Edumatica : Jurnal Pendidikan Matematika 2020-01-07T18:12:25+07:00 Kamid Open Journal Systems <p><span class="fontstyle0">Publish twice a year in April and October and supplement numbers. Contains writings that are taken from the results of research or critical analysis studies in the field of mathematics education and / or learning. This journal has been indexed in&nbsp;<a title="EDUMATICA : Jurnal Pendidikan Matematika" href=";hl=en">Google Scholar&nbsp; </a></span><span id="result_box" class="short_text" lang="en"><span class="">and this journal has national accreditation, <a href="">Sinta (S-4)</a></span></span></p> The Problem Solving Ability of Students on the Material Perimeter and Area of a Triangle 2020-01-07T18:04:38+07:00 Sabaniatun Sabaniatun Baiq Rika Ayu Febrilia Eliska Juliangkary <p>Abstrak</p> <p>Penelitian ini bertujuan untuk menggambarkan kemampuan pemecahan masalah siswa pada materi keliling dan luas segitiga melalui metode <em>problem solving</em>. Penelitian dilaksanakan pada SMPN 1 Batukliang Utara pada tahun pelajaran 2017/2018. Subjek yang terlibat dalam penelitian ini adalah siswa kelas VII sebanyak 23 orang siswa. Data dikumpulkan menggunakan dua LKS yang telah dikerjakan oleh siswa secara berkelompok dan kemudian dikonfirmasi melalui wawancara yang dilakukan oleh peneliti terhadap beberapa orang siswa perwakilan kelompok. Penelitian ini menggunakan tiga tahapan dalam teknik menganalisis datanya, yaitu tahap reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dari dua LKS yang dikerjakan siswa secara berkelompok, setiap kelompok berusaha untuk memahami masalah dengan membaca soal tersebut tanpa bersuara dan mengubah informasi dalam soal ke dalam bahasa yang sering digunakan oleh siswa. Setiap kelompok mampu menuliskan apa yang diketahui dan apa yang di tanyakan pada soal. Saat menetapkan jawaban sementara, setiap kelompok hanya mampu menyelesaikan masalah dengan satu cara yang hanya dipahami oleh masing-masing kelompok yaitu dengan menggunakan rumus keliling dan luas segitiga. Pada langkah pemeriksaan kembali dan penarikan kesimpulan, masih terdapat beberapa kelompok yang hanya melihat hasil atau jawaban yang didapatkan tanpa membuktikan kembali apakah jawaban yang didapatkan sudah benar atau tidak.</p> <p><strong>Kata Kunci</strong>: kemampuan siswa; pemecahan masalah; keliling dan luas segitiga</p> <p>&nbsp;</p> <p>Students’ Problem Solving Ability in Perimeter and Area of Triangle</p> <p>&nbsp;</p> <p>Abstract</p> <p>This study aims to describe students' problem-solving abilities in the perimeter and the area of ​​the triangle through problem solving methods. The study was carried out at North Batukliang 1 Junior High School in the 2017/2018 school year. The subjects involved in this study were 23 grade VII students. Data was collected using two worksheets that had been done by students in groups and then confirmed through interviews conducted by researchers against several students representing the group. This study used three stages in the technique of analysing the data, namely the stages of data reduction, data presentation and conclusion drawing. The results showed that of the two worksheets that students worked in groups, each group tried to understand the problem by reading the questions without speaking and changing the information in the questions into the language that was often used by students. Each group is able to write down what is known and what is asked about the question. When setting a temporary answer, each group is only able to solve the problem in one way that is only understood by each group, using the perimeter and the area formula of ​​the triangle. In the re-examination steps and conclusions, there are only several groups that look back at the results/ answers have been obtained without proving whether the answers obtained are correct or not.</p> <p><strong>Keywords</strong>: students’ ability; problem solving; perimeter and area of triangle</p> 2019-11-17T00:00:00+07:00 Copyright (c) 2019 Sabaniatun Sabaniatun, Baiq Rika Ayu Febrilia Improving Motivation and Learning Outcomes With Contextual Teaching and Learning Strategies for Students in the Mathematics Education Study Program 2020-01-07T18:06:54+07:00 Puspa Amelia Niniwati Niniwati <p><strong>Abstract</strong></p> <p>This research aims to improve the student’s learning achivements and motivation in learning analityc geometry of mathematic education’s students at Bung Hatta University by using <em>Contextual Teaching and Learning</em> (CTL) strategy. This was a classroom action research with the research study was 38 of class A of mathematic education’s students who took a course of analityc geometry. The data was collected from quisioner student’s, field notes and final test. The data analysis was conducted in descriptive qualitative through data reduction, triangulation, and data display. Based on the research’s result can conclude that learning process by using CTL strategy can improve motivation and learning outcome in Field Analityc Geometry Class. The questioner of student’s learningmotivation showed that there are improving from 54,97 % on the &nbsp;cycle to 66,31 % on the &nbsp;cycle.The student’s learning result also improved from 24,32 % on the &nbsp;cycle to 70,27 % on the &nbsp;cycle.</p> <p><strong>Key Word</strong> :<em>contextual teaching and learning</em> (ctl)<em>, learning activities, learning motivation</em>, <em>le</em><em>arning result</em>.</p> 2019-11-17T17:24:08+07:00 Copyright (c) 2019 Puspa Amelia Development of Multimedia Teaching Materials for Problem Based Learning Models Using Professional 3D Pageflip on Class X Geometry Materials 2020-01-07T18:07:02+07:00 Sonya Fiskha Dwi Patri Sonya Heswari <p><strong>Abstract</strong></p> <p><em>This study aims to develop multimedia teaching materials based on PBL using 3D Professional Pageflip on geometry material, and determine the effectiveness of PBL-based multimedia teaching materials using 3D Professional Pageflip on geometry material. This research is a development research with the research process using the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation.</em><em>Validation was carried out by material experts and media experts with individual test subjects, namely 2 mathematics teachers, small group trial subjects consisted of 6 students, and large group trials namely students of XIPA2 class of SMAN 5 Jambi City. The instruments used in this study were questionnaires for evaluating material experts and media experts, teacher and student responses questionnaires, student perception questionnaires and student learning outcomes tests.From the results of the post-test analysis conducted at the end of the learning activities obtained 90.32% of the students achieved the minimum completeness criteria, the results of the analysis of the student perception questionnaire showed the category of "very positive" besides based on observations of students' attitudes during the learning process positive and high enthusiasm in participating in learning activities. This means that multimedia teaching materials that are made effective are used for the learning process.</em></p> <p><strong><em>Keywords: </em></strong><em>multimedia teaching materials, problem based learning, 3d pageflip professional, geometry</em></p> 2019-11-18T06:33:16+07:00 Copyright (c) 2019 Sonya Fiskha Dwi Patri Students’ Understanding Of Mathematical Concepts Through The Guided Inquiry Learning 2020-01-07T18:08:31+07:00 Bedilius Gunur Eleonora Lalus Ferdinandus Ardian Ali <p><em>Abstract</em></p> <p>The ability to understand concepts is very important and becomes the basis for supporting the solving of mathematical problems. The connection between one concept and another concept and one topic with another topic is a characteristic of learning mathematics. The relationship requires that each student must have the ability to understand the concepts well, but it cannot be denied that the ability to understand mathematical concepts is still low, as happened to theLangke Rembong 4Junior High School students. Learning innovation needs to be done to achieve a good understanding of concepts. This study aims to compare the understanding ability of mathematical concepts of students who follow a guided inquiry learning model with students who take direct learning. The research design uses Posttest only control group design. The population is all eighth grade students of Langke Rembong 4 Junior High School, totalling230 students. Sampling is done by random sampling with equality test between classes.It is then obtained class VIII A as the experimental class and class VIII C as the control class. Data collection uses tests in the form of description questions. Data analysis uses t-test with normality test and homogeneity test for the assumptions. The results show that the students who follow the guided inquiry learning have higher understanding of&nbsp; mathematical concepts than those who are taught with direct learning model.</p> <p><strong>Keywords</strong>: inquiry, understanding of mathematical concepts</p> 2019-11-18T06:39:46+07:00 Copyright (c) 2019 bedilius gunur Effect of Model-Eliciting Activities (MEAs) Approach on Students' Mathematical Communication Skills 2020-01-07T18:09:31+07:00 Rema Anggralia Ria Deswita Selvia Erita Mhmd. Habibi Aan Putra <p><strong>Abstract</strong></p> <p><em>This study aims to determine </em><em>the effect</em><em> of the Model-Eliciting Activities (MEAs) approach to</em><em>wards</em><em> the </em><em>students’ </em><em>mathematical communication </em><em>skills</em><em>. This research is a quasi-experimental study </em><em>by </em><em>the nonequivalent posttest-only control group design. Th</em><em>is research </em><em>population was </em><em>the eighth-grade students in</em><em> SMP N</em><em>egeri</em><em> 2 Sungai Penuh </em><em>that</em><em> consisted of seven </em><em>groups</em><em>. The sample in this study consisted of </em><em>two groups</em><em>, namely VIII C as an experimental </em><em>group</em><em> and VIII D as a control </em><em>group </em><em>selected by cluster random sampling</em><em> technique</em><em>. In the experimental </em><em>group, </em><em>the MEAs approach </em><em>wa</em><em>s</em><em> done</em><em> while the control </em><em>group was done with </em><em>conventional learning. The research instrument use</em><em>d</em><em> to measure</em><em> students’</em><em> mathematical communication skills </em><em>was a subjective</em><em> test</em><em>. The </em><em>data were analyzed using the independent t-test. The </em><em>results of data analysis showed that </em><em>there is an effect of MEAs approach to</em><em>wards</em><em> the</em><em> students’</em><em> mathematical communication skills</em><em>.</em></p> <p><em>&nbsp;</em><strong><em>Keywords</em></strong><em>: Model-Eliciting Activities (MEAs) Approach, Mathematical Communication Skills</em></p> 2019-11-18T06:49:08+07:00 Copyright (c) 2019 Rema Anggralia, Ria Deswita, Selvia Erita, Mhmd. Habibi Analysis Of Initial Ability And Self Confidence On Mathematical Communication Ability 2020-01-07T18:11:02+07:00 Leny Hartati Farah Indrawati <p>This research aims to determine the effect of initial ability and self confidence together on mathematical communication ability, the effect of initial ability on mathematical communication ability, and the effect of self confidence on mathematical communication ability. This study uses a survey method, with multiple regression analysis techniques. Samples were taken using a random sampling &nbsp;technique. &nbsp;The &nbsp;data &nbsp;processing &nbsp;carried &nbsp;out &nbsp;results &nbsp;in &nbsp;a &nbsp;multiple &nbsp;regression &nbsp;equation &nbsp;Y = -2.365 + 0.110 X<sub>1</sub> + 0.283 X<sub>2</sub>, the coefficient of determination (R Square) = 0.22, F<sub>Count</sub> (0.787) smaller than F<sub>Table</sub> (3.126), and t<sub>Count</sub> smaller than t<sub>Table</sub> . The conclusion of this study is the initial ability and self confidence together do not have a significant effect on mathematical communication ability, the initial ability does not have a significant effect on mathematical communication ability, and self confidence has no significant effect on mathematical communication ability. This study needs to be studied further because only 22% of the value of mathematical communication ability can be explained by using the initial ability value and self confidence, while 78% must be explained by other causative factors.</p> <p><strong>Keywords:</strong> Initial Ability, Self Confidence, Mathematical Communication Ability</p> 2019-11-18T07:07:22+07:00 Copyright (c) 2019 Leny Hartati, Farah Indrawati Development of Graph Theory Textbooks to Improve Students' Mathematical Representation Ability in Discrete Mathematics Subjects 2020-01-07T18:11:49+07:00 Farida Daniel Prida N. L. Taneo <p><em>Abstract</em></p> <p>This research aims to develop a graph theory textbook that is valid, practical and effective in improving students' mathematical representation abilities in learning graph theory in discrete mathematics courses. The method used is research and development with the Plomp model development design which consists of five stages in the form of (1) initial investigation, (2) design, (3) realization/construction, (4) tests, evaluations and revisions, (5) implementation. The subjects in this study were students who took discrete mathematics subjects, academic year 2018/2019 Mathematics education program STKIP Soe as many as two classes. Research data collection techniques in the form of observation, tests and questionnaires. The product in the form of a graph theory textbook that was developed was tested for validity based on the results of the assessment of the expert team as a validator. The practicality of the product was tested using questionnaire analysis of student and lecturer responses. Test the effectiveness of textbooks in improving the ability of mathematical representation is done through quasi-experimental research with analysis techniques using independent sample t test and normalized gain score. The results showed that the graph theory textbooks developed were valid, practical and effective in improving students' mathematical representation abilities.</p> <p><strong>Keywords</strong>:discrete mathematics, mathematical representation, textbooks</p> 2019-11-18T07:11:37+07:00 Copyright (c) 2019 Farida Daniel, Prida N. L. Taneo Development of Mathematics Teaching Material Based on Lampungnese Ethomathematics 2020-01-07T18:12:25+07:00 Endah Wulantina Sugama Maskar <p><em>This research is a research development that aims to produce mathematics teaching materials based on Lampungnese etnomatematics. The research method consists of (1) data collection; (2) the design of teaching materials; (3) development of teaching materials; (4) validation I of teaching materials; (5) revision I of the validation results; (6) validation II; (7) revision II; (8) product trials; (9) final revision and production of teaching materials. Sampling was conducted on grade IV students at SDN 3 Kemiling Permai. The results of the validation of teaching materials from Lampung mathematicians and cultural experts gave an average score of 3.86 which was categorized as good or feasible, while the validation of teaching materials by the mathematics teacher gave an average score of 3.95 which was categorized as good or decent. In small class trials obtained an average score of student response questionnaire of 3.72 which is categorized as good or feasible. Then a large class trial obtained an average score of student response questionnaire of 3.89 which was categorized as good or feasible. The conclusion of this study is the lampungnese etnomatematics-based mathematics teaching materials are categorized as good and suitable for use in learning mathematics in elementary schools.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keynote</em></strong><em>: mathematical materials, </em><em>lampungnese etnomatematics</em></p> 2019-11-18T07:18:26+07:00 Copyright (c) 2019 Endah Wulantina