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JOURNAL OF SONGKE MATH
Published by Universitas Katolik Indonesia Santu Paulus Ruteng
ISSN : 26213566     EISSN : 2621363X     DOI : -
Core Subject : Education,
Education Mathematics
Journal of Songke Math(JSM) is a peer-reviewed open access journal published twice in a year (June and December). The JSM aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online and a printed version. The JSM welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in Bahasa and English, and not be simultaneously submitted to another journal or conference
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Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2019): December Edition" : 5 Documents clear
Kemampuan Penalaran Matematis Siswa dalam Pembelajaran Problem Posing Lisnawati Daiman; Kanisius Mandur; Maria Y. Wea
JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition
Publisher : UNIKA SANTU PAULUS RUTENG

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Abstract

Kemampuan penalaran matematis merupakan kemampuan yang sangat penting dimiliki siswa agar berprestasi dalam matematika. Penelitian ini merupakan kuasi eksprimen yang bertujuan untuk mendeskripsikan perbedaan kemampuan penalaran matematis siswa yang menggunakan model pembelajaran Pengajuan Soal dengan yang menggunakan model pembelajaran Student Teams Achievement Division (STAD). Penelitian ini menggunakan posttest only control design dengan sampel penelitian untuk kelas eksperimen berjumlah 32 siswa yang menggunakan model pembelajaran problem posing dan kelas kontrol berjumlah 32 siswa yang menggunakan model pembelajaran tipe STAD. Data yang dikumpulkan dalam penelitian ini yaitu data kemampuan penalaran matematis siswa. Data tersebut dianalisis dengan menggunakan uji t rumus separated varian. Hasil analisis data penelitian menunjukkan bahwa mean kemampuan penalaran matematis kelas eskperimen dan kontrol yaitu sebesar 66.69 dan 55.38. Berdasarkan hasil pada taraf signifikaansi sehingga H0 ditolak dan H1 diterima berarti kemampuan penalaran matematis siswa yang menggunakan model pembelajaran problem posing lebih baik dibandingkan siswa yang menggunakan model pembelajaran Student Teams Achievement Division. Hasil penelitian tersebut menunjukkan bahwa model pembelajaran problem posing sebaiknya diterapkan dalam pembelajaran di kelas untuk membantu siswa dalam meningkatkan kemampuan penalaran matematisnya.
Proses Kognisi Peserta Didik Berprestasi Belajar Amat Baik Dan Kurang Dalam Pemecahan Masalah Matematis Catur Supatmono
JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition
Publisher : UNIKA SANTU PAULUS RUTENG

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Abstract

This study aims to determine the cognitive processes of students who have very good and lack of mathematics learning achievement. The subjects of this study consisted of two students with the details of one student having very good mathematics learning achievement and one student having less mathematics learning achievement. Data collection techniques are done by observation, tests, and interviews. Data were analyzed using data processing steps in qualitative research. The results showed that in general, the process of cognition of research subjects who had excellent learning achievement and lacked in solving mathematical problems with broad topic triangles took place in the same groove. However, there are differences in the quality of each element in the process of cognition. There is a tendency, research subjects who have excellent learning achievement have better quality at the stage of perception and short-term memory compared to research subjects who have less learning achievement.
Hubungan Kreativitas Belajar Dan Gaya Belajar Terhadap Prestasi Belajar Matematika Siswa SMA Emilianus Jehadus; Eufrasia Jeramat; Elisabeth V. Mbohong
JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition
Publisher : UNIKA SANTU PAULUS RUTENG

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Abstract

The study aims to know the (1) a significant correlation in learning creativity and mathematics learning achievement of SMAK XI IIS Setia Bakti Ruteng students in academic year 2019/2020, (2) significant correlation in learning styles and mathematics learning achievement of SMAK XI IIS Setia Bakti Ruteng students in academic year 2019/2020, (3) simultaneous correlationin learning creativity and learning style on the mathematics learning achievemen of SMAK XI IIS Setia Bakti Ruteng students in academic year 2019/2020. The research is an correlation research using the desaign of simple random sampling. The population in all students of class XI IIS SMAK Setia Bakti Ruteng which amounted to 116 people. The number of members of the study sample was 68 people. Data on correlation were collected by descriptions nontest. Data were analyzed using normality test, linearity test, and multicollinearity test were performed. The analysis showed that the data came from populations that were normally distributed, linearly patterned, and not multicollinearly related. Based on the results of data analysis, it was found that the results: (1) a significant correlation of learning creativity and mathematics learning achievement of students with a correlation coefficient of 0.413 and a value of 3.268 > 1.674. The contribution of learning creativity to mathematics learning achievement is 17%. (2) a significant Correlation of learning styles and mathematics learning achievement of students with a correlation coefficient of 0.410 and a value = 3.242 > 1.674. The contribution of learning styles to mathematics learning achievement is 16.8%. (3) a simultaneous correlations in learning creativity and learning style on the mathematics learning achievement of students with a correlation coefficient of 0.546 and a value of 4.700 > 1.674. The contribution of learning creativity and learning styles simultaneously to mathematics learning achievement was 29.8%. Based on these findings it is concluded that there is a relationship between learning creativity and learning style on students' mathematics learning achievement.
Proses Berpikir Mahasiswa Field Independent dan Field Dependent Dalam Memahami Konsep Grup Gregorius Taga
JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition
Publisher : UNIKA SANTU PAULUS RUTENG

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Abstract

The thought process is a cognitive activity that occurs in the mind of someone who is not visible. The thought process involves some manipulation of knowledge in the cognitive system. Knowledge stored in memory is combined with new information to form new knowledge and changes in behavior in a person related to the situation at hand. A person's thought process is very dependent or related to his cognitive style. Cognitive style consists of independent field cognitive style (FI) and field dependent cognitive style (FD). Field independent cognitive style (FI), meaning that individuals tend not to be affected by manipulation of deceptive elements in the context and are able to analytically determine simple parts that are separate from the original context, whereas cognitive style dependent fields (FD) mean individuals tend to be difficult to determine a simple part of the original context or be easily influenced by the manipulation of the deceptive elements in the context because of seeing it globally. The structure of algebra as part of modern algebra is one subject that has characteristics with a strict axiomatic deductive structure. The purpose of giving algebra structure courses is a means to train students to think logically. Theoretically, children in the formal operation stage do not have much difficulty learning the algebraic structure course, including mastering the theorems of the course. However, this study does not discuss the problem of students 'difficulties in completing assignments, but is related to students' thought processes in completing assignments, namely understanding concepts. Thus, this article will examine how the thinking processes of students who have the cognitive style of FI and FD in understanding group concepts as one of the topics in the structure of algebra. Students who have an independent field cognitive style respond to an assignment tend to rely on cues from within themselves. While students who have a field dependent cognitive style see the environmental conditions as a clue in responding to a stimulus.
Korelasi Komponen Visual, Auditorial, Dan Kinestetik Dari Gaya Belajar Dengan Prestasi Belajar Matematika Siswa Lana Sugiarti -; St Suwarsono
JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition
Publisher : UNIKA SANTU PAULUS RUTENG

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Abstract

This research aims to (1) know wheter there is a correlation between the visual components of mathematics learning achievement of students (2) know whether there is a correlations between auditory component to student mathematics achievement (3) know whether there is a correlations between kinesthetic components of mathematics learning achievement of students. This research belongs to the correlations research with the quantitative data. The data was in the form of a visual component questionnaire score, auditorial component questionnaire component score, kinesthetic component questionnaire scores and student achievement test scores. This research made used of statistical interval data and data processor Inferential Parametris, by using Kolmogorov-Smirnov Normality Test and Product Moment Correlation Coefficient Test. The results of this research was that (1) there is not significant correlations between visual component with student mathematics achievement (correlations coefficient -0,265) (2) there is a significant correlations between auditory component with student mathematics achievement (correlations coefficient 0,661) (3) there is not significant correlations between kinesthetic component with student mathematics achievement (correlations coefficient -0,217).

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