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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 4 Documents
 1 
Search results for , issue "Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika" : 4 Documents clear
ANALYSIS OF STUDENT’S MATHEMATICAL REASONING ABILITY IN SOLVING MATHEMATICAL PROBLEM BASED ON HOTS Susi Herawati; Puspa Amelia
Prima: Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i2.3661

Abstract

This study was focused onanalyzing student’s mathematical reasoning abilities in solving Higher Order Thinking Skill (HOTS) problems anddetermining the level of student understanding of HOTS questions. The researchmethod is qualitative descriptive with 12 subjects. Based on the results of the test, the subject’s reasoning abilities were grouped into 3 categories of reasoning abilities, namely high, moderate and low. The results showed that students who had high reasoning abilities were able to fulfill the 7 mathematical reasoning indicators very well at each stage of real analysis problem solving and were able to work on HOTS levelquestions to analyze and create. Students with moderate reasoning abilities were only able to fulfill several indicators of mathematical reasoning, namely presenting written statements, solving problems as planned and checking again. Students who had low reasoning abilities were not able to understand the questions well, so students cannot solve it. Based on the results of the questionnaire, it was concluded that 46.67% of students could understand the HOTS problem well, 33% of the students could not plan the solution, namely writingdown the information that was known in answering the questions, and 33% of the students were not able to check the validity of an argument and draw conclusions on the evidence. Furthermore, it was obtained the relationship between student’s mathematical reasoning abilities and the level of student understanding of HOTS-oriented questions which fulfilled the linear regression equation Y = 71.574 + 0.009X.This model showed that the level of student understanding of HOTS-oriented questions had a positive effect on learning outcomes. Based on the research results, it was suggested that lecturers provide more training related toproof with the aim of improving students' mathematical reasoning abilities.  
IMPLEMENTATION OF THE TPACK FRAMEWORK TO MEASURE INTEGRATION OF TECHNOLOGY, PEDAGOGY AND THE CONTENT OF LECTURERS IN MATHEMATICS EDUCATION Hepsi Nindiasari; Nena Restiana; Aan Subhan Pamungkas
Prima: Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i2.4158

Abstract

One of the obstacles using technology is the lack of teacher understanding of technology, therefore this study aims to determine the understanding of lecturers of mathematics education on the integration of technology in learning using the TPACK (Technological, Pedagogical, Content Knowledge) framework, a few of research that applying TPACK in universities. Furthermore, the both effect of gender and age of teaching on TPACK were analyzed on TPACK using analysis of variance (ANOVA). The results of this study are Power point applications are technologies that are widely used by mathematics education lecturers by 40.9%. PCK, PK and CK components have a strong positive effect on TPACK perceptions of mathematics education lecturers. The average value of TPACK components is TK 3.95; CK 4.01; PK 4.08; 4.02 PCK; TCK 4.04; TPK 4.02; TPACK 3.96. For an in-depth analysis of gender and age of teaching factors on the TPACK component. This study found that gender and duration of teaching was no significant influence between the understanding of mathematics education lecturers and the seven components of TPACK.
ERROR PROCEDURE ANALYSIS BASED ON NEWMAN IN SOLVING LOGARITH M QUESTIONS REVIEW STUDENT'S BEGINNING MATHEMATICS ABILITY M. Arie Firmansyah; Dian Nopitasari; Lely Lailatus Syarifah; Rizki Yulianah
Prima: Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i2.4491

Abstract

Understanding the stages of solving problems in a material is a basic asset for students ini the context of meaningful learning. This study aims to determine the number of errors ini stages or procedures performed by students on solving logarithmic questions. Another objective of this study is to find out what factors influence procedure errors based on the high, medium, an low initial mathematical abilities performed by  students when solving logarithmic questions. The method used in this research is descriptive qualitative. The population of this study were students of class X MIPA MA Annida Al Islamy in the academic year 2020/2021. The subjects of this study were 3 students consisting of students with moderate, low, and high mathematical abilities. The research data will be anylized using data reduction techniques. The validity of this research data using the triangulation method (tests, interviews, and documentation). The research instrument used a multiple choice test consisting of 10 SMP UN questions and a test in the form of a description consisting of 5 logarithmic questions.
PROFILE OF STUDENTS’ COMPUTATIONAL THINKING BASED ON SELF-REGULATED LEARNING IN COMPLETING BEBRAS TASKS Diah Nuraisa; Hairul Saleh; Sigit Raharjo
Prima: Jurnal Pendidikan Matematika Vol 5, No 2 (2021): Prima: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v5i2.4173

Abstract

Bebras task is a problem solving problem that integrates computational thinking in it, which the stages in computational thinking consist of: decomposition, abstraction, algorithm, and pattern recognition. This study aims to describe the profile of student’s computational thinking based on the level of self-regulated learning in completing bebras task. This study is a qualitative-descriptive study with three research subjects based on the level of students’ self-regulated learning, namely high self-regulated learning, medium self-regulated learning, and low self-regulated learning. The results of this study indicate that students with different levels of self-regulated learning have different computational thinking ability in completing bebras task. Student with high level of self-regulated learning can reach the stages of decomposition, abstraction, algorithm, and pattern recognition. Student with medium level of self-regulated learning can reach the stages of decomposition, absraction, and algorithm. Student with low level of self-regulated learning can reach the stage of decomposition only. Student with low level of self-regulated learning do not yet reflect independence in learning.

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