Journal Jurnal Tadris Matematika-
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.195-206
Abstract:The purpose of this research is comparing the conceptual understanding of students who learn with Contextual Teaching and Learning using modules in the material of Class VIII Two-Variable Linear Equation (SPLDV) System in SMP N 2 Timpeh. This study was an Quasy Experiment with a Randomized Control Group Design Only. The population of all eighth grade students of SMP N 2 Timpeh in 2018/2019 which collected 66 people. Sampling by Simple random sampling and selected class VIII students. A as experimental class and VIII. B as a control class. The results of the study, obtained an average value of students' understanding of the mathematical concepts in the experimental class and combined controls were 83.35 and 78.72. Furthermore, hypothesis testing is done for the students' ability to understand concepts, obtained that t count > t table, which states the understanding ability of students who learn through contextual Teaching and Learning using a higher module about the ability to learn concepts of students who learn through conventional learning. This shows that learning uses modules effectively in improving students' conceptual comprehension abilities.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.185-194
Abstract:The purpose of this research was to find out the effectiveness of the problem posing learning models in terms of students' mathematical literacy abilities. The sample of this study was 31 students of class VII.6 PGRI 2 Junior High School in Ciledug. Purposive sampling technique was purposed in this research. Indicators of this study include: (1) elements of algebraic form; (2) algebraic form operations, which consist of: addition and subtraction, multiplication and division, rank, and the LCM and GCD algebraic concepts. This research uses a quantitative descriptive approach. The method used was a quasi experiment, with a one-group pretest-posttest design. The research instrument used was a mathematical literacy ability test. The results of this study were categorized into 4: high, medium, low and very low. Data analysis used pretest and posttest score for each indicator. Based on the results of paired sample t-test shows that there is a significant increase in each indicator. The calculation result of Gain value of 0.42 shows an increase in the medium category. This it can be concluded that the problem posing learning model is effective.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.175-184
Abstract:This study aims to describe the analysis of student mistakes based on the stages of Newman in solving the Pythagorean theorem material story problems. This type of research is descriptive with a qualitative approach. The subjects of this study were students of class VIII A PGRI 6 SMP Malang, totaling 28 students in the 2018/2019 school year. Data analysis techniques include data reduction, data presentation and conclusion drawing. Meanwhile, checking the validity of the data using the technique of triangulation of sources in the form of in-depth interviews with 3 students of class VIII A selected based on high, medium, and low abilities. The results showed that at the stage of reading subject A5 made a mistake in question number 3. In the understanding stage, an error in problem number 1 was made by subjects A29, A7, A11, and A5, while error number 2 was subject A21, A7, and, which made a mistake in question number 3 namely, A6, A29, A7, and A5. At the transformation stage subjects A5, and A11 made mistakes on questions number 2 and 3. In the process skills stage subjects A5 made mistakes on questions number 2, and subjects A21, A6, A7, A11, and A5 made mistakes on questions number 3. Meanwhile , subjects who make mistakes at the writing stage of the final answer are A29, A7, A11, and A5.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.151-162
Abstract:Critical thinking is an important ability that must be owned by preservice teachers of mathematics, for self competence, provision of pedagogical ability, as well as in mathematicl context. The moment of the emergence of critical thinking ability need to be a special attention by educators in order to be able to design learning which facilitate the development of that critical thinking ability. This article aimed to describe critical thinking profiles of undergraduate preservice teacher mathematics in solving linear pattern problem at level emergent critical thinker. The case study is performed to two undergraduate students of mathematics department at STKIP PGRI Tulungagung who reflect that level in solving linear pattern problem in the paving tiling context. The result of the case study showed that the critical thinking ability of preservice teachers begin emerge on interpretation, analysis, inference, and explanation aspects but still lack on evaluation and self-regulation aspects.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.163-174
Abstract:This research aims to describe metacognitive skills of climber students in solving mathematic problems in class VIII junior high school. The subject of research isthree climber students of Junior High School 3 Purworejo. The research method used qualitative with the form of phenomenological research. The subject of research is climber students of Junior High School 3 Purworejo. The research instrument is an Adversity Quotient questionnaire, mathematic troubleshooting test, and interviews. Data collection techniques are conducted by collecting data from writing test and interview with students. The results showed that climber students planning skills at the stage of understanding problems and planning problem solving is aware in predicting the knowledge of materials needed and have the thoroughness in digging information that is important in the matter, aware of the plan used and able to realize the relationship with the problems that ever worked. Climber students monitoring skills on the stage of implementing a solving plan, students are aware in the process of solving questions and aware that previous strategies can assist in solving the problem, students also aware and confident with the results of his work. Mean while, climber students evaluation skills realize that the results are correct, but students not realize that there are other strategies that can solve the problem.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.127-138
Abstract:Technological development has a huge influence on the social, economic, cultural and even educational fields, especially in mathematics subject. Mathematical communication skills of students obtained in mathematics learning help train students to solve problems in everyday life. Based on our survey, mathematical communication skills of students are still relatively low, this is evident in learning to solve applied mathematics problems. Students tend to have difficulty expressing their ideas in solving problems. This study aims to determine the improvement of students' mathematical communication skills in class X-A MA Al Fattahiyyah by learning numbered head together. Class Action Research refers to John Elliot's model is proposed in this research. Subjects are students of class X-A MA Al Fattahiyyah. Data collection techniques were written tests and documentation. While the research instrument was a test of students' mathematical communication skills. Research results show that the use of numbered head together can improve students' mathematical communication skills.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.139-150
Abstract:The purpose of this research is to find out how the application of the Arisan Card learning model improve students' mathematics learning achievement. This research is a Classroom Action Research. Subjects of this study were students of class VII-B SMP PGRI 6 Malang. Data collection procedures in this study are tests, observations and field notes. The results of this study are the completeness of students in the activities of the first cycle 60.71% and the second cycle 89.28% and the observation results of the first cycle teacher, observer I 76.06%, observer II 75.21% and second cycle observer I 88.03% observer II 85.47% and for the observations of students I observer I cycle 73.50%, observer II 70.94% and second cycle observer I 85.47%, observer II 84.61%. Based on the results of the study, the Arisan Card learning model’s steps are: 1) dividing students into groups by emphasizing the circular sitting formation; 2) distribute the answer papers to each group; 3) put the questions into arisan bottle and then shaken and poured; 5) asks one of the groups holding the answer paper to move forward and present it to the class; 6) if the answer is correct then the group gets points.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.101-110
Abstract:Understanding mathematical concept is one of ability to rediscover knowledge that has been obtained, both orally and a written. The purpose of this research was to compare the ability to understand mathematical concept of student who taught with the PACE (Project, Activity, Cooperative, Exercise) learning model and conventional learning model. A quass-experimental design combined with experimental method purposed in this research. The population in this research were all students of class XI SMA 15 Kota Tangerang by taking a sample of 2 classes, that is class MIPA 5 as an experimental class and class MIPA 2 as an control class. The sampling technique uses purposive sampling technique. The research instrument used a test of the ability to understand mathematical concepts. Mann Whitney test is used to test the hypothesis. The results of this research are students’s ability to understand a mathematical concepts taught with a PACE learning model higher than conventional learning models.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.111-126
Abstract:Group Isomorphism is one of the sub topic in the Algebra Structure. This sub topic required prerequisite material about the bijective function. If this prerequisite material is not mastered, it will be difficult to study Isomorphism Group material. There are still many students who found difficulties to solve probative questions about Group Isomorphism. The major problem are they were forgetting and not understanding the prerequisite material. Therefore, it should be a further research on the ability of students to prove the questions of proof and errors in preparing evidence about Group Isomorphism.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.61-70