http://ojs.unm.ac.id/JDM/issue/feedDaya Matematis: Jurnal Inovasi Pendidikan Matematika2018-04-01T19:07:49+08:00Nurdin Arsyadbsbudin@yahoo.co.idOpen Journal Systems<p><strong></strong><span id="result_box" lang="en"><strong>Daya Matematis: Jurnal Inovasi Pendidikan Matematika </strong><span>is</span> <span>a journal</span> <span>that provides</span> <span>an authoritative source of</span> <span>scientific information</span> <span>for researchers</span> <span>and</span> <span>academics</span><span>,</span> <span>research institutions</span><span>, government agencies</span><span>,</span> <span>and</span> <span>teacher education</span><span>.</span> <span>We publish</span> <span>original research papers</span><span>,</span> <span>review articles</span> <span>and case studies</span> <span>focused</span> <span>on mathematics</span> <span>education</span><span>,</span> <span>mathematics</span> <span>and learning</span><span>.</span> <span>All papers are</span> <span>peer</span><span>-reviewed</span> <span>by</span> <span>at least</span> <span>two</span> <span>referees</span><span>.</span><span id="result_box" lang="en"> Daya Matematis: Jurnal Inovasi Pendidikan Matematika</span> <span>published</span> <span></span><span>by the graduate</span> <span>education</span> <span>mathematics</span> <span>Makassar State University</span> <span>and</span> <span>successfully</span> <span>issued</span> <span>three</span> <span>times</span> <span>in</span> <span>each</span> <span>volume</span><span>.</span><br /><br /><strong>Summarized / Indexed in:</strong><br /><a href="https://scholar.google.co.id/citations?user=_J6pUa0AAAAJ&hl=id&authuser=1">Google Schoolar</a>, <a href="http://sinta2.ristekdikti.go.id/journals/detail?id=2306">Sinta</a><span id="result_box" lang="en">,</span> <span></span><span></span><span></span><a href="https://www.base-search.net/Search/Results?type=all&lookfor=jurnal+daya+matematis&ling=1&oaboost=1&name=&thes=&refid=dcresen&newsearch=1"><span>BASE</span></a><span></span><span></span><span></span><span></span><span>,</span> <a href="http://id.portalgaruda.org/?ref=browse&mod=viewjournal&journal=7684"><span></span><span>IndonesianPublication Index (</span><span>IPI</span><span>)</span><span>,</span></a> <a href="http://road.issn.org/issn_search?afs:query=daya%20matematis&afs:ip=MONIP#.WrWeBZoh3Dd">Road,</a> <a href="http://isjd.pdii.lipi.go.id/index.php/public_no_login/index_direktori">ISJD</a>, <a href="https://search.crossref.org/?q=jurnal+daya+matematis">Crossref</a> <span>etc.</span><br /><br /><strong>Daya Matematis: Jurnal Inovasi Pendidikan Matematika</strong> <span id="result_box" lang="en">has built cooperation with The Indonesian Mathematical Society Wilayah Sul Sel <a href="http://indoms.org/">(IndoMS)</a>.</span></span></p> <p>ISSN :<a href="http://u.lipi.go.id/1392619500"> 2354-7146 </a>(cetak), and ISSN :<a href="http://u.lipi.go.id/1476169222"> 2541-4232 </a>(online)</p>http://ojs.unm.ac.id/JDM/article/view/5593INFLUENCE OF GUIDED DISCOVERY METHOD ON MATHEMATICAL COMMUNICATION SKILL OF JUNIOR HIGH SCHOOL STUDENT2018-04-01T19:07:47+08:00Maria Wati Sitorustettysipayung83@gmail.comFrida Marta Argarethatettysipayung83@gmail.comTetty Natalia Sipayungtettysipayung83@gmail.comThis study aims to know are (1) the influence of guided discovery method on students' mathematical communication ability; (2) whether students' mathematical communication skills taught by guided discovery methods are higher than those taught by expository methods; (3) the active activities of students taught by guided discovery methods. Sources of data in this study are students of class VII SMPN 1 Patumbak. Class VII-8 as a class of experiments are 30 people and class VII-6 as a control class are 32 people. Based on the analysis of research data, obtained the following results: (1) the results of analysis and regression obtained that the influence of guided discovery method has a positive effect with correlation coefficient 0.831 and coefficient of determination of 69%; (2) the result of t test analysis with t<sub>count</sub> = 4.30 and t<sub>table</sub> = 1.67 which means t<sub>count</sub>> t<sub>table</sub>, Ho is rejected which means mathematical communication ability of students who are taught by guided discovery method higher than students taught by method expository; (3) Based on the average level of students' active activity with guided discovery method at each meeting in phase-1 is 13.33%, phase 2 is 22.9%, phase-3 is 15.52%, phase-4 is 16.01%, phase-5 is 7.2%. This shows that with guided discovery method and ideal time tolerance limit the student's active activity is seen and support the mathematics learning process in the set material. So it can be concluded that guided discovery method affects the students' mathematical communication ability2018-03-31T00:00:00+08:00Copyright (c) 2018 Maria Wati Sitorus, Frida Marta Argaretha, Tetty Natalia Sipayunghttp://ojs.unm.ac.id/JDM/article/view/5592ANALYSIS ABILITY OF MATHEMATICAL CONNECTION OF SMP STUDENTS IN COMPARATIVE MATERIAL IN REVIEW OF GENDER DIFFERENCES2018-04-01T19:07:48+08:00Indah Lianawatilianawati.indah@yahoo.co.idRatni Purwasihpurwasih@gmail.comMathematics is a science that can not be separated from other science as well as in everyday life. The ability of mathematical Connection aims to connect the mathematics with other disciplines and also daily life so that math can be more meaningful. This study aims to determine the ability of mathematical connections of junior high school students VIII class in one of junior high school in Bandung on Comparable material reviewed through gender. Subject consists of 35 students. In addition, the discussion on the mathematical connection ability for junior high school students from the difference of gender, between students and students in terms of ability penyimannya. The understanding of the mathematical connection capability rests on the concept of "socio-cultural construction" that there is a difference between men and women, resulting in their respective roles and duties. While based on the results of his research states that the difference of ability between male and female students and the results showed that the mathematical connection ability of female students is much better that is with an average of 3.71 from the students 3.59. In addition to gender factors are also found other factors that can affect the achievement of the ability of the connection of the readiness of students and teachers to learn, basic skills of students and basic knowledge of mathematical concepts2018-03-31T00:00:00+08:00Copyright (c) 2018 Indah Lianawati, Ratni Purwasihhttp://ojs.unm.ac.id/JDM/article/view/5594APPLICATION OF PROBLEM SOLVING APPROACH TO INCREASE MATHEMATICAL CRITICAL THINKING SKILL OF GRADE XI-4 STUDENTS OF SMK PASUNDAN 1 BANJARAN ON MATRIX MATERIAL2018-04-01T19:07:48+08:00Eka Noviana Kharismaekanoviana99@gmail.comM Afriliantomuhammadafrilianto1@ikipsiliwangi.ac.idEuis E Rohaetie2rht@ikipsiliwangi.ac.idThis research is the classroon action research. The purpose of this study is to examine the improvement of critical thinking skills mathematically of students class XI-4 SMK Pasundan 1 Banjaran on matrix material through problem solving approach. The problem formulated in thid research whether through problem solving approach, student’s mathematical thinking ability can be improved?. The instrument used in this study is the test of learning outcomes as a test of student’s mathematical critical thinking skills about matrix material, for preliminary (before action) tests, cycles I and II (after giving the action); and observation sheets fot teachers and students for the conditions of action implementation. The procedure of this study consists of: 1) planning, 2) implemetation of the action, 3) observation and evaluation, and 4) reflection. Based on the results of analysis and discussion, it can be concluded that the critical thinking skills mathematically of students class XI-4 SMK Pasundan 1 Banjaran on matrix material can be improved through problem solving approach2018-03-31T00:00:00+08:00Copyright (c) 2018 Eka Noviana Kharisma, M Afrilianto, Euis E Rohaetihttp://ojs.unm.ac.id/JDM/article/view/5595THE EFFECTIVENESS OF COOPERATIVE LEARNING MODEL OF STAD THYPE BASED ON GAGNE LEARNING THEORY IN MATHEMATICS LEARNING CLASS VII AT MTS WITH B ACCREDITATION IN MAKASSAR CITY2018-04-01T19:07:48+08:00Umar Umarumar71@gmail.comThe research aimed to discover the effectiveness of the implementations of cooperative learning model of STAD type based on Gagne learning theory in Mathematics learning of class VII at MTs with B Accreditation in Makassar City. The research was pre-experimental research. The population of the research were all of the srudents of class VII oatf MTs with B Accreditation in Makassar City. The samples were all of the students class VII<sub>a</sub> at MTs AL-Fakhriyah Makassar and all of the students of class VII<sub>a </sub>MTs AL-Hidayah Makassar. The data were collected by using instruments, namely learning implementation observation sheet, students’ activities observation sheet, student’ Mathematics interest questionnaire. The data were analyzed by using descriptive and inferential analysis. The result of the research showed that the learning implementation of the students in learning were in implemented very well category, the students’ activities in learning were in very active category, the student’ Mathematics learning result were in high category with the mean 82,19 and deviation standard 8,49, the proportion level of classical completeness was 0,95, the average of normalized gain of learning result was in high category, students’ responses on the impelementation of cooperative learning model of STAD type based on Gagne learning theory were in positive category with the average score 3,58. The students’ interest on the implementation of cooperative learning model of STAD type based on Gagne learning theory were in very high category with average 3,58. In general, it could be concluded that cooperative learning model of STAD type based on Gagne learning theory in Mathematics learning was effective to be implemented to the students of class VII at MTs with B Accreditation in Makassar City2018-03-31T00:00:00+08:00Copyright (c) 2018 Umar Umarhttp://ojs.unm.ac.id/JDM/article/view/5596DESCRIPTIONS OF STUDENTS’ UNDERSTANDINGS ON POWERS OF NUMBERS AND ROOT FORMS IN GRADE X OF MADRASAH ALIYAH PESANTREN AN-NAHDLAH LAYANG MAKASSAR2018-04-01T19:07:48+08:00Mukarramah Mukarramahamhazuhaer1@gmail.coThis study aims to describe the students’ instrumental and relational understanding about the form of Powers of Numbers and root in grade X of Madrasah Aliyah Pesantren An-Nahdlah Layang Makassar. The type of research used is descriptive qualitative explorative research. Subjects in this study were six students of grade X Academic Year 2016/2017 which were divided into three groups (advance, intermediate, and low levels) selected based on initial ability test results. The data collected consisted of preliminary test result data, mathematics comprehension test data and interview result data. Data were analyzed using qualitative descriptive analysis. Description of research results are divided into two parts, namely instrumental understanding and relational understanding. Description of the instrumental understanding of the three groups is to explain the concept only procedurally based on what the subject memorized, experiencing misconceptions about the concept of the root form, solving the question of form Powers of Numbers by using one way when there are other alternatives that can be used in solving the problem, and applying the concept of Powers of Numbers to the problem solution, experiencing misconceptions about the concept of the root form. The relational understanding of the three groups was different. Higher subject groups presented examples and not examples of more than one form of Powers of Numbers, presented the concept of Powers of Numbers to another mathematical representation with the reason and presentation of more than one, utilize the concept of Powers of Numbers in solving the problem relating to the concept, and solvde the question which deals with the form of a fractional Powers of Numbers with more than one way accompanied by reason. While the intermediate subject group was to understanding how to present the concept of the form of fractional form to the root form and vice versa and understand how to apply the writing of scientific notation to problem solving. Relational understanding of low subject groups was not found in the study2018-03-31T00:00:00+08:00Copyright (c) 2018 Mukarramah Mukarramahhttp://ojs.unm.ac.id/JDM/article/view/5597PROFILE OF UNDERSTANDING THE CONCEPT OF MATHEMATIC SYMBOLS IN VISUAL-VERBAL REPRESENTATION OF STUDENTS CLASS IX SMPN 16 MAKASSAR2018-04-01T19:07:48+08:00Adam Munajahmunajahadam2@gmail.comThis study aims to: (1) to describe the profile of mathematical concept understanding with visual symbol representation of students, (2) to describe the profile of mathematical concept understanding with student verbal symbol representation, (3) to describe the mathematical concept understanding profile with visual-verbal symbol representation students. The type of this research is descriptive research is qualitative. The subjects of this study consisted of 2 with the highest score on the comprehension test of the concept of building the curved side space. Instruments in this study are the researchers themselves as the main instrument, concept comprehension test instruments (TPK) and interviews. The results showed that: (1) subject I AK and IM II subjects from TPK test analysis based on conceptual understanding indicator; a) Redefining the concept, the subject of AK is correct and capable in answering the questions in both representations as well as the subject of IM; b) Classifying objects according to certain properties, the subject of AK and IM is capable of answering questions in both symbol representations, but the subject of AK in item 4 is weak in representing objects in visual form; c) Giving examples and non-examples of concepts, the subject of AK is less precise in answering the matter in visual representation, whereas for questions in verbal reproduction the subject of the AK is able to answer correctly, the subject of IM is able and correct to answer the problem in both representations; d) State the concept in the form of mathematical representation, the subject of AK and the subject of IM is capable and correct in answering the questions in both representations, but for the subject of AK in the interview session hinted that for number 8 or questions represented by visual symbols it is more difficult than the number 7 without pictures, unlike the IM subject which assumes that the two questions in both symbol representations are the same; e) Applying the concept in problem solving, the subject of AK and the subject IM quite understand and understand the direction of the problem, but both subjects failed to understand the basic concepts in solving the problem so that there is a fundamental kekeliriun so that the impact on the entire process and the end result2018-03-31T00:00:00+08:00Copyright (c) 2018 Adam Munajahhttp://ojs.unm.ac.id/JDM/article/view/5598EFFECTIVENESS OF THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF STAD TYPE WITH SAVI-CTL APPROACH IN MATHEMATICS LEARNING TO CLASS VII STUDENTS AT SMPN 2 BONTONOMPO SELATAN IN GOWA DISTRICT2018-04-01T19:07:49+08:00Kiki Rezky Amaliakikirezky_a@yahoo.comThe study aims at describing the effectiveness of cooperative learning model of STAD type with SAVI-CTL approach in Mathematics learning to Class VII students at SMPN 2 Bontonompo Selatan in Gowa District. The study is pre-experiment research. The populations were all class VII students at SMPN 2 Bontonompo Selatan in Gowa District. The sample was class VII.C as the experiment class chosen by employing simple random sampling technique.<em> </em>Data collections were students’ learning result, students’ activities during the learning process, and students’ responses on the implementation of learning model. Data were analyzed by using descriptive analysis and inferensial analysis. The results of the study reveal that the students’ learning result in Mathematics is in high category with the mean 81.17 and deviation standard 6.64, the classical completeness level is 88%, the mean of normalized gain of learning result is in high category, students’ activities in learning are in Tended to be Active category with the mean 3.28, and students’ responses on the implementation of cooperative model of STAD type with SAVI-CTL approach is in positive category with the mean 3.55. In general, the conclusion is the cooperative model of STAD type with SAVI-CTL approach is effective to be applied in Mathematics learning to Class VII Students at SMPN 2 Bontonompo Selatan in Gowa District.2018-03-31T00:00:00+08:00Copyright (c) 2018 Kiki Rezky Amaliahttp://ojs.unm.ac.id/JDM/article/view/5599THE EFFECTIVENESS OF COOPERATIVE LEARNING MODEL TYPE TWO STAY TWO STRAY (TSTS) WITH PAIKEM APPROACH IN LEARNING MATHEMATICS ON THE MATERIAL CIRCLE AT THE SECOND GRADE/CLASS VIII OF SMPN 1 MAKASSAR2018-04-01T19:07:49+08:00Rizka Ridha Ruslanramlan.mm@unm.ac.idThis study aims to determine the effectiveness of the implementation of cooperative learning model <em>two stay two stray</em> <em>(TSTS) </em>with PAIKEM approach in mathematics learning in eighth grade material loop<sub>9</sub> SMP Negeri 1 Makassar. This research is an experimental research. The study design used is <em>Pre-Experimental Design, </em>namely the <em>One-group pretest posttest </em>design.The study included all students of class VIII SMP Negeri 1 Makassar and the sample class VIII<sub>9 </sub>selected by<em> clusterrandom </em>sampling. Data were analyzed using descriptive statistical analysis and inferential statistical analysis. Class VIII<sub>9</sub> were given treatment that implement cooperative learning model <em>two stay two stray</em> with PAIKEM approach. The data collection technique used is the test result of learning, observation sheets, and sheets questionnaire. The results showed that: 1) the results of the eighth grade students to learn mathematics<sub>9</sub> SMP Negeri 1 Makassar after the implementation of cooperative learning model <em>two stay two stray</em> by more than 74.9 PAIKEM approach (KKM) are in thecategory <em>medium</em> with a mean of 76.15, an increase result of learning mathematics (the gain) class VIII<sub>9</sub> SMP Negeri 1 Makassar significantly and at the high category, the results of students' mathematics learning in class VIII<sub>9</sub> SMP Negeri 1 Makassar after being taught to use the implementation of cooperative learning model <em>two stay two stray</em> approach PAIKEM achieve mastery classical, which is only 87.2% (over 80%), the standard deviation of 8.84, 2) students in learning activities with the implementation of cooperative learning model <em>two stay two stray</em> with PAIKEM approachin the category <em>is very active</em> with an average score of 4,54; and 3) a student's response on learning with the implementation of cooperative learning model <em>two stay two stray</em> with PAIKEM approaches are in positive category. Based on the criteria of effectiveness, the general implementation of cooperative learning model <em>two stay two stray</em> with PAIKEM effective approach in mathematics learning material in class VIII Circle<sub>9</sub> SMP Negeri 1 Makassar2018-03-31T00:00:00+08:00Copyright (c) 2018 Rizka Ridha Ruslanhttp://ojs.unm.ac.id/JDM/article/view/5600ANALYSIS OF MATHEMATICAL PROBLEM WITH GROUP WISE FOR COMPUTERIZED ADAPTIVE TESTING2018-04-01T19:07:49+08:00Rukli Ruklirukli@unismuh.ac.idThis study aims to put the parameters of the problem on a general scale with a group wise design. Placement of questions on a general scale can be interpreted that although the test participants responded to the character of the problem is not the same but the ability of test participants in Competitive Adaptive Testing (CAT) can be compared with each other. Data response question comes from four packages namely package 1, package 2, and package 3 National Exam on mathematics subjects. The total number of questions is 140. The data is analyzed with the Bilog_MG program. The results show that the number of questions meet the Rasch model of 109 questions. The matter can be entered into CAT bank. Although the test participants responded to the problem and the number of questions was not the same but the test scores were comparable2018-03-31T00:00:00+08:00Copyright (c) 2018 Rukli Ruklihttp://ojs.unm.ac.id/JDM/article/view/5601DIFFERENCES INCREASING ABILITY OF MATHEMATICAL AND VISUAL THINKING APPROACH BETWEEN BRAIN BASED APPROACH LEARNING WITH EXPOSITORY ON STUDENTS IN MTs PRIVATE MEDAN INTEREST RATE2018-04-01T19:07:49+08:00Elsida Aritonangelsidaaritonang@gmail.com<em>Brain Based Learning</em> is a concept to create learning that is oriented towards attempting to optimize student’s brain potential. This study aimed at examine (1) Are there any differences in mathematical reasoning skills of students which are taught by <em>Brain Based Learning </em>approach<em> </em>and expository; (2) Are there any differences in the acquirement of students who are taught by Visual Thinking Brain Based Learning approach and Expository; (3) What steps to resolve the student’s answers related reasoning skills in each lesson; (4) What steps to resolve the student’s answers related to visual thinking abilities in each lesson. This study is a quasi-experiment research. The population of this study is all students of class VIII MTs Bunga Bangsa Medan. The first class experiment is given approach treatment of <em>Brain Based Learning </em>and the second class experiment is given expository approach treatment. In this research has been already developed several learning tools such as lesson plans and student activity sheets. The instruments are used to collect data in this study are: (1) the test of reasoning mathematic ability, (2) the test of visual thinking ability, (3) the steps of student’s answers related to reasoning ability, and (4) the steps of student’s answers related to visual thinking ability. The test is used a form of description that has been declared valid and reliable by the reliability coefficient of 0,84 and 0,86. Regression equations in the class of Brain-Based Learning approach is Y<sub>BBL </sub>= 35,47 + 0,75X<sub>BBL</sub> and in the Expository approach class is Y<sub>Eks</sub> = 24,68 + 0,83X<sub>Eks</sub>. Analysis inferential data is done by analysis of covariance (ANACOVA). The results showed that: (1) The ability of the student’s in mathematic reasoning application of <em>Brain Based Learning</em> approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 8.3309 is greater than Ftable = 3.993. (2) The ability of student’s in mahtematic visual thinking in application of of <em>Brain Based Learning</em> approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 6.7759 is greater than Ftable = 3.993. (3) the step of completion reasoning test is obtained who has answered correctly for <em>Brain Based Learning</em> class is more than the expository class and (4) the step of completion <em>visual thinking</em> test is obtained who has answered correctly for <em>Brain Based Learning</em> class is more than the expository class2018-03-31T00:00:00+08:00Copyright (c) 2018 Elsida Aritonang