JIEM
Jurnal Ilmiah Edukasi Matematika (JIEM) adalah jurnal ilmiah online Prodi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandala Madiun yang berdiri sejak 23 Februari 2015. Jurnal ini merupakan terbitan berkala 6 bulan, dengan jadwal terbit bulan April dan Oktober di setiap tahunnya. Artikel pada jurnal ini ditujukan untuk mewadahi publikasi artikel yang bersumber dari mahasiswa, guru, dosen, dan pemerhati bidang pendidikan matematika maupun matematika sain. Artikel yang dimuat di jurnal ini adalah artikel hasil penelitian atau hasil kajian dengan format penulisan mengikuti kaidah ilmiah.
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<![CDATA[REDAKSI JURNAL ILMIAH EDUKASI MATEMATIKA ]]>
<![CDATA[Edukasi Matematika, Dewan Redaksi Jurnal Ilmiah]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[DAFTAR ISI JURNAL ILMIAH EDUKASI MATEMATIKA ]]>
<![CDATA[Edukasi Matematika, Dewan Redaksi Jurnal Ilmiah]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika Daftar Isi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN MENENTUKAN PELUANG SUATU KEJADIAN DENGAN MODEL PEMBELAJARAN KOOPERATIF SCRIPT PADA SISWA KELAS IX-IPA 3 SMA NEGERI 2 MADIUN TAHUN PELAJARAN 2010/2011 ]]>
<![CDATA[Jarot Susiloyoga]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Based on experience from year to year high school students generally have difficulty in understanding the material probability of occurrence. This is because the students are not pleased with the material opportunities as a result of the use of learning methods monotonous, merely presenting the material, less engaging students to motivate generate curiosity, students had not been discussed to find and solve the problem. Script cooperative learning model is a combination of lecture and group work. In cooperative learning students are encouraged to work together in groups, helping each other solve problems, respectful of opinions among friends in the group so that each student has a share in order to achieve the learning objectives. The purpose of this study was to determine whether the Model Cooperative Script can improve the ability of students and student activity in determining the probability of occurrence in class XI-IPA3 SMAN 2 Madiun in the academic year 2010 / 2011. The data will be collected in descriptive research is a description of the learning activities and this study used a qualitative approach to the type of research is classroom action research. The results showed that the level of mastery learning in classical experienced a significant increase of sklus I of 58.33% to 86.11% in the second cycle, so that the second cycle students in classical learning completeness has been reached. In addition, the obtained level of activity in the first cycle was 67.64% with a classification of good ratings, while on the second cycle increased significantly ie 80.84% with a classification of excellent ratings. Thus we concluded that the learning model cooperatif Script can improve the ability of students and student activity in determining the probability of occurrence in class XI-IPA3 SMAN 2 Madiun in the academic year 2010/2011.Keywords: Cooperative Script, Capabilities, Activities, Opportunities A Genesis]]>
<![CDATA[PENGARUH PEMBELAJARAN PENEMUAN TERBIMBING PADA TIPE SISWA FIELD DEPENDENT – INDEPENDENT TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMP ]]>
<![CDATA[Carolina Saesmita]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[This study aims to determine: (1) Differences in mathematics achievement between groups of students who are taught by learning guided discovery and learning achievement in mathematics group of students who are taught by conventional teaching (2) Differences in mathematics achievement between groups of students and field independent with mathematics achievement groups of students and field dependent on the use of guided discovery learning (3) the difference in mathematics achievement between groups of students who are dependent field with mathematics learning achievement of students whose field independent groups in the use of conventional learning.This study is a quasi-experimental quantitative research. The research was conducted in the second semester of 2012/2013 academic year at St. Joseph's SMPK Madison with a population of class VII. While the sample is a class VII B as a class experiment using guided discovery learning and class as a class VII C control with conventional learning. The data collection technique using the test method. Instrument used in the test method is the mathematics achievement test and test GEFT. Mathematics achievement test used to determine students' mathematics achievement while tests are used to determine students GEFT Field Dependent - Independent.From the research and statistical analysis was obtained: (1) there are differences in mathematics achievement of students with learning guided discovery and achievement of mathematics learning with conventional learning, (2) there was no difference in mathematics achievement of students field independent and mathematics achievement of students field dependent on the use of guided discovery learning, and (3) there was no difference in learning achievement of student mathematics achievement field dependent and field independent students' mathematics learning in the use of conventional learning.Keywords: Mathematics Learning Achievement, Student Field Dependent - Independent, Guided Invention]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN PROBING PROMPTING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Marlena Marlena]]>;
<![CDATA[Fransiskus Gatot Iman Santoso]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[This study is aims to find out the differences of the students’ critical thinking ability by using probing prompting approach and the students’ critical thinking ability by using direct learning. Moreover, the research is an apparent experimental quantitative research. The research conducted in the first semester of 2015/2016 at SMP Negeri 4 Madiun. The population is all the students of 7th grade. In this case, the sample of research are all students of 7th – H grade as experimental class that use probing prompting approach and also all students of 7th – I grade as control class taught by using direct learning. Further more, test method was applied as technique of data collecting. To get the sample, cluster random sampling is used in this research. The instrument used in test method was mathematic critical thinking ability test. It was applied to figure out the students’ mathematic critical thinking ability. However, the instrument of research was validated first before being tried out. Hypothesis testing applies t experiment with the real level is 0,05. Besides, hypothesis testing related to students’ critical thinking ability shows that tcounted (=0,285) is lower than ttable (=1,672). As a result, H0 is approved. In other words, there are no differences between the students’ critical thinking ability taught by using probing prompting approach and the students’ critical thinking ability taught by using direct learning. Keywords: Probing Prompting Approach, Mathematic Critical Thinking Ability.]]>
<![CDATA[PENGARUH DOMINASI OTAK KIRI DAN OTAK KANAN TERHADAP PRESTASI BELAJAR ARITMETIKA DAN GEOMETRI PADA SISWA KELAS V ]]>
<![CDATA[Anggun Henny Kurniawati]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[This research is quantitative. Implemented in the first semester of the academic year 2012/2013 in Madiun Lor SDN class V. The sample in this research is class VA and VB class. The data collection technique using the test methods and non-test. The sampling technique in this study using full retrieval. The instrument used is the learning achievement test arithmetic and geometry, while the non-test methods such as brain dominance questionnaire. Learning achievement test arithmetic and geometry are used to determine the ability of students to work on the problems of arithmetic and geometry while brain dominance questionnaire used to obtain data student brain dominance. These three research instruments before tested first validated.Hypothesis testing using the Mann Whitney test with significance level0.05. To test the hypothesis of learning achievement aritmetrika Zhitung (= 0.1962) Zhitung (= 1.645), then H0 is accepted. conclusion that learning achievement in the field of arithmetic left brain dominant student is not better than learning achievement in the field of arithmetic right brain dominant students. To test the hypothesis of learning achievements obtained Zhitung geometry (= 0.912)Ztabel (= 1.645) so that H0 is accepted. conclusion that learning achievement inGeometry field right brain dominant student is not better thanThe learning achievement in the field of geometry students left brain dominant.Keywords: brain dominance, school performance and achievement of learning arithmetic geometry.]]>
<![CDATA[SAMPUL MUKA JURNAL ILMIAH EDUKASI MATEMATIKA ]]>
<![CDATA[Dewan Redaksi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Sampul Muka Jurnal Ilmiah Edukasi Matematika Sampul Muka Jurnal Ilmiah Edukasi Matematika Sampul Muka Jurnal Ilmiah Edukasi Matematika Sampul Muka Jurnal Ilmiah Edukasi Matematika Sampul Muka Jurnal Ilmiah Edukasi Matematika Sampul Muka Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[COLLABORATIVE LEARNING PADA MATA KULIAH GEOMETRI ANALITIK BIDANG UNTUK MENUMBUHKAN KECERDASAN SPASIAL (SPACIAL INTELLIGENCE) MATEMATIKA MAHASISWA ]]>
<![CDATA[Wanda Nugroho Yanuarto]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kecerdasan spasial (spacial intelligence) matematika mahasiswa dengan dibantu oleh model pembelajaran collaborative learning pada mata kuliah Geometri Analitik Bidang. Kecerdasan Spasial adalah kemampuan untuk melihat dan mengamati dunia spasial secara cermat. Spasial adalah suatu hal yang berkenaan dengan ruang atau tempat dengan melibatkan kesadaran akan warna, garis, bentuk, bidang, ruang, ukuran, dan juga hubungan di antara elemen-elemen tersebut. Oleh karena itu, dengan menggunakan model pembelajaran kolaboratif diharapkan mahasiswa dapat dengan mudah menyelesaikan masalah yang terkait dengan mata kuliah Geometri Analitik Bidang dengan menggunakan kecerdasan spasial mereka dalam pembelajaranya di kelas. Subjek penelitian adalah mahasiswa semester 1 kelas A program studi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Sedangkan objek penelitian adalah seluruh proses dan hasil pembelajaran matematika dengan penerapan model pembelajaran collaborative learning yang diharapkan dapat menumbuhkan kecerdasan spasial (spacial intelligence) mahasiswa di kelas tersebut. Instrumen penelitian berupa lembar observasi keterlaksanaan pembelajaran, lembar observasi kecerdasan spasial (spacial intelligence), lembar observasi keaktifan mahasiswa, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa Pembelajaran yang telah dirancang oleh dosen model dan para dosen observer telah dapat memunculkan kecerdasan spasial (spacial intelligence). Dari hasil dan pembahasan dalam penelitian ini maka dapat disimpulkan bahwa model pembelajaran collaborative learning pada mata kuliah Geometri Analitik Bidang dapat membantu menumbuhkan kecerdasan spasial (spacial intelligence). Pengembangan pembelajaran dilakukan sesuai dengan kebutuhan pada mahasiswa.]]>
<![CDATA[REDAKSI JURNAL ILMIAH EDUKASI MATEMATIKA ]]>
<![CDATA[Dewan Redaksi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika Redaksi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[SAMPUL BELAKANG JURNAL ILMIAH EDUKASI MATEMATIKA ]]>
<![CDATA[Dewan Redaksi Jurnal Ilmiah Edukasi Matematika]]>
<![CDATA[ JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun ]]>
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<![CDATA[Sampul Belakang Jurnal Ilmiah Edukasi Matematika Sampul Belakang Jurnal Ilmiah Edukasi Matematika Sampul Belakang Jurnal Ilmiah Edukasi Matematika Sampul Belakang Jurnal Ilmiah Edukasi Matematika Sampul Belakang Jurnal Ilmiah Edukasi Matematika Sampul Belakang Jurnal Ilmiah Edukasi Matematika]]>
