Studi Pend. Matematika, FKIP, UNS
Fungsional Aditif Ortogonal pada W0(E) di dalam Rn Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9940

Abstract

AbstractThis paper discusses about a representation theorem of an orthogonally additive functional on W0(E)Ì M(E), that is a collection of all McShane integrable functions on a cell E= in Euclidean space Rn, which satisfies some certain properties. This result is a generalization of Chew result.Key words : orthogonally additive functional, McShane integrable, Euclidean space Rn.
PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Tri Atmojo Kusmayadi; Imam Sujadi; Muhtarom Muhtarom
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9930

Abstract

Abstract: This  study  aim  to  describe  the  students’  thinking  process  of  9th  grade  of  Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule. This  study  is  qualitative  descriptive  research.  The  criteria  of  subject  selection included the students’ has a high mathematics capability and communication fluency both spoken  and  written.  The  data  collection  was  done  using  written  test  and  task-based interview  techniques.  Data  analysis  done  based  on  written  test  data  and  task-based interview techniques data. And then it has been done the method triangulation to get valid subject data.  Finally,  the  result  of  description  thinking  process  as  follows:  students  with  high mathematics  capability,  in  understanding  problem  using  assimilation  thinking  process, make  a  plan  using  assimilation  and  accommodation  thinking  process.  Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile,  accommodation  thinking  process  can  be  seen  when  the  students  drew  an auxiliary  line  from  E  to  the  right  thereby  intersecting  with  CD  line  (the  intersection  was labeled  H  point),  so  devided  trapezoid  AEDG  become  right  triangle  EHG  and  rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.
EFEKTIVITAS STRATEGI HEURISTIK DENGAN PENDEKATAN METAKOGNITIF DAN PENDEKATAN INVESTIGASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI POKOK BARISAN DAN DERET DITINJAU DARI KREATIVITAS SISWA KELAS XII MADRASAH ALIYAH DI PONTIANAK Yudi Darma; Imam Sujadi
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9932

Abstract

Abstract: The purposes of this research are to know of the effectiveness of heuristic learning strategy approach category, creativity, and its interaction to studentss mathematics problem solving ability on material series and sequence. This research is quasi experimental research with factorial design 2 x 3. The population is the studentss of class XII Madrasah Aliyah at Pontianak City the schools odd semester academic year of 2011/2012. The sampling was taken by using stratified cluster random. Sample of the research is 186 studentss. Data collecting is done through school document, problem solving essay test ability and creativity questionnaire. Instrument analysis that was done on essays problem solving ability is content validity, consist of analysis degree of differences, index of difficulty and reliability. Analysis on creativity questionnaire is content validity, internal consistency, and reliability. Data analysis technique used consisting of: Balance test, precondition analysis (Normality and Homogeneity). Hypothesis analysis test used was two way analysis of variance with unequal cell. Using α = 0.05 it can be concluded that: 1) Students who had been taught by using metacognitive learning approach result the better mathematics problem solving ability compared to students who had been taught by using investigation learning approach. 2) Students who have high creativity has better problem solving ability than students that have medium and low creativity, and students that have medium creativity have better problem solving ability than students who have low creativity. 3) Students who were taught by using metacognitive and also investigation learning approach, who have high creativity have better problem solving ability than students with medium and low creativity, and students who have medium creativity have better problem solving ability than students who have low creativity. 4) On high creativity level category, students who were taught by metacognitive learning approach have better mathematics problem solving ability than studentss who were taught by using investigation learning approach. Meanwhile on medium and low creativity, students who were taught by using metacognitive learning approach have the same mathematics problem solving ability with studentss who were taught by using investigation approach.Key words: Heuristic strategy, Metacognitive, Investigation, Creativity and Problem  Solving.
MODUL τ[M]-INJEKTIVE Suprapto Suprapto; Sri Wahyuni; Indah Emilia Wijayanti; Irawati Irawati
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9934

Abstract

Abstract Let  R be a ring with unit and let  N be a left R-module. Then N is said linearly independent to  R (or N is R-linearly independent) if there is monomorphisma  By the definition of R-linearly independent, we may be able to generalize linearly independent relative to the R-module M. Module N is said M-linearly independent if there is monomorphisma .The module Q is said M-sublinearly independent if Q is a factor module of modules which is  M-linearly independent. The set of modules M-sublinearly independent denoted by  Can be shown easily that  is a subcategory of the category R-Mod. Also it can be shown that the submodules, factor modules and external direct sum of modules in  is also in the .The module Q is called P-injective if for any morphisma Q defined on L submodules of P can be extended to morphisma Q with , where  is the natural inclusion mapping. The module Q is called -injective if Q is P-injective, for all modules P in .In this paper, we studiet the properties and characterization of -injective. Trait among others that the direct summand of a module that is -injective also -injective. A module is -injective if and only if the direct product of these modules also are -injective. Key words : Q ()-projective, P ()-injective.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DITINJAU DARI KEINGINTAHUAN DAN GAYA KOGNITIF PESERTA DIDIK SMP DI KABUPATEN BLORA Agung Putra Wijaya; Mardiyana Mardiyana; Suyono Suyono
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9936

Abstract

 ABSTRACTThe purposes of this study are to know the different effect of each category of learning model, curiosity, and cognitive style, also their interaction towards mathematics achievement. This study is a quasi experimental research with 2x3x2 factorial design. The population is all students of junior high school in Blora. Sampling was done by stratified cluster random technique. The instruments used to collect data are test of prior knowledge in mathematics, curiosity questionnaire, cognitive style test (GEFT), and mathematics achievement test. The testing of hypothesis uses three-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) There is a different effect between each category of learning model. (2) There is a different effect among each category of curiosity. (3) There is a different effect among each category of cognitive style. (4) There is an interaction between learning model and curiosity towards mathematics achievement. (5) There is an interaction between learning model and cognitive style towards mathematics achievement. (6) There is an interaction between curiosity and cognitive style towards mathematics achievement. (7) There is an interaction among learning model, curiosity, and cognitive style towards mathematics achievement.Keywords: NHT, STAD, Curiosity, Cognitive Style, Mathematics Achievement

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