Jurnal Daya Matematis
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>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>. Daya Matematis: Jurnal Inovasi Pendidikan Matematika</span> <span>has</span> <span>changed its name from</span>Jurnal Daya matematis <span>to</span></span> <span>Daya Matematis: Jurnal Inovasi Pendidikan Matematika since 2018. </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> <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> <a href="http://id.portalgaruda.org/?ref=browse&mod=viewjournal&journal=7684"><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></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-USJurnal Daya Matematis2354-7146<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>.LEARNING DESIGN OPERATION MULTIPLICATION ALGEBRA USING WATER CONTEXT, OIL AND STONE STUDENTS CLASS V
http://ojs.unm.ac.id/JDM/article/view/8522
The purpose of this study resulted in the learning path of students of algebraic multiplication materials by using water, oil and stone that evolved from informal to formal forms. The method used is a research design consisting of three stages, namely preliminary, design experiment and retrospective analysis. A series of lessons are designed and developed based on conjectures from the learning process and PMRI approach. This research was conducted in SMP N 5 Palembang involving 30 students of class VII. Learning Trajectory (LT) obtained includes three activities that are activities 1. Introduce the objects around that can be used in learning algebraic multiplication such as oil, stone and water, 2 Finding the Concept of Multiplication Algebra and 3. Solving problems related to daily life. The results of the experimental learning show that a series of activities that have been done helps to improve students' understanding of algebraic multiplication learningRahmawati Suandi
Copyright (c) 2019 Rahmawati Suandi
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2019-02-282019-02-286323624510.26858/jds.v6i3.8522INFLUENCE OF ABILITY MATHEMATICS LITERACY AND MOTIVATION TO LEARN MATHEMATICS OF STUDENT TO ABILITY OF PROBLEM SOLVING MATHEMATICS ON SOCIAL ARITHMETIC
http://ojs.unm.ac.id/JDM/article/view/8525
<span>This study aims to determine the effect of mathematical literacy ability and motivation to learn mathematics on student problem solving abilities. The type of research used is non experiment with research design is survey, where the subjects used are students of class VII I SMP Negeri 4 Tulungagung which amounted to 31 students. Instrument used in this research is motivation questionnaire, observation sheet problem solving ability and script about ability of mathematics literacy. Data collection methods used are test methods, questionnaires and observations. Data analysis technique used is with normality test, multiple regression test, correlation test, and significance test. Based on data analysis, it is known that there is an influence of mathematical literacy ability and student learning motivation motivation (X1 and X2) on math problem solving ability (Y) on social grade arithmetic class VII I SMP N 4 Tulungagung</span><span>.</span>Aldila Maysarah Ayusari
Copyright (c) 2019 Aldila Maysarah Ayusari
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2019-02-282019-02-286324625410.26858/jds.v6i3.8525ANALYSIS OF STUDENT ERRORS IN COMPLETING MATHEMATICAL PROBLEMS OF CLASS VIII CIRCLE MATERIALS IN SMP 1 WLINGI
http://ojs.unm.ac.id/JDM/article/view/8526
<span>This research aims to find out the type of student error in solving the problem of mathematics material in solving the problem of circle story and wide circle in class VIII SMP Negeri 1 Wlingi Blitar.Dalam this research type of research used is descriptive qualitative research. The subject of this study is the class VIII C MPN 1 Wlingi which amounted to 10 students who took the test.Teknik data collection in this study using written tests, interviews and documentation.Keabsahan data is done with reference materials and conduct checks members.Teknik data analysis is done with data reduction stages, data presentation, and verification or drawing conclusions. Students are grouped into three categories namely high-ability students, medium-skilled students and low-ability students. Each category is represented by one student. The results of this study are (1) The type of mistake made by a highly capable subject in solving soa l circle story and broad circle is a mistake of fact, error of concept and mistake of principle. (2) Types of moderate-ability students' mistakes are factual errors, concept errors and procedural errors. (3) Types of low-skill students' errors are fact errors, concept errors, procedural errors and principle errors</span>Mega Madila Rismawati
Copyright (c) 2019 Mega Madila Rismawati
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2019-02-282019-02-286325526410.26858/jds.v6i3.8526IMPLEMENTATION OF STAD LEARNING MODELS TO IMPROVE 5th STUDENTS’ CRITICAL THINKING SKILLS AND MATHEMATICS LEARNING OUTCOMES
http://ojs.unm.ac.id/JDM/article/view/8527
<span lang="IN">This study is aims to improve critical thinking skills and mathematics learning outcomes of 5th grade students using the STAD (Students Team Achievement Division) instructional model. This research used was Classroom Action Research, with two cycles. The subjects of this study is 31 fifth grade students of <em>SDN Tingkir Lor Salatiga</em>. The instrument used was the critical thinking questionnaire and 15 items test. The results showed that the STAD instructional model can improve critical thinking skills and student learning outcomes. Improved of critical thinking skills can be seen from the average score in cycle I of 58, in the sufficient category, then increased to 77 in the high category in cycle II. Improved of learning outcomes can be seen from the acquisition of scores in the first cycle of 66, with a percentage of learning completeness of 61%, increasing to 80, with the percentage of learning completeness reaching 84% ini cycle II</span>Diah Edwin GustiaMawardi MawardiSuhandi Astuti
Copyright (c) 2019 Diah Edwin Gustia, Mawardi Mawardi, Suhandi Astuti
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2019-02-282019-02-286326527510.26858/jds.v6i3.8527DEVELOPMENT OF MODULE OF LEARNING GEOMETRY BASED ON VAN HIELE THEORY
http://ojs.unm.ac.id/JDM/article/view/8528
<span>The aim of this research was to</span><span lang="IN"> develop</span><span> a teaching and learning module using Van Hiele theories for quadrilateral topics in grade VII students in middle school, which is valid, practical, and effective</span><span lang="IN">.</span><span> Literatures explain that nowadays the students over generalize the concept of geometry without further understanding about the concept of geometry and the skills of proving and reasoning that geometry field try to improved. The method used was research and development with modification of Borg and Gall and Plump method. </span><span lang="IN">The initial investigation stage </span><span>result state</span><span lang="IN">d</span><span> that only 22.6% of students reached level 2 informal deduction, 35.5% students reached level 1 analysis and the rest of students were still in level 0 visualization. In order to solve this problem, </span><span lang="IN">the design and realization stages</span><span> develop</span><span lang="IN">ed</span><span> a module which was written based on phase of learning geometry. Next, </span><span lang="IN">t</span><span>he module was verified through trial test in a class of students grade VII in order to get data of validity and effectivity. </span><span lang="IN">Lastly, the module was tested through experimental research by comparing experimental and control class. </span><span>The module </span><span lang="IN">wa</span><span>s valid based on validator review. The module was effective because it can increase students geometry thinking level by 48%. The nonparametric test using K-S and Man Whitney show that the result of level of geometry thinking in experimental class was better than the control class. Overall result state that the module valid and effective</span>Deshinta Argaswari
Copyright (c) 2019 Deshinta Argaswari
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2019-02-282019-02-286327628510.26858/jds.v6i3.8528METACOGNITIVE SKILLS IN MATHEMATICS PROBLEM SOLVING
http://ojs.unm.ac.id/JDM/article/view/8537
<span>This study is a descriptive qualitative approach. The purpose of this study was to describe level metacognitive skills of students in solving the problem solving test item based on indicators that had been compiled. Metacognitive skills in this study form planning, monitoring, reflection aspect. Data analysis aimed to describe the students’ metacognitive skill</span><span lang="IN">s</span><span>. Then, the researcher categorized the students’ metacognitive skill</span><span lang="IN">s</span><span> into <em>reflective use</em><em>, strategic use, aware use, </em>and <em>tacit use. </em>The data collection methods in this study were documentation, test, and interview. From 40 student spread across many Junior High Schools in Jember district, 8 students are found to be able reading and writing of what was known (P-1), determining solving strategies (P-2), Using rules (M-1), </span><span lang="IN">and </span><span>monitoring carefully</span><span> (M-2), thus classified as having metacognitive skill</span><span lang="IN">s</span><span> into <em>aware use. </em>Furthermore, 20 students are able to perform (P-1), (P-2), planning intermediate results (P-3), (M-1), (M-2), </span><span lang="IN">able to correct mistake</span><span> (M-3), and Reflecting achievement of the objectives (R-1), thus classified as having metacognitive skill</span><span lang="IN">s</span><span> into s<em>trategic use. </em>Furthermore, 12 students are able to perform (P-1), (P-2), (P-3), (M-1), (M-2), (M-3), (R-1), </span><span lang="IN">do wareness on the application/use of strategies</span><span> (R-2), analyze the text/formula (R-3), choosing intentionally the representation (R-4), thus classified as having metacognitive skill</span><span lang="IN">s</span><span> into </span><em><span lang="IN">reflective</span><span> use</span></em>Wahyu LestariLoviga Deni PratamaJailani Jailani
Copyright (c) 2019 Wahyu Lestari, Loviga Deni Pratama, Jailani Jailani
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2019-02-282019-02-286328629510.26858/jds.v6i3.8537PROFILE OF STUDENT MATHEMATICAL CONNECTION ABILITIES IN UNDERSTANDING MATHEMATICAL CONCEPTS IN TERMS OF GENDER
http://ojs.unm.ac.id/JDM/article/view/8530
<span lang="EN">According to Permendikbud number 58 in 2014, one of the objectives of learning mathematics is to be able to understand mathematical concepts. In understanding mathematical concepts, of course, students need mathematical connection skills to connect between concepts and real life. There are many differences between men and women, especially ways of thinking, perspective, and mathematical abilities. For this reason researchers want to know how the profile of students' mathematical counseling ability in understanding mathematical concepts in terms of gender. This study aims to determine the profile of students' mathematical connection abilities in understanding mathematical concepts in terms of gender. This research is a qualitative descriptive study. The research subjects were 3 male students and 3 female students of class VII MTs N 1 Kudus who were selected based on the daily score of the medium group. Data collection techniques in the form of written tests and interviews. The validity of the data uses source triangulation. The results of this study are: a) Profile of male students' mathematical connection ability in understanding mathematical concepts that is at the stage of interpreting, male students interpret by looking at the length of their sides. At the stage of imitating by looking around objects. In the classifying stage by looking at the number of sides. At the stage summarize by remembering what is in the book and see the shape. At the stage of concluding, connect with the characteristics. At the comparing stage, by looking at the sides and corners, but unable to relate to other material. At the explaining stage, with your own thoughts by looking at the shape. b) Profile of female students' mathematical connection abilities in understanding mathematical concepts that is at the stage of interpreting, female students interpret images because of their desires. At the example stage, by looking around objects. In the classifying stage, only mention the name of the object. At the stage of summarizing, remembering what is in the book and what the teacher teaches. At the stage of concluding, connect with the characteristics. At the comparing stage, by looking at sides and angles and also linking with other material. At the explaining stage, remember what is in the book</span>Amalia Fitria NingsihLilik AriyantoIda Dwijayanti
Copyright (c) 2019 Amalia Fitria Ningsih, Lilik Ariyanto, Ida Dwijayanti
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2019-02-282019-02-286329630510.26858/jds.v6i3.8530PERCEPTION OF INFORMATICS STUDENTS ABOUT MATERIALS IN DISKRIT MATHEMATICS USING DOMAIN AND CODOMAIN FUNCTIONS
http://ojs.unm.ac.id/JDM/article/view/8531
This study aims to determine the interest of Informatics students about the material in discrete mathematics that is most in demand. The population of this study was 20 students from the Informatics Department at Amikom University Yogyakarta. Data collection techniques using the interview method. The interview method is used to determine student interest in discrete mathematics course material that is in accordance with the actual conditions. In the discussion the author uses functions in discrete mathematics, namely with domain functions, codomain, and range. The results of this study indicate that the interests of Informatics students about matter have discrete mathematics in sufficient categoriesDimas Midyan AlamAlwi Rahmaan
Copyright (c) 2019 Dimas Midyan Alam, Alwi Rahmaan
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2019-02-282019-02-286330631110.26858/jds.v6i3.8531IMPROVING STUDENT LEARNING RESULTS IN MATHEMATICAL LEARNING THROUGH SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL APPROACH (SAVI)
http://ojs.unm.ac.id/JDM/article/view/8532
<em><span lang="IN">This research was aimed to </span><span>improve the Somatic, </span><span> </span><span>Auditory, Visual, and Intelectual (SAVI) approach to Grade Seven B (VII B) Bajiminasa. The Type of research used is classroom action research with classroom action research. </span><span lang="IN">The subject of this study was the students </span><span>is class </span><span lang="IN">VIII</span><span> Bajiminasa Makassar, South Sulawesi. </span><span lang="IN">of SMP Islam Sultan Agung 4 Semarang, Central Java. The writer analyzed the data with quantitative and qualitative approaches on </span><span>learning outcomes. The resulth of the study showed that the Somatic, Audotory, Visual and Intelectual (SAVI) approach was complete and student learning outomes had increased. To complete and improve in learning outcomes, presumably provide special guidance and do not experience improvement</span></em>Ovan AdoharRamlan MahmudRuslan B
Copyright (c) 2019 Ovan Adohar, Ramlan Mahmud, Ruslan B
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2019-02-282019-02-286331231810.26858/jds.v6i3.8532THE DESCRIPTION OF STUDENTS’ METACOGNITION IN MATHEMATICS PROBLEM SOLVING BASED ON PARENTS’ PARENTING PATTERNS
http://ojs.unm.ac.id/JDM/article/view/8534
<span>The research aims to describe students’ metacognition in mathematics problem solving based on parents’ parenting patterns. The subjects who were described in the research consisted of 4 students with each had parenting pattern of authoritative type, authoritarian type, permissive type, and rejecting/neglecting type. The data were collected by giving one problem solving test and interview. To review the credibility of the data, it was conducted source and time triangulation. The conclusion based on the results of the test and interview are: (1) Metacognition skills of the subject with parents’ parenting pattern of authoritative type are planning, predicting, monitoring, and evaluating skills; (2) Metacognition skills of the subjects with parents’ parenting pattern of authoritarian type and permissive type are planning, predicting, and monitoring skills; (3) Metacognition skills of the subject with parents’ parenting pattern of permissive type are planning and predicting skills</span>Erni Basri
Copyright (c) 2019 Erni Basri
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2019-02-282019-02-286331933210.26858/jds.v6i3.8534