https://ejournal.unesa.ac.id/index.php/mathedunesa/issue/feedMATHEdunesa2023-12-02T18:49:22+00:00Admin MathEdunesamathedunesa@unesa.ac.idOpen Journal Systems<table> <tbody> <tr> <td width="170"> <p>Journal Title</p> </td> <td width="340"> <p>MATHEdunesa</p> </td> </tr> <tr> <td width="170"> <p>E-ISSN/P-ISSN</p> </td> <td width="340"> <p><strong><a href="http://u.lipi.go.id/1564557505">2685-7855 </a> / <a href="http://u.lipi.go.id/1342584497">2301-9085 </a></strong></p> </td> </tr> <tr> <td width="170"> <p>DOI Prefix</p> </td> <td width="340"> <p>10.26740</p> </td> </tr> <tr> <td width="170"> <p>Editor In Chief</p> </td> <td width="340"> <p>Evangelista L W Palupi, M.Sc</p> </td> </tr> <tr> <td width="170"> <p>Publisher</p> </td> <td width="340"> <p>Universitas Negeri Surabaya</p> </td> </tr> <tr> <td width="170"> <p>Frequency</p> </td> <td width="340"> <p>3 times in a year</p> </td> </tr> <tr> <td width="170"> <p>Citation Analysis</p> </td> <td width="340"> <p><a href="https://drive.google.com/file/d/13mS8UlqJMvuqs5dLxc6oyYzwYmRfb0B8/view?usp=share_link" target="_blank" rel="noopener">SINTA</a> |<a href="https://scholar.google.com/citations?user=0exEc4IAAAAJ&hl=en" target="_blank" rel="noopener"> Google Scholar</a> | <a href="https://garuda.kemdikbud.go.id/journal/view/4773" target="_blank" rel="noopener">Garuda</a> | <a href="https://app.dimensions.ai/discover/publication?search_mode=content&search_text=mathedunesa&search_type=kws&search_field=full_search&and_facet_source_title=jour.1314264" target="_blank" rel="noopener">Dimensions</a></p> </td> </tr> </tbody> </table> <p> </p> <p>MATHEdunesa is open-access journal that has been published initially for students to disseminate their research findings in the field of mathematics education. Starting online from 2012, MATHEdunesa would be published three times a year. MATHEdunesa accepts and publishes research articles in the field of Education, which includes Development of learning model, Problem solving, creative thinking, and Mathematics Competencies, Realistic mathematics education and contextual learning, Innovation of instructional design, Learning media development, Assesment and evaluation in Mathematics education, Desain research in Mathematics Education.</p> <p> </p> <p> </p>https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/54855Abstraksi Reflektif Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Kemampuan Matematika2023-08-04T07:40:39+00:00Bias Nadiliabias.19036@mhs.unesa.ac.idPradnyo Wijayantipradnyowijayanti@unesa.ac.id<p>Reflective abstraction is a process of reflection on previously learned concepts and applied to new situations. This study aims to describe the reflective abstraction of junior high school students in solving mathematical problems in terms of mathematical ability. The source of the data in this study were three male students of class VIII SMPN 20 Surabaya who had different mathematical abilities.<br>The results of this study indicate that students with high mathematical abilities, at the recognition level, are able to remember and identify previous activities related to the problem at hand. At the representation level, students with high mathematical abilities are able to correctly translate information into mathematical models. At the level of structural abstraction, students with high mathematical abilities are able to solve problems correctly, try new ways, and overcome difficulties when solving problems. At the level of structural awareness, students with high mathematical abilities are able to provide arguments from the results of their answers and are able to solve further problems. Students with moderate mathematical abilities, at the introductory level are able to remember previous activities related to the problem at hand. At the representation level, students are able to correctly translate information into mathematical models. At the level of structural abstraction is able to solve the problem correctly. And at the level of structural awareness, students are able to solve new problems. Meanwhile, students with low mathematical abilities are unable to solve problems. Students with low mathematical abilities still have to be guided in the process of solving problems.</p>2023-08-04T07:40:16+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56147Keterampilan Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Matematika Kontekstual Ditinjau dari Kemampuan Matematika2023-08-07T02:42:20+00:00Indan Afifah Rahmawatiindan.19068@mhs.unesa.ac.idPradnyo Wijayantipradnyowijayanti@unesa.ac.id<p>One of the important skills to be mastered by students is critical thinking skills. One way to bring up students' critical thinking skills is by confronting them with a problem. The context of the problem that is closest and can be recognized well by students is the context of daily life or is called contextual problem. This research is a qualitative descriptive study. The subjects of this study were three students of 8<sup>th</sup> grade at SMP Negeri 1 Kedunggalar with each student having high, medium and low mathematical abilities. The method of collecting data in this study is through tests of mathematical abilities, tasks of solving contextual mathematical problems, and interviews. The results showed that junior high school students had high, medium, and low math skills in clarification skills, namely students wrote down the information they knew about questions such as the size of tiles, the size of the library floor, and discounts. Students formulate the main problem, namely finding the cheapest price from a choice of two ceramics, with the concept used, namely the area of a square and a rectangle. In the assessment skills, students assess the information previously mentioned as sufficient to solve the problem and mention the relevance of the information to the completion step, namely the size of the tile area and the area of the library to determine the number of tiles needed. In inference skills, students with high and moderate mathematical abilities show a relationship of ideas related to the steps used, namely finding the number of ceramics, the total price, and the price after the discount. In strategy skills, students evaluate the steps used by reviewing the results of the completion that has been done. Meanwhile students with low mathematical abilities did not describe the relationship from the information known to the problem and could not evaluate the results of the solution.</p>2023-08-07T02:42:12+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/55248Profile of Student’s Mathematical Connection in Arithmetic Sequences and Series Based on Learning Styles2023-08-10T03:58:15+00:00Dyah Ayu Shofa Noer Azizahdyah.19089@mhs.unesa.ac.idSiti Khabibahsitikhabibah@unesa.ac.idDini Kinati Fardahdinifardah@unesa.ac.id<p>Mathematical connection is the linkage between mathematical concepts internally and externally. Internally, namely the linkage between the mathematical concepts themselves. Externally, namely the linkage between mathematical concepts with other disciplines and everyday life. This study aims to describe the profile of students' mathematical connections with visual, auditory and kinesthetic learning styles in the material of arithmetic sequences and series. The research subjects were students of class XI MIPA consisting of one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. The criteria for research subjects in this study were that they were of the same gender and had high and equal scores on mathematical ability tests. The research instruments consisted of a Learning Style Questionnaire, Mathematical Ability Test, and Mathematical Connection Test. The research method used in this research is descriptive qualitative. The indicators in this study refer to three aspects of mathematical connections, namely connections between mathematical concepts, connections between mathematical concepts with everyday life, and connections between mathematical concepts with other disciplines. Based on the analysis used, the results of this study are as follows: student with a visual learning style fulfill all indicators on all three aspects of mathematical connection. Student with a auditory learning style fulfill all indicators on all three aspects of mathematical connection. Student with a kinesthetic learning style doesn’t fulfill one indicator on the connection aspect between mathematical concepts, namely using the connection of mathematical concepts in solving question of arithmetic sequences and series, fulfill the indicator on the connection aspect between mathematical concepts with everyday life, fulfill the indicator on the connection aspect between concepts mathematics with other disciplines, but didn’t arrive to a final solution.</p>2023-08-08T01:53:47+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/54174Proses Interpretasi Siswa SMP dalam Menyelesaikan Masalah Numerasi2023-08-08T02:08:37+00:00Bunga Cahyaning Atiebunga.19090@mhs.unesa.ac.idAbdul Haris Rosyidiabdulharis@unesa.ac.id<p>The interpretation process is the process of interpreting the problem, information in the form of a representation, and communicating the proposed interpretation according to the context of the problem. Interpretation plays a role in solving numeracy problems, namely by analyzing information, predicting, and making decisions in solving problems. This research is a qualitative research with the aim of describing the interpretation process of junior high school students in solving numeracy problems. The research subjects were three grade VIII students of SMP Negeri in Surabaya, taking into account the various interpretations of students. Data on students' interpretation processes in solving numeracy problems were obtained through task-based interviews and analyzed using indicators of the interpretation process in solving numeration problems. The results showed that each student had read the graphs provided, and compared the two graphs by determining the differences and similarities between the two graphs. Students analyze the relationship between variables by associating information on graphs and student experiences. The results of the conclusions of each student vary due to the different interpretations of students on graphs. In presenting arguments students have difficulty with questions that require steps and evidence in drawing conclusions. Students check the correct interpretation of information and questions in problems by reflecting on solutions to questions and student experiences.</p>2023-08-08T02:08:23+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/55568Proses Berpikir Kreatif Siswa SMA dalam Menyelesaikan Masalah Kontekstual Materi Fungsi Kuadrat2023-08-08T02:18:59+00:00Muhammad Arif Fathonimuhammad.18072@mhs.unesa.ac.idTatag Yuli Eko Siswonotatagsiswono@unesa.ac.id<p>Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa SMA dengan kemampuan matematika tinggi dan sedang dalam menyelesaikan masalah kontekstual materi fungsi kuadrat. Jenis penelitian yaitu penelitian deskriptif kualitatif. Instrumen utamanya yaitu peneliti dan instrumen pendukung terdiri dari tes da wawancara terstruktur. Penelitian melibatkan 1 siswa kemampuan matematika tinggi dan 1 siswa kemampuan matematika sedang jenjang SMA kelas X. Teknik analisis mengunakan teknik analisis miles dan huberman. Berdasarkan hasil penelitian yaitu (1) siswa kemampuan matematika tinggi melakukan proses berpikir kreatifnya dimulai dari memahami informasi yang tersaji dengan menulis ke lembar jawaban dan langsung mendapatkan ide terkait yang dapat digunakan sebagai pemecahan masalah. Kemudian, siswa membuat strategi dari ide yang sudah didapatkan, dengan jumlah strategi lebih dari satu. Siswa juga melakukan perencanaan yang jelas tehadap strateginya dari awal hingga akhir, terakhir siswa dapat menyelesaikan masalah dengan benar dan akurat, dan juga melakukan pengecekan terhadap jawabannya tanpa perlu diarahkan, siswa juga berhasil membuktikan jawabannya menggunakan strategi lain.(2) siswa kemampuan matematika sedang melakukan.proses berpikir kreatif dimulai dari memahami informasi yang tersaji dengan membaca berulang kali, siswa juga perlu diberikan stimulus tambahan supaya mendapatkan ide terkait yang bisa digunakan sebagai pemecahan masalah. Kemudian, dalam proses membuat strategi dari ide yang sudah didapatkan, siswa hanya memunculkan satu strategi saja karena penguasaan materi yang kurang. Siswa juga membuat rencana, namun hanya bisa menjelaskan langkah awal saja. Terakhir, siswa dapat menyelesaikan masalah dengan benar dan akurat, namun sesekali perlu waktu berhenti untuk memikirkan langkah berikutnya. Dan siswa melakukan pengecekan terhadap jawabannya namun masih perlu diarahkan, siswa juga tidak membuktikan jawabannya menggunakan strategi lain, karena hanya satu strategi saja yang dimunculkan sebelumnya.</p> <p><strong>Kata Kunci:</strong> Berpikir kreatif, Masalah Kontekstual, Fungsi Kuadrat</p>2023-08-08T02:18:51+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56259Proses Berpikir Analitis Siswa SMA dalam Menyelesaikan Soal Pemecahan Masalah Matematika Ditinjau dari Kemampuan Matematika2023-08-10T03:38:28+00:00Hasnia Firdaushasnia.19076@mhs.unesa.ac.idIsmail Ismailismail@unesa.ac.id<p>Analytical thinking is a person mental activity in problem solving by separating in important parts of a problem, looking for relationships between these parts, the drawing conclusions from problem solving. The analytical thinking skills possessed by student will have an impact on their ability to solve a problem. In solving mathematical problems, apart from paying attention to analytical thinking skills, it also pay attention to students mathematical abilities. The purpose of this research is describe the analytical thinking processes of senior high school students with high, medium, and low mathematical abilities in mathematical problem solving. The research approach used is a descriptive qualitative. The research subject consisted of three students from class X-4 SMA Hangtuah 2 Sidoarjo. The research data were obtained from the result of math ability test, math problem solving test, and interviews. The results showed that (1) Students with high mathematical abilities completed 2 problem solving questions properly and correctly. Students distinguish an important part of a given problem. Students plan strategies that will be used to solve problems, and carry out these strategies appropriately. Students re-examine the completion process that has been carried out. (2) Students with mathematical abilities are completing 2 problem solving questions correctly. Students distinguish an important part of a given problem. Students plan the steps that will be used to solve the problem, as well as carry out the strategies that have been made before. Students do not re-check the completion process carried out. (3) Students with low mathematical ability solve 1 problem out of 2 problem solving questions given. Students distinguish important parts of a given problem. Students plan strategies that will be used to solve problems. However, in carrying out the settlement plan that has been made, students experience difficulties. Therefore, students do not get a solution to the problem given. Students do not re-examine the completion that is done.</p>2023-08-08T02:28:22+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56149Proses Berpikir Siswa SMP dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Gaya Kognitif Reflektif-Impulsif2023-08-10T03:54:10+00:00Risalatus Sa'idahrisalatus.19077@mhs.unesa.ac.idEndah Budi Rahajuendahrahaju@unesa.ac.id<p>Mathematics learning should emphasize students' thinking processes so that they can reveal the processes that take place when students solve problems so that they are by the goals of learning mathematics according to Permendikbud Number 21 of 2016. The use of contextual problems can motivate students when solving problems. Contextual problems are found in algebraic materials. Each student has a different cognitive style, including reflective and impulsive cognitive styles. When students have different cognitive styles, the way to solve problems is also different, so it will trigger differences in students' thinking processes. This research is qualitative descriptive research because it fits the purpose of this study, which is to describe the thinking processes of junior high school students with reflective and impulsive cognitive styles in solving contextual problems in algebra material. The subjects of this study were two students of class VII-E at SMPN 2 Porong with different cognitive styles and high levels of mathematical ability. The instruments used in this study were cognitive style tests (Matching Familiar Figure Test), mathematical ability tests, contextual problem-solving assignments, and interview guidelines. The results of the cognitive style test (MFFT) were analyzed by calculating the time spent working on and the correct answers, the results of the mathematics ability test were analyzed according to the scoring guidelines, and the task of solving contextual problems was analyzed according to the indicators of the thinking process in solving the problems that had been created. The results of the study show that 1) Reflective students carry out the stages of solving problems properly and thoroughly without making mistakes until they find the final answer to the problem given. 2) Impulsive students experience mistakes and are not careful in solving the problem because they cannot find answers to the problems given.</p>2023-08-10T03:54:00+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56166Penalaran Analogi Peserta Didik SMP dalam Menyelesaikan Dua Masalah dengan Kesamaan Permukaan Rendah2023-08-19T13:03:52+00:00Kevin Anugrawankevin.19015@mhs.unesa.ac.idAbdul Haris Rosyidiabdulharis@unesa.ac.id<p>Analogical reasoning is a process of identifying two problems that aim to produce knowledge by associating relevant concepts and facts and adapting them so that they can solve more complex problems. Low surface similarity does not play a significant role in solving analogical reasoning. This type of research was carried out descriptively with qualitative methods with the aim of describing students' reasoning in solving analogy problems with low surface similarity. The research was conducted at one of the junior high schools in Sidoarjo with three selected students. Research data were analyzed using indicators that had been made by researchers. The data from the research results gave rise to three students who have uniqueness in analogical reasoning. There are two peculiarities found, namely the peculiarities with general cases and the peculiarities with special cases. The low surface similarity in analogy problems has an impact on students in the form of different stages of analogical reasoning that are passed by the three students. Students with general characteristics have stages of linear analogy reasoning. Students with special case characteristics have dynamic analogical reasoning stages. Identifying is done by students by identifying characteristics and concluding the relationship between the two problems. Mapping is done by students by mapping information related to analogy problems. At the time of applying the answers to the source problem to the target problem, there were two students with special characteristics who returned to the previous stage because they found it difficult. Verifying has been done by each student, but students with special cases have beliefs that are contrary to the results of the answers. So, the use of source problems and target problems that have low surface similarities can be used with the condition that the structure of the answers between the two problems must be analogous to each other.</p>2023-08-19T13:03:35+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/52766Scaffolding dalam Menyelesaikan Masalah Matematika pada Materi Pertidaksamaan Linear Satu Variabel Kelas VII2023-08-25T06:54:28+00:00Sri Handayanisrihandayani.19088@mhs.unesa.ac.idIka Kurniasariikakurniasari@unesa.ac.id<p>The activity of finding solutions to math problems is not easy. Most of the seventh grade junior high school students had difficulties in solving problems related to one variable linear inequalities material. Students experience difficulties in solving problems at the Polya problem solving stage. The difficulties experienced by students can be helped by providing scaffolding.</p> <p> This study aims to describe the process carried out by students in solving mathematical problems in the material of one-variable linear inequalities, and to describe the provision of scaffolding in solving mathematical problems in the material of one-variable linear inequalities. This study uses the selection of subjects by administering tests. Thus, it can be seen clearly the stages of solving the questions carried out by students. The research was conducted at SMP Negeri 25 Surabaya, which was attended by 32 students of class VII. The PtLSV problems given are two questions. A total of three research subjects were taken from the initial test, of the three subjects who experienced difficulties at all stages of solving the Polya problem, they would be interviewed and given scaffolding.</p> <p> The results showed that students experienced difficulties in the process of solving mathematical problems in the material of one variable linear inequality. This can be seen from the results of the students' work which did not write down any information that was known and asked about the questions, students could not devise a solution plan for the questions given. Students do not carry out the completion plan, and students do not re-check the answers that have been obtained. Providing scaffolding in this study, adjusted the location of the difficulties experienced by students in solving problems.</p> <p> </p> <p><strong>Keywords: Problem Solving, Scaffolding, One Variable Linear Inequality</strong></p>2023-08-25T06:54:12+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/54587Argumentasi Analogis Siswa SMA pada Masalah Analogi Tipe Prediktif2023-08-26T02:08:30+00:00Gurit Wulan Jagadiantigurit.19033@mhs.unesa.ac.idAbdul Haris Rosyidiabdulharis@unesa.ac.id<p>Analogy helps students find solutions to problems that involve new knowledge by referring to previously learned knowledge. Analogical argumentation plays a crucial role in supporting solutions to interconnected problems. Analogical argumentation itself is defined as the process of analyzing information from two similar and interconnected problems to provide logical reasons to justify conclusions. This research aims to describe the analogical argumentation of high school students on predictive analogy problems. This study uses a descriptive qualitative approach. The research subjects are three 10th-grade students from a public high school in Bojonegoro, selected based on the criteria of the source problem 1) claim being supported by grounds and warrant, 2) claim being supported by grounds, warrants focusing on congruence, and backing, 3) claim being supported by grounds, warrants focusing on square rotation, and backing. The data from the analogical argumentaion task and interviews were analyzed using predefined indicators by the researcher. The research findings indicate that students' analogical argumentation begins with identifying information, questions, and identical concepts between the two problems. Then, students make assumptions about the structure of the target problem in relation to the source problem, search for similarities in geometric properties, and discover relationships between the questions in both problems. Students engage in appropriate argumentation based on the source problem to predict conclusions for the target problem. They construct grounds and warrants based on the structure of analogical argumentation. Students tend not to double-check their answers because they are already confident with their stated conclusions.</p>2023-08-26T02:08:21+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/55597Pengembangan Game Edukasi Ksatria Aljabar Berbasis Android sebagai Suplemen Pembelajaran pada Materi Aljabar2023-08-31T09:08:17+00:00Muhammad Taufiqurrahmanmuhammadtaufiqurrahman.19001@mhs.unesa.ac.idAtik Wintartiatikwintarti@unesa.ac.idNina Rinda Prihartiwininaprihartiwi@unesa.ac.id<p>Pada abad ke-21, teknologi telah terhubung dengan segala bidang yang ada, salah satunya dalam pendidikan. Banyak aplikasi berbasis teknologi yang dapat menunjang pembelajaran, salah satunya pembelajaran matematika. Dalam matematika, sering kali peserta didik mengalami kesulitan dalam mempelajari operasi Aljabar dengan penyebabnya masih belum dapat mengidentifikasi suku-suku sejenis, variabel, koefisien, dan konstanta. Media pembelajaran dapat membantu peserta didik dalam belajar. Salah satu bentuknya adalah <em>game </em>edukasi. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan <em>game </em>edukasi berbasis <em>Android</em> yang bernama “Ksatria Aljabar” sebagai suplemen pembelajaran pada materi Aljabar yang valid, praktis, dan efektif. Penelitian pengembangan ini menggunakan model pengembangan ADDIE yang terdiri dari 5 tahap yaitu <em>Analysis</em>, <em>Design</em>, <em>Development</em>, <em>Implementation</em>, dan <em>Evaluation</em>. <em>Game </em>edukasi ini diujicobakan kepada 5 peserta didik kelas VII SMPN 3 Taman dan diimplementasikan kepada satu kelas peserta didik kelas VII SMPN 17 Surabaya. Hasil penelitian menunjukkan bahwa <em>game </em>edukasi ini memenuhi kriteria valid dengan memperoleh persentase 81,02% dari ahli media dan 77,68% dari ahli materi dengan kategori “Valid”. Kevalidan diperoleh dari angket validasi ahli media dan ahli materi. Selain itu, <em>game</em> edukasi ini memenuhi kriteria praktis dengan memperoleh persentase 88,75% dari angket respon pengguna dan 98,51% dari lembar observasi dengan kategori “Sangat Praktis”. <em>Game </em>edukasi ini juga termasuk efektif berdasarkan ketuntasan tes hasil belajar peserta didik sebesar 82,14% dengan kategori “Sangat Efektif”. Namun, <em>game </em>ini masih memiliki kekurangan yaitu tidak dapat menampilkan durasi video materi dan angket respon pengguna hanya berisi pernyataan <em>favorable</em>. Oleh karena itu, <em>game </em>edukasi ini perlu dikembangkan oleh peneliti selanjutnya dengan beberapa perbaikan.</p>2023-08-31T09:07:59+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/53344Analisis Kemampuan Koneksi Matematis Siswa SMK pada Materi Matriks ditinjau dari Self Efficacy2023-09-12T04:17:31+00:00Titi Rohaetititi.rohaeti@umc.ac.idHidayati Nadiahnadiah.hidayati033@gmail.comRifqi Hidayatnadiah.hidayati033@gmail.com<p>Mathematical connection ability is one of the important skills in learning mathematics. When students are able to relate mathematical ideas, their understanding of mathematics deepens and lasts longer. Based on the data in the field, it was found that students were still unable to recognize and relate mathematical ideas. During mathematics learning, behaviors that lead to math anxiety and lack of self-confidence were also found. The purpose of this study is to analyze students' mathematical connection abilities in terms of self-efficacy and mathematics anxiety. This type of research is a descriptive qualitative research using mathematical connection test aids, self-efficacy questionnaires, and mathematics anxiety questionnaires to collect data. The subjects in this study were 6 students of SMK majoring in TBSM. The results showed that students who have high, medium, and low self-efficacy can meet 3 indicators of mathematical connection ability.</p>2023-09-11T02:22:49+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56058Keterampilan Berpikir Kritis Siswa SMP dalam Memecahkan Masalah Matematika Kontekstual Ditinjau dari Kemampuan Matematika dan Perbedaan Jenis Kelamin2023-09-12T05:02:57+00:00Andinny Nur Rizky Prameswariandinny.19018@mhs.unesa.ac.idIsmail Ismailismail@unesa.ac.id<p><em>This research aims to describe the critical thinking skills of junior high school students in solving contextual math problems in terms of mathematical ability and gender differences. The type of research used is descriptive qualitative research. The subjects in this research were 1 male and 1 female student with high mathematics ability, 1 male and 1 female student with moderate mathematics ability, and 1 male and 1 female student with low mathematics ability.Data were collected using test and interview techniques. The instruments used were Mathematics Ability Test (TKM), Problem Solving Test (TPM), and interview guidelines.</em></p> <p><em>Based on the results of the research, it can be concluded that the critical thinking skills of (1) male and female students with high mathematical ability met the indicators of interpretation, analysis, evolution (on argument proof, because in argument assessment only male students met the sub-indicator), inference, and explanation. Male students did not fulfill the indicators of self-regulation, while female students did. (2) Male and female students with moderate mathematics ability met the indicators of interpretation, inference, and explanation. Male students did not fulfill the indicators of analysis and self-regulation, while female students did. However, both did not fulfill the evaluation indicator. (3) Male and female students with low mathematics ability have many differences in critical thinking skills. Male students did not fulfill the indicators of interpretation, analysis, explanation, and evaluation. However, the self-regulation indicator is fulfilled. While female students fulfill the indicators of interpretation and analysis. Female students did not fulfill the indicators of evaluation, explanation, and self-regulation.</em></p>2023-09-12T05:02:11+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56507Analisis Berpikir Kritis Siswa SMP dalam Memecahkan Masalah Segitiga Berbantuan Geogebra2023-09-13T03:07:55+00:00Defi Imamatus Sholikhadefi.19008@mhs.unesa.ac.idTatag Yuli Eko Siswonotatagsiswono@unesa.ac.id<p>Critical thinking is an important skill in making life changes for every individual. The importance of critical thinking causes the need to be developed since school. Learning in schools today needs to be linked to technology because it can improve students' critical thinking, one of which is GeoGebra. However, nowadays in the learning process not many or even no one has implemented technology-assisted learning, so it is necessary to implement technology-assisted learning, especially GeoGebra to help improve students' critical thinking. This research is a qualitative research using case studies. The purpose of this study was to analyze the critical thinking of students who were successful, less successful and unsuccessful in solving geogebra-assisted triangle problems. The subjects of this research were 3 students who fulfilled this research category. The results showed that (1) students with the category of successfully solving triangle problems with the help of Geogebra could fulfill all indicators of critical thinking well at each stage of solving triangle problems. (2) students in the less successful category of solving triangle problems with the help of Geogebra, can only fulfill 3 indicators of critical thinking skills, namely interpretation, analysis, and evaluation. (3) students in the category of not being successful in solving triangle problems with the help of Geogebra, can only fulfill 1 indicator of critical thinking skills well, namely interpretation.</p>2023-09-13T00:00:00+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/54787Kreativitas Siswa SMA dalam Menyelesaikan Soal HOTS Materi Fungsi Komposisi Ditinjau dari Kemampuan Matematika2023-09-22T06:26:45+00:00Eka Radianti Istiqomaheka.19091@mhs.unesa.ac.idJanet Trineke Manoyjanetmanoy@unesa.ac.id<p>ABSTRAK</p> <p> </p> <p>Manusia dalam melakukan kegiatan sehari–hari pasti tidak lepas dari aktivitas berpikir. Salah satu aktivitas berpikir adalah berpikir kreatif. Kreativitas merupakan suatu kapasitas dari seseorang ketika melakukan suatu aktivitas mental dalam pengelolaan informasi yang digunakan untuk pemecahan masalah dengan menghasilkan suatu solusi yang berbeda dan juga baru serta memenuhi indikator kefasihan, fleksibilitas, dan kebaruan. Mata pelajaran yang melatih siswa untuk berpikir kreatif salah satunya adalah mata pelajaran matematika. Jenis soal yang terdapat dalam mata pelajaran matematika salah satunya adalah soal HOTS. Dalam penelitian ini, kemampuan matematika dikelompokkan menjadi dua yaitu kemampuan matematika tinggi dan kemampuan matematika sedang. Tujuan penelitian ini yaitu untuk mendeskripsikan kreativitas siswa SMA dalam menyelesaikan soal HOTS materi fungsi komposisi ditinjau dari kemampuan matematika.<br>Penelitian ini merupakan penelitian deskriptif kualitatif. Adapun subjek dalam penelitian ini diambil dari SMA Negeri 1 Pacitan kelas XI MIPA 7. Teknik pengumpulan data dilakukan dengan pemberian tes kemampuan matematika, tes soal HOTS, dan metode wawancara. Analisis data menggunakan indikator berpikir kreatif yaitu kefasihan, fleksibilitas, dan kebaruan.<br>Hasil penelitian ini menunjukkan bahwa siswa dengan kemampuan matematika tinggi memiliki kreativitas yang berbeda-beda. Terdapat tiga siswa kurang kreatif, satu siswa kreatif, dan satu siswa sangat kreatif. Siswa dengan kemampuan matematika sedang memiliki kreativitas yang berbeda-beda pula. Terdapat satu siswa tidak kreatif, 2 siswa yang kurang kreatif, dan 2 siswa yang kreatif.</p> <p>Kata kunci: kreativitas, tingkat kemampuan berpikir kreatif, HOTS, kemampuan matematika.</p>2023-09-22T06:24:52+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/55780Metakognisi Siswa dalam Memecahkan Masalah Numerasi Ditinjau dari Gaya Berpikir2023-10-01T04:30:25+00:00Alista Hariyantialista.18052@mhs.unesa.ac.idTatag Yuli Eko Siswonotatagsiswono@unesa.ac.id<p>Penelitian ini bertujuan untuk mendeskripsikan metakognisi siswa dalam memecahkan masalah numerasi di kelas XI yang ditinjau dari gaya berpikir Gregorc. Kemampuan metakognisi pada penelitian ini terdiri dari tiga tahap yaitu perencanaan <em>(planning)</em>, pemantauan <em>(monitoring)</em>, dan evaluasi (<em>evaluation</em>). Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah empat siswa yang diambil dari kelas XI IPA 6 di SMA Hang Tuah 2 Sidoarjo tahun ajaran 2021/2022 dimana empat siswa tersebut mewakili setiap gaya berpikir dengan mempertimbangkan skor angket. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu teknik tes, wawancara, dokumentasi, dan observasi. Penelitian ini menggunakan teknik analisis data model <em>Analysis Interactive</em> dari Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa subjek dengan pemikiran sekuensial lebih baik dalam memecahkan masalah daripada subjek dengan pemikiran acak. Subjek sekuensial konkret melakukan aktivitas metakognisi yang meliputi perencanaan, pemantauan, dan evaluasi meskipun terdapat indikator yang belum tercapai dengan maksimal. Subjek sekuensial abstrak terdapat indikator pada aktivitas pemantauan yang tidak tercapai. Subjek acak konkret belum memenuhi beberapa indikator pada aktivitas pemantauan dan evaluasi. Subjek acak abstrak terdapat beberapa indikator yang belum tercapai pada tiap aktivitas metakognisi.</p>2023-10-01T00:00:00+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/55317Komunikasi Matematika Siswa SMP Berkecerdasan Logis-Matematis, Linguistik, dan Spasial dalam Memecahkan Masalah Sistem Persamaan Linear Dua Variabel2023-11-19T09:01:01+00:00Rizka Ayu Amanatush Sholikharizka.19083@mhs.unesa.ac.idEvangelista Lus Windyana Palupievangelista@unesa.ac.id<p>Communication is an important part of learning mathematics and needs to be mastered by students. The facts show that junior high school students written and oral mathematical communication in the matter of systems of linear equations of two variables is still lacking. Intelligence is one factor that causes it. Each student has different intelligence, including logical-mathematical, linguistic, and spatial. This indicates that students written and oral mathematical communication with intelligence is related. The purpose of this research is to describe the written and oral mathematical communication of junior high school students who have logical-mathematical, linguistic, and spatial. This research is a qualitative descriptive study. The subjects of this study were two students of VIII-G and one student of VIII-H at SMPN 3 Surabaya with different types of intelligence and equal levels of mathematical ability. The data collection method in this study was through multiple intelligence test, written math communication test, oral math communication test, and interview. The results of the written and oral mathematical communication test will be analyzed to determine the written and oral mathematical communication of each subject. The results showed that students with logical-mathematical demonstrated the process of communicating mathematical ideas in writing, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalizations. Students with logical-mathematical also show the process of communicating mathematical ideas orally, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, and constructing arguments. Meanwhile, students with linguistic show the process of communicating mathematical ideas in writing, namely interpreting ideas from mathematical problems and expressing everyday situations or events into mathematical models. Linguistically students also show the process of communicating mathematical ideas orally, namely interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalizations. For students with spatial, it shows the process of communicating mathematical ideas in writing, namely expressing everyday situations or events into mathematical models. Students with spatial also show the process of communicating mathematical ideas orally, namey interpreting ideas from mathematical problems, expressing everyday situations or events into mathematical models, constructing arguments, and making generalization.</p>2023-11-19T09:00:41+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/56588Pengembangan E-Book Numerasi Materi Statistika Kelas X SMA2023-12-01T13:41:44+00:00Mukhammad Hasan Muallifmukhammad.19042@mhs.unesa.ac.idEvangelista Lus Windyana Palupievangelistapalupi@unesa.ac.id<p>This study aims to produce numeracy <em>e-book</em>s that are feasible and valid in terms of content, presentation, and language and describe the practicality in terms of teacher and student response questionnaires and the effectiveness of numeracy <em>e-book</em>s as learning media on statistics material in terms of improving pretest and posttest results. This research is an R&D research with the 4D method (Define, Design, Develop, Disseminate), only until the development stage (develop) but still tested limitedly to students. The Numeracy <em>E-book</em> developed was tested on students of class X-3 SMA Negeri 12 Surabaya. Based on the results of the research that has been done, the development of <em>E-book</em> Numeration on statistics material obtained content validation results of 86% and construct validation results of 87% with a very valid category and feasible to use. In the aspect of practicality, the results of very positive responses from students and teachers were 96% with a very practical category. The effectiveness aspect based on the pretest and posttest results obtained an average n-gain score of 0.71 with a high category. Thus, overall this study can be concluded that the Numeracy <em>E-book</em> developed is feasible to use as a learning media on statistics material.</p>2023-12-01T13:41:32+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/57041Analisis Manajemen Kelas pada Kelas VI SD Menggunakan Model Pembelajaran Cooperative Learning dengan Materi Satuan Panjang2023-12-02T18:49:22+00:00Ice Dwi Novelzaicenovelza@gmail.comMesi Oktafiamesioktafia10@gmail.com<p>Manajemen kelas merupakan bagian penting dari pelaksanaan pengajaran dan pembelajaran yang efektif. Tujuan dari penelitian ini yaitu untuk menganalisis manajemen kelas pada kelas VI SD menggunakan model pembelajaran <em>cooperative learning</em> dengan materi satuan panjang. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif. Instrument yang digunakan dalam penelitian ini ialah peneliti sendiri. Subjeknya yaitu kelas VI SDN No.14/III Punai Merindu, Tanjung Pauh Mudik. Hasil penelitian ini menunjukkan bahwa manajemen kelas pada Kelas VI SD Menggunakan Model Pembelajaran <em>Cooperative Learning</em> dengan Materi Satuan Panjang sudah sangat baik yang ditandai dengan ketertiban siswa dan keaktifan siswa selama proses pembelajaran berlangsung. Dan pembelajaran juga menjadi lebih efektif.</p>2023-12-02T18:49:13+00:00##submission.copyrightStatement##https://ejournal.unesa.ac.id/index.php/mathedunesa/article/view/53126Pengembangan Media Pembelajaran Visual Novel “Plus And Minus” Berbasis Smartphone untuk Materi Bilangan Bulat SMP2023-08-06T15:17:33+00:00Achsanudin Nursyachsanudin.19097@mhs.unesa.ac.idAtik Wintartiatikwintarti@unesa.ac.idNina Rinda Prihartiwininaprihartiwi@unesa.ac.id<p>In the current technological era, the use of technology is important in the world of education.Trends in Mathematics and Science Study (TIMSS) 2019 showcases the importance of using learning technology to increase the effectiveness of learning and teaching. Educators need to make adjustments to develop the quality of learning by using technological media in learning. One of them is by using a smartphone. Thus it is necessary to develop media-based learningsmartphone.</p> <p>The purpose of this research is to find out the process and results of the development of instructional media "Plus And Minus” in terms of validity, practicality, and effectiveness. This research is a development research using the ADDIE model which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. The instruments used include media validation sheets for media experts, media validation sheets for material experts, student response questionnaire sheets and learning achievement test sheets. Based on the results of the research that has been done, an average validity value of 3.12 (media expert) and 2.78 (material expert) is obtained so that it can be categorized as learning media "Plus And Minusthis is valid. This learning media trial was conducted on a limited basis to 30 class VII-A students of SMP Negeri 1 Mojowarno to obtain data from practicality (student response questionnaires) and media effectiveness (learning achievement score sheets).</p> <p>The results of the research after being tested and evaluated, that learning media is declared practical with a good category gets a score of 3.02 or a percentage of 75.5%. Effective criteria are obtained from the results of the learning outcomes test scores. Learning media is declared effective with a good category with a percentage value of 60.46667%.</p>2023-08-06T15:17:22+00:00##submission.copyrightStatement##