Results in Journal Jurnal Tadris Matematika: 46
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Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.65-76
Mathematical sciences that study basic mathematical operations that is addition, subtraction, multiplication, and division are arithmetic. Arithmetic lessons have been introduced since entering formal education. It can deliver with various ways, one of them is using a line of numbers or represent with objects, such as marbles, books, and pencils. As the development of science and technology, the delivery process can be done by using mobile devices. For example smartphones, tablets and laptops. Utilization can be done by making games or more commonly known as ICT-based learning media. With the game related to math, users can not only play games, but also can sharpen the ability to solve problems related to math. Gametika made with Adobe Flash Professional CS6 software and Adobe Air 3.2 application runtime with waterfall design model consisting of: (1) system requirement analysis; (2) design system; (3) implementation; (4) trials; (5) deployment; and (6) treatment. This game can run on a smartphone with Android 4.0 Ice Cream Sandwich operating system or a newer android version and smartphone screen resolution of at least 320 x 480 pixels. Gametika can also be played on a PC or laptop. The validation results are declared valid and suitable for use especially for children aged 10-13 years.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.77-96
Mathematics is a subject that is considered difficult by students. This assumption is not without reason, because Mathematics is a structured science. If the student does not have a structure, then he will not be able to build a structure on it. Many difficulties are commonly experienced by students in Mathematics subjects. Usually students have difficulties in understanding the concept, application of principle, miscalculation, and less skilled in operation. Researchers chose SMAN I Rejotangan for research. This school is still using the curriculum KTSP when researchers conduct research. This school is easily accessible because it is located on bus lane. In addition, researchers also become educators at this school. Therefore, researchers know very well the atmosphere in this school. When conducting National Exam preparation guidance in class XII, researchers found many mistakes from students when working on root shape issues. While the material of the root form should have been mastered by students since class X. Therefore, there must be something that happens when students are still sitting in the bench class X. For various reasons this researcher want to reveal the reason behind the mistakes of students in working on the form of the root form. Not just to analyze students' mistakes, but also to find out the causes of students making.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.35-42
The fact that the low quality of learning and mathematics learning outcomes of students because the majority of math teachers still use the method of learning by way of lectures and assignments. In studying mathematics teachers should pay attention to the process of not only prioritize the achievement of learning results seen from UAS only. Therefore, the learning innovation is required. One of the innovative learning models is the Cycle Learning model. The Cycle Learning model is a student-centered learning model that can motivate students when learning, discussing, explaining, and developing. Thus, it can create an active learning atmosphere and not boring. By using media power point learning process becomes more fun. The research pattern used is quantitative approach and type of quasi-experimental research. The sampling technique used is simple random sampling. The sample used 35 experimental group students and 35 students as control group. Data collection methods used are observation, test and documentation. Data analysis technique using Independent Sample T-test. Based on the result of the research, it is concluded that (1) there is significant effect of cyclic learning model using power point toward student learning result of line material and class VII corner of MTsN Karangrejo Tulungagung. This can be seen from the value of t-test obtained of 3.741 is greater than the value of with a level of 5% that is equal to 1.994. (2) Big influence of learning model cycle using power point to student learning result of line material and grade angle VII MTsN Karangrejo Tulungagung. This can be seen from the value obtained manually that is equal to 0.92 in the interpretation table with 82% percentage.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.97-110
This study aims to describe the method of learning discovery learning with jigsaw type cooperative setting to improve student learning outcomes of sequence line and series XI SMK PGRI 1 Tulungagung. This type of research is a classroom action research. This research was conducted at SMK PGRI 1 Tulungagung in 2 stages, namely pre action and action stage. The action stage is implemented in 2 cycles and each cycle consists of 2 meetings. The results of this study can be concluded that the steps of learning mathematics that can improve student learning outcomes class XI APK-2 SMK PGRI 1 Tulungagung is preceded by apperception, the formation of groups of origin in heterogeneous, the formation of expert groups, the provision of stimuli or stimuli, students in groups identify problems, gather information, solve problems, verify, and conclude with the group. Furthermore, the students return to the origin group to convey to all members of the group of material origin that have been studied in the expert group in turn. Then the students presented the results of the discussion, held a quiz, award group and conducted a post test at the end of each meeting cycle. Student learning completeness of 95%, while the improvement of student's learning completeness of post test result of cycle I and post test result of cycle II equal to 37,5%.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.55-64
The purpose of this study is to describe mind-based discovery learning on complex functions to improve mathematical reasoning abilities. This study used a qualitative approach, with a classroom action research design, which was implemented in two cycles. The research was conducted at Universitas Kanjuruhan Malang with the subject of the study of mathematics education students who took complex functions with the number of 30 students. Data retrieval is: observation, test, documentation, field notes. Data analysis includes data reduction, data presentation, data review and conclusion drawing. Validity of data using triangulation. The results obtained from the data of academic ability, the ability of mathematical reasoning, the ability of student presentation and student response with better sesult. The conclusion of the research is mind map based discovery learning can improve the ability of mathematical reasoning and improve student academic success, so that learning is more qualified.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.43-54
This research is based on the problems faced by students in solving math problems. Where these problems can hinder the success of students in the learning process. Therefore, researchers take a scaffolding step to overcome the difficulties faced by students in solving the problem of linear equations of one variable. The purpose of this research is to determine the type of the difficulties faced by students in problem solving linear equations one variable in class VII State Islamic Junior High School Pucanglaban and to describe the process of scaffolding students in problem solving linear equations one variable in class VII State Islamic Junior High School Pucanglaban. This study uses a qualitative approach, while based on the discussion techniques included in descriptive research. Methods of data collection using: observation, test, in-depth interviews, and notes field, and documentation as supporting data. Data analysis technique used is qualitative data analysis with steps: data reduction, data presentation and conclusion. The conclusion of this study were: (1) Difficulties faced by students in solving mathematical problems one variable linear equation materials are: (a) in understanding the problem, (b) in making a mathematical model, (c) to operate, and d) in drawing conclusions. (2) Provision of appropriate scaffolding to overcome the difficulties that students face, is as follows: (a) to overcome the difficulties students in understanding the problem, appropriate scaffolding is explaining, reviewing and restructuring. (b) to overcome student difficulties in making mathematical models, appropriate scaffolding is reviewing, and restructuring. (c) to overcome difficulties in operating, appropriate scaffolding is restructuring. (d) to overcome difficulties in drawing conclusions, appropriate scaffolding is developing conceptual thinking.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.145-156
Learning methods in schools tend to use lecture and book models as learning media. Whereas at present, technology is growing rapidly. The use of technology as a learning medium is very important to attract students' interest in learning. At the Elementary School level, children still like learning while playing. This research proposes animation as a learning media for students in elementary schools. This media can be used by teachers as learning media. This animation media is expected to attract students' interest in learning, especially in mathematics subjects. In animation, visualization in the form of images moving on the subject of mathematics becomes one of the things that need to be optimized. The purpose of this study was to develop animation learning media as an alternative self-learning tool to help to master mathematics subjects for students and find out the feasibility of products for mathematics learning. The research and development methodology used in this study is Research and Development (R & D). This methodology covers all things related to development to produce quality interactive learning media software. Based on the trial, 81% of media experts, 88% of material experts, 70% of initial field tests, and 93% of field trials were obtained. Based on these results, the animation media for mathematics subjects has been feasible to be used as a medium of self-learning with an average value of 83% validation.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.123-136
This study aims to teach students in the use of insert shape facilities through contextual learning on geometry material to improve students' understanding at SDN 1 Panggungerjo Kepanjen. The type of research used by Classroom Action Research. This study was carried out in two cycles and each cycle of three meetings. The research subjects were 45 third grade students of SDN 1 Panggungrejo Kepanjen. Data to be taken are: a) observation results, b) student test results, c) interview results, d) results of field notes. The process of contextual learning with insert shape facilities starts from the initial, core and final activities. The initial activity consisted of researchers grouping students, conveying learning objectives, giving questions, introducing geometry, introducing insert shapes. The core activity, studying the geometry of concrete media, giving assignments, practice insert shape applications, presentations. The final activity is reflection. The results of classroom action research in the first cycle show that the average value of student learning outcomes reached 50%. In cycle II student learning outcomes have increased by 70%. In the second cycle students were very enthusiastic about learning geometry and students could calculate the circumference and area of geometry and could practice computers with insert shape facilities.
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.61-70
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.23-30