Eduma : Mathematics Education Learning and Teaching

Journal Information
ISSN / EISSN : 2086-3918 / 2502-5309
Published by: IAIN Syekh Nurjati Cirebon (10.24235)
Total articles ≅ 183
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Komala Komala, Budi Manfaat, Arif Abdul Haqq
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 83-97; https://doi.org/10.24235/eduma.v10i1.8518

Abstract:
Assessment of geometry learning should encourage students to have spatial reasoning abilities. This type of study is research and development to develop a geometry test instrument with Van Hiele's level of thinking to measure students' spatial reasoning abilities. This research and development aim to obtain a valid and reliable test instrument for spatial reasoning abilities. This test has been declared content validity through expert judgment techniques and has been declared linguistically correct by linguists. Based on the results of the field test, the test instrument has a reliability of 0.89. The developed test instrument has a pretty good average distinguishing power estimate. The results of the difficulty level of the developed test are 12.5% items have a very easy, 25% easy, 37.5% moderate, and 25% difficult. The results of the measurement of students' spatial reasoning ability obtained that 25% of students had low spatial reasoning abilities (Plane), 60.71% in the medium category (Fuzzy), and 14.29% in the high category (Spatial)
Charina Ulfa, Ariyadi Wijaya, Habibullah Habibullah
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 14-26; https://doi.org/10.24235/eduma.v10i1.8024

Abstract:
This research is a design research that aims to design a hypothetical learning trajectory based on investigative learning. This study’s subjects were students of class VII in a junior high school in Aceh Barat Daya, consisting of 32 students for the pilot experiment and 31 students for the teaching experiment. The selection of research subjects for these two classes used a random sampling technique. The data collection technique were carried out by observation, interview, and documentation. The research data were analyzed using qualitative analysis. This design research model consists of three stages: preparing for the experiment, experimental design, and retrospective analysis. The results showed that the hypothetical learning trajectory based on group investigative learning that has been designed can help students achieve learning goals. The learning trajectories produced in this study are (1) students can find the size of the object on the two sketchs by measuring and making comparisons of the two sketchs object values (the same amount); (2) students can find the form of the ratio from the size of the two sketchs and students can draw the conclusion that from the ratio value can be obtained the scale value; (3) students can determine the ratio of two different quantities of the investigative activity carried out and can write a form of direct proportion; and (4) students can distinguish the form of direct proportion and inverse proportion problems
Nurma Izzati, Widyastuti Widyastuti
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 98-106; https://doi.org/10.24235/eduma.v10i1.8519

Abstract:
This study aims to 1) determine student self-efficacy; 2) Knowing the mathematical disposition of students; and 3) Knowing the effect of self-efficacy on students' mathematical dispositions. The research method uses quantitative methods with a one-shot case study research design. The study population was all students of the Mathematics Tadris Department of IAIN Syekh Nurjati Cirebon in the even semester of the 2020/2021 academic year with the sample being all fourth semester students of the Mathematics Tadris Department of IAIN Sheikh Nurjati Cirebon, namely four classes totaling 151 students. The data collection technique used a questionnaire to determine the students' self-efficacy and mathematical disposition. The results showed that 1) the average student self-efficacy was 72.86, included in the strong category; 2) The average student's mathematical disposition is 74.42, which is included in the strong category; and 3) Self-efficacy has a significant effect on students' mathematical disposition. Self-efficacy has an effect of 68% on students' mathematical dispositions
Tri Nopriana, Siska Firmasari, Bambang Avip Priatna Martadiputra
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 1-13; https://doi.org/10.24235/eduma.v10i1.6460

Abstract:
This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability, correlation and combinatorics. Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' self-concept is quite sufficient
Ulfi Firdayati, Darwan Darwan, Hadi Kusmanto
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 49-59; https://doi.org/10.24235/eduma.v10i1.8138

Abstract:
This study aims to develop Android-based media for learning the orm applications by developing designs to attract students to learn independently. The application used in this study is the Smart Apps Creator (SAC). This media development uses the research and development (R&D) method according to Sugiyono by using the Potential and Problem steps, Gathering Information, Product Design, Design Validation, Design Improvement, Product Testing, Product Revision, and Usage Trials. The validation results by the media expert were 0.84 with the criteria "Very Appropriate." The validation results by the material experts were 0.80 with the criteria "Very Suitable." Based on the results of expert validation, the application is declared valid and feasible to be tested on a limited and broad basis. Based on the limited trial results and broadly obtained from the results of the questionnaire for each item number> 50%. To sum up, that this android-based mathematics application media is suitable for independent learning wherever and whenever
Adi Jufriansah, Wahyuningsih Wahyuningsih, Agnesia Bergita Anomeisa, Kartini Rahmanisa
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 39-48; https://doi.org/10.24235/eduma.v10i1.8066

Abstract:
The Covid-19 pandemic in Indonesia has resulted in a change in the learning implementation system at IKIP Muhammadiyah Maumere, carried out face-to-face. Even so, the EdLink platform's presence in the learning system at IKIP Muhammadiyah Maumere can be a solution by providing easy online learning offers for lecturers and students. Therefore, this study aims to analyze the strategies for learning achievement effectiveness during the pandemic in the variable calculus course using the EdLink platform. This research uses qualitative descriptive data, with the target of testing is mathematics education students in semester 5 and semester 7 with a total of 29 students. The research scale used is the percentage score of the effectiveness of learning outcomes. The assessment scale uses an item scale with a score of 0-100 to assess students towards lecturers. Whereas the student questionnaire used a Likert scale with a score of 1-4. The results showed that the students enthusiastically joined the variable calculus class using the EdLink application. The results showed that for student learning outcomes and the assessment questionnaire results, EdLink was effectively applied during the Covid-19 pandemic.
Bayu Mukti Abdullah, Budi Murtiyasa, Djalal Fuadi
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 107-116; https://doi.org/10.24235/eduma.v10i1.7890

Abstract:
The challenge of education today is a generation that is starting to weaken its work ethic and religisitas. This makes teachers need to equip students with material that is integrated with Islamic values, including in mathematics learning. The purpose of this study is to describe Islamic values in mathematics learning in the era of 4.0 by knowing how to implement it and mathematical topics that can be integrated with Islamic values. The research subjects consisted of mathematics subject teachers and students. Through observations and interviews, it was found that Islamic values of patience, honesty, never giving up and tawakkal were integrated in mathematics learning. The implementation of Islamic values is carried out by linking mathematics learning materials with the content of the verses of the al-Qur'an
Aliyatul Marzuqoh, Toheri Toheri, Indah Nursuprianah
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 71-82; https://doi.org/10.24235/eduma.v10i1.8064

Abstract:
The rearrangement of the song suwe ora jamu uses the Fibonacci numbers and the golden ratio to facilitate the creation of music. The purpose of this study is to determine rearragement stages of the song suwe ora jamu using fibonacci numbers and golden ratio, to determine content of fibonacci numbers and golden ratio in the rearragement of the song suwe ora jamu, and to determine the difference in the beauty of the original song and rearrangement of the song suwe ora jamu uses fibonacci numbers and golden ratio. The method used in this research is mixed methods with a mixed-stage technique and a sequential exploratory strategy model. The results showed that: 1) 4 stages of rearrangement namely selecting the tone motif, determining the initial tone, determining the second tone using the initial tone or the previous tone as a reference, and determining the bar and its golden ratio, 2) analyzing the content of the Fibonacci numbers and the golden ration respectively are the song suwe ora jamu amounting to 32.1% and 61.804%, the first arrangement is 50% and 70.633% and the second arrangement are 46.2% and 98.887% and 3) the difference in the beauty of the original version of the song suwe ora jamu and the rear of the song suwe ora jamu using the Wilcoxon test is worth 0.000 <0.05, so it can be concluded that there is a difference in the beauty.
Ega Gradini, Siti Rahma Mulyani, Asnawi Asnawi
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 27-38; https://doi.org/10.24235/eduma.v10i1.8062

Abstract:
This study aims to develop Social Arithmetic teaching materials integrated with Islamic characters that valid, practical, and effective. This research is developmental research that deploys afour-D development model from Thiagarajan, Semmel, and Semmel. The research stages are Define, Design, Develop, and Disseminate. The research instruments used were expert validation sheets, teacher and student response questionnaires, and learning outcomes tests. The data analysis of the validity and practicality of the prototype was carried out by converting quantitative data in the form of an assessment score into qualitative data. Effectiveness data analysis was carried out by determining the percentage of student learning completeness based on a standard of learning completeness criteria (KKM).This developmental research produced teaching materials for 7th grader students: Teacher handbooks, Student handbooks, Student Activity Sheets, and Learning Outcomes Tests that integrated with Islamic value; religion, honesty, curiosity, caring, hard work, independence, patience, honest, thoughtful, consistent, and tolerance. The research showed that the developed teaching materials were valid, practical, and effective in Social Arithmetics learning. Teaching materials are declared valid with the content validity value of the Teacher handbook is 1.00; Student handbook is 0.96, and Students Work Sheet is 0.86. Teaching materials are stated to be practical by obtaining an average value of the teacher's response is 4.75, and student response is 3.45 with both categories are good. Teaching materials are declared effective based on the 95% completeness of student mastery learning and hypotheses testing
Christina M Laamena, Theresia Laurens
Eduma : Mathematics Education Learning and Teaching, Volume 10, pp 60-70; https://doi.org/10.24235/eduma.v10i1.8163

Abstract:
An Integer is one material that is still considered difficult by students, even junior and senior high school students. Therefore it is necessary to prepare a learning media that can help students to master integers well. Various media have been developed to make it easier for students to understand and operate integers. However, the media is still far from the reach of students. This study aims to develop learning media for integers based on local Maluku wisdom as well as learning tools, namely the Lesson Plan, teaching materials, and student worksheets that serve as a guide in learning. This research is development research using the ADDIE development model, which consists of stages, namely: Analysis, Design, Development, Implementation, and Evaluation. The research begins by analyzing the students' abilities on integer material and teaching materials and the media used in learning. Then the researcher designed the media and learning tools which were then submitted to the experts to be validated and to students for their implementation. Based on the results of the validation of experts and student learning outcomes, it can be concluded that the resulting learning tools are valid and can be used
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