Delta-Phi Jurnal Pendidikan Matematika
Delta-Phi Jurnal Pendidikan Matematika is a primary source for academics and professionals in the fields of learning development throughout the world. This Journal receives and publishes articles about theoretical perspectives, methodological developments and high-quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training. Delta-Phi Jurnal Pendidikan Matematika has the Open Journal System (OJS) is a mathematical education journal published three times a year in April, Auguts and December by CV. Bimbingan Belajar Assyfa Pasuruan. Delta-Phi Jurnal Pendidikan Matematika publishes original article of research result in mathematics education, problem solving, creative thinking, contextual learning, learning innovation, learning evaluation, learning media, didactic / methodology of mathematics learning. Delta-Phi Jurnal Pendidikan Matematika concerning Mathematics Education field.
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<![CDATA[Analysis of Using Pattern Finding Strategies Skills in Mathematical Problem Solving Viewed from Gender Differences ]]>
<![CDATA[Muhammad Rizki Cahyadi]]>;
<![CDATA[Fitroh Ariansyah]]>;
<![CDATA[Paulo Vitor da Silva Santiago]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.19
<![CDATA[The purpose of this study is to describe the skills of using pattern finding strategies in solving mathematical problems in terms of gender differences. This research is a descriptive research with a qualitative approach. The subjects of this study are grade VIII students of Baiti Jannati Middle School, Sunggal sub-district, Deli Serdang district. The research subjects consisted of four students with high mathematical ability consisting of two male students and two female students. The data collection technique used a problem-solving ability essay test instrument which consisted of two questions and a non-test instrument in the form of an interview. The data analysis technique in this study uses the Miles and Huberman model which consists of four stages, namely data collection, data condensation, data presentation, and conclusions. The results of this study indicate that both male and female students are able to find and use patterns in solving mathematical problems. Based on these results, it can be concluded that there is no difference in the skills of using pattern finding strategies between male and female students.]]>
<![CDATA[Newman and Scaffolding Stages in Analyzing Student Errors in Solving Algebraic Problems ]]>
<![CDATA[Lelly Nur Rachmawati]]>;
<![CDATA[Retno Wahyu Arian Sah]]>;
<![CDATA[Siti Nur Hasanah]]>;
<![CDATA[Anurag Hazarika]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.30
<![CDATA[Algebra is a branch of mathematics that is abstract in form so that students do errors in solving problems of Algebra. The purpose of this research is to describe: (1) the errors form made by students in solving algebraic operation story problems based on the Newman stage, (2) the scaffolding form given to students who make errors in solving problems of algebraic form operations. This research is a qualitative descriptive with research subjects of 3 students of class VIII at MTs Unggulan Singa Putih. The results of the study state that: (1) the errors form on the reading step is students cannot read the problems by beheading or stopping correctly, on the comprehension step the students do not know the meaning of the problem, on the transformation step the students cannot modelling variables appropriately, on the process skill step the students unable to perform operation of algebraic forms appropriately, on the encoding step the students cannot answer correct conclusions, (2) the scaffolding forms given to students is students are requested to recheck or reread the results of their work, students are given questions that lead students to think more about the problem, and give praise to motivate students to improve their work.]]>
<![CDATA[Integration of Islamic Values, Mathematics, and Career Readiness Competencies of Prospective Teachers in Islamic Universities ]]>
<![CDATA[Siti Inganah]]>;
<![CDATA[Nopia Rizki]]>;
<![CDATA[Choirudin Choirudin]]>;
<![CDATA[Syed Muhammad Yousaf Farooq]]>;
<![CDATA[Novi Susanti]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.31
<![CDATA[This study aims to investigate career readiness towards understanding the integration of Islamic values and mathematics in prospective mathematics teacher students who are studying at Islamic tertiary institutions. This study involved 375 students consisting of 71 males (19%) and 304 females (81%). Data collection tool by providing an online questionnaire with Google Form related to demographics (place of education, age, and gender), a questionnaire about the integration of Islamic values with mathematics and a career readiness questionnaire for prospective mathematics teachers. Data analysis using part analysis with SPSS. The results showed that there was no direct influence between understanding the integration of Islamic values and mathematics on the competence and career readiness of future mathematics teachers at Islamic tertiary institutions. Students tend to find it difficult to say that between religion and mathematics teachers who are most responsible for teaching mathematics with Islamic values. They are not sure of the competence they have to relate the content of Islamic values to mathematics. In the realm of professional competence, students feel confused about how to start teaching the relationship between Islamic values and learning mathematics in class and when the application is taught.]]>
<![CDATA[Analysis of The Relationship Between Student Interest and Written Communication in Solving Realistic Mathematics Problems ]]>
<![CDATA[Diella Aprilani Luthfia Amany]]>;
<![CDATA[Annisa Amallinda Indriatno Puteri]]>;
<![CDATA[Samuel Karim]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.36
<![CDATA[The world of human education can be studied in a structured and well-supported manner. Because learning to build each person's personality. Interest is the tendency to observe and remember various activities. Always pay attention, followed by a sense of fun, interest, desire, concentration, and students' understanding of mathematics. Communication can be interpreted as a technique of conveying messages from a messenger to a recipient with the intention of expressing or informing a comment orally or in writing. The purpose of this study was to determine the relationship between interest and students' written communication skills in solving realistic mathematical problems. This research is a qualitative descriptive study. Data obtained by using questionnaires and tests. The subjects of this research were two students of class XI MIPA. The steps taken are through learning through the WhatsApp group by working on questionnaires and tests individually. The researcher identified and analyzed the answers to each indicator of interest and ability to write mathematical communications for each statement and question. The method of data analysis in this paper was tried through 3 stages, namely: data reduction, data presentation and drawing conclusions. The results of the paper show that the relationship between interest and written communication skills in solving realistic math problems is directly proportional, where student 1's interest is still low and his ability is still classified as poor. Student 2 has moderate interest and his abilities are also directly proportional, namely not too bad and not too good]]>
<![CDATA[How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology? ]]>
<![CDATA[Paulo Vitor da Silva Santiago]]>;
<![CDATA[Baiduri B]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.39
<![CDATA[This article is a teaching proposal concerning arithmetic problems of mathematics to help teachers in initial training in mathematics and teaching mathematics in the classroom with the use of Gamification. Thus, the objective of this article is to investigate what contributions didactic engineering and digital technologies using gamification in full-time high school teaching can be helpful with the contents of basic operations. The methodology applied with the games was based and structured on the Didactic Engineering research methodology, being exploratory research of a qualitative nature to familiarize the mathematical problems with the use of Digital Technologies. The results were categorized based on the phases of preliminary analysis, a priori analysis, experimentation, and a posteriori analysis and validation. Conclusions that the use of applied problems brought out the validation of the strategies applied in the classroom. Therefore, the expected results were positive in the teacher's view of the way the two games were planned in Google Presentations and in supporting the students in the teaching and learning processes of Mathematics.]]>
<![CDATA[How much does using the Mind Mapping learning approach "improve" the grasp of mathematical ideas in junior high school students? ]]>
<![CDATA[Eka Fitria Jayanti]]>;
<![CDATA[Choirudin Choirudin]]>;
<![CDATA[M. Saidun Anwar]]>;
<![CDATA[Rathish Manivannan]]>;
<![CDATA[Jefry Angga Saputra]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.55
<![CDATA[The learning model is a teacher's tool in the form of structured images that are presented to students. The learning model applied aims to improve students' understanding of mathematical concepts. The author determines the purpose of this study. Namely to assess the impact of experiments on the subject's knowledge of mathematical concepts in geometry material. This type of research uses experimental research using a mind mapping learning model with a pre-experimental design, one-group pretest-posttest. Tests were carried out randomly or through cluster sampling on building materials class VII Realschule. The data collection tool that the researchers used for this research was a test designed to test students' understanding of concepts. The researcher interviewed teachers, students, and documents in this data collection method. A hypothesis test was carried out on the data obtained after conducting a sig5% level t-test, normality test, and homogeneity test on statistical data. It was found that students could not understand mathematical concepts (mind mapping). This dramatically influences the results of understanding mathematical concepts. After using this method, students receive higher performance scores than before. Based on the t-test results, we can conclude the difference in the value of learning outcomes before and after applying the author's teaching method.]]>
<![CDATA[PLAN–DO–SEE: Lesson Study-Based Differentiated Learning in Middle Schools ]]>
<![CDATA[Andika Setyo Budi Lestari Lestari]]>;
<![CDATA[Anton Wahyono]]>;
<![CDATA[Yavuz Erdem Akkuşci]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Khoirul Anas]]>;
<![CDATA[Yessi Nurmalasari]]>;
<![CDATA[Rachma Bibi]]>;
<![CDATA[Mohamad Yunus]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.76
<![CDATA[The Covid-19 pandemic hit almost all parts of the world, including Indonesia. It has been almost two years since the pandemic hit and has had an impact on various sectors including education. During the pandemic, learning was carried out online and felt less effective. Various government efforts have been made for faster recovery, especially in education. One of the government's efforts is through the KDS program (Lecturer-Teacher Partnership in Schools) through Lesson Study activities. This study aims to see the implementation of Lesson Study carried out together with junior high school teachers in partner schools. Through KDS (Lecturer-Teacher Partnership in School) activities by implementing Lesson study, compiling and implementing differentiated learning. The research method used is descriptive qualitative method. The subjects of this research were students of SMP. Lesson Study stages, namely planning (Plan), implementation (Do), reflection (See) which are carried out with lecturers as facilitators and teachers in partner schools as model teachers and observers have been carried out properly in accordance with Lesson Study guidelines and the learning objectives can be achieved planned. The results of research conducted through Lesson Study conducted with teachers in schools by implementing differentiated learning of student learning outcomes are mostly complete]]>
<![CDATA[Discovery Learning Research in Mathematics Learning: A Bibliometric Review ]]>
<![CDATA[Ilham Muhammad]]>;
<![CDATA[Rani Darmayanti]]>;
<![CDATA[Viky Risnanda Arif]]>;
<![CDATA[Adebayo Ola Afolaranmi]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.77
<![CDATA[Discovery Learning is a learning model that changes learning from teacher-centred learning to student-centred learning so that students learn actively by discovering themselves, investigating themselves and cultivating a scientific attitude. The purpose of this research is to discover the research focus related to Discovery Learning in learning mathematics and its novelty. The method used is bibliometric analysis. The data taken comes from the Scopus database. The study results show increased publications related to Discovery Learning in mathematics learning from 2017 to 2023. The highest citation trend occurred in the 2017 publication, which has been cited 41 times. The country that has had a major impact on Discovery Learning research in mathematics learning is Indonesia. The research focus is divided into three parts, namely, 1) Discovery Learning, Mathematics Learning and student; 2) problem-solving and Indonesia; 3) junior high school and Geometry. New themes in this field are e-learning, teaching and learning, mathematical software, pre-service teachers, and technology.]]>
<![CDATA[The Effect of Differentiated Learning on Improving Student Learning Outcomes ]]>
<![CDATA[Aguanda]]>;
<![CDATA[Agus Setiawan]]>;
<![CDATA[M. Saidun Anwar]]>;
<![CDATA[Muhammad Rafli Faishal Wardana]]>;
<![CDATA[Rebecca Alicia Yambasu]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.199
<![CDATA[This research aims to obtain objective information and examine differences in the abilities of reasoning mathematical students who study with method learning differentiate assistance with RME-based matrix teaching materials from students who use conventional methods. This research uses a quantitative approach with experimental research methods pseudo (quasi-experiment) with type non-equivalent control groups design. The study was carried out in the even semester of the 2022/2023 academic year in the mathematics subject matrix material. The subjects in the research involved students of class XI APHP at SMK Negeri 2 Metro Lampung consisting of class XI APHP 1 as the experimental class and XI APHP 2 as the control class. In the study, the data collected used test beginning (pretest) and the final (posttest) given to the experimental style, and the control class consisted of 4 essay questions. The statistical data obtained were normality, homogeneity, and hypothesis tests, which were processed using the SPSS 16.0 program. Based on the results of the hypothesis test, a significance value (2- 2-tailed) was obtained of 0.000. Therefore, the significance value was <0.05, so it can be concluded that the results of this research show that there is an influence of differentiated learning assisted by RME-based matrix teaching materials on mathematical reasoning abilities. class XI APHP student at SMK Negeri 2 Metro Lampung.]]>
<![CDATA[Clap-Breathe-Count: Using Ice-Breaking Ma-Te-Ma-Ti-Ka to Increase High School Students' Learning Motivation ]]>
<![CDATA[Imam Indra Gunawan]]>;
<![CDATA[Rani Darmayanti]]>;
<![CDATA[Akhsanul In'am]]>;
<![CDATA[Adinda Syalsyabilla Aidha Vedianty]]>;
<![CDATA[Viktor Vereshchaha]]>
<![CDATA[ Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[CV. Bimbimbingan Belajar Assyfa ]]>
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DOI: 10.61650/dpjpm.v1i1.216
<![CDATA[Creating a conducive learning atmosphere is an important factor in getting full attention from students. Suppose the atmosphere in the classroom could be more conducive. In that case, it will cause students to feel bored, tired, not focused on the teacher, sleepy, and even talk to their classmates, especially when students appear to show anxiety about learning. Ice Breaking is an exciting learning media that prioritizes innovative, creative, and futuristic elements. This research aims to determine the use of the icebreaker method to increase student motivation in class XI high school mathematics subjects. The research design used was pre-experimental, namely a one-group design with pre-test and post-test (single-group pre-test and post-test design). The subjects of this research were 36 students using random quota data collection techniques. The data analysis used in this research is the product-time correlation test. The statistical technique used is Pearson product-moment correlation. The data collection tool used was the icebreaker questionnaire. The research results show that icebreaking learning significantly affects students' mathematics motivation.]]>
