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Prima: Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Tangerang
ISSN : 25799827     EISSN : 25802216     DOI : http://dx.doi.org/10.31000/prima.v5i1
Core Subject : Education,
Education Mathematics
Prima: Jurnal Pendidikan Matematika is scientific, peer-reviewed and open access journal managed and published by Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang, half-yearly on January and July. It aims to be open access journal platform which publishes and disseminates the ideas and researches on mathematics learning. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities) and/or library analysis on how students learn mathematics and how mathematics is taught in primary, secondary or undergraduate level. To maintain the focus, the scope of the published articles will be as follows: Developing mathematics learning integrated with values or character; Developing mathematics learning based on the constructivist perspective; The development of technological-based mathematics learning tools and its use in mathematics classroom; The development of pedagogical content knowledge for in-service and prospective mathematics teachers.The term mathematics learning involves both teaching and learning of mathematics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika" : 7 Documents clear
MATHEMATICAL REPRESENTATION ABILITY OF JUNIOR HIGH SCHOOL STUDENTS ON SURFACE AREA OF CUBE AND CUBOID Nurani Mardhiyatul Gina; Nia Jusniani; Hedi Budiman
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.2769

Abstract

Students still have difficulty in solving contextual math problems. It is because students are not used to solving problems using diverse mathematical representations. The representation can make it easier for students to solve abstract math problems. This study aims to determine and identify the types of errors and factors made by students in mathematical representation ability test questions. This study's subjects were 20 students of class VIII-H at SMPN 1 Cugenang on the Surface Area of Cube and Cuboid. The method used is qualitative. The process of collecting data is observation, written test, interview. The results showed that the level of students' mathematical representation ability based on indicators: (1) was 41% on the indicator using visual representations to solve problems and make geometrical drawings to clarify problems and facilitate resolution, (2) by 64% on indicators of problem-solving by involving mathematical expressions, (3) 61% of indicators create problem situations based on data or representations given. Furthermore, based on the analysis of students' answers in tests on a matter of mathematical representation ability, students making mistakes that are data errors, using definitions or theorems, and technicalities. Factors causing students to make mistakes are forgetfulness, lack of accuracy, learning difficulties, family environment.
MATHEMATICS TEACHERS’ PERCEPTION ABOUT STEM-BASED LEARNING Fitri Aida Sari; Dadang Juandi
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.2678

Abstract

STEM has long been developed to produce a generation who is ready to face the challenges of the future era. STEM combines four elements (Science, Technology, Engineering, and Mathematics) in a learning process to make it more meaningful. STEM has been widely applied in developed countries, but in Indonesia, it has received less attention and has not been implemented in the education curriculum. The purpose of this study is to describe teachers' perceptions about the application of STEM, whether it is suitable to be applied in each school where the teacher works, what facilities are needed, and whether it is suitable to be applied during the pandemic Covid-19. This research method used a qualitative descriptive method by distributing open questionnaires to mathematics teachers from various regions. The results showed that most teachers agreed to use STEM in learning mathematics, including its application during the pandemic Covid-19. Besides, many things must be prepared before it can be applied, including the readiness and understanding of teachers regarding STEM, the availability of STEM teaching materials, and the availability of supporting facilities for each student and their ability to use them.
JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS BASED ON SELF-RELIANCE LEARNING Gunawan Gunawan; Irfan Saeful Hidayat; Lukmanul Akhsani; Indira Pipit Miranti
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.2735

Abstract

The study aims to describe the students ' critical thinking skills reviewed by self-reliance learning. The research methods used are qualitative descriptive. The research subject is a grade VIII A student of SMP Negeri 3 Kalibagor which amounted to 28 people. Sampling is performed using the purposive sampling technique. In one class, selected two students with the category of the self-reliance learned to be seen, three students with the category of the self-reliance began to develop, and two students with a category of self-reliance learning culture. Collection of data using polls, tests, interviews, and documentation. The data analysis techniques used include data reduction, data presentation, and drawing concluding. The validation test used is triangulation. The results showed that more than 80% of the students who had already filled in learning independence poll included categories began to develop. Students of self-reliance category learning culture have a better critical thinking ability compared to the students ' categories begin to look and start developing. However, students with these three learning self-reliance categories do not master the evaluation capability indicator.
DEVELOPMENT OF E-LEARNING TEACHING MATERIALS ON MATRICES BASED ON COGNITIVE LOAD THEORY Eliana Eliana; Hepsi Nindiasari; Cecep Anwar Hadi Firdos Santosa
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.2997

Abstract

Learning will be effective if it can minimize extraneous cognitive load because students' understanding can be improved and stored in long-term memory. The purpose of this study was to determine the development of e-learning teaching materials on matrices based on cognitive load theory that is valid, practical, and effective. The development of this teaching material uses e-LKS (electronic student worksheet) with the help of a liveworksheet and presents example-based learning. This study uses the ADDIE development model. The development steps used are (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. Valid test based on expert judgment shows that e-learning teaching materials on matrices based on cognitive load theory get an average of 4.25 with very valid category so that this teaching material is feasible to use. The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category, and the evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning so it can be concluded that e-learning teaching materials on matrices based on cognitive load theory can be said to be effective.
DESIGN OF INTERACTIVE LEARNING MEDIA IN THE COVID-19 PANDEMIC TIME USING ISPRING Ahmad Fadillah; Westi Bilda; Hairul Saleh; Yenni Yenni
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.3260

Abstract

The learning process is a systematic activity deliberately designed by educators in order for the desired learning objectives to be achieved. One of the factors that affects the process of learning is a learning medium. Learning media is a tool that used by educators so that the concept or material to be delivered on target and meaningful for learners. This research was conducted at Universitas Muhammadiyah Tangerang in the mathematics education study program. The purpose of this research is to develop Ispring interactive media design. The methods used in this study are research and development with ADDIE (Analysis, Design, Development, Implementation, Evaluation) models. The stages include analysis, design, development, and implementation. Based on the validation results of the experts by getting scores of 80.34% and 80% respectively with proper criteria, and the results of small-scale trials got score of 85% and 88.34% respectively which was feasible and usable.
PROFILE OF STUDENT'S MATHEMATICAL PROBLEM SOLVING ABILITY BASED ON LINGUISTIC INTELLIGENCE AND MATHEMATICAL LOGICAL INTELLIGENCE Hestu Wilujeng; Edi Irawan; Prahesti Tirta Safitri; Aan Subhan Pamungkas
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.3224

Abstract

The process of solving problems carried out by students in stages, namely understanding problems, planning solutions, carrying out solutions and checking again. Solving student problems varies according to the basic characteristics of students' interests, talents and potential. Learning will be more optimal if it is adjusted to the intelligence possessed by students. The goal is that teachers can facilitate learning according to the intelligence possessed by students, so the teacher must know the intelligence possessed by students. This research is a qualitative study using two subjects, namely the subject of linguistics and the subject of mathematical logic. The results showed that at the problem-understanding stage, SLM completed using formulas, completed according to plan and checked by recalculating. SL uses more trial-and-error reasoning, understanding information by reading sentences quickly as well as checking again.
USING REALISTIC MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON STUDENTS’ MATHEMATICAL INITIAL ABILITY Ilma Nurfadilah; Hepsi Nindiasari; Abdul Fatah
Prima: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i1.3166

Abstract

The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in real terms, so the learning approach used in this study has to lead students to be active in learning. One of active learning approach is the Realistic Mathematics Education (RME). This study is an experimental research. The goals of this study are: 1. Is the mathematical problem-solving abilities of students who used the RME approach better than students who used the scientific approac? 2. Determine whether there is an interaction between the learning approach and the mathematical initial ability (high, medium, low) on students' mathematical problem-solving abilities. The results showed: 1. The mathematical problem-solving abilities of students who used the RME approach was better than students who used the scientific approach; 2. There is no interaction between the learning approach and mathematical initial abilities (high, medium, low) on students' mathematical problem-solving abilities.

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