Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika

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ISSN / EISSN : 2337-9421 / 2581-1290
Published by: Dr. Soetomo University (10.25139)
Total articles ≅ 75
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Adi Satrio Ardiansyah, Salsabilla Naura Sari, Faridah Shawatul Hamidah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 89-100; https://doi.org/10.25139/smj.v9i1.3481

Abstract:
Basic Mathematics is one of the fundamental courses for students in various study programs. Mastery of this material needs to be supported by the selection of learning models and adjusted to the need for IT-based learning innovations. It is also necessary to develop student creativity, especially mathematical creativity, which is the challenges for graduates in the Industrial Era. For this reason, it is necessary to develop a Basic Mathematics Textbook that is integrated with the Challenge Based on Blended Learning (CB-BL) model to answer all these problems. This study aims to determine the feasibility test of these product. Development research with the 4D model was carried out where one of the stages was the Development, which tested the feasibility of the product through a questionnaire from several experts in mathematics and mathematics education. The results of the feasibility test were analyzed using descriptive statistics to determine the criteria for product development results. The results show that the Basic Mathematics Textbook integrated with the CB-BL model meets the feasibility test with a score of 90.48 (Very Eligible Criteria). Thus the Basic Mathematics Textbook integrated with the CB-BL model can be tested in class.Keywords: Blended Learning, Challenge Based Learning, Challenge Based on Blended Learning, Creative Thinking Skills. AbstrakMatematika Dasar merupakan salah satu mata kuliah dasar bagi mahasiswa di berbagai program studi. Penguasaan materi tersebut perlu ditunjang dengan pemilihan model pembelajaran serta disesuaikan dengan kebutuhan akan inovasi pembelajaran berbasi IT. Selain itu, perlu pengembangan kreativitas mahasiswa khususnya kreativitas matematika merupakan tantangan bagi lulusan di era revolusi 4.0. Untuk itu perlu dikembangkan Buku Ajar Matematika Dasar yang terintegrasi dengan model Challenge Based on Blended Learning (CB-BL) untuk menjawab semua permasalahan tersebut. Penelitian ini bertujuan untuk mengetahui uji kelayakan dari pengembangan produk buku ajar tersebut. Penelitian pengembangan dengan model 4D dilaksanakan dimana salah satu tahapnya adalah pengembangan (Development) yang menguji kelayakan produk melalui angket beberapa ahli bidang pendidikan matematika dan matematika. Hasil uji kelayakan dianalisis dengan menggunakan statistik deskriptif untuk mengetahui kriteria hasil pengembangan produk. Hasil uji kelayakan menunjukkan bahwa Buku Ajar Matematika Dasar yang terintegrasi model CB-BL memenuhi uji kelayakan dengan skor 90.48 (kriteria Sangat Layak). Dengan demikian Buku Ajar Matematika Dasar yang terintegrasi model CB-BL dapat diuji coba di kelas.Kata Kunci: Blended Learning, Challenge Based Learning, Challenge Based on Blended Learning, Kemampuan Berpikir Kreatif.
Rila Septia Pratama Putri, Dadang Rahman Munandar, Rafiq Zulkarnaen
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 25-46; https://doi.org/10.25139/smj.v9i1.3337

Abstract:
The ability of students' mathematical representations in solving mathematical problems is not optimal and students are often mistaken in representing them, causing the problem solving solutions to be less precise. This study aims to analyze the mathematical representation ability of class XI high school students in solving mathematical problems. Phenomenology is used in this study, with research instruments in the form of tests and non-tests. Mathematical problems are given to the research subject, then the results of the answers are analyzed based on the mathematical representation used in solving the problem. Six students of class XI MIPA were selected as research subjects. The phenomenological data analysis techniques used consisted of epoche, horizontalization, cluster of meaning, and essence description. The results showed the mathematical representation ability of class XI high school students in solving different mathematical problems. There are six types of mathematical representations that students use to solve mathematical problems, namely symbolic (Si), written text (Ts), visual and symbolic combinations (VsSi), visual and written text combinations (VsTs), symbolic combinations and written text (SiTs), and a combination of visual, symbolic, and written text (VsSiTs). The reason students use this type of representation is the students' habits and experiences in solving mathematical problems.Keywords: Mathematical Representation, Mathematical Problems, Visual, Symbolic, Written Text. AbstrakKemampuan representasi matematis siswa dalam menyelesaikan masalah matematis belum optimal dan siswa masih sering keliru dalam merepresentasikannya sehingga menyebabkan solusi penyelesaian masalah kurang tepat. Penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis siswa SMA kelas XI dalam menyelesaikan masalah matematis. Fenomenologis digunakan dalam penelitian ini, dengan instrumen penelitian berupa tes dan non tes. Masalah matematis diberikan kepada subjek penelitian, kemudian hasil jawaban dianalisis berdasarkan representasi matematis yang digunakan dalam menyelesaikan masalah. Enam orang siswa kelas XI MIPA dipilih sebagai subjek penelitian. Teknik analisis data fenomenologis yang digunakan terdiri atas epoche, horizontalisasi, cluster of meaning, dan essence description. Hasil penelitian menunjukkan kemampuan representasi matematis siswa SMA kelas XI dalam menyelesaikan masalah matematis berbeda-beda. Ada enam jenis representasi matematis yang digunakan siswa untuk menyelesaikan masalah matematis, yaitu simbolik (Si), teks tertulis (Ts), kombinasi visual dan simbolik (VsSi), kombinasi visual dan teks tertulis (VsTs), kombinasi simbolik dan teks tertulis (SiTs), dan kombinasi visual, simbolik, dan teks tertulis (VsSiTs). Penyebab siswa menggunakan jenis representasi tersebut adalah kebiasaan dan pengalaman siswa dalam menyelesaikan masalah matematis.Kata Kunci: Representasi Matematis, Masalah Matematis, Visual, Simbolik, Teks Tertulis.
Yovika Sukma, Nanang Priatna
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 75-88; https://doi.org/10.25139/smj.v9i1.3461

Abstract:
Critical thinking skills (CTS) is the skill that students require to possess in the 21st century. Research related to students' CTS in Indonesia discusses how students' CTS, including discussing the factors that affect students' CTS. One of the factors that affect students' CTS is self-efficacy. This study will assess the literature using a systematic literature review on whether self-efficacy influences students' CTS. The literature criteria used in this study are the literature in the form of journal articles or conference proceedings indexed by Scopus, Sinta, or Google Scholar with a maximum publication year of the last five years (2017-2021). The purpose of this study is to identify, assess, and make conclusions on the results of research that is relevant to the influence of self-efficacy toward students' CTS in mathematics. Based on the data analysis from the kinds of literature that have met the criteria and through the stage of quality assessment, self-efficacy influences students' CTS in mathematics. Doing this research can provide information about the influence of self-efficacy on the students' CTS and opportunities for research related to self-efficacy and CTS.Keywords: Critical Thinking Skills, Mathematics, Self-Efficacy, Systematic Literature Review AbstrakKemampuan berpikir kritis atau critical thiking skills (CTS) adalah salah satu kemampuan yang harus dimiliki siswa pada abad 21. Penelitian terkait CTS siswa di Indonesia membahas terkait bagaimana CTS siswa, termasuk membahas tentang faktor-faktor yang mempengaruhi CTS siswa, salah satunya pengaruh dari efikasi diri siswa. Penelitian ini akan mengkaji secara literatur dengan menggunakan systematic literature review terkait apakah efikasi diri mempengaruhi CTS siswa. Kriteria literatur yang digunakan pada penelitian ini yaitu berupa artikel jurnal atau prosiding konferensi yang terindeks Scopus, Sinta, atau Google Scholar dengan tahun publikasi maksimal 5 tahun terakhir (tahun 2017-2021). Tujuan penelitian ini adalah untuk mengidentifikasi, mengkaji, serta membuat kesimpulan dari literatur yang relevan dengan pengaruh efikasi diri terhadap CTS siswa pada mata pelajaran matematika. Berdasarkan hasil analisis data dari literatur yang menjadi data penelitian, efikasi diri mempengaruhi CTS siswa pada mata pelajaran matematika. Dengan dilakukannya penelitian ini dapat memberikan informasi terkait pengaruh efikasi diri terhadap CTS siswa serta peluang untuk melakukan penelitian terkait efikasi diri dan CTS.Kata Kunci: Efikasi Diri, Kemampuan Berpikir Kritis, Matematika, Systematic Literature Review
Nuril Lutvi Azizah, Uce Indahyanti, Cindy Cahyaning Astuti
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 47-56; https://doi.org/10.25139/smj.v9i1.3328

Abstract:
The Covid 19 pandemic happened in arround the world include in Indonesia. It has impacts in many fileds. This research developed to solve the Covid 19 problem. This research requires complex variables based on the varying data in the field. Based on surveys and data, it found that there are 65% of personals know the status of their area in danger zone or safe zone for Covid 19. However, there are still many personals ignore the zone status that has been informed previously by the relevant goverment. The purpose of this study is to determine personal vulnerability to Covid-19 based on zones or regions. Moreover, prediction of vulnerability based on personal distance, the number of personal confirm Covid-19 arround the areas, and other variables such as immunity, and the accuracy of GPS applications. The methods is carried out by creating a vulnerabelity prediction model through GPS tracking based on the position or residence, then create to graph model in shortest path. Initial predictions are given a minimum distance between the personal and individuals confirms is one meter. The result of this research is percentage of personal vulnerability on the number of confirmed Covid 19 detections based on zones or regions. The prediction includes three models such as susceptible, quite susceptible, and safe. Personal susceptible in the percentage arround 90%-100%, quite susceptible in the percentage 75%-90%, and consideres safe in less that 75%.Keywords: prediction, vulnerability, graph
Ambar Sintiya, Buaddin Hasan, Moh. Affaf
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 57-74; https://doi.org/10.25139/smj.v9i1.3088

Abstract:
The implementation of the 2013 revised curriculum requires students to be able to think critically. The field of mathematics, especially logarithmic material, contains many characteristics, so it requires the ability to think critically to solve the problem. Meanwhile, the ability to think critically is influenced by students' cognitive styles, such as the visualizer and verbalizer cognitive styles. So it is necessary to do research to analyze students' critical thinking skills in solving logarithmic problems viewed from the two cognitive styles. This qualitative descriptive research is used by the teacher as a learning design or strategy so that it can improve students' critical thinking skills according to their cognitive style. The subjects are class X students of SMAN 1 Kamal with visualizer and verbalizer cognitive style. The data analysis technique begins with the VVQ cognitive style test (Visualizer-Verbalizer Questionnaire), problem-solving tests, and interview tests. The results obtained by the visualizer subject in TPM 1 were 14 (good critical thinking category), and TPM 2 scored 12 (adequate critical thinking category). While the verbalizer subject in TPM 1 has a score of 13 (adequate critical thinking category), and TPM 2 is 9 (adequate critical thinking category). Based on the research results, it can be concluded that the critical thinking ability of the visualizer subject dominates compared to the verbalizer subject, because it is able to detect inconsistencies and solve problems systematically.Keywords: Thinking, Critical, Visualizer, Verbalizer, Logarithm. AbstrakPenerapan kurikulum 2013 revisi menuntut siswa untuk mampu berpikir kritis. Bidang matematika khususnya materi logaritma memuat banyak sifat, sehingga diperlukan kemampuan berpikir kritis untuk memecahkan masalahnya. Sementara, kemampuan berpikir kritis dipengaruhi oleh gaya kognitif siswa, seperti gaya kognitif visualizer dan verbalizer. Sehingga perlu dilakukan penelitian untuk analisis kemapuan berpikir kritis siswa dalam menyelesaikan masalah logaritma ditinjau dari kedua gaya kognitif tersebut. Penelitian deskriptif kualitatif ini digunakan guru sebagai rancangan ataupun strategi pembelajaran sedemikian sehingga dapat meningkatkan kemampuan berpikir kritis siswa sesuai gaya kognitifnya. Subjek merupakan siswa kelas X SMAN 1 Kamal dengan gaya kognitif visualizer dan verbalizer. Teknik Analisis data diawali dengan tes gaya kognitif VVQ (Visualizer-Verbalizer Quistionnairre), tes penyelesaian masalah, dan tes wawancara. Hasil yang diperoleh subjek visualizer dalam TPM 1 adalah 14 (Kategori berpikir kritis baik), dan TPM 2 bernilai 12 (Kategori berpikir kritis cukup). Sedangkan subjek verbalizer dalam TPM 1 memiliki nilai 13 (Kategori berpikir kritis cukup), dan TPM 2 bernilai 9 (Kategori berpikir kritis cukup). Hasil penelitian menyimpulkan bahwa kemampuan berpikir kritis subjek visualizer mendominasi dibanding subjek verbalizer, dikarenakan mampu mendeteksi inkonsistensi dan menyelesaikan permasalahan secara sistematis.Kata Kunci: Berpikir, Kritis, Visualizer, Verbalizer, Logaritma.
, Trusti Hapsari, Ferry Ferdianto, Laela Sagita, Ade Citra Irawanti
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 9, pp 11-24; https://doi.org/10.25139/smj.v9i1.3325

Abstract:
The purpose of this research is to produce a valid interactive learning media assisted by Prezi. This research is development research using the ADDIE model which consists of 5 stages, namely Analysis, Design, Development, Implementation, Evaluation. The analysis stage consists of two activities namely needs analysis and needs identification. Furthermore, at the design stage, the researcher carried out four activities, namely collecting references, compiling texts, selecting media, and media design. At the development stage, validation activities are carried out by media experts and material experts. The instruments in this study were media validation sheets and a matter of mathematical understanding abilities. Based on the results of the study, it was found that interactive media assisted by Prezi to the ability of mathematical understanding was valid with an average value of 90.5% which was categorized as very valid. The developed interactive media makes it easy for students to understand the LESTV material, ranging from delivering material in the form of video, using voice and text in a user-friendly interface, and containing exercises based on interactive concept understanding indicators with the addition of adobe flash software and active presenter. Furthermore, interactive media assisted by Prezi on mathematical comprehension skills can be used on the topic of Linear Equation System in Two Variables (LESTV).Keywords: Interactive Media Prezi, LESTV, Mathematical Comprehension Ability AbstrakTujuan dari penelitian ini adalah menghasilkan suatu media pembelajaran interaktif berbantuan Prezi yang valid. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yang terdiri dari 5 tahap yaitu Analysis, Desain, Development, Implementation, Evaluation. Pada Tahap analysis terdiri dari dua kegiatan yaitu analisis kebutuhan dan identifikasi kebutuhan. Selanjutnya pada tahap design peneliti melakukan empat kegiatan yaitu mengumpulkan referensi, penyusunan teks, pemilihan media dan desain media. Pada tahap development dilakukan kegiatan validasi oleh ahli media dan ahli materi. Instrumen dalam penelitian ini adalah lembar validasi media dan soal kemampuan pemahaman matematis. Berdasarkan hasil penelitian, diperoleh bahwa media interaktif berbantuan Prezi terhadap kemampuan pemahaman matematis valid digunakan dengan nilai rata- rata sebesar 90,5% termasuk kategori sangat valid. Media interaktif yang dikembangkan memberikan kemudahan bagi siswa untuk memahami materi SPLDV, variatif mulai dari penyampaian materi dalam bentuk video, penggunaan suara dan teks interface yang user friendly, dan memuat latihan soal berdasarkan indikator pemahaman konsep yang interaktif dengan tambahan software adobe flash dan active presenter. Selanjutnya media interaktif berbantuan prezi terhadap kemampuan pemahaman matematis dapat digunakan pada topik sistem persamaan linier dua variabel.Kata Kunci: Media Interaktif Prezi, SPLDV, kemampuan Pemahaman Matematis
Ahmad Anis Abdullah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 8, pp 131-138; https://doi.org/10.25139/smj.v8i2.3107

Abstract:
The results of the achievements of Indonesian students in the 2018 Program for International Student Assessment (PISA) show that Indonesian students' mathematical abilities are still below average. One of the reasons for the low PISA Indonesia 2018 results is that students are not used to non-routine questions, students are more interested in solving questions according to the material but do not understand contextual questions. In addition, many students think that mathematics is one of the solutions to this problem is learning that is difficult and boring. Based on these problems, an interesting and contextual mathematics learning approach is needed according to the mandate of the 2013 curriculum. One of them is by learning mathematics based on local culture or better known as ethnomatematics. This research is a descriptive study with an ethnographic approach to geometry material which is one of the contents of PISA. The purpose of this study is to explore the concepts of geometric transformation in the decoration of buildings of a typical cultural heritage of Yogyakarta. The results showed that the variety of decorations in Yogyakarta-specific cultural heritage buildings contained geometric transformation concepts including translation (shift), reflection (reflection), rotation (rotation), and dilation (multiplication). Keywords: ethnomatematics, decoration, geometric transformation. Abstrak Hasil prestasi siswa Indonesia pada Programme for International Student Assesment (PISA) 2018 menunjukkan kemampuan matematika siswa indonesia masih di bawah rata-rata. Salah satu alasan rendahnya hasil PISA Indonesia 2018 adalah siswa tidak terbiasa dengan soal non-rutin, siswa lebih tertarik menyelesaikan soal sesuai materi tetapi kurang memahami soal yang bersifat kontekstual. Selain itu banyak siswa yang beranggapan bahwa matematika adalah Salah satu solusi dari permasalahan ini adalah pembelajaran yang sulit dan membosankan. Berdasarkan permasalahan tersebut, dibutuhkan pendekatan pembelajaran matematika yang menarik dan kontekstual sesuai amanat kurikulum 2013. Salah satunya dengan pembelajaran matematika berbasis budaya lokal atau lebih dikenal dengat etnomatematika. Penelitian ini merupakan penelitian deskriptif dengan pendekatan etnografi pada materi geometri yang menjadi salah satu konten dari PISA.Tujuan dari penelitian ini untuk melakukan eksplorasi konsep-konsep transformasi geometri pada ragam hias bangunan cagar budaya khas Yogyakarta. Hasil Penelitian menunjukkan bahwa ragam hiasan pada bangunan cagar budaya khas Yogyakarta mengandung konsep-konsep transformasi geometri yang meliputi translasi (pergeseran), refleksi (pencerminan), rotasi (perputaran), dan dilatasi (perkalian). Kata Kunci: etnomatematika, ragam hias, transformasi geometri
Fatimah Candrawati Dewi, Mohamad Aminudin, Dyana Wijayanti
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 8, pp 165-181; https://doi.org/10.25139/smj.v8i2.3128

Abstract:
This study aims to describe the process of asking students questions in solving problems with no specified universal set given on rectangular material. The process of asking questions posed by students is adjusted to the problem-solving steps according to Polya, namely understanding the problem, making plans, implementing plans, and checking again. The research method used is qualitative with descriptive type. The instruments used in this study were tests and interviews. The test was given to all grade IX students of MTs Ma'arif Jumo who live in Pondok Pesantren Al-Falah Kalibarang. After the first stage of the test, three research subjects were selected. Selected subjects are determined based on the answers given by students with at least two possible answers accompanied by reasons and supporting evidence. Selected subjects were given a second test and then an interview was conducted. Based on the results of data analysis, the process for asking questions to each student varies depending on the answers given. Subjects Type 1 and Subject 3 go through three stages of asking questions, namely enabling action, thinking critically, and closing a session. Subject Type 2 went through four stages of asking questions, namely enabling action, thinking critically, addressing issues, and closing a session. The process that differentiates questioning between Type 1 and Type 3 subjects is that Type 1 does not try the other broad possibilities of the rectangle. Subject Type 1 is confused so there is no question. Unlike the Type 1 subject, the Type 3 subject has tried all the other possible areas of the rectangle, so that the Type 3 subject is sure the problem is resolved so that there are no questions at the addressing issues stage. Keywords: The Process Of Asking Questions, Problems With No Specified Universal Set Given, rectangularAbstrakTujuan penelitian ini yaitu mendeskripsikan proses pengajuan pertanyaan siswa dalam menyelesaikan problems with no specified universal set given pada materi segi empat. Proses pengajuan pertanyaan yang diajukan oleh siswa disesuaikan dengan langkah pemecahan masalah menurut Polya, yaitu memahami masalah, membuat rencana, melaksanakan rencana, dan memeriksa kembali. Metode penelitian yang digunakan yaitu kualitatif dengan jenis deskriptif. Instrumen yang digunakan dalam penelitian ini adalah tes dan wawancara. Tes diberikan kepada seluruh siswa kelas IX MTs Ma’arif Jumo yang tinggal di Pondok Pesantren Al-Falah Kalibarang. Setelah dilakukan tes tahap pertama terpilih tiga subjek penelitian. Subjek terpilih ditentukan berdasarkan jawaban yang diberikan oleh siswa dengan minimal dua jawaban kemungkinan disertai dengan alasan dan bukti yang mendukung. Subjek terpilih diberikan tes tahap dua dan selanjutnya dilakukan wawancara. Berdasarkan hasil analisis data proses pengajuan pertanyaan pada setiap siswa berbeda-beda tergantung jawaban yang diberikan. Subjek Jenis 1 dan Subjek 3 melalui tiga tahapan pengajuan pertanyaan yaitu enabling action, thinking critically dan closing a session. Subjek Jenis 2 melalui empat tahapan pengajuan pertanyaan yaitu enabling action, thinking critically, addressing issues, dan closing a session. Proses yang membedakan pengajuan pertanyaan antara subjek Jenis 1 dan Jenis 3 adalah Jenis 1 tidak mencoba kemungkinan-kemungkinan luas segi empat yang lain. Subjek Jenis 1 bingung sehingga tidak ada pertanyaan. Berbeda dengan subjek Jenis 1, subjek Jenis 3 telah mencoba semua kemungkinan luas segi empat yang lain, sehingga subjek Jenis 3 telah yakin dengan permasalahan yang diatasi sehingga tidak ada pertanyaan pada tahap addressing issues.Kata Kunci: Proses Pengajuan Pertanyaan, Problems With No Specified Universal Set Given, Segi empat
Wahyudi Wahyudi, Intan Sari Rufiana, Dwi Avita Nurhidayah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, Volume 8; https://doi.org/10.25139/smj.v8i2.3062

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