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Journal of Mathematical Pedagogy (JOMP)
Published by Universitas Negeri Surabaya
ISSN : 27157466     EISSN : 27157458     DOI : https://doi.org/10.26740/jomp.v5n1
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The aim of the Journal of Mathematical Pedagogy (JOMP) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The JoMP invites authors to submit high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Pedagogical issues in mathematics instruction, 2. Mathematics teacher knowledge and beliefs, 3. Assessment in mathematics education, 4. ICT in mathematics teaching/learning, 5. Social and cultural dimension of mathematics education,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2021): Desember 2021" : 5 Documents clear
Students’ Reflective Thinking Ability in Solving Mathematics Problems Assessed From Students' Learning Style Nurina Happy; Khoirunisak Setyowati; Rizky Esti Utami
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1 (2021): Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p1-11

Abstract

This study aims to describe students' reflective thinking skills in solving mathematics problems in terms of the learning styles of junior high school students. This type of research was descriptive qualitative research. The research subjects were students of class VIII at SMP Negeri 1 Candimulyo, Magelang Regency, in the academic year 2020/2021. The subjects of this study were 2 visual learning style students, 2 auditory learning style students, and 2 kinesthetic learning style students. Data collection techniques in this study were learning style questionnaires, tests of reflective thinking skills, and in-depth interviews. Triangulation in this study using source triangulation. The results of this study indicate that subjects with visual and auditory learning styles can meet the reflective thinking ability phase (Reacting, Comparing, and Contemplating) with each indicator being met so that the subject was at a reflective level. Kinesthetic learning style subjects were able to meet the reflective thinking ability phase (Reacting, Comparing, and Contemplating) but several indicators were not fulfilled, so the subject was at a fairly reflective level. Therefore, the profiles of students’ reflective thinking skills in visual and auditory learning styles were both at a reflective level, while the profiles of students' reflective thinking skills in kinesthetic learning styles were different because they were at a sufficiently reflective level.
Barriers and Strategies to Increase Story as an Instructional Strategy Samantha Faye Junkin
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1 (2021): Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p12-21

Abstract

Story is an instructional strategy that is often forgotten or misused. Some mathematics educators believe they are using story when in reality only utilizing word problems, which is very different from story as an instructional strategy. When used properly, story gets students emotionally invested within the story and their learning, this increases student achievement in mathematics. Despite the low scores on the Florida State Assessment (FSA) Algebra 1 End-of-Course (EOC), teachers are still not using story as an instructional strategy. This study determines the barriers preventing the usage, along with strategies to increase the usage of story as an instructional strategy.
Metaphorical Thinking Profile of Middle School Students in Solving Mathematical Problems in terms of Students' Mathematical Ability Siti Makrufah; Shofan Fiangga
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1 (2021): Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p22-32

Abstract

Metaphorical thinking is a thinking process that can be used to get a more optimal understanding of a concept by involving some appropriate metaphors. This research is a descriptive study with a qualitative approach that aims to describe the thinking profile of junior high school students in solving mathematical problems. The subjects of this study were three students with high (ST), medium (SS), and low (SR) math abilities. Data was collected by presenting students' mathematical ability tests, problem-solving tasks, and semi-structured interviews. In general, the results in this study are the three subjects with high, medium, and low abilities in the stages of relating, exploring, analyzing, and transforming. but what makes the difference is that at the connected stage, high mathematics (ST) subjects have connected the two ideas they have, but moderate (SS) and low (SR) mathematics subjects have not been able to. And at the experience stage, ST and SS have made conclusions from the final results of the problems presented and can solve the problems faced by SR not yet able, junior high school students with high mathematical ability category have better metaphorical thinking processes than students with medium and low mathematics categories. Middle school students in the category of moderate mathematical ability have better metaphorical thinking processes than students with low ability categories.
Students’ Critical Thinking in Solving Statistical Problems Collaboratively Latifah Nuryah Rachma Mufidah; Siti Khoiriyah
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1 (2021): Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p45-54

Abstract

Critical thinking and collaborative is an ability that is needed by students in 21st century education. The purpose of this research is to describe students' critical thinking skills in solving statistical problems collaboratively. The type of research used in this study is descriptive research with a qualitative approach. The subjects of this study were 4 grade 11 students of SMA Negeri in Mojokerto where students would work in pairs or collaborate with 2 people to solve statistical problem-solving questions. The research methods used are critical thinking skills tests in collaborative statistical problem solving and interviews. The results obtained from this study showed that students' critical thinking skills in solving statistical problems collaboratively were divided into two categories, namely high and low. Subjects who have a high critical thinking ability category are able to fulfill the indicators of interpretation, analysis, and inference. Collaboration ability in solving problems goes well. Collaboration exchanges information and gives advice to each other in solving the given problem. Subjects who have low critical thinking ability category are less able to interpret the problem, and fulfill the indicators of analvsis and inference. Collaboration ability in solving problems is less.
Problem-Solving Ability of Female Students with Moderate Cognitive Level in Function Relation Muhamad Nugroho; Rina Dwi Setyawati; Sutrisno Sutrisno
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 1 (2021): Desember 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n1.p33-44

Abstract

This study aims to determine the problem-solving abilities of female students with moderate cognitive levels in function relations. The subjects of this study were students in grade 8 of junior high school who were taken purposively. Two female students with moderate cognitive levels were obtained. Data collection techniques using written methods and interviews. The data analysis technique uses three stages: data reduction, data presentation, and conclusions drawing. Checking the validity of the data using the triangulation method by comparing the written test data and interviews. In this study, management and data analysis used the NVivo software. This study shows that female students with a moderate cognitive level can carry out systematic problem-solving procedures, including understanding problems, planning, implementing plans, and checking back properly. However, these students have not been able to solve the problem correctly.

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