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Christina Laamena
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Gedung Jurusan Pendidikan MIPA FKIP Program Studi Pendidikan Matematika Jl. Ir. M. Putuhena, Kampus Universitas Pattimura Poka-Ambon, Maluku, Indonesia
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Jurnal Magister Pendidikan Matematika (JUMADIKA)
Published by Universitas Pattimura
ISSN : 26571986     EISSN : 26848848     DOI : 10.30598/jumadikavol1iss1year2019page9-18
Core Subject : Education,
Education Mathematics
JUMADIKA (Jurnal Magister Pendidikan Matematika) is provided for writers, teachers, students, professors, and researchers, who will publish their research reports or their literature review articles (only for invited contributors) about mathematics education and its instructional. Start from Mey 2019, this journal publishes two times a year, in April and October. Besides regular writers, for each volume, the contents will be contributed by invited contributors who experts in mathematics education either from Indonesia or abroad. This journal encompasses original research articles, review articles, and short communications, including: Mathematics, Mathematics Education, Realistic Mathematics Education, Design Research, School Mathematics, PISA Problems
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)" : 5 Documents clear
KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN DISCOVERY LEARNING DITINJAU DARI PERBEDAAN GENDER Johanis Stefanus Lakusa; La Moma; Anderson L Palinussa
JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol4iss1year2022page17-28

Abstract

Berpikir kritis hendaknya menjadi salah satu aktivitas yang harus dikembangkan dan diajarkan di setiap mata pelajaran, karena kemampuan berpikir kritis bukan bawaan sejak lahir. Kemampuan berpikir kritis dalam penyelesaian masalah matematika hendaknya didukung oleh penggunaan model pembelajaran yang digunakan guru dalam proses pembelajaran. Setiap siswa memiliki perbedaan pengetahuan, pengalaman, kemampuan dalam pemecahan masalah. Perbedaan ini dapat juga dikategorikan berdasarkan gender. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis matematis siswa antara siswa yang belajar menggunakan model pembelajaran Problem Based Learning (PBL) dengan siswa yang menggunakan model pembelajaran Discovery Learning (DL) ditinjau dari segi gender. Metode penelitian yang digunakan dalam penelitian ini adalah metode campuran, dengan strategi metode campuran bertahap, yaitu tahap pertama adalah mengumpulkan dan menganalsis data kuantitatif kemudian diikuti oleh pengumpulan dan menganalisis data kualitatif. Penelitian ini bertempat di SMA Negeri 6 Ambon. Instrumen tes yang digunakan berupa soal uraian yang disusun berdasarkan indikator kemampuan berpikir kritis matematis menurut Facione. Analisis data yang dilakukan dalam peneitian ini terbagi atas analisis data kuantitatif dan analisis data kualitatif. Analisis data kuantitatif berupa uji normalitas, uji homogenitas, uji hipotesis. Analisa data kualitatif yang dilakukan berdasarkan langkah-langkah yang dikemukakan oleh Miles dan Huberman yaitu: reduksi Data, penyajian Data, dan penarikan kesimpulan. Hasil yang diperoleh dalam penelitian ini menunjukkan bahwa tidak terdapat perbedaan kemampuan berpikir kritis matematis antara siswa yang belajar menggunakan model pembelajaran PBL dengan siswa yang belajar menggunakan model pembelajaran DL dan juga tidak terdapat perbedaan kemampuan berpikir kritis matematis siswa berdasarkan gender, dan tidak terdapat interaksi antara model pembelajaran PBL dan DL dengan gender terhadap kemampuan berpikir kritis matematis siswa
COMPARATION OF STUDENTS’ ACHIEVEMENT ON THE TOPIC OF LINEAR EQUATION ON TWO VARIABLES AT SMP NEGERI 19 AMBON Vista Dolly Batkormbawa; Juliana Selvina Molle; Darma Andreas Ngilawajan
JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol4iss1year2022page8-11

Abstract

This research is intended to find out the differences of students’ achievement which taught by using Team Assisted Individualization model and Think Pair Share model. Population of this research are 8th grade students of SMP Negeri 19 Ambon which consists of 10 classes. Research samples are students of class VIII-5 which stated as experiment group I (using TAI model) and students of class VIII-3 which stated as experiment group II (using TPS model). Each experiment group using different learning instruments, especially on students’ worksheets. This research is a quantitative research using posttest only group design. Data of this research is analyzed using t-test which supported by SPSS software version 22.0. Result shows that students group which using Team Assisted Individualization model has better achievement compare to Students on Think Pare Share class
SELF CONFIDENCE SISWA DALAM MEMECAHKAN SOAL SERUPA PISA BERKONTEN CHANGES AND RELATIONSHIPS Hanik Khasmawati; St Budi Waluya; Mohammad Asikin
JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol4iss1year2022page1-7

Abstract

The purpose of the study was to determine student’s self confidence in solving problems similar to PISA with the content of change and relationship and the selected material, namely SPLDV. This research is a qualitative descriptive. The population of this research was class VIII MTs NU Nurul Huda with a sample of class VIII-B consisting of 34 students. Data collection in this research includes observations, questionnaires, written tests, interviews and documentation. The data analysis process including data reduction activities, data presentation and data collection using triangulation techniques. The results of this study indicate that students who have high self confidence have the ability to solve problems similar to PISA more than students who have moderate or low self confidence. Students who have moderate self confidence have the ability to solve problems similar to PISA more than students who have low self confidence.
ANALISIS POTENSI DIRI MAHASISWA TERHADAP MINAT MENJADI GURU MATEMATIKA Rianto Pali' Datu; Maria Fransina Veronica Ruslau; Dessy Rizki Suryani
JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol4iss1year2022page12-16

Abstract

The purpose of this study is to analyze and describe students' self-potential from the potential sources of IQ and potential EQ for interest in becoming mathematics teachers. The method used in this study is a qualitative descriptive method with the subject of this research being students majoring in mathematics education who collect 87 students. The technIQue of collecting data using tests and filling out questionnaires. The test is used to obtain student IQ data, while filling out the questionnaire sheet is used to obtain EQ data and students' interest in becoming a teacher. Data acquisition through tests and questionnaire filling is done online by using the help of Google Form media. Based on the results of data processing there are still students who are lacking in terms of IQ, but students have a good EQ with considerable interest in the teaching profession. Good student EQ through self-awareness contributed 60%, independent students contributed 51%, student motivation contributed 92%, student empathy contributed 89%, and students' social skills contributed 69%. Besides that students' interest to become teachers is approved through awareness, emotions, and conation. Student cognition contributed 94%, student logistics contributed 93%, and contribution or contribution 62%. Thus it can be concluded that mathematics education students are quite ready to become a teacher
DESKRIPSI PENALARAN SPASIAL MAHASISWA CALON GURU BERGAYA BELAJAR VISUAL Feny Rita Fiantika; Dian Kusmaharti; Susi Hermin Rusminati
JUMADIKA Vol 4 No 1 (2022): Jurnal Magister Pendidikan Matematika (JUMADIKA)
Publisher : Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jumadikavol4iss1year2022page29-36

Abstract

Spatial thinking is a skill to remember, operate, manipulate, predict, combine, interpret, transform, explore an object to solve problems in various life contexts. Spatial thinking requires three related components, namely: the concept of space, spatial representation methods, and spatial reasoning. The difficulty of students for representing ideas encourages researchers to observe the spatial reasoning of elementary teacher training program’s student. Visual learning style is closely related to exact mathematical soul. Therefore, this study focuses on describing elementary teacher training program’ student’s visual learning style. The subjects of this research are students of class 2019 A and 2019 B as many as 70 elementary teacher training program’s student who are taking elementary school mathematics learning courses at a University in Surabaya and have been grouped into high, medium groups. and below. Medium group elementary teacher training program’s student were selected to be given a learning style test, which then described their spatial reasoning. The purpose of this study was to describe the reasoning of elementary teacher training program student’s visual learning style. This research is a descriptive qualitative research. Researchers used written test, geometry problem-solving questions, and interviews to explore in-depth information on students who are elementary teacher training program’s student of visual learning style. There are 40 students in the medium group with details of 10 students with visual learning style, 30 students with auditory learning style and 10 students with kinesthetic learning style. The group of students who are elementary teacher training program student’s visual learning style are analyzed for their spatial reasoning based on the results of written tests and interviews. The results showed that the visual learning style student’s group tended to work sequentially and neatly meeting the criteria for spatial reasoning indicators. Visual learning style of elementary teacher training program’s student (KSV) could describe their spatial reasoning through the process of categorizing, generalizing, synthesizing, evaluating, define, combine, and represent in solving geometric problems. One of the main characteristics of visual learning styles appears when they manipulate objects and illustrate with sketches. They carry out the work process in detail and detail, and represent through pictures or visuals

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