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.
Articles
40 Documents
<![CDATA[PENGEMBANGAN MODUL BERBASIS PENEMUAN TERBIMBING PADA MATA KULIAH GEOMETRI TRANSFORMASI ]]>
<![CDATA[Rina Febriana]]>
<![CDATA[ Intersections Vol 6 No 1 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i1.591
<![CDATA[Based on the results of observations, the learning process still uses conventional methods and the textbooks used in the lecture process have not been able to lead to finding a concept. The aim of the study was to design a guided discovery-based module in the transformation geometry course at STKIP PGRI West Sumatra. This type of research is development research using the Plomp model which consists of 3 phases, namely preliminary research, prototyping phase, and assessment phase (Plomp, 2013: 19). The preliminary research stage consists of interviews with students and teachers, syllabus analysis, and textbook analysis. The prototyping phase is designing systematics and module structures, developing prototypes, and expert reviews. The results obtained at the preliminary research stage were based on interviews with lecturers and students who did not understand the basic concepts of geometry and were less able to prove the proposition. In the analysis of the syllabus and literature that was carried out was that the material taught was in accordance with the syllabus. The results of the module validity from the experts show that the guided discovery-based module is quite valid in the category.]]>
<![CDATA[PENERAPAN SIMBOL OPERASI MATEMATIKA SEDERHANA SEBAGAI DASAR MENGHILANGKAN ESSENSI BUNGA BANK DALAM PERSPEKTIF ISLAM ]]>
<![CDATA[Tri Wahyu Budiutomo]]>
<![CDATA[ Intersections Vol 6 No 1 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i1.592
<![CDATA[According to Islam, bank interest on credit activities is included in the category of "usury" which is forbidden for Islam. The problem of bank credit activities is a very important need for people in doing business. The purpose of this paper is to try to use simple mathematical symbols to try to eliminate the essence of usury. Changing the essence of "usury" with the concept of cooperation and using a simple symbol "=" can eliminate the essence of usury, of course everything must be based on good intentions and honesty]]>
<![CDATA[SNOWBALL THROWING SEBAGAI MODEL PEMBELAJARAN GUNA PENINGKATAN KEAKTIFAN BELAJAR SISWA MADRASAH IBTIDAIYYAH BIDANG MATEMATIKA ]]>
<![CDATA[Umi Musaropah]]>;
<![CDATA[Muhamad Mahali]]>;
<![CDATA[Daluti Delimanugari]]>;
<![CDATA[Muhammad Agus Najib]]>;
<![CDATA[Mimi Indah Lestari]]>;
<![CDATA[Muh. Nasruddin]]>
<![CDATA[ Intersections Vol 5 No 2 (2020): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v5i2.605
<![CDATA[Classroom action research was motivated by the less active attitude of the Class V students of MI Negeri 4 Gunungkidul. located in MI Negeri 4, located in Dusun Semenrejo, Pulutan Village, Wonosari District, Gunungkidul Regency in learning mathematics. The Snowball Throwing learning model is expected to be able to improve it, especially in the material of addition and subtraction of fractions with different denominators on. This research was conducted during July 2019. Data was collected through observation, interviews and documentation. The research was carried out for two sessions continuously to produce according to expectations where the achievement was achieved through learning as many as 22 students. Therefore it is suggested that the teacher can apply the SbT type of cooperative learning model to other materials. Variations can be made within the framework of cooperative learning that is adapted to the material and conditions]]>
<![CDATA[Introduction of TPACK in Mathematics Education Realm ]]>
<![CDATA[Yenny Anggreini Sarumaha]]>
<![CDATA[ Intersections Vol 5 No 2 (2020): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v5i2.606
<![CDATA[Mathematics education is one of the fields that agrees about the importance of integrating technologies into instructional activities in the classroom. However, only understanding technologies does not full fill the criteria of effective teachers, they have to be prepared and grasp the ideas of combining technologies, pedagogical, and content knowledge. This present study is a literature review which aimed at answering two mains questions namely, what is the TPACK framework and how does it influence our education system. Data were collected from articles related to technologies, ICT, and TPACK from thematic journals. The results found that TPACK is a well-known theoretical approach studying the pre-service teachers’ use of ICT. TPACK is accepted as an important framework for defining how well teachers integrate technologies in their classroom. TPACK model shows an effective way of thinking about integrating technologies along with pedagogies, and content knowledge. It has been developed for twenty-first century skills and used as a framework for developing teachers’ readiness toward the twenty-first century skills.]]>
<![CDATA[REGRESI LINEAR BERGANDA DALAM UJI PENGARUH SIKAP DAN PERILAKU TERHADAP KEINGINAN MENABUNG SANTRI PADA BANK SYARIAH ]]>
<![CDATA[Navirta Ayu]]>;
<![CDATA[Ahmad Zamroni]]>;
<![CDATA[AHMAD SYAFII RAHMAN]]>;
<![CDATA[Toto Hermawan]]>
<![CDATA[ Intersections Vol 6 No 2 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i2.686
<![CDATA[Economy is the main thing and must be experienced by every human being in this world, so that the economy is always developing so rapidly, so is the Islamic economy which is currently developing rapidly to compensate for conventional economics. The Islamic economy has a function as a filter for the economic activities of every Muslim in the world, because in the concept of its implementation it has principles based on the strength of the Muslim Al-Qur'an and Sunnah that avoid usury, gharar and maysir. This study uses a quantitative method, which uses a questionnaire as a measurement tool, while the object of research is the Islamic boarding school students in Yogyakarta, and the variables studied are the attitude and behavior of students toward saving desires in Islamic banks. The results showed that the students 'attitudes and behavior had a positive effect on students' desire to save at Islamic banks.]]>
<![CDATA[Peningkatan Keterampilan Guru Membuat LKPD BDR Melalui Kegiatan Workshop Di SMP Negeri 1 Umalulu Semester 1 Tahun Pelajaran 2020/2021 ]]>
<![CDATA[Jakobis Daniel Mboeik]]>
<![CDATA[ Intersections Vol 6 No 2 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i2.738
<![CDATA[The research aims to improve the skills of teachers in making LKPD BDR through the implementation of workshop activities. The research subjects were 12 educators at SMPN 1 Umalulu. Technique, data collection, with observation sheets and documentation sheets. The analysis of the results of the research was carried out using comparative description techniques. Observation assessment of discussion activities on initial conditions obtained a value of 47.08 in the LESS criterion, to 69.38 in the ENOUGH criteria in the first cycle and 90.83 in the EXCELLENT criteria in the second cycle. The explanation regarding the classical teacher skill improvement in making LKPD in the initial condition is 50.38 in LESS qualification, in the first cycle it is 69.98 in the ENOUGH qualification and in the second cycle it is 84.85 in the qualification of BAIK. In terms of improving teacher skills in making BDR LPKD individually, in the first cycle there were 7 teachers 58.33% in the GOOD category, in the second cycle 12 teachers (100%) stated that their skills had increased in making BDR LKPD]]>
<![CDATA[Integrasi Pendidikan Akidah dan Matematika dalam Novel Guru Aini Karya Andrea Hirata ]]>
<![CDATA[Muhammad Nasruddin]]>;
<![CDATA[Toto Hermawan]]>;
<![CDATA[Diyah Sari]]>;
<![CDATA[Tri Ratna Herawati]]>;
<![CDATA[Juhri Juhri]]>
<![CDATA[ Intersections Vol 6 No 2 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i2.820
<![CDATA[The main elements in Islam are faith, worship and morality. Actually all three are closely related to mathematics and its education for students. The novel Guru Aini is one of the books that seeks to integrate the understanding of the Islamic faith in learning mathematics by the mathematics teacher who is the main play. Through a literature review, it can be concluded that the educational values of Islamic faith contained in the novel Guru Aini (GA) by Andrea Hirata are: strengthening faith, trust, and belief. So what is meant by aqidah is a belief that pierces or is knotted in the heart. Tauhid or aqidah is a value that must be owned by an individual. The value of monotheism or aqidah is found in the form of limit and geometry concepts in the GA novel that are relevant to Tauhid Rububiyah.]]>
<![CDATA[PENINGKATAN KEAKTIFAN DAN PRESTASI BELAJAR FISIKA MATERI GERAK LURUS MELALUI PEMBELAJARAN DARING BERBASIS WHATSAPP GROUP SISWA KELAS X IPA-1 SMA NEGERI 1 SIBORONGBORONG SEMESTER 2 TAHUN PELAJARAN 2020/2021 ]]>
<![CDATA[Jan Piter Saragih]]>
<![CDATA[ Intersections Vol 6 No 2 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i2.897
<![CDATA[The purpose of this research is to increase the activeness and learning achievement of students in learning physics in straight motion material with online learning based on Whatsapp Group. The type of research is classroom action research. The research subjects were 18 students. Data collection techniques using test techniques, observation and documentation. Data validation is done by triangulation. Data analysis used descriptive analysis of percentage technique. The results showed that the activeness of students in the initial study was only 12 students or 33.33%, increased to 23 students or 63.89% in the first cycle, and 94.44% or 34 students in the second cycle. The increase in student learning outcomes from the average in the initial study of 65.83 rose to 73.82 in the first cycle, and 85.28 in the second cycle, with a learning completeness level of 9 students (25%) in the initial study, increasing to 50% or 18 students in the first cycle, and 33 students or 91.67% in the second cycle.]]>
<![CDATA[PENINGKATAN AKTIVITAS DAN HASIL BELAJAR FISIKA MATERI HUKUM TERMODINAMIKA MENGGUNAKAN APLIKASI ZOOM CLOUD MEETINGS PADA SISWA KELAS XI IPA-1 SMA NEGERI 1 SIBORONGBORONG SEMESTER 2 TAHUN PELAJARAN 2020/2021 ]]>
<![CDATA[Masdollar Lumbantoruan]]>
<![CDATA[ Intersections Vol 6 No 2 (2021): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v6i2.898
<![CDATA[The research aims to improve the activity and learning outcomes of physics subject matter for the law of thermodynamics for class XI IPA-1 SMA Negeri 1 Siborongborong Semester 2 of the 2020/2021 academic year. The research was carried out in two cycles and each cycle consisted of four stages, namely planning, action, observation, and reflection. The research subjects were 36 students. Data collection techniques using the method of observation, documentation and tests. Data validity through triangulation. Data analysis with qualitative descriptive technique. The results showed that the activity of students in the initial study was 36.11% or 13 students became 72.22% in the first cycle or 26 students, and in the second cycle it became 94.44% or 34 students were declared complete. The increase in the average value in the initial study from 63.33 to 73.33 in the first cycle, and in the second cycle to 84.17 and an increase in learning completeness from 10 students or 27.78% to 21 students or 58.33% and 32 students or 88.89% in the second cycle.]]>
<![CDATA[Peningkatan Keterampilan Guru Dalam Mengajar Dengan Teknik Pembelajaran Berbasis Powerpoint Melalui Pola Bimbingan Individu Di SMAN 2 Tarutung Semester 2 Tahun Pelajaran 2018/2019 ]]>
<![CDATA[Belman Panjaitan]]>
<![CDATA[ Intersections Vol 7 No 1 (2022): Intersections : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Cokroaminoto Yogyakarta ]]>
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DOI: 10.47200/intersections.v7i1.972
<![CDATA[This research is school action research. The research subjects were 8 teachers. Data collection methods in this study are observation, and documentation. Data validation was done by triangulation technique. Data analysis was done by descriptive technique. The results of the study showed that the skills of teachers in teaching with powerpoint-based learning techniques increased. The increase in the average value of the observations from 47.29 with LESS criteria, in the initial conditions, to 65.63 with ENOUGH criteria in the first cycle and in the last cycle to 83.54 with VERY GOOD criteria. Individual skill improvement improved in each cycle, namely 0% in the initial conditions, increased to 25% or 2 teachers in the first cycle and increased to 8 teachers or 100% in the last cycle with an explanation of 5 teachers or 62.50% in the criteria VERY GOOD and 3 teachers or 37.50% in GOOD criteria]]>
