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Edumatica: Jurnal Pendidikan Matematika
Published by Universitas Jambi
ISSN : 20882157     EISSN : 25800779     DOI : -
Core Subject : Education,
Mathematics
Edumatica Journal is a journal on mathematics education. The Journal publishes articles of research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika" : 6 Documents clear
Penerapan Model Project Based Learning Berbasis DGMATH untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Agus Prianggono; Dwi Ariani Yuniarti; Ari Setiyani Pawening
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.21622

Abstract

Learning mathematics for students at the elementary school level is an important lesson to be concern.  learning model to use is a student centered learning model. DGMATH-based PBL is a student centered learning model and uses a DGMATH application that contain main subject is elementary arithmetic. The purpose of this study was to test the effectiveness of DGMATH-based PBL learning and measure how much influence student motivation had on learning outcomes from the implementation of DGMATH-based PBL learning. The method used is a quantitative method to test the effectiveness and regression test to learning motivation on DGMATH-based PBL learning with the subject of first grade students (1) SD Islam Insan Cendekia with a total of 60 students. The instruments used were learning tools, pre-test questions, post-test questions and student learning motivation questionnaires. The research results showed that in the completeness test the results were 82.83 in DGMATH-based PBL learning and in the average difference test with a sig value of 0.015 <0.05, which means that there is a significant difference in learning outcomes between the experimental class and the control class. So it can be concluded that DGMATH-based PBL learning has proven effective and learning motivation has an influence of 76% on learning outcomes.
Kalibrasi Instrumen Literasi Matematika Siswa Menggunakan IRT dan Aplikasinya untuk Estimasi Skor Hari Purnomo Susanto; Heri Retnawati
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.23135

Abstract

Mathematical literacy is one of the components that is of concern to the Minimum Competency Assessment (AKM). This policy is an effort by the Ministry of Education and Culture to overcome the low literacy skills of students, and the faktors that cause it. Multistage Adaptive Test (MSAT) is used as an assessment method in AKM. The MSAT was developed with the IRT concept. The purpose of this article is to apply Item Respons Theory (IRT) to calibrate mathematical literacy instrumens and utilize the calibration result item parameters to estimate scores for mathematical literacy skills. Many items in the instrumen used are 15 multiple choice items. Respondents were used as many as 66 grade 8 junior high school students. After going through the construct validation process using Confirmatory Factor Analysis (CFA), 2 items did not meet, because they had a low loading factor, and 13 items were used for the calibration process. The grain calibration and scoring processes were carried out using the R package Mirt program. The calibration results show that the instrument matches the Rasch model. All assumptions of unidimensional IRT are proven to be met, so there is no violation in estimating item parameters. The item parameter is the level of difficulty where there is one item that does not fit, namely item 3. The intersection of the information function and the standard error shows that the instrument will provide accurate information if it is used by students with abilities of -2.965 to 1.085. The resulting item parameters can be used to estimate the algebra content math literacy score.
Karakter Disiplin dan Karakter Religius: Pengaruhnya terhadap Kemampuan Numerik Peserta didik Kenny Candra Pradana; Okis Fatimah; Yasinta Rahmawati; Pelangi Mutia Windya; Alfian Erprabowo
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.23696

Abstract

Numerical abilities and educational character are very important in learning mathematics at school, some of the student characters that must be considered are disciplinary and religious characters. This study aims to determine the effect of students' disciplinary and religious character on numerical ability. This study uses survey research methods with descriptive research types with survey techniques. The population used in this research is all SMP/MTs/equivalent in North Lampung for the 2020/2021 academic year. The sampling technique used in this study was the cluster random sampling technique, so that MTs Negeri 1 North Lampung and MTs Negeri 2 North Lampung were obtained as samples. Three classes were taken from each school as a sample consisting of representatives from class VII, VIII and IX. The instruments used in this study were a numerical ability test and a disciplinary character questionnaire and a religious character. Data analysis technique using Multiple Linear Regression analysis. Based on the results of the analysis, it was found that the influence of the disciplinary character of the religious character on students' numerical abilities was very strong, amounting to 73.6 percent. The results of the regression equation analysis show Y = 32.586 + 0.286X1 + 0.368X2. This equation shows that every 1 increase in the disciplinary character variable will affect the numerical ability variable by 0.286. Likewise, for the coefficient of the religious character variable, it will affect the numerical ability variable of 32.586.
Analisis Hambatan Belajar Mahasiswa dalam Perkalian Pecahan: Sebuah Studi Hermeneutics Phenomenology di Perguruan Tinggi Muhamad Galang Isnawan; Naif Mastoor Alsulami; Muh. Rusmayadi; Samsuriadi Samsuriadi; Sudirman Sudirman; Wanda Nugroho Yanuarto
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.24190

Abstract

Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.
Pengembangan Multimedia Pembelajaran Interaktif Berbasis Articulate Storyline 3 pada Materi Aritmetika Sosial Siswa Kelas VII SMP Negeri 12 Merangin Muhammad Jainuri; Ade Susanti; Awatif Awatif; Yohanes Yohanes
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.21564

Abstract

This study aims to develop interactive learning multimedia based on articulate storyline 3 on social arithmetic material for class VII students of SMP Negeri 12 Merangin which is valid, practical, and effective. This study uses research and development methods with the APPED model. These interactive learning multimedia was validated by five experts. Validity is seen from the validation sheet, the practicality of the response sheet and student interviews, and the effectiveness of learning outcomes and student learning activities. The results showed that the average score for the validation of mathematicians was 4.22 with a very valid category, Indonesian language experts 3.88 with a very valid category, media experts 4.78 with a very valid category, and teacher validation. mathematics 4.80 with a very valid category. The overall validity score is 4.58 with a very valid category. The proportion of students' responses was 82.27% in the practical category. The percentage of classical learning outcomes is 77.3% in the effective category and the average percentage of student activity is 68.64% in the active category. Based on the results of research and development, it was stated that interactive learning multimedia was valid, practical, and effective.
The Pengaruh Model Problem Based Learning Menggunakan LKPD Kontekstual terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP Ringki Agustinsa; Vesi Anjasari; Nurul Astuty Yensy
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 01 (2023): Edumatica: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matemarika PMIPA FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v13i01.24387

Abstract

Students need to have mathematical problem solving abilities to be able to solve complex mathematical problems. Mathematical problem solving abilities consist of understanding, planning, solving, and reviewing. These abilities can be trained through the application of appropriate learning models. One model that can be used is the problem based learning model. This study aims to determine the effect of the problem based learning model using contextual student worksheet on the mathematical problem solving ability of the junior high school students. This type of research is a quasi-experimental research with a research design of One Group Pretest-Posttest Design. The population in this study were all seventh grade students of SMP Negeri 12 Lebong in the 2021/2022 academic year. The sample in this study were class VIIA students, totaling 23 students as an experimental class taken by purposive sampling technique. The instrument used in this study was a problem-solving ability test sheet in the form of description questions. Data analysis using descriptive and inferential statistics. The results showed that there were differences in students' math solving abilities before and after learning. Based on the research results, it can be concluded that there is a significant influence on the Problem Based Learning model on mathematical problem solving in class VII students of SMP Negeri 12 Lebong.

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