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Journal of Education and Learning Mathematics Research (JELMaR)
Published by Universitas Wisnuwardhana Malang
ISSN : 27158535     EISSN : 27159787     DOI : 10.37303
Core Subject : Education,
Education Mathematics
The Journal of Education and Learning Mathematics Research (JELMaR) is open access journal research in education and mathematics learning. This Journal is published twice a year (May and November) by the Department of Mathematics Education, Faculty of Teacher Training and Education at Wisnuwardhana University of Malang. The Journal of Education and Learning Mathematics Research (JELMaR), mainly focuses on major issues in the development of mathematics education. Focus and scope; 1) Assessment and evaluation, 2) Curriculum Development of Mathematics Education, 3) Teaching and Learning Mathematics, 4) Models of Teaching, 4) Instructional media, 5) Teacher Professional Development, 6) High Order Thinking Skills, 7) E-learning, 8) Mathematical Thinking, and 9) Etnomathematics. We accept articles in English and Indonesian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Limited Offline Learning Methods For Mathematics With Collected Materials In Junior High School Students Umul Khayati
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 1 (2021): Mei 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i1.51

Abstract

Abstract: This study describes the learning that has been applied in MTs students to the set material during the New Normal Covid-19 period. The learning method used is the Discovery learning method which is expected to improve the reciprocal relationship between students and teachers. In addition, the learning used was limited offline which paid attention to health protocols such as wearing masks, spraying hand sanitizers, and spraying disinfectants before students entered the school area and checking body temperature. Limited offline learning is different from learning before the Covid-19 pandemic existed, offline learning is limited to face-to-face learning between teachers and students but reduces face-to-face hours, namely 08.00-10.00 WIB. This limited offline learning is implemented because students do not allow learning to be carried out online because of the many obstacles faced by students, teachers, and parents of students. The results of the study indicate that there are differences in the conditions of students when this limited offline learning is implemented. In this case, limited offline learning has positive and negative effects for both teachers and students.
Application of the Recitation Method to improve Analytical Thinking Ability and Learning Outcomes Maria Marlin Sutejo; Dwi Noviani Sulisawati
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 1 (2021): Mei 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i1.52

Abstract

The recitation method is a learning method that is characterized by the work of assignments by students. Analogy ability is the ability of a person (student) in solving problems by drawing conclusions based on the similarity of the process or the data provided. Learning outcomes are abilities possessed by students after students carry out learning activities. This study aims to describe how the process of applying the Recitation method improves students' analogical thinking skills and student learning outcomes. The subjects in this study were students of class VIIIA SMP Satya Dharma Jalan Puger, Balung District, Jember Regency. Data collection techniques were carried out with observation sheets, tests, and documentation. This research uses classroom action research (CAR). The results of the study can be seen from the acquisition of the percentage of teacher and student activities in the first cycle of 94.87% and 87.17% respectively, while in the second cycle the percentage of teacher and student activities is the same, namely 97.43%. Analogy thinking ability and student learning outcomes in the first cycle respectively get an average of 41.26% and 60% while in the second cycle the average Analogy thinking ability and student learning outcomes are 66.98% and 80.47%. So it can be concluded that applying the recitation method can improve students' analytical thinking skills and student learning outcomes.
The Influence Of The Implementation Of Experiential Learning On Mathematics Learning Outcomes At SD Inpres Layang Tua II In Makassar Khaerun Nisa'a Tayibu; Rahmah Kumullah
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.45

Abstract

This study aims to (1) know the description of the implementation of the experiential learning model in class V SD Inpres Layang Tua II Makassar City, (2) to know the description of the Mathematics learning outcomes of students of SD Inpres Layang Tua II Makassar City, (3) to determine the effect of implementing the experiential model. learning about Mathematics learning outcomes in students of SD Inpres Layang Tua II Makassar City. This type of research is a true experimental research design involving one experimental class and one control class. The research location is in SD Inpres Layang Tua II, Makassar City. The design of this study was a pretest-posttest control group design. The population of this research is the fifth grade students of SD Inpres Layang Tua II Makassar City with a sample of 20 control classes and 20 experimental classes taken randomly. The independent variable in this study is the implementation of the experiential learning model and the dependent variable is the Mathematics learning outcome. Data collection techniques in this study were tests, observation and documentation. The research instrument was a Mathematics learning outcome test with 23 items and a lesson plan (RPP). The data obtained were analyzed by two types of statistics, namely descriptive statistical tests and inferential statistics including: Data Normality Test, Data Homogeneity Test and Hypothesis Test. The results showed that: (i) the application of the experiential learning model in Mathematics learning for fifth grade students of SD Inpres Layang Tua, Makassar City, which consists of concrete experience stages, observation reflection, abstract concepts and applications generally go well, (ii) Mathematics learning outcomes The fifth grade students of SD Inpres Layang Tua II in Makassar City in the pre-test experimental class were lower than the control class with an average score of 47 for the experimental class and 52 for the control class. Meanwhile, in the post-test the experimental class was higher than the control class with an average score. -The experimental class average is 79 and the control class is 70, (iii) there is an effect of the application of the experiential learning model on the Mathematics learning outcomes of class V SD Inpres Layang Tua II Makassar City after hypothesis testing is 0.004 <0.05.
Identification of Understanding Student in Solving Integral Calculus Based on Mathematical Ability Siti Napfiah
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.53

Abstract

The purpose of this study was to identify students' lack of understanding in completing integral calculus based on students' mathematical abilities. Integral calculus material here focuses on the material integration techniques. This material is important to identify the lack of understanding experienced by prospective mathematics teacher students because they muhs be able to mahser this material because this material is found at the secondary school level where they will teach. The research method used is descriptive qualitative method. The results of the study are described in a narrative manner based on the data obtained. The subjects in this study were two people with high abilities, two people with moderate abilities, and two people with low abilities. Each ability identified their lack of understanding of integral calculus, especially material on integration techniques. Based on the research that has been done, it is concluded that the identification of students' misunderstandings in solving integral calculus problems, especially the material for integration techniques. High ability students can understand the concept of integration techniques. students with moderate abilities can claMSify integration techniques but do not understand the rational function integral techniques. Low-ability students can only understand the basic concepts of integrals but cannot understand the concepts of integration techniques.
Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy Dira Oktia Mita; Ringki Agustinsa; Edi Susanto
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.56

Abstract

Abstract:This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.
Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning Dewi Nasiroh
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.58

Abstract

This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.
Identification of Mean Years of Schooling as a Control for RPJMD: A Spatial Autocorrelation Approach Harun Al Azies; Anwar Efendi Nasution
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.60

Abstract

This article will identify the mean years of schooling in East Java as a control for achieving RPJMD. Inequality in the development of education leads to inequalities between the regions of East Java. This is due to the different regional characteristics, it is, therefore, necessary to respond to it by carrying out a regional mapping based on the education indicators listed in the RPJMD of each region using a statistical analysis approach, namely spatial autocorrelation. The variable that becomes the indicator in this study is the Mean Years of Schooling (MYS), the unit of observation being the regencies/cities of East Java. The results of the research that has been conducted can be concluded that the mean years of schooling for the population of East Java Province is seven years where urban areas have a better average length of schooling than in districts, and there are only nine areas in East Java that have MYS exceeding the RPJMD target. In the Global Moran's I test, there is a positive autocorrelation or cluster pattern that exhibits similar characteristics in adjacent locations, and the results of the local Morans’ show that there are nine regions that have spatial relationships with their most significant areas relatives based on the MYS indicator. These areas are Bondowoso Regency, Bangkalan Regency, Pamekasan Regency, Gresik Regency, Jember Regency, Probolinggo Regency, Sampang Regency, Sidoarjo Regency and Surabaya City
The Influence of Learning Motivation on Mathematics Learning Achievement in terms of Gender of Class VIII Students of SMP Negeri 5 Tarakan Shinta Wulandari; Hermansyah Hermansyah; Yanti Indah Pratiwi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.63

Abstract

This study aims to determine the effect of learning motivation on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, the effect of gender on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, and the effect of interaction between learning motivation and gender on mathematics learning achievement. VIII grade students of SMP Negeri 5 Tarakan. The type of research used is quantitative with a causal associative approach. The population in this study were all eighth grade students of SMP Negeri 5 Tarakan. Sampling was carried out using Proportionate Stratified Random Sampling. The sample in this study amounted to 163 students, including 88 male students and 75 female students. Data was collected using a questionnaire and score documentation. Data analysis technique used descriptive analysis and inferential analysis which was processed with the help of SPSS 24 application. Descriptive analysis used mode, while inferential analysis used Two Way ANOVA. Based on the results of the analysis with a significance level of 5% or 0,05, it can be concluded that: (1) there is an influence of learning motivation on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan; (2) there is an influence of gender on the mathematics learning achievement of eighth grade students of SMP Negeri 5 Tarakan; (3) there is no interaction effect between learning motivation and gender on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan.
Determinate Location Of MBKM Internship Based On Clusterring Student's Skills With K-Means (Case In Universitas PGRI Argopuro Jember) Frida Murtinasari; Eric Dwi Putra
Journal of Education and Learning Mathematics Research (JELMaR) Vol 2 No 2 (2021): November 2021
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v2i2.64

Abstract

The purpose of this study was to determinate location of MBKM internship based on clusterring student's skills with K-Means. This is important to detect some of student’s skills which will become the output of the university that must be recorded early so that they were truly ready to compete. To analyze the skills of some students, the Mathematics Education study program at the University of Argopuro Jember conducted a survey of additional skills outside of lectures. This survey is carried out regularly every year as material for reporting on the development of students' skills and qualities. Thus the skills possessed by students can be monitored and evaluated whether in the future special skills were needed that must be given to students. The skills of students who become points in the survey include: 1)Foreign language skills, 2)IT Skills, 3)Public Speaking and Management Skills, 4)Analitical and Graphic Design Skills, 5)Microteaching Skills. We clustering 67 respondent, it is our student at Universitas Argopuro Jember in fiveth. Cause of outlier in 7 respondent, we just make clustering with K-means with 60 respondent. Based on K-Means clusterring we have 3 cluster .It shows that cluster 1 has 32 respondents, cluster 2 has 21 respondents and cluster 3 has 7 respondents. Abd also on the result and discussion, we knew that cluster 1 with 32 respondent has more skills, it were foreign language, public speaking skills and microteaching skills. So the internship locations that match these skills clusters such as LBB then Publication Offices such as Radio, Jawapos, etc. For second conclusion, we knew that cluster 2 with 21 respondent have more skills except for microteaching skills. Appropriate internship places for these students are in administrative offices, local government offices, etc.And for third conclusion, that cluster 3 with 7 respondent have more skills too except public speaking but they have a middle skills in microteaching. The office or internship location where we can suggest is Dinas Parawisata, Perbankan that needs good communication and good team work, etc
Description of Difficulty of Semester VII Students of Mathematics Education Study Program in Complex Analysis Course Jitu Halomoan Lumbantoruan
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 1 (2022): Mei 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i1.65

Abstract

The purpose of this research is to find out how the students' mastery and difficulty lies in direct objects and indirect objects in complex variables courses. Two mathematical indicators are direct object and indirect object. The direct object is related to understanding Facts (definitions), Concepts (ideas, thought patterns), Skills (general and specific skills), and Principles (Formulas, theorems and postulates). While indirect objects are media and tools. In 2014/2015 students in the Complex Variables course received UTS, there were 13% good scores and 77% less good. Another fact is that in 2019/2020, 30 students took complex variables, there were 50% less good and 15 others were of sufficient value, good and very good. Of the 50% who were not good, took remedial and only 10 people graduated, the remaining 5 people did not pass and had to repeat the next semester. The research method used is descriptive qualitative. Techniques to get data from observation, interviews and documentation. The analysis technique is to present, reduce and draw conclusions. The results of the analysis, observation, interviews and documentation intersect and show the location of the dominant difficulty in the direct object, 100% of sources think that the mastery of facts is weak (Definitions), 85.71% of concepts and skills, and 57.14% of principles. Difficulty connecting old material with new material is due to weak mastery of facts. In observation, a new problem arises when writing symbols on the media used. The ability of students to write symbols for complex variables makes the atmosphere of the discussion group percentage process unstructured. In conclusion, 100% believe that they do not master the facts, and this becomes another difficulty in mastering complex variables. New findings, in complex variable courses cannot use the online learning process.

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