AlphaMath: Journal of Mathematics Education
AlphaMath: Journal of Mathematics Education adalah jurnal pendidikan matematika yang menyajikan artikel hasil pemikiran dan penelitian serta perkembangan mutakhir. Alphamath merupakan jurnal peer reviewed dan open access. Alphamath diterbitkan oleh Prodi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Alphamath mengundang para guru/pendidik matematika di sekolah, dosen, pengamat, dan peneliti pendidikan matematika di seluruh dunia untuk bertukar pikiran dan memajukan keilmuan di bidang pendidikan matematika. Cakupan dan lingkup penelitian meliputi: kurikulum pendidikan matematika, pembelajaran matematika yang inovatif dan kreatif, media pembelajaran matematika, penilaian dan evaluasi pembelajaran matematika, lesson study, kemampuan berpikir matematis, dan ICT dalam pembelajaran matematika.
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<![CDATA[Vocational High School Students' Mathematical Problem-Solving Ability Viewed from Self Confidence ]]>
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Dinar Muflihati]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.12423
<![CDATA[Problem-solving ability is an essential cognitive aspect of Mathematics. One aspect of improving problem-solving is self-confidence. This study describes the mathematical problem-solving ability regarding the self-confidence of 34 students of class X TKRO 2 SMK Wiworotomo Purwokerto for the academic year 2019/2020. The method used is a descriptive qualitative, quantitative approach. The assessment instruments used include tests and self-confidence questionnaires. Students are grouped into low, medium, and high categories based on a self-confidence questionnaire. Each class was sampled using the purposive sampling technique. Data analysis includes reduction, presentation, and conclusion. The results obtained are high self-confidence, and students have good mathematical problem-solving skills, meaning that they fulfill all aspects of problem-solving. Students with medium self-confidence have good problem-solving skills but cannot provide conclusions at the end of the answer. Meanwhile, low self-confidence is not able to achieve indicators of problem-solving abilities. In addition, self-confidence and problem-solving ability have a positive correlation.]]>
<![CDATA[Mathematical Critical Thinking Profile-based Ennis and Gardner's Theory of Multiple Intelligences ]]>
<![CDATA[Mujib Mujib]]>;
<![CDATA[Sukestiyarno Sukestiyarno]]>;
<![CDATA[Hardi Suyitno]]>;
<![CDATA[Iwan Junaedi]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13374
<![CDATA[Mathematical thinking is absolutely essential for school learning at all levels, including the HOT and LOT. The purpose of this study is to characterize the mathematical critical thinking ability pattern using Ennis and Gardner's theory of multiple intelligences. The research conducted in this study is qualitative. Purposive sampling was used in this study, which was conducted at SMPN 29 Bandar Lampung. Five people were involved in this study. To collect data, the researcher used a mathematical critical thinking essay test, a multiple intelligence questionnaire administered by a psychology expert, and in-depth interviews. Techniques for data analysis include data reduction, data visualization, inference, and verification (conclusion drawing and verification). The triangulation technique is used to find the truth of the data. The findings indicated that students were able to articulate the steps involved in developing mathematical critical thinking abilities. Additionally, students are more critical when it comes to problem-solving and approach the problem appropriately. Students provide direct responses rather than generalizations. Mathematics-related critical thinking patterns are frequently inductive.]]>
<![CDATA[Development of Math Set Game to Improve Critical Thinking Skills Student of Class VII Material Set ]]>
<![CDATA[Rizqi Nurjanah]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13042
<![CDATA[This research is a type of Research and Development (R&D) research that tests the validity, practicality, and effectiveness of Math Set Game media. Math Set Game media is a medium developed in the learning of students of mathematical set materials and one of the digital learning media by utilizing RPG Maker MV media as the basic system in its development. The development model used in this research is the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The data obtained from this study is quantitative data obtained from the results of expert review materials, the results of media expert reviews, student response results, and the results of critical thinking skills tests of students as many as 30 people. The data collection technique used is a) validation; b) questionnaire; and c) the critical thinking capability test with the instrument used is a) validation sheet; b) response questionnaire sheet; and c) critical thinking ability test sheet. Based on the research that has been carried out, data has been obtained that shows that math set game media is valid, practical and effective in improving the critical thinking skills of students set materials so that math set game is worth using in learning and can be disseminated for educational purposes.]]>
<![CDATA[The Effect of the Flipped Classroom Learning Model on Students’ Learning Outcome in Multivariable Calculus Course ]]>
<![CDATA[Triana Harmini]]>;
<![CDATA[Nugroho Arif Sudibyo]]>;
<![CDATA[Siti Suprihatiningsih]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.10854
<![CDATA[The COVID-19 pandemic that occurred starting in early December 2019 had a major impact on the world of education. Therefore, it is necessary to develop a flipped classroom-based mathematical learning model. The purpose of this study was to find out the effect of flipped classroom-based mathematical learning model on students of the Mathematics Education study program on Multivariable Calculus courses. This research is a pseudo-experimental study. The subject of this study is a mathematics education student who is pursuing multivariable calculus courses that are directly involved in the learning model applied at West Kalimantan which is divided into two classes with each class consisting of 15 students. Experimental classes are given learning using Flipped Classroom-based learning models while control classes are given learning with online learning using google classroom. This research design uses a randomized control group posttest only design. Data analysis techniques also use Mann-Whitney nonparametric hypothesis tests. The results of the study that has been conducted show a significance value of 0.015 less than the significance level of 0.05 so it can be concluded that there is a real difference between the control learning model and the Flipped Classroom model or the flipped classroom learning model effective to improve student learning outcomes.]]>
<![CDATA[Students’ Response Toward Teman Ritma Application as Mathematical Learning Media ]]>
<![CDATA[Ardhika Fajar Ramadhan]]>;
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Nafida Hetty Marhaeni]]>;
<![CDATA[Anna Rachmawati]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13430
<![CDATA[The education sector has a vital role in the advancement of science and technology. One of the technological advances in the education sector is the use of android-based learning media. This study aims to determine students’ response to the use of the Teman Ritma application as a mathematics learning media and the influence of student learning outcomes on student response rates. This research is a quantitative descriptive with research instruments used: an android application, namely Teman Ritma and student response questionnaires. The research sample consisted of 32 students of 7th grade of SMPN 5 Yogyakarta. The sample was divided into two groups. The first group, known as K-1, contains 15 students with good learning outcomes, and the second group, known as K-2, contains 17 students with poor learning outcomes. The results from both groups showed that the response rate of all aspects assessed was very satisfactory and easily operated. This means that students can run the application without difficulty, and students easily get information from the material and do the exercises presented. Based on the student's response, the Teman Ritma application is eligible and practical to use as mathematics learning media. Then from the results of statistical tests, the learning outcomes affect students’ response rate for the learning design aspect. Meanwhile, learning outcomes have no effect on student response rate for operational and visual communication aspects.]]>
<![CDATA[Learning Analysis with ARIAS Model on Students' Critical Thinking Skills Reviewed from Learning Styles ]]>
<![CDATA[Hamidah Hamidah]]>;
<![CDATA[Jaka Wijaya Kusuma]]>;
<![CDATA[Ilmadi Ilmadi]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13550
<![CDATA[A person who can think critically in mathematics means having a high level of ability and is a fundamental ability that students must have to learn mathematics. The research aims to determine the influence of understanding the ARIAS model on students' critical thinking skills in terms of learning style. This type of research is quasi-experimental with a post-test nonequivalent control group design. The research population is a student majoring in mathematics education at Bina Bangsa University, then selected two classes as research subjects. The acquisition of data from mathematical critical thinking skills tests and learning style questionnaires was then processed with the ANOVA (Analysis of Variance) test. The results showed a significant difference in mathematical necessary thinking skills between students and ARIAS learning and ordinary learning and judging from students' learning styles. There was a substantial difference in mathematical critical thinking skills. Furthermore, it is known that there is an interaction between the type of learning and its learning style towards students' mathematical necessary thinking skills.]]>
<![CDATA[Elementary School Students Numeration Ability ]]>
<![CDATA[Suciyati Suciyati]]>;
<![CDATA[Dedy Rosadi]]>;
<![CDATA[Mariamah Mariamah]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.12218
<![CDATA[Numerical ability is one of the important skills that must be mastered by students as a provision in solving everyday problems. It is also undeniable that the numeracy skills of elementary school students are still far from expectations. Various problems arise in learning mathematics such as the gap in the numeracy abilities of different students. The purpose of this study is to describe the numeracy skills of upper-class students in elementary schools. This type of research is descriptive research with the research subjects are 4th to 6th grade students at SDN Talabiu, Bima, West Nusa Tenggara. The instrument used is in the form of multiple choice test questions, totaling 10 numbers which have been validated by experts by asking for input from colleagues from the evaluation field and the field of mathematics. In addition, this instrument is also a modified finished instrument that has been approved by the developer. The data were analyzed using the percentage formula to determine the category of students' abilities. Based on the results of research and data analysis, information was obtained that the numeracy skills of upper-class students at SD Negeri Talabiu can be grouped into 4 categories, namely the High category with a percentage of 16%, the Moderate Category with a percentage of 62%, the less category with a percentage of 14% and the very low category. with a percentage of 8%. The contribution of the results of this study is as a reference for teachers and schools in relation to the state of students' numeracy abilities so that they can apply innovative and creative learning]]>
<![CDATA[Cover and Table of Content ]]>
<![CDATA[AlphaMath: Journal of Mathematics Education]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13644
<![CDATA[The Influence of Learning Mathematics in Online Learning on the Results of Mid-Semester Assessment ]]>
<![CDATA[Zahrina Salsabila]]>;
<![CDATA[Lintang Ega Shavira]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.12118
<![CDATA[This research is a quantitative analytical survey research with an explanatory method in which the researcher attempts to explain to what extent the effect of learning mathematics on the results of mid-semester assessments for class VIII students in one of the junior high schools in Tangerang Regency. The sample of this research is students in class VIII. The sample selection was done randomly by taking 31 students from a total of 70 students. In collecting data related to student learning, we distributed a simple questionnaire by google form and to obtain data on the results of the mid-semester assessment of our students, we collaborated with the mathematics teacher in charge of the school. The results of this study stated that the way students learn in learning mathematics, especially in online learning, is said to have an effect of 11.45% on the results of the students' midterm assessment. the way to learn in online learning is divided into four sub categories of learning methods, including: how to take math lessons online, how to learn math independently at home, how to study math textbooks, and how to face math exams. Of these four sub-categories, three of them are in the good category in their implementation, while the sub-category of how to learn in online learning is in the sufficient category which indirectly means that there is still a need for re-evaluation related to the mechanism for implementing mathematics online learning.]]>
<![CDATA[CORE Teaching Model Based Mnemonic Technique Impact Students’ Mathematical Creative Thinking Ability and Metacognitive Awareness ]]>
<![CDATA[Eka Widiyasari]]>;
<![CDATA[Mujib Mujib]]>;
<![CDATA[Suherman Suherman]]>;
<![CDATA[Komarudin Komarudin]]>;
<![CDATA[Bambang Sri Anggoro]]>;
<![CDATA[Mardiyah Mardiyah]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v8i1.13327
<![CDATA[The purpose of this study was to determine the effect of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model with mnemonic techniques on students' creative thinking skills and metacognitive awareness. The research method was a quasi-experimental design. Data on creative thinking skills were collected using essay test instruments and metacognitive awareness using questionnaires. This research was conducted on the eighth-grade students of a secondary school in Tulang Baawang Lampung with a sample of 60 students taken by using the cluster random sampling technique. The data analysis technique was two-way ANOVA. Based on the test results, the first hypothesis is shown F(2) = 12.92, p < .05, the CORE learning model affects mnemonic techniques on students' creative thinking abilities. The second hypothesis shows F(2) = 19.97, p < .05, the high, medium, and low metacognitive awareness categories affect students' creative thinking abilities. The third hypothesis shows that F(4) = 1.65, p < .05, there is no interaction between the CORE learning model and mnemonic techniques with metacognitive awareness of students' creative thinking abilities. The impact of this research is the model can be a solution for mathematics teaching and learning.]]>
