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Contact Name
F. Setiawan Santoso
Contact Email
fssanto20@gmail.com
Phone
+628562579767
Journal Mail Official
jurnalintersecions@gmail.com
Editorial Address
Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta Jl. Perintis Kemerdekaan, Gambiran Umbulharjo, Yogyakarta 55161 Telp. 0274–372274 (hunting) Fax. 0274-4340644
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Intersections: Jurnal Pendidikan matematika dan matematika
The journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education (RME) Realistic Mathematics Education (RME) is a teaching and learning theory in mathematics education that was first introduced and developed by Freudenthal. Two of his important points of views are mathematics must be connected to reality and mathematics as human activity. RME is implemented following three principles, they are: (1) guided reinvention and progressive mathematizing, (2) didactical phenomenology, and (3) self-developed model. Furthermore, the practice of RME also has its own characteristics, they are: (1) phenomenological exploration or the use of contexts, (2) the use of models or bridging by vertical instruments, (3) the use of students own productions and constructions or students contribution, (4) the interactive character of the teaching process or interactivity, and (5) the intertwining of various learning strands. A paper is eligible to be included in this topic if the paper accommodates these three principles and these five characteristics. Design Research in Mathematics Education Educational design research is perceived as the systematic study of designing, developing and evaluating educational interventions (programs, teaching-learning strategies and materials, products, systems) as solutions to such problems. It also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them. Authors could submit their work, either a validation study or a development study in mathematics education, with a comprehensive description and analysis of every stage. Mathematics Ability Mathematics ability refers to the ability (a human construct) to obtain, to process, and to retain mathematical information (cognitive) and to solve mathematics problem (pragmatic). To maintain the focus of this journal, the scope of mathematics ability includes the following abilities: reasoning, connection, communication, representation, and problem-solving. A paper is eligible for this topic if it comprehensively discusses those abilities.
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IMPLEMENTASI MEDIA PEMBELAJARAN KOMIK MATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA Prihastini Oktasari Putri; Ika Septi Hidayati; Rina Febriana
Intersections Vol 8 No 1 (2023): Intersections : Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/intersections.v8i1.1534

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa dengan menggunakan media pembelajaran berupa komik matematika. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Penelitian Tindakan Kelas ini dilakukan pada siswa kelas VII SMP Negeri 2 Karangsambung yang berjumlah 26 siswa. Instrumen yang digunakan pada penelitian ini adalah observasi, dokumentasi dan tes. Adapun hasil penelitian tindakan ini menunjukkan bahwa hasil belajar matematika siswa kelas VII di SMP Negeri 2 Karangsambung mengalami peningkatan pada setiap siklusnya. Secara klasikal terdapat peningkatan persentase ketuntasan belajar siswa yaitu dari 38,46% pada prasiklus menjadi 50% pada siklus I dan meningkat menjadi 76,92% pada siklus II. Selain itu, rata-rata nilai siswa secara klasikal juga mengalami peningkatan yaitu 58,65 pada prasiklus menjadi 69,80 pada siklus I dan meningkat menjadi 79,03 pada siklus II. Baik secara persentase ketuntasan belajar maupun rata-rata nilai siswa pada siklus II telah memenuhi kriteria keberhasilan yang ditetapkan. Penggunaan media pembelajaran komik matematika dalam pembelajaran matematika terlaksana dengan baik dan memenuhi kriteria yang ditetapkan pada siklus II.

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