Daya Matematis: Jurnal Inovasi Pendidikan Matematika
http://ojs.unm.ac.id/JDM
<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>Pascasarjana Universitas Negeri Makassaren-USDaya Matematis: Jurnal Inovasi Pendidikan Matematika2354-7146<p>All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>. license,</p><p>Authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in Daya Matematis in whole or in part provided that the original work is properly cited. Users (redistributors) of Daya Matematis are required to cite the original source, including the author's names, Daya Matematis as the initial source of publication, year of publication, volume number</p><p><br />Copyright encompasses exclusive rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms and any other similar reproductions, as well as translations. The reproduction of any part of this journal, its storage in databases and its transmission by any form or media, such as electronic, electrostatic and mechanical copies, photocopies, recordings, magnetic media, etc. , will be allowed only with a written permission from Journal Daya matematis<br /><br />Journal Daya matematis, the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal.</p><p> </p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />Daya matematis is licensed under a <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.IMPROVEMENT MATHEMATICS PROBLEM SOLVING ABILITY OF THE STUDENTS TAUGHT BY USING TEAM ASSISTED INDIVIDUALIZATION COOPERATIVE LEARNING MODEL
http://ojs.unm.ac.id/JDM/article/view/6054
<span>This research was aimed at revealing the effect of using Team Assisted Individualization cooperative learning model on improvement mathematics problem solving ability in class VIII of MTsN Kota Padang. This was a Quasi Experimental research which used quantitative and descriptive approach. The population of the research was the students in class VIII of MTsN Kota Padang. By using Random Sampling technique, class VIII3 of MTsN Lubuk Buaya Kota Padang was chosen as the experimental class and class VIII7 of MTsN Koto Tangah Kota Padang was chosen as the control class. In collecting the data, observation sheet, pre-test, questionnaire and pretest-posttest were used. Based on the result of the research, some conclusions were drawn. First, mathematics problem solving ability fluctuated. Second, mathematics problem solving ability of the students taught by using Team Assisted Individualization cooperative learning model was higher than that of students taught by using conventional model. Third, mathematics problem solving of the students having high and low previous ability taught by using Team Assisted Individualization cooperative learning model was higher than that of students having high and low previous ability taught by using conventional model</span>M HasbiFebriyani Putri2018-07-012018-07-016212513310.26858/jds.v6i2.6054THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGIES ON LEARNING OUTCOMES
http://ojs.unm.ac.id/JDM/article/view/6055
<span>The purpose of this study was to influence of active knowledge sharing strategies on learning outcomes on limas and prisma. This type of research is experimental study with kuantitatif approach. Desain is a Posttest Only Control Group Design with active knowledge sharing strategies models on experimental class and conventional models on control class. Sampling with purposive sampling technique, while the determination of experimental class and control class at cluster random sampling, so that VIII-A is a experimental class and VIII-B is a control class. Data collection technique is direct observation techniques, test nultiple choice and dokumen akademik. Data were analyzed by t test where t (count) = 3,175 and t (table) = 2,025 means t<sub>hitung </sub>> t<sub>tabel</sub> hypothesis H<sub>1</sub> accepted. It can be concluded that there are significant use of Active Knowledge Sharing models for matematics student learning outcomes. Recommended to teachers can use Active Knowledge Sharing Model in the learning process</span>Mustafatin Janatun A.R.ARahma Dwi Andini2018-07-012018-07-016213414010.26858/jds.v6i2.6055IMPLEMENTATION OF STAD COOPERATIVE LEARNING TO IMPROVE STUDENTS’ SELF-ESTEEM TOWARD MATHEMATICS LEARNING
http://ojs.unm.ac.id/JDM/article/view/6056
This study is aimed to improve students’ self-esteem toward mathematics learning in MTs Ummul Quro through Students Team Achievement Divisions (STAD) cooperative learning. This was a classroom action research study and the research subjects were thirty one students of Grade IX B. The data as indicators of the success of class actions were collected using a self-esteem questionnaire for mathematics learning, mathematics achievement tests, and observation sheets for the implementation of STAD cooperative learning. In the implementation, the results showed that in Cycle I there were still students who had low self-esteem, 67.74% of students attained KKM (short for kriteria ketuntasan minimal or ‘the criterion for minimum mastery’), and the percentage of the implementation of STAD cooperative learning was 85.33%. In Cycle II, no students had low self-esteem, 77.42% of students attained KKM, and the percentage of the implementation of STAD cooperative learning was 96.67%. In general, the results of the study showed that STAD cooperative learning could improve the self-esteem of Grade IX B of MTs through two cyclesArsyil WaritsmanNidya Nina IchianaNeni Iryani2018-07-012018-07-016214114910.26858/jds.v6i2.6056PROFILES OF MATHEMATICS COMMUNICATION ABILITIES IN GROUP MATERIAL BASED ON GPA SCORE OF MATHEMATICS TEACHER CANDIDATE STUDENTS
http://ojs.unm.ac.id/JDM/article/view/6057
<span>The objective of the research is to discover the profiles of Mathematics communication abilities of students with high GPA score and students with medium GPA score and its comparison. The research was conducted by revealing the students’ Mathematics communication abilities through Mathematics communication ability test with group problem. Based on the test results, the students then interviewed to confirm the students’ answers and to obtain deeper data. The research was qualitative research with descriptive approach. The subjects of the research were the students of academic year 2014 of Mathematics Education Program at FKIP Untad, consisted of two students with high GPA score and two students with medium GPA score. The results of the research reveal that: (1) the students with high GPA score (MIT) have Mathematics communication abilities in solving group problem: Representing the intention of the question by writing information which was known and asked in a form of point by point by using short sentence and able to make symbol in accordance with the information. The two subject writing the answer to solve group problem question quite complete started from known and asked information from the question until the stages of problem solving. However, the two subjects had difference in writing reason in the stages of group problem solving answer. Subject MIT1 was quite consistent in writing the reasons in several stages of solving which the subject made but subject MIT2 tended to not writing the reason in most of the answer stage of question solving, using all the symbols which often used in group material in solving test question, re-explaining the answer of question solving stage by stage according to the answer which the subject wrote. The subject explained each solving stage with reasons from the stage; (2) the students with medium GPA score (MIS) had Mathematics communication abilities in solving group problem. Subject MIS1 tended to write the information which was known and asked in one sentence, while subject MIS2 wrote information which was known and asked through point by point. The two subjects were able to make symbols in accordance with the information which was known from the question, the two subject writing the answer of group problem solving incompletely in the stages, able to write the reason in several stage of solving answer, very lack in using symbols which usually used in group material, even several sentences which could be written in from of Mathematics symbol were not written in from of symbol by the subjects. Subject MIS1 re-explaining the answer of test question shortly and not in details in the stages, while subject MIS2 re-explaining the answer of test question through stages by stages in accordance with the answer which the subject had written and explained each reason in the steps</span>Akhyar Tawil2018-07-012018-07-016215015910.26858/jds.v6i2.6057EFFECTIVENESS OF THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF TAI TYPE WITH CONTEXTUAL-SCIENTIFIC APPROACH IN MATHEMATICS LEARNING TO CLASS VII STUDENTS
http://ojs.unm.ac.id/JDM/article/view/6058
<span>The research is experiment which aims to describe Cooperative Learning Model of TAI Type with Contextual-Scientific Approach in Mathematics Learning in Social Arithmetic and Comparison material to class VII Students at SMPN 2 Bontonompo Selatan. The effectiveness description is based on (1) student’s learning results, (2) student’s activities, and (3) student’s response. The populations of the research were all of the students of class VII at SMPN 2 Bontonompo Selatan and the samples were the students of class VII.A as the experiment class taught by using cooperative Learning Model of TAI Type with Contextual-Scientific approach chosen by using simple random sampling technique. The data collection consisted of learning results, student’s activities in learning, and student’s responses on learning devices. Instrument used are test of learning results, observation sheets of student’s activities in learning and questionnaires of student’s responses on learning devices. The data of the students’ activities were analyzed by using descriptive analysis while the data of mathematics learning results and students’ responses were analyzed by using descriptive and inferential analysis. The results of descriptive and inferential analysis reveal that the implementation of Cooperative Learning Model of TAI Type with Contextual-Scientific approach is effective to be implemented in mathematics learning in social arithmetic and Comparison material to class VII students at SMPN 2 Bontonompo Selatan based on the aspect: (a) the average score of Mathematics learning results in posttest is bigger than 69.9 (Minimum Completeness Criteria= 70) which is 79.9 in High category, the average score of normalized gain is bigger than 0.29 (medium category) which is 0.73 in High classification category, and the proportion of the students’ learning completeness is more than 84%; (b) the average score of student’s learning activities from the first until the fifth meeting are more than 2.49 (minimum fairly active category) which is 3.15 in fairly active category, and (c) the average score of students’ response is bigger than 2.49 (minimum tend to be positive category) which is 3.64 in positive category. The conclusion of the research is Cooperative Learning Model of TAI Type with Contextual-Scientific approach is effective to be implemented in mathematics learning in Social arithmetic and Comparison material to class VII students at SMPN 2 Bontonompo Selatan in Gowa District.</span>Nurul Khusaimah2018-07-012018-07-016216017810.26858/jds.v6i2.6058ANALYSIS OF PROBLEM SOLVING ABILITY IN MATHEMATICS BASED ON CONCEPT UNDERSTANDING AND MATHEMATICS REASONING ABILITY OF CLASS VIII STUDENTS AT SMPN 29 MAKASSAR
http://ojs.unm.ac.id/JDM/article/view/6059
The study aims at examining (1) The presence or not of the influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based either individually or together with students of class VIII SMPN 29 Makassar, and (2) problem solving ability in Mathematics based on concept understanding and Mathematics reasoning ability. The study is descriptive research is a mix-methode with quantitave-qualitative approach. The researcher acted as the instrument who has guided by test of Mathematics concept understanding and valid interview guidance. Data were collected through test provision and verified by interview. The subjects of the study were three students in class VIII at SMPN 29 Makassar consisted of on students of PKPMT, on students of PKPMS, and one students of PKPMR. The results of the study reveal that (1) there is influence concept understanding of Problem Solving Ability in Mathematics based equal to 36,50% through estimate function = 15,659 + 0,751X<sub>1</sub>. There is influence Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal to 40,05% through estimate function <!--?mso-application progid="Word.Document"?--> 14Å¶"> = 24,657 + 0,837X<sub>2</sub>. There is influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal 44,20% through estimate function 14,774 + 0,361 <!--?mso-application progid="Word.Document"?--> 14X1"> + 0,550 <!--?mso-application progid="Word.Document"?--> 14X2"> (2) problem solving ability in mathematics of students who have concept understanding and high Mathematics reasoning ability : (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and medium Mathematics reasoning ability: (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and low Mathematics reasoning ability : (a) able to understand the problems, (b) unable to create problem solving plan so the concept understanding indicator and mathematics reasoning ability cannot be achieved, (c) anable to create the problem with appropriate and corret steps so the concept understanding indicator and mathematics reasoning ability cannot be achieved, and (d) unable to recheck the answers obtained so the concept understanding indicator and mathematics reasoning ability cannot be achievedSalahuddin Salahuddin2018-07-012018-07-016217918910.26858/jds.v6i2.6059EFFECTIVENESS OF THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF TAI-TPS TYPE BY SCIENTIFIC APPROACH IN MATHEMATICS LEARNING TO CLASS VIII OF SMPN 13 MAKASSAR
http://ojs.unm.ac.id/JDM/article/view/6060
<span>The research aims to discover the effevtiveness of the implementation of cooperatife learning model type TAI-TPS with Scientific approach in Mathematics learning to class VIII students at SMPN 13 Makassar. The research was pre-experimental research which emplyoed One-Group Pretest Posttest Design. The research involved one experiment class, namely class VIII.2 which consisted of 36 students who were chosen by using Random Sampling technique. The chosen class was given the treatment, namely cooperative learning models type TAI-TPS with Scientific approach in Mathematics learning. The data were collected by using by using learning result test, observation sheet, and questionnaire sheet. The data were analyzed by using descriptive and inferential statistics analysis as well as effectiviness analysis.The results of the research that Mathematics learning results of class after the implementation of cooperative learning models type TAI-TPS with Scientific approach 83,00 and deviation standar 6,14. The students activities in mathematics learning are in active category and than the students responses on cooperative learning type TAI-TPS in positive category. Based on teh effectiveness in significan α=0,05 with T-test showing that implementation of cooperative learning type TAI-TPS model with Scientifik approach effective in mathematic learning at VIII.2 SMPN 13 Makassar</span>Sarwedy Sarwedy2018-07-012018-07-016219020210.26858/jds.v6i2.6060ANALYSIS OF TEACHER SERVICE QUALITY ON MINIMAL COMPLETENESS CRITERIA ACHIEVEMENT IN MATHEMATICS LEARNING OF STUDENTS AT SMAN 6 JENEPONTO
http://ojs.unm.ac.id/JDM/article/view/6061
<span>The study is desciptive quantitative research which aims at analizing teacher service quality and discovering the proritized aspects in improving teacher service quality on KKM (Minimal Completeness Criteria) achievement in Mathematics learning of students at SMAN 6 Jeneponto. The subjects were students in class X with the total of 59 students taken by employing purposive random sampling technique with agreement through the following steps: 1) determining classes as research subject, 2) each of the class was taken with agreement between the research and students who were present when data collection was conducted, students’ presence in class was considered as random presence. The instruments used questionnaire which contained list of questions given to students to rovide description on teacher sevice aligned with their duties and responsibilities in educating, teaching, and training they had experience and expected, and observatin sheet f teachers’ activities aligned with teacher service and the research as observer. Data obtained were analyzed by using descriptive analysis and Importance Performance Analysis (IPA) with importanced the averageof teacher service. The result of the study reveal that 1) the level of students’ satisfication on teacher service in Mathematics learning according to the dimentions of teaching funcion service, teaching function, and training functionis already appropriate with students’ hopes which is in god category. Thus, teacher service quality on KKM achievement in Mathematics learning in class X at SMAN 6 Jenepont is in gd category, 2) there is n dimension to have prioritized in improving teacher service quality in Mathematics learning in class X at SMAN 6 Jenepont n KKM. In general, it can be stated that it has aligned with students’ hopes. However, it is reviewed n each of dimension of teacher service, there are still several attributes that need to be prioritized by teachers. The attribute is in teaching function service dimension, namely attitude in facing students in learning process, learning motivation proviision f students, and teachers’ attention on academic problems experienced by students</span>Siti Nuralam2018-07-012018-07-016220321310.26858/jds.v6i2.6061EFFECTIVENESS OF THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF TPS-SNOWBALL THROWING TYPE IN MATHEMATICS LEARNING OF CLASS VII STUDENT AT SMPN 5 MAROS
http://ojs.unm.ac.id/JDM/article/view/6062
<p>The study aims at describing the effectiveness of cooperative learning model of TPS-Snowball Throwing type in Mathematics learning of class VII students at SMPN 5 Maros. The study is pre-experiment research. The experiment unit of the study was all students in class VII at SMPN 5 Maros of academic year 2016/2017 which consisted of 9 parallel classes and the class which had the treatment was class VII<sub>1</sub> chosen by employing simple random sampling technique. Data were collected by using observation sheet instrument of learning implementation, observation sheet of students’ activities, learning test, observation sheet of students’ affective aspect, and students’ response questionnaire on learning. Data were analyze by employing descriptive analysis and inferential analysis used one sample t-test.The result of the study reveal that the students’ activities in learning are in active category with the mean 3.29 of maximum score 4, the learning result of students’ cognitive aspect was in high category with the mean 87.91 of maximum score 100, and deviation standard is 6.72, the classical completeness is 94 %, the mean normalized gain of learning result is in high category , the learning result of students’ affective aspect is in high category with the mean 81 of maximum score 100, the students’ response on learning is in Tended to be Positive category with mean 3.19 of maximum score 4. In general, the conclusion is the cooperative learning model of TPS-Snowball Throwing type is effective to be applied in Mathematics learning in class VII students at SMPN 5 Maros</p>Sukma Fratiwi supu2018-07-012018-07-016221422310.26858/jds.v6i2.6062ANALYSIS OF THE INFLUENCE LEARNING MODEL ON MATHEMATICS PROBLEM SOLVING ABILITIES TO CLASS VIII STUDENT AT MTSN MODEL MAKASSAR
http://ojs.unm.ac.id/JDM/article/view/6063
<span>The research aims to describe the influence of MMP learning model with problem solving approach on mathematics problem solving approach on mathematics problem solving abilities to class VIII students at MTsN Model Makassar. The research is eksperimen research. The populations of the research were all of students in class VIII.4 as experiment class and class VIII.6 as control class chosen by using simple random sampling technique. The data were collected by using instrument namely learning implementasion observation sheet, student’ activities observation sheet, and problem solving ability test. The data were analyzed by using descriptive and inferential analysis. The result of the research reveal that the students’ activities in experiment class in learning are in learning are in active category with the mean score 3.53 while the students’ activities in control class in learning are inactive category with the mean score 2.53. Mathematics problem solving deviation standard 9.01, and classical completnes level 92%, while Mathematics problem solving abilities of students in control class are in high category with the mean 72.65, and deviation standard 5.55, and classical completeness level 53%. In general, it can be concluded that Missoury Mathematics Project learning model has positive influence on Mathematics problem solving abilities of class VIII at MTsN Model Makassar</span>Yulianti Yulianti2018-07-012018-07-016222423510.26858/jds.v6i2.6063