JOURNAL OF SONGKE MATH
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
Articles
47 Documents
<![CDATA[Penerapan Strategi Poster Session Pada Materi Kerucut Siswa Kelas VIII SMPN 2 Ndona ]]>
<![CDATA[Maria Fatima Mei]]>;
<![CDATA[Maria Waldetrudis Lidi]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 1 (2019): June Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[The purpose of this study was to improve student learning outcomes using the Poster Session strategy. Based on observations made by researchers in class VIII before the study, it was found that the lack of activity of students and many students who had not achieved learning outcomes according to the minimal completeness criteria was 60. The reason is that students are not actively involved by the teacher in learning process. Efforts to solve this learning problem the author uses the Poster Session strategy. The level of success is viewed from 3 aspects, namely student learning completeness which is examined from the results of the cycle I and II tests, observation of teacher activities and student activities. Based on the results of the analysis after the implementation of the study, the researchers found that all student learning completeness in the first cycle was 48% and in the second cycle was 95% so there was an increase in student learning outcomes by 47%. Observers' observations on the activities of students in learning cycle I were 57% and in cycle II 90% so there was an increase of 33%. Observer observation results on the first cycle teacher activities were obtained at 52.62% and in the second cycle it was 94.78% so that an increase of 42.16%]]>
<![CDATA[Komunikasi Matematis Dalam Terang Literasi Matematika ]]>
<![CDATA[Kristianus Viktor Pantaleon]]>;
<![CDATA[Fransiskus Nendi]]>;
<![CDATA[Emilianus Jehadus]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 1 (2019): June Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[This descriptive theoretical study aims to explain in detail and complete aspects of mathematical communication in mathematical literacy. Communication in mathematical literacy has two important components, namely receptive and constructive. In each process of solving a problem, the two components of communication will always be contained. Professional teachers must properly understand the two components in order to measure students' mathematical communication skills correctly. To be easy to understand, the two components must be conveyed or stated correctly, coherently, and clearly. Emphasis on these three components then distinguishes mathematical communication from other mathematical abilities, such as problem solving, reasoning and proof, connection and representation]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Stad Berbantuan Geogebra Terhadap Hasil Belajar Program Linear Ditinjau Dari Pengetahuan Awal Mahasiswa ]]>
<![CDATA[I Wayan Gede Wardika]]>;
<![CDATA[I Putu Surya Adi Putra]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 1 (2019): June Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[This study aimed at knowing the effect of the STAD type Cooperative learning model assisted by GeoGebra on mathematics learning outcomes in terms of students' initial knowledge. This research used quasi-experimental study with a 2x2 research design. The population of this study was all first semester students of the Informatics Engineering Department of STIKI INDONESIA. Sampling was done by cluster random sampling technique where the sample obtained was 72 students. The prior knowledge data was collected through prior knowledge tests and mathematical learning outcome data collected through tests of mathematics learning outcomes in the cognitive domain. The data obtained were analyzed using analysis of variance (ANOVA) two lanes with the help of the SPSS 20.0 for Windows program at a significance level of 5%. The results showed that (1) the learning outcomes of students who were taught by the GeoGebra-assisted STAD type cooperative learning model were better than student learning outcomes taught with conventional learning models, (2) there was no interaction between the GeoGebra-assisted STAD type learning model and prior knowledge towards the results of student mathematics learning. Student mathematics learning outcomes both in students who had high prior knowledge and low prior knowledge were always better if they were taught by GeoGebra assisted STAD type cooperative learning model.]]>
<![CDATA[Pengaruh Model Pembelajaran Problem Solving Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMK ]]>
<![CDATA[Emilianus Jehadus]]>;
<![CDATA[Ricardus Jundu]]>;
<![CDATA[Silfanus Jelatu]]>;
<![CDATA[Aleksander Ecan Gayus]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 1 (2019): June Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[This study aims to compare the mathematical problem solving abilities of students who use problem solving learning models with direct learning models in the linear program material of the first grade students at SMK Informatika St. Petrus Ruteng in academic year 2018/2019. This research is an experimental research using the design of Posttest-Only Control Design. The population of this research is all students of class X SMK Informatics St. Petrus Ruteng which amounted to 213 people divided into 6 classes with details of the first TKJ 36 people, TKJ II 36 people, TKJ II 36 people, TKJ IV 35 people, TKJ V 35 people and TKJ VI 35 people. Sampling is done by random class. The number of members of the study sample was 71 people. Data on problem solving abilities were collected by a description test. Data were analyzed using t-test calculations with the polled formula variant. Based on the results of data analysis, it was found that the results of t_count = 3.132 and t_table = 1.995 at significant level α = 5% and degrees of freedom = 69. Because t_count> t_table then H_0 is rejected and H_1 is accepted, which means that mathematical problem solving abilities of students using models Problem Solving learning is better than students' mathematical problem solving abilities using direct learning models in linear program material.]]>
<![CDATA[Profil Kemampuan Koneksi Matematis Siswa SMA Ditinjau Dari Disposisi Matematis Pada Masalah Fungsi Komposisi ]]>
<![CDATA[Kanisius Mandur]]>;
<![CDATA[Fulgensius Efrem Men]]>;
<![CDATA[Silfanus Jelatu]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 1 (2019): June Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[Kemampuan koneksi matematis merupakan kemampuan untuk mencari hubungan inter topik, antar topik, suatu topik dengan ilmu lain, atau suatu topik dengan masalah dalam kehidupan sehari-hari dalam bidang matematika. Kemampuan koneksi merupakan salah satu aspek yang harus dimiliki siswa agar berprestasi dalam belajar matematika. Penelitian ini merupakan penelitian kualitatif yang bertujuan mendeskripsikan profil kemampuan koneksi matematis siswa sekolah menengah atas (SMA) pada masalah fungsi komposisi. Penelitian ini melibatkan 36 orang siswa sekolah menengah atas dan dipilih 3 orang siswa sebagai subjek utama. Data kemampuan koneksi matematis dikumpulkan melalui tes, tugas, dan wawancara tidak terstruktur sesuai dengan tugas yang diberikan. Data dianalisis secara kualitatif untuk memahami, menelaah, dan menafsirkan koneksi matematis siswa sekolah menengah atas pada masalah fungsi komposisi. Hasil penelitian menunjukkan bahwa (1) siswa sekolah menengah atas dengan tingkat disposisi matematis tinggi memiliki kemampuan koneksi matematis yang baik. Siswa tersebut mampu melakukan koneksi baik inter topik maupun antar topik. Selain itu juga, mampu melakukan koneksi materi matematika dengan bidang lain maupun materi matematika dengan kehidupan sehari-hari, (2) siswa sekolah menengah atas dengan tingkat disposisi matematis sedang memiliki kemampuan koneksi matematis yang cukup baik. Siswa tersebut mampu melakukan koneksi baik inter maupun antar topik dalam matematika. Namun, belum dapat melakukan koneksi matematika dengan bidang lain atau koneksi materi matematika dengan kehidupan sehari-hari, dan (3) siswa sekolah menengah atas dengan tingkat disposisi matematis rendah memiliki kemampuan koneksi matematis yang kurang baik. Siswa SMA dengan tingkat disposisi matematis yang rendah mampu melakukan koneksi inter topik dalam materi matematika. Namun, siswa tersebut masih sangat kesulitan dalam melakukan koneksi antar topik dalam matematika, dan juga kesulitan dalam melakukan koneksi materi matematika baik dengan bidang lain maupun dengan fenomena dalam kehidupan sehari-hari. Hasil penelitian ini memberikan kontribusi berupa masukan dan rekomendasi bagi guru matematika dan penentu kebijakan di sekolah menengah atas agar membimbing dan meningkatkan kemampuan koneksi matematis siswa sesuai dengan tingkat disposisi matematis.]]>
<![CDATA[Kemampuan Penalaran Matematis Siswa dalam Pembelajaran Problem Posing ]]>
<![CDATA[Lisnawati Daiman]]>;
<![CDATA[Kanisius Mandur]]>;
<![CDATA[Maria Y. Wea]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[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.]]>
<![CDATA[Proses Kognisi Peserta Didik Berprestasi Belajar Amat Baik Dan Kurang Dalam Pemecahan Masalah Matematis ]]>
<![CDATA[Catur Supatmono]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[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.]]>
<![CDATA[Hubungan Kreativitas Belajar Dan Gaya Belajar Terhadap Prestasi Belajar Matematika Siswa SMA ]]>
<![CDATA[Emilianus Jehadus]]>;
<![CDATA[Eufrasia Jeramat]]>;
<![CDATA[Elisabeth V. Mbohong]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[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.]]>
<![CDATA[Proses Berpikir Mahasiswa Field Independent dan Field Dependent Dalam Memahami Konsep Grup ]]>
<![CDATA[Gregorius Taga]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[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.]]>
<![CDATA[Korelasi Komponen Visual, Auditorial, Dan Kinestetik Dari Gaya Belajar Dengan Prestasi Belajar Matematika Siswa ]]>
<![CDATA[Lana Sugiarti -]]>;
<![CDATA[St Suwarsono]]>
<![CDATA[ JOURNAL OF SONGKE MATH Vol. 2 No. 2 (2019): December Edition ]]>
Publisher : <![CDATA[UNIKA SANTU PAULUS RUTENG ]]>
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<![CDATA[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).]]>
