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Results in Journal Jurnal Tadris Matematika: 46
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Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.2.101-110
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.2019.2.2.151-162
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
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.2019.2.2.111-126
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.2019.2.2.185-194
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.2019.2.2.139-150
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.2019.2.2.127-138
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.2019.2.2.195-206
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.2019.2.2.175-184
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.2019.2.1.61-70
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.71-84
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.23-30
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.51-60
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.31-40
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.85-100
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.41-50
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.11-22
Jurnal Tadris Matematika, Volume 2; doi:10.21274/jtm.2019.2.1.1-10
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.193-206
This study’s aim is to find out and describe the types of class X student error IPA 1 SMA Negeri 1 Cisaat as well as solutions to solve student error on linear equation system material three variables. The type of research used in this study was the type of descriptive qualitative research. The location of this research was in SMA Negeri 1 Cisaat. This study took the subject of research as many as four students with the technique of taking the subject by purposive sampling. Data analysis techniques conducted in this research are data reduction, data presentation, and conclusion. After the data were analyzed then validated the validity of the data by using technique triangulation, that is by comparing the result of the student's answer on test questions and interview result. The results obtained from this study are the type of concept mistakes made the subject of research on misconceptions reached 32.26%. Then the type of procedural error is a mistake that is often done by the subject of research, procedure error reached 48.39%. Therefore, the type of error in using the operation or calculation as much as 19.35%.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.185-192
This study’s is the result of research that aims to develop the Student Worksheet Project Based Learning based Islamic charged in enhancing the ability of understanding the concept. The research was conducted by the Research and Development (R & D) was applied in 10 stages of research. Data collection instruments were used expert assessment form to determine the product validation, evaluation sheets and questionnaires student's teacher to determine the practicality of the product, as well as a test sheet to determine the ability of understanding the concept of product effectiveness. The results of the data analysis Student Worksheet validation assessment by experts to get an average score of 4.29 with high decent criteria. The results of the data analysis Student Worksheet practicability assessment by the teacher to get a score of 4.4 with the criteria very decent and student questionnaire on a small scale and large scale each get a score of 3.33 to 4.06 with the criterion of good and very good criteria. The results of the assessment of effectiveness of data analysis Student Worksheet tests are divided into two groups, namely small-scale test with 20 students and a large-scale test with 40 students. The results of two tests to get a score each, which is the average value of small-scale student 73.44 and an average value of large-scale student 73.75. The average value of student test small scale and large-scale use of the above KKM school is 70.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.175-184
This study’s aim is to describe mathematics education college students difficulties when doing mathematical proof. This study employs descriptive qualitative methods. This study subjects are 3 mathematic education college students who take real analysis class. The subjects was chosen according to their mathematics proposition proof ability in real analysis. The study was carried out by two step tests, they are written and oral test. Based on the study results we know that: college student with high ability tends to have difficulty in write the information that used to proof in written form, but they still manage to get the right proof; college student with middle ability tends to have difficulty in construct the suitable steps and logics to proof the proposition; and college student with low ability tends to have difficulty in understanding the purpose, meaning, and properties that given by the known proposition in the task. In order to deepen this study results, in the next study, we can employs a standard method to detects difficulty, such as NEA (Newton’s Error Analysis), to find more structured results.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.167-174
This study’s aim is to find out experimentation of discovery learning model and direct learning model to critical thinking ability in terms of learning motivation of learners in quadrilateral and triangle mater. The method used in this study is quantitative in the form of quasi experiments. Instruments in this study are critical thinking skills tests presented in the form of post-test, learning motivation questionnaire and observation sheet. Hypothesis test analysis in this research is anava test of two cell road is not equal to the significant level α = 5%. Based on the research results can be concluded that: (1) There is a difference of critical thinking ability between learners using discovery learning model with learners using direct learning model; (2) There is a difference of critical thinking ability of learners who have high learning motivation with learners who have low learning motivation.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.2.157-166
The study was conducted to analyze student errors in the statistical problem-solving process using Newman in terms of metacognitive tacit use. The research method used is qualitative method. Data analysis used is the analysis of the results of the test, questionnaire analysis and analysis of interview transcripts. Based on the results of the study, it was concluded that the subjects of tacit use metacognitive categories did not know their weaknesses in the learning process, gave inconsistent answers, had little confidence, focused only on answers and not on the process. Subjects with tacit use metacognitive categories made mistakes in solving statistical problems almost at all stages of Newman. Newman's error analysis consists of reading errors, comprehension errors, transformation errors, process skills errors, encoding errors. The subject is wrong in interpreting the symbol, the subject cannot determine what is known and asked about the question, the subject does not write detailed calculation steps, and the subject cannot conclude the final answer to the problem solving. Errors in completing the test questions occur because the subject does not re-check the answers given in the problem.
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.2018.1.2.137-144
The purpose of this study is to analyze mathematical problem-solving abilities based on Polya's steps and the causes of students' errors in solving mathematical problems. The problem-solving stage consists of 4 stages, namely the stage of understanding the problem, planning a solution, carrying out a solution plan, and looking back. This study used 6 subjects from 25 eighth grade students of SMP Terpadu Turen. Data collection is done by tests and interviews. Data validity test is done by triangulation technique. The results of this study were (1) at the stage of understanding many students, they did not experience difficulties because students were able to understand the problem, (2) at the planning stage there were some students who did not write the completion plan but understood the way they would do to solve the problem but they were not used to write down the plan, (3) at the stage of carrying out the plan there were some students who have difficulty because they are less thorough so that they are not aware of the mistakes made. This is because students lack concentration in solving problems, (4) at the stage of looking back there are students who have not reached this stage because they have not completed the previous stage.
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 1; doi:10.21274/jtm.2018.1.2.111-122
This study aims to describe the analysis of students' critical thinking abilities with high mathematics abilities in solving functional problems at SMAN 1 Pamekasan. This research was conducted at SMAN 1 Pamekasan with the research subjects of 3 students with high math abilities from 36 students of class X-F. This research is a case study with a qualitative approach. Data is collected through test methods, interviews, and documentation. The results of the study explain that in solving the function problems in the form of a story about the linear function of the three subjects able to fulfill all indicators of critical thinking, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. However, the three subjects have different critical thinking abilities when solving problems in the form of stories about quadratic function. The difference is the first subject meets all indicators of critical thinking, the second subject meets all critical thinking indicators except inference and self-regulation indicators, while the third subject only fulfills evaluation and explanation indicators. Information about the description of students' critical thinking abilities with high mathematics ability can be used as information to design the right learning process in the world of education.
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.2018.1.1.35-42
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.2018.1.1.1-8
Mathematical communication is the way students express mathematical ideas either orally, written, drawing/diagrams, presenting in algebraic form, or using mathematical symbols. This research is motivated by field fact that shows that the learning process in school has not given opportunity to students to communicate idea related to their understanding. In this case the authors analyze the mathematical communication skills of X-IPA MA superior students Jabal Noor Trenggalek use the indicators on mathematical communication by selecting the subject by purposive sampling as much as 6 students of X-IPA class academic year 2016/2017 high-ability, average, and low. The purpose of this study is to describe the mathematical communication ability of the X-IPA MA superior students of Jabal Noor Trenggalek in solving the mathematical problems of the composition of functional material in terms of mathematical ability. This research uses qualitative approach with descriptive research type. Data were collected by giving tests and interviews. Data analysis is done through data reduction, data presentation, and conclusion. The results showed that the mathematical communication ability of high, medium, and low-ability students fulfilled the 3 components of communication standards established by NCTM, namely: 1) organizing and consolidating their mathematical thinking through communication; 2) analyzing and evaluating mathematical thinking (mathematical thinking) and strategies used by others, 3) using mathematical language to express mathematical ideas correctly.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.9-22
Intuition has a big role when the analytic (formal) thinking process does not have the ability to reach it to the problems at hand. The presence of this intuition is spontaneous, immediate and sudden, and sometimes unpredictable. However, its presence is not suddenly but supported by the knowledge and experience, skills and skills possessed, through perceptions and feelings. In this context, intuition serves to facilitate the realm of the mind and makes it easy to understand and solve problems (red mathematical problems) in addition to the role of analytical and formal thinking is also required. Thus, intuition can be a means of opening the gates of ideas or ideas of solution discovery before formal steps are done analytically. The author seeks to illustrate the frameworks of these two forms of thinking (intuitive-analytical) inseparable from one another, but they give benefit from each other in the cycle of mathematical problem-solving.
Jurnal Tadris Matematika, Volume 1; doi:10.21274/jtm.2018.1.1.23-34
One of the goals of mathematics teaching is that students have the ability to solve problems that include the ability to understand the problem, devised a mathematical model, solve the model and interpret the obtained solution. The ability of students to solve word problems needs to get serious attention due to the fact that in daily life, students do not face directly about number or numerals but they face word problem related to topics of mathematics. The purpose of this study was to describe the level of students' ability to solve word problems in the material of Linear Equation System with Two Variables (SPLDV). This research used a qualitative approach with descriptive research. Data collection techniques used were written tests, interviews, observations, and documentations. Data analysis technique used is the analysis of qualitative data with measures of data reduction, data presentation, and conclusion. Checking the validity of the data is done with perseverance observation, triangulation and checking peers. The results showed that: 1) High-ability students had excellent problem solving skills. 2) Medium-ability students had excellent problem solving abilities. 3) Students with moderate-ability problem solving ability is enough.
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.