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.
Articles
115 Documents
<![CDATA[Pengembangan Video Pembelajaran Pengantar Struktur Aljabar ]]>
<![CDATA[Abdul Aziz]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 6, No. 2, November 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v6i2.8573
<![CDATA[The development of instructional videos for an introductory course on algebraic structures aims to improve student understanding with different learning methods. Students produce videos containing algebraic structure material, they have mastered the concept correctly. Through the preparation of making instructional videos, students are motivated to increase their knowledge regarding algebraic structure material. The method used in this research is development research that describes student learning outcomes in mastering the concept of algebraic structures. The results showed that students who could explain the algebraic structure material in the video well showed a good understanding of algebraic material. In making videos, students are motivated to present interesting work and also the concept of correct algebraic structures. Students learn from various reading sources to present the correct algebraic concepts in the form of learning videos. The content of the learning videos contains concepts and practice questions. The conclusion that can be obtained in this study is that the development of instructional videos carried out by students can help students understand the algebraic structure material, because it contains cooperative learning methods.]]>
<![CDATA[DESKRIPSI KEMAMPUAN METAKOGNISI SISWA SMA NEGERI 1 SOKARAJA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA ]]>
<![CDATA[Rahmi Puspita Arum]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v3i1.1930
<![CDATA[The research aimed at describing students’ metacognitive ability in solving mathematically story question viewed from students’ learning independence in SMA Negeri 1 Sokaraja. The research was conducted in grade X-6 of SMA Negeri 1 Sokaraja on May 2016. The research method was descriptive qualitative method. The sampling technique was purposive sampling. The research subject were divided into 3 (three) groups based on the learning independence questionnaire (I.e., high, medium, and low-learning independence group). The data collection techniques used in this research were story-question test and in-depth interview. The research result showed that: (1) Students from high-learning independence group achieved strategic use level of metacognitive ability. In this level, the students were able to pass through metacognitive behavioural steps, such uas comprehending problems, selecting and using proper strategic in solving a problem, controlling problem-solving process as well as evaluating briefly. (2) students from medium level learning independence group achieved aware use level. In which they were able to comprehend a problem, but they have not been able able to control the problem solving process. (3) Students from low-level learning independence group achieved tacit use level. In this level, students solved the problem by doing trial and error since they have not be able to comprenend the problem. Therefore they were able neither to determine the proper problem solving strategy nor to solve the problem properly. Keywords: Metacognitive Ability, Learning Independence]]>
<![CDATA[Pengaruh Problem Based Learning Terhadap Kemampuan Pemecahan Masalah dan Self Efficacy Siswa Kelas VIII SMP Negeri 1 ]]>
<![CDATA[Destio Tabah Sujarwo]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 6, No. 1, May 2020 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v6i1.7948
<![CDATA[This study aims to determine; whether the achievement of problem solving abilities that follow Problem Based Learning is better than the achievement of problem solving abilities that follow direct learning; whether the achievement of self-efficacy that follows Problem Based Learning is better than the achievement of self-efficacy that follows direct learning. This research is a quantitative study with an experimental method using the Post-Test Only Control Design method. The population in this study were all students of class VIII SMP Negeri 1 Patikraja. Sampling using cluster random sampling by taking two classes, namely class VIII F using Problem Based Learning and class VIII D using direct learning. Data analysis using Independent Sample t-Test for one-sided test right on the post test and questionnaire with α = 0.05. Obtained a significant value of problem solving ability of 0.031 and self-efficacy of 0.038. Both significant values are less than 0.05. The conclusion in this study is Problem Based Learning affect the ability of problem solving and self-efficacy of students.]]>
<![CDATA[KEEFEKTIFAN COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT) DITINJAU DARI KEMAMPUAN KOMUNIKASI DAN TOLERANSI SISWA SMP ]]>
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Reny Yuniasanti]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v2i2.1168
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan keefektifan model Cooperative Learning type Team’s Game Tournament (TGT) pada pembelajaran matematika ditinjau dari kemampuan komunikasi matematis dan toleransi siswa kelas VIII SMP N 1 Sedayu tahun pelajaran 2016/2017. Penelitian ini adalah penelitian eksprerimen semu dengan pre-postest nonequivalent control group design. Penelitian ini menggunakan dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Populasi penelitian mencakup seluruh siswa kelas VIII SMP N 1 Sedayu Bantul yang terdiri dari empat kelas. Dari populasi yang ada diambil secara acak dua kelas yaitu VIII A dan VIII C sebagai sampel penelitian. Pembelajaran matematika pada kelas VIII A menggunakan model Cooperative Learning tipe TGT dan pembelajaran pada kelas VIII C menggunakan metode konvensional. Instrumen penelitian ini adalah tes kemampuan komunikasi matematis dan angket toleransi siswa. Untuk menguji keefektifan pembelajaran dengan model Cooperative Learning tipe TGT dan metode konvensional yang ditinjau dari kemampuan komunikasi dan toleransi siswa dalam matematika, digunakan analisis one sample t-tes. Perbandingan Keefektifan model Cooperative Learning tipe TGT dan metode konvensional pada pembelajaran matematika yang ditinjau dari kemampuan komunikasi dan toleransi siswa, data dianalisis dengan menggunakan uji T2 hotteling. Uji-t univariat digunakan untuk menentukan pendekatan yang lebih efektif. Hasil penelitian menunjukkkan bahwa (1) penerapan model Cooperative Learning tipe TGT dan metode konvensional dalam pembelajaran matematika efektif ditinjau dari kemampuan komunikasi dan toleransi siswa, dan (2) Hasil uji lanjut menunjukkan bahwa model Cooperative Learning tipe TGT lebih efektif baik terhadap kemampuan komunikasi matematis maupun toleransi dibandingkan metode konvensional pada siswa kelas VIII SMPN 1 Sedayu.]]>
<![CDATA[PENERAPAN QUANTUM TEACHING UNTUK MENINGKATKAN KECER DASAN EMOSIONAL DAN PRESTASI BELAJAR MATEMATIKA ]]>
<![CDATA[Lutfi Nur Hidayah]]>;
<![CDATA[Tien Rukijah]]>;
<![CDATA[Ahmad Ahmad]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v4i1.7653
<![CDATA[This class action research aims to improve the quality of emotional intelligence and mathematics learning achievement of students in class VII-F of SMP Negeri 5 Purwokerto by applying Quantum teaching to mathematics learning. After applying Quantum teaching emotional intelligence and mathematics learning achievement of students increased. This research was conducted in three cycles. Data collection techniques through observation by observers and filling out questionnaires by students, and data analysis was done in the description with scoring techniques. Based on the results of the research that has been done it can be concluded the following matters: 1) There is an increase in students' emotional intelligence in the process of learning mathematics. This can be seen from the increase in the average observations and emotional intelligence questionnaire results of students from cycle I to cycle III. In cycle III, the average results of observation of emotional intelligence were 2.53 with the criteria of emotionally intelligent students and the average results of students' emotional intelligence questionnaire in cycle III was 2.87 with the criteria of emotionally intelligent students. 2) There is an increase in students' mathematics learning achievement in the material lines and angles. This can be seen from the increase in grade point average and mastery learning. The average value of the class before the application of Quantum teaching was 72.21 with a mastery of learning at 54.54% after the implementation of the Quantun teaching completeness of student learning rose to 74.194% with an average grade of 76.548. Thus the application of Quantum teaching in mathematics learning succeeded in increasing emotional intelligence and mathematics learning achievement of VII-F graders of SMP Negeri 5 Purwokerto]]>
<![CDATA[ANALISIS HASIL UKK MATEMATIKA SISWA KELAS VIII MTs NEGERI 1 RAKIT BANJARNEGARA ]]>
<![CDATA[Zuhrotunnisa Zuhrotunnisa]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v2i1.211
<![CDATA[ABSTRACT: This research is aimed to analyze the result of the last semester evaluation the eight grade students of MTs N. 1 Rakit Banjarnegara. The sample of this research is taken from three classes among six classes in MTs N 1 Rakit. They are from VIII A, B and D by using purposive sampling technique. They are the students from the high class (VIIIA), medium class (VIII B) and the low class (VIII D). Based on the analysis of the last semester evaluation can be concluded that: (1) the students from the high class can comprehend all of the basic competence (KD) with the percentage 87,27%; (2) the students from the medium class for multiple choice test can comprehend only KD 5.1 and KD 5.2, and the for essay test can comprehend KD 4.2 and KD 4.3; (3) the result of the students from the medium class can comprehend 52,79%; (4) the students from the low class for multiple choice test can comprehend only KD 5.2, and the for essay test can comprehend all of the basic competence (KD), the achievement of each KD is 60%; (5) the precentage of KD attainment from the students of the low class is 46.35 %. KEY WORDS: Analysis, the last semester evaluation]]>
<![CDATA[Sampul Jurnal ]]>
<![CDATA[Sampul Jurnal]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/jme.v3i2.2760
<![CDATA[Pengaruh Pembelajaran Kooperatif Tipe Group Investigation (GI) Terhadap Kemampuan Pemecahan Masalah Matematis Dan Percaya Diri Siswa SMP Negeri 2 Rembang ]]>
<![CDATA[Khotijah Priyatin]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 4, No 2 (2018): Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v4i2.7357
<![CDATA[This study aims to determine the effect of Group Investigation type cooperative learning on mathematical problem solving abilities and confidence of class VII students of Rembang 2 State Junior High School 2017/2018 school year. The population in this study were seventh grade students of Rembang 2 State Junior High School 2017/2018 school year. The sample in this study is class VII E as the Experiment class and VII C as the Control class which is taken by Cluster Random Sampling technique. The instrument used in this study is post test. Post test results were obtained after students in the experimental class followed Group Investigation cooperative learning and the control class followed direct learning. Post test results were processed using IBM SPSS Statistic 21 Software by performing the Mann Whitney test for post test results and Independent t Test tests on questionnaire results. The sig value obtained on the Mann Whitney test for post test results is 0.0355 and the sig value on the Independent t-test for the results of the questionnaire is 0.0075. So it can be concluded that students' mathematical problem solving and self-confidence abilities that follow Group Investigation type cooperative learning are better than mathematical problem solving abilities and confidence by using direct learning.]]>
<![CDATA[DESKRIPSI KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR DAN GENDER ]]>
<![CDATA[Eti Nurhayati]]>;
<![CDATA[Fitrianto Eko Subekti]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
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DOI: 10.30595/alphamath.v3i1.1935
<![CDATA[The objectives of this research was to construct description on student’s mathematical cognitive ability in SMP Muhammadiyah Sumbang viewed from learning style and gender on topic of rectangular. The research method was descriptive qualitative. The research population was students of 7th Grade A and D with purposive sampling technique. Students were divided into six groups and two students from each group were selected as respondents. Test, interview and documentation were used as the data collection. The results indicated: 1) Male and female students with visual learning style could not have knowledge of five indicators of mathematical cognitive ability as follow: to propose presumption, to make mathematical manipulation, to draw conclusions, to construct evidence, to give reasonable evidence for solutions, to examine argument validity, and to find path of mathematical indication. 2) Male and female students with auditory learning style could have knowledge one indicator of mathematical cognitive ability as of to find path of mathematical indication. 3) Male students with kinesthetic learning style could have knowledge of one indicator of mathematical cognitive ability as of to make mathematical manipulation. 4) Female students with kinesthetic learning style could have knowledge of one indicator of mathematical cognitive ability as of to propose presumption. KEY WORDS: Mathematical cognitive ability, Learning style, Gender]]>
