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Beta: Jurnal Tadris Matematika
Published by Universitas Islam Negeri Mataram
ISSN : 20855893     EISSN : 25410458     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Bετα: Jurnal Tadris Matematika (p-ISSN: 2085-5893 | e-ISSN: 2541-0458) is scientific, peer-reviewed, and open access journal published by Universitas Islam Negeri (UIN) Mataram in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) half-yearly on May and November. It has been indexed in SINTA 2 (Accredited Journal, Decree No.21/E/KPT/2018) by Director General of Strengthening Research and Development, Ministry of Research Technology and Higher Education of the Republic of Indonesia in 2018. The indexing status will be active until 2020.
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Articles 6 Documents
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Search results for , issue "Vol. 13 No. 1 (2020): Beta May" : 6 Documents clear
Self-regulated learning of prospective mathematics teachers with different learning styles Aryo Andri Nugroho; Dwi Juniati; Tatag Yuli Eko Siswono
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.344

Abstract

[English]: Self-regulated learning and learning styles are two of the various factors which contribute to students' achievement in learning at each level of education, including mathematics teacher education. This study examined the self-regulated learning of prospective mathematics teachers (PMT) with different learning styles (visual, auditory, kinesthetic). It involved 66 PMTs who enrolled on a linear program course in the 4th semester. Data were collected through a questionnaire, a test, and a semi-structured interview. The test was used to select PMTs who have high mathematics ability as the subjects. They were provided with the questionnaire to examine their fulfilment of cognition, motivation, behaviour, and context in the four stages of self-regulated learning. The interview was administered to confirm and thoroughly explore subjects' responses in the questionnaire. The results of the questionnaire and interview were qualitatively analyzed. This study found that PMT with different learning styles fulfils four aspects of self-regulated learning in the stage of (1) planning, forethought, and activation, (2) monitoring, (3) control, and (4) reaction and reflection in different extent, preference, and strategies. The differences are possibly affected by their different learning styles. Keywords: Self-regulated learning, Learning styles, Prospective mathematics teachers [Bahasa]: Kemandirian belajar dan gaya belajar merupakan dua dari banyak faktor yang mempengaruhi capaian siswa dalam pembelajaran di setiap level pendidikan termasuk pendidikan guru matematika. Penelitian ini bertujuan menganalis kemandirian belajar mahasiswa calon guru matematika yang memiliki gaya belajar berbeda (visual, audio dan kinestetik). Penelitian melibatkan 66 mahasiswa pendidikan matematika semester 4 yang sedang mengambil kuliah program linier. Pengumpulan data dilakukan dengan tes kemampuan matematika, angket kemandirian belajar, dan wawancara semi struktur. Tes digunakan untuk memilih calon guru yang memiliki kemampuan matematika tinggi sebagai subjek. Subjek terpilih diberikan angket untuk mengetahui tingkat capaian kognisi, motivasi, perilaku dan konteks dalam empat tahap kemandirian belajar. Wawancara dilakukan untuk mengonfirmasi dan memperdalam pilihan subjek pada angket. Data hasil angket dan wawancara dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika dengan gaya belajar berbeda memenuhi empat aspek kemandirian belajar pada tahap (1) perencanaan, pemikiran, dan aktivasi, (2) pengawasan, (3) kontrol, dan (4) reaksi dan refleksi dalam tingkatan, pilihan, dan strategi yang berbeda. Perbedaan tersebut kemungkinan dipengaruhi oleh kecenderungan gaya belajar yang dimiliki calon guru. Kata kunci: Kemandirian belajar, Gaya belajar, Calon guru matematika
Designing culturally-rich local games for mathematics learning Elly Susanti; Nur Wiji Sholikin; Marhayati Marhayati; Turmudi Turmudi
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.354

Abstract

[English]: This study aimed to design and implement local games-based mathematics learning (das-dasan) to support students' mathematical strategic competence. It consisted of three stages, namely the identification and analysis of traditional game, the design of learning activities based on Realistic Mathematics Education (RME), and the implementation in the classroom which involved twenty 7th-grade students. Data about the local game was collected through observations and interviews with five residents where the game is originated. Data on students’ strategic competence was achieved through a test given to the students after learning. The analysis of test results refers to the indicators of mathematical strategic competence. The present study found that fifteen students are able to achieve all indicators (formulating, representing, and solving the problems) with high scores. Meanwhile, five students could only represent the problems but have not fulfilled the last two indicators. The findings of this study indicate that learning mathematics based on traditional the das-dasan games has a potential to help students develop mathematical strategic competence. Keywords: Learning design, Ethnomathematics, Local game, Das-dasan, RME [Bahasa]: Penelitian ini bertujuan merancang dan mengujicoba pembelajaran matematika berbasis permainan tradisional (das-dasan) sebagai upaya untuk mengembangkan kompetensi strategis matematis siswa. Penelitian ini terdiri dari tiga tahap, yaitu: identifikasi dan analisis permainan tradisional, perancangan pembelajaran berbasis permainan tradisional berdasarkan Realistic Mathematics Education (RME), dan implementasi dalam pembelajaran di kelas yang melibatkan 20 siswa kelas VII. Data terkait permainan tradisional dikumpulkan melalui pengamatan dan wawancara dengan lima warga tempat permainan tersebut berasal. Data kemampuan strategis matematis siswa diperoleh melalui tes yang diberikan setelah pembelajaran. Analisis hasil tes siswa merujuk pada indikator kompetensi strategis matematis siswa. Hasil penelitian menunjukkan 15 siswa berhasil memenuhi semua indikator kompetensi strategis matematis dengan kategori nilai akhir sangat baik. Sedangkan 5 siswa berhasil mencapai indikator pertama (merumuskan masalah) namun belum semua memenuhi indikator merepresentasikan dan menyelesaikan masalah. Temuan penelitian ini menunjukkan bahwa pembelajaran matematika berbasis permainan tradisional das-dasan memiliki potensi untuk membantu siswa mengembangkan kemampuan strategis matematis. Kata kunci: Rancangan pembelajaran, Etnomatematika, Permainan lokal, Das-dasan, RME
Collaborative learning within critical mathematics education Bulent Avci
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.366

Abstract

[English]: This article investigates ways in which collaborative learning in critical mathematics education can promote critical citizenship and democracy to counter neoliberal hegemony in education. Drawing on critical participatory action research in a U.S. high school classroom, the article argues that collaborative learning in critical mathematics education is a coherent alternative to neoliberal approaches to collaborative learning to promote justice based participatory democracy. Keywords: Critical mathematics education, Collaborative learning, Neoliberal pedagogy, Citizenship, Democracy [Bahasa]: Artikel ini menyelidiki bagaimana pembelajaran kolaboratif dalam pendidikan matematika kritis dapat mendorong terwujudnya demokrasi dan sikap warga negara yang kritis untuk melawan hegemoni neo-liberal dalam pendidikan. Merujuk pada penelitian tindakan kelas berbasis partisipasi kritis di kelas sekolah menengah atas di Amerika Serikat, artikel ini menunjukkan bahwa pembelajaran kolaboratif dalam pendidikan matematika kritis merupakan alternatif yang koheren terhadap pendekatan neo-liberal dalam pembelajaran kolaboratif untuk mendorong partisipasi demokratis berbasis keadilan. Kata kunci: Pendidikan matematika kritis, Pembelajaran kolaboratif, Pedagogi neo-liberal, Kewarganegaraan, Demokrasi
Problem-based learning with role-playing: An experiment on prospective mathematics teachers Ita Chairun Nissa; I Ketut Sukarma; Sutarto Sutarto
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.370

Abstract

[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermain peran, Calon guru matematika
Students’ difficulties in productive connective thinking to solve mathematical problems Nurfaida Tasni; Andika Saputra; Ovan Adohar
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.371

Abstract

[English]: The purpose of this study was to identify students’ difficulties in establishing mathematical connections in productive connective thinking to solve mathematical problems. Students’ difficulties were identified from which the students did not develop connection ideas after reflection at the stages of Toshio’s (2000) cognition scheme. The purposive sampling was used to select 2 out of 85 11th-grade students who had taken the initial test in order to measure their connective thinking. Students’ works and the transcript of think-aloud and interviews with two students were analyzed using a qualitative descriptive approach. It reveals that students indicate various difficulties in developing connections. At the cognition stage, students had difficulty establishing a connection idea for solutions, since they were not able to collect appropriate data and did not verify the initial data to understand the direction of solving the problem. At the inference stage, students were difficult to establish a procedure connection because they could not plan an effective strategy of problem-solving. At the formulation stage, students had difficulty establishing numerical connections since they did not verify the data and did not have sufficient understanding of the concepts to formulate the problem. At the reconstruction stage, students found it difficult to establish generalization connections because of being not motivated to solve the problems and not doing a comprehensive generalization and evaluation towards the problem-solving. Keywords: Connective thinking, Mathematical connections, Reflection, Toshio thinking scheme [Bahasa]: Penelitian ini bertujuan mengidentifikasi kesulitan siswa membangun koneksi matematis dalam berpikir konektif produktif untuk memecahkan masalah matematika. Kesulitan siswa membangun koneksi matematis diidentifikasi dari tidak berkembangnya ide-ide koneksi setelah refleksi pada setiap tahapan kognitif Toshio (2000). Tehnik purposive sampling digunakan untuk memilih 2 dari 85 orang siswa kelas 11 yang telah mengikuti tes awal untuk mengukur kemampuan berpikir konektif. Lembar kerja, rekaman think aloud dan wawancara dari dua orang siswa dianalisis dengan pendekatan deskriptif kualitatif. Hasil analisis menunjukkan siswa mengalami berbagai kesulitan membangun koneksi. Pada tahap kognisi, siswa mengalami kesulitan membangun koneksi ide solusi karena siswa tidak mampu mengumpulkan data yang sesuai dan tidak melakukan verifikasi terhadap data awal yang dikumpulkan untuk memahami dan memikirkan arah penyelesaian masalah. Pada tahap inferensi, siswa mengalami kesulitan membangun koneksi prosedur karena siswa tidak menyusun rencana penyelesaian yang efektif. Pada tahap formulasi, siswa mengalami kesulitan membangun koneksi numerik karena siswa tidak melakukan proses verifikasi data dan tidak memiliki pemahaman konsep yang memadai untuk melakukan proses formulasi. Pada tahap rekonstruksi, siswa mengalami kesulitan membangun koneksi generalisasi karena siswa tidak memiliki motivasi untuk memecahkan masalah dan tidak melakukan proses generalisasi dan evaluasi secara menyeluruh terhadap proses pemecahan masalah. Kata kunci: Berpikir konektif, Koneksi matematis, Refleksi, Skema berpikir Toshio
Identifying the structure of students’ argumentation in covariational reasoning of constructing graphs Sutini Sutini; Iffana Fitrotul Aaidati; Kusaeri Kusaeri
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.374

Abstract

[English]: This study aimed to identify students’ claim, evidence, and reasoning in covariational reasoning of constructing the graphs of a function. Covariational reasoning is one of the approaches to solve the problems of function. The study involved thirty grade 11 students. Data was collected through a covariation test and interview. The results of the test were grouped based on the criteria of mental action of covariational reasoning (Carlson et al., 2002), then the students who solve correctly two or three problems in the test were selected as the subjects. The interview data were analyzed to confirm and further dig students' structure of argumentation. The findings of this study indicate that only one student fulfils five mental actions of covariational reasoning; meanwhile, the other three students have similar components of argumentation which do not meet the mental actions. The claim and reasoning used by the latter students in covariational reasoning to construct graph are not identified in mental action 5 and the evidence is not found in mental action 3 (major coordination of change), mental action 4 (coordination the average rate of change), and mental action 5 (coordination of the instantaneous rate of change). Keywords: Argumentation, Claim, Evidence, Reasoning, Covariational reasoning [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi klaim, bukti, dan alasan siswa pada penalaran kovariasional dalam mengonstruk grafik fungsi. Penalaran kovariasional merupakan salah satu pendekatan dalam menyelesaikan permasalahan fungsi. Penelitian ini melibatkan 30 siswa kelas 11. Pengumpulan data dilakukan menggunakan tes kovariasi dan wawancara. Data hasil hasil tes kovariasi siswa dikelompokkan berdasarkan kriteria aksi mental penalaran kovariasional (Carlson et al., 2002), kemudian dipilih siswa yang mampu menyelesaikan minimal dua soal kovariasi. Data hasil wawancara dianalisis untuk mengonfirmasi dan menggali lebih dalam argumentasi siswa. Hasil penelitian menunjukkan hanya satu siswa yang memenuhi lima aksi mental penalaran kovariasional sedangkan ketiga siswa lain memiliki persamaan komponen argumentasi yang tidak memenuhi aksi mental. Untuk ketiga siswa tersebut, klaim dan alasan yang digunakan dalam membangun grafik fungsi tidak berada pada aksi mental 5 sedangkan bukti tidak berada pada aksi mental 3 (koordinasi besar perubahan), aksi mental 4 (koordinasi laju perubahan rata-rata), dan aksi mental 5 (koordinasi laju perubahan sesaat). Kata kunci: Argumentasi, Klaim, Bukti, Alasan, Penalaran kovariasional

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