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>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. Finally, since April 2019, the journal has been <strong>ACCREDITED</strong><span> Sinta 3 by the </span><strong>Ministry of Research, Technology and Higher Education, the Republic of Indonesia</strong> <span><span>as an achievement for the peer-reviewed journal which has excellent quality in management and publication <span><span>and effective until 2024.</span></span></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> <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-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>.COMPARISON OF THE EFFECTIVENESS OF CONTEXTUAL, PROBLEM SOLVING, AND SCIENTIFIK APPROACH OT COOPERATIF SETTING IN MATHEMATICS LEARNING OF CLASS VII STUDENTS AT SMPN ACCREDITATION A
http://ojs.unm.ac.id/JDM/article/view/8841
<span>This study is experiment research, which aimsat examining the level of target achievement of students’ learning result taught by using contextual approach of cooperative setting, scientific approach of cooperative setting, and problem solving approach of cooperative setting based on (a) the posttest score of students, (b) improvement of students’ learning result, and examining the effectiveness of contextual approach of cooperative setting, scientific approach of cooperative setting, and problem solving approach of cooperative setting in Rectangular Flat Surface and Triangle Flat Surface Material of Clas VII studens at SMPN Accreditation A in Makassar based on (a) students’ learning achievement, (b) students’ learning activities, and (c) studens’ response. The population of the study were the entire students of class VII at SMPN Accreditation A in Makassar of academic year 2015/2016; whereas, the samples of the study were 3 school taken ramdomly which were given treatment in Mathematics learning by applying contextual approach of cooperative setting, scientific approach of cooperative setting, and problem solving approach of cooperative setting. Before learning was conducted, the pretest was given beforehand to three schools. Afterwards, learning was conducted by applying contextual approach of cooperative setting, scientific approach of cooperative setting, and problem solving approach of cooperative setting in the experiment class. The result of the study reveals that all of approaches are in fairly effective category with the effectiveness level of each approach is as follows: contextual approach of cooperative setting is E=3.42, the scientific approach of cooperative setting is E=3.20, problem solving approach of cooperative setting is E=3.32. The contextual approach of cooperative setting is more effective than scientific approach of cooperative setting, and problem solving approach of cooperative setting in Mathematics learning of class VII students at SMPN Accreditation A in Makassar</span>Ahmad SyamsuadiMuhammad Arif TiroMuhammad Darwis
Copyright (c) 2019 Ahmad Syamsuadi, Muhammad Arif Tiro, Muhammad Darwis
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-017111510.26858/jds.v7i1.8841IMPROVING MATHEMATICS COMMUNICATION CAPABILITIES THROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES
http://ojs.unm.ac.id/JDM/article/view/8842
<span style="font-size: 10pt; font-family: 'Times New Roman', serif;">This study aims to improve students' Mathematical Communication Ability through a direct teaching model using the Problem Posing approach. The indicators used are (1) the ability to present mathematical statements in writing through symbols and images, (2) the ability to manipulate mathematics, and (3) the ability to draw conclusions from mathematical statements. The type of research chosen was classroom action research which was conducted in two cycles, the subjects in this study were 26 students of class XII IPA 2 in Sinjai State Senior High School as many as 26 people. The results showed that (1) the average score of mathematical communication skills of students of class XII IPA 2 of Sinjai Public High School 4 after being taught using the direct teaching model and the problem posing approach were in the high category. (2) the activities carried out by students increase especially activities in terms of asking questions from the situation given by the teacher, communicating questions that are asked by other students in writing, and expressing opinions on the teacher and other students, (3) Teacher activities in the learning process well, (4) In general students give a positive response to the problem posing learning approach, as an application of the results of this study it is suggested that in the learning process the teacher should use a direct teaching model with a problem posing approach to improve student communication</span><p class="MsoNoSpacing" style="margin-right: 3.45pt; text-align: center;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; font-family: 'Times New Roman','serif';">IMPROVING MATHEMATICS COMMUNICATION CAPABILITIES</span></strong></p><p class="MsoNoSpacing" style="margin-right: 3.45pt; text-align: center;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; font-family: 'Times New Roman','serif';">THROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES</span></strong></p>Ediaman A.R
Copyright (c) 2019 Ediaman A.R
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171162710.26858/jds.v7i1.8842LEARNING MODELS USING PROBING PROMPTING TECHNIQUES ASSISTED BY BLENDED LEARNING EDMODO TO IMPROVE MATHEMATICAL UNDERSTANDING ABILITY
http://ojs.unm.ac.id/JDM/article/view/8843
This study aims to see an increase in the ability of mathematical understanding of students using probing learning models prompting assisted by edmodo blended learning. In this model the researcher presents a series of questions that are digging and guiding so that a thinking process that links each student's knowledge and experience with new knowledge is occurring. learned. Research subject of 3rd Semester Student in Mathematics and Teacher Training Faculty, University of PGRI Palembang. This research method is Quasi-Experimental. The data of this study are of two types. Quantitative data was obtained through analysis of student answers on the KPM test which was carried out pretest and posttest, and qualitative data were obtained from observations of lecturer and student activities, and the results of interviews with students. Data analysis used: doing descriptive analysis of data and calculating normalized gain (normalized gain) pretest and posttest, Testing requirements analysis is the data normality test and variance homogeneity test of the whole quantitative data, and hypothesis testing in this study t test, t-test, Mann-Whitney U test, one-way ANAVA test or Kruskal-Wallis test. Hypothesis testing using SPSS-20 for Windows. The results of the data analysis concluded that 1) the increase in the ability of mathematical understanding of students who get learning by probing prompting assisted by edmodo blended learning is better than students who get conventional learning in terms of (a). all students (b) .KAM studentsRahmawati RahmawatiJayanti Jayanti
Copyright (c) 2019 Rahmawati Rahmawati, Jayanti Jayanti
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171283810.26858/jds.v7i1.8843THE IMPLEMENTATION OF PROBLEM POSING APPROACH TO IMPROVE THE MATHEMATICAL CREATIVE THINKING ABILITIES OF JUNIOR HIGH SCHOOL
http://ojs.unm.ac.id/JDM/article/view/8844
<span>The purpose of this study was to determine the increase in creative thinking skills of junior high school students who use learning by using the problem posing approach and the scientific approach to classroom learning, especially in mathematics. Quasi experiment is this type of research with the control group pre test and post test design. The research was conducted at one of the junior high schools in Cimahi City. As many as 62 students of class VII being sampled in this study consisted of 30 students in the experimental class with problem posing learning and 32 students in the control class with scientific learning. The testing in this study uses IBM SPSS version 22 software. The conclusions from the results of this study are 1) Increasing the ability of mathematical creative thinking by using a problem posing approach better than the scientific approach, 2) A problem posing approach if it is well planned for effectiveness when learning takes place, and 3) Students who are inaccurate in solving the problem of the ability to think creatively because they do not understand the problems asked in the questions. This can be seen from several responses of students who are incomplete in giving responses</span>Neda PermanaEuis Eti RohaetiRatni Purwasih
Copyright (c) 2019 Neda Permana, Euis Eti Rohaeti, Ratni Purwasih
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171394810.26858/jds.v7i1.8844THE EFFECT OF LEARNING MOTIVATION AND SELF-CONCEPT ON MATHEMATICAL PROBLEMS
http://ojs.unm.ac.id/JDM/article/view/8845
<span lang="IN">This research is a survey research that is focused on the ability of students to solve mathematical problems. The purpose of the study was to determine the relationship between learning motivation and self-concept of students with the ability to solve mathematical problems, both together and individually. The population of the study is 2017/2018 odd semester students of Mathematics Education Study Program FMIPA UNM Makassar. Sampling is used random class. Data obtained through instruments: 1) learning motivation scale, 2) self concept scale, 3) test mathematical problem solving ability. Data were analyzed by multiple regression. The conclusions obtained are 1) learning motivation has a positive relationship with mathematical problem solving abilities, 2) self-concept has a positive relationship with mathematical problem solving abilities, and 3) contribution of motivation and self-concept to mathematical problem solving by 71%. It is expected that other researchers to expand the population and add independent variables that theoretically adhere to mathematical problem solving abilities</span>Baso Intang SappaileTriyanto Pristiwaluyo
Copyright (c) 2019 Baso Intang Sappaile, Triyanto Pristiwaluyo
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171495810.26858/jds.v7i1.8845APPLICATION OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) ON MATHEMATICAL COMMUNICATION ABILITY
http://ojs.unm.ac.id/JDM/article/view/8846
<span>This research is a quasi-experimental study which aims to describe the effect of cooperative learning type Think Pair Share (TPS) on students' mathematical communication skills, and to find out the percentage of students' activeness in participating in learning and knowing students' positive responses to learning. The output that will be generated in this study is that students can be more active in the learning process, more active in solving mathematical problems, and can be more confident in expressing their answers in public so that after applying cooperative learning models the Think Pair Share (TPS) mathematical communication skills of students will be better. The research subjects were divided into 2 groups, namely the experimental group taught using the cooperative learning model Think Pair Share (TPS) type, and the control group taught using Conventional learning models. Each group is taught with the same frequency of meetings with the same material. The results of the study show that the application of the cooperative learning model Think Pair Share (TPS) influences students' mathematical communication skills</span>Andi Mulawakkan Firdaus
Copyright (c) 2019 Andi Mulawakkan Firdaus
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171596810.26858/jds.v7i1.8846DESCRIPTION OF CRITICAL THINKING IN SOLVING LINEAR I ALGEBRA PROBLEM BASED ON INITIAL ABILITY AND COGNETIVE STYLE OF UNDERGRADUATE STUDENTS OF MATHEMATIC EDUCATION STUDY PROGRAM
http://ojs.unm.ac.id/JDM/article/view/8847
<p>The study aims at describing (1) critical thinking of FIKT students (field independent with high category) students, (2) critical thinking of FDKT (field dependent with high category) students, (3) critical thinking of FIKS (field independent with medium category) students and (4) critical thinking of FDKS (field dependent with medium category) students. This study was descriptive study by employing qualitative approach. The research subjects were 4 students of class A1 of the second semester of Mathematics Education Study Program at UNM which categorized based on cognitive style by using the instrument of Group Embedded Figures Test (GEFT) and counting the IPK (Grade Point average) of mathematics courses on the first semester by differentiating two categories, namely high and medium categories, consisted of 2 field independent with high-medium category students and 2 field dependent with high-medium category students. Methods in collecting the data was critical thinking test, namely problem solving test of linear aquation systems and interviews. This study employed triangulation by comparing the data obtained through problem solving tests and interview. The result of critical thinking through problem solving was categorized based on critical thinking stage, namely clarification, analysis and solution strategy. The results of the study reveal that at the clarification stage, the FIKT subject and FIKS subject had similarity in reading the questions briefly, understood it directly and identifying the instructions of the questions; whereas, FDKT subject and FDKS subject read the questions repeatedly and only read instruction of the questions. At the Analysis stage, FIKT subject and FIKS subject tended to be quick in abstracting and releting relevant information with supporting instruction of the questions, so it was quicker in concluding the method used to solve the problem. However, FDKT subject and FDKS subject tended to be longer in giving response, so the method used was trial and error. At the solution Strategy, FIKT subject and FIKS subject applied the method used clearly and systematically; however, FIKS subject did mistake when determining k score using determinant (for the second question), unlike FDKT subject and FDKS subject which had difficulty when making conclusions based on question instruction and FDKS subject was also made mistake when determining k score using determinant.</p>Harisa Safi
Copyright (c) 2019 Harisa Safi
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171698210.26858/jds.v7i1.8847DESCRIPTION OF MATHEMATICS LEARNING WITH CHARACTER AT SMPN 5 MANDAI IN MAROS DISTRICT
http://ojs.unm.ac.id/JDM/article/view/8848
<span>The study aims at describing teachers’ activities based on the aspects of preparation, implementation, and evaluation of learning in Mathematics learning process which affected on students’ character building at SMPN 5 Mandai. The type of this study was descriptive research with qualitative approach. The research subjects were 2 Mathematics teachers at SMPN 5 Mandai who applied 2013 curriculum and teachers who applied character education in learning process. Data collecting method of the study were interview, observation, and documentation. The study employed triangulation method by comparing the data obtained through documentation with observation, and observation with interview. The results of the study reveal that (1) teachers’ activities based on the aspects of preparation in Mathematics learning process which affected on the students’ character building can be seen from syllabus arrangement and lesson plan of teachers, (2) teachers’ activities based on the implementation aspect in Mathematics learning process which affected on students’ character building are the teachers applied character education started from opening activity, main activity, and closing activity, (3) teachers’ activities based on the evaluation aspect in Mathematics learning process which affected on students’ character building are through competence of students’ attitude aspect, knowledge aspect such as giving daily examination, and skills. Students’ development can be acknowledged by teachers and parents as well as by students’ themselves. The evaluation of Mathematics learning with character at SMPN 5 Mandai in Maros discrit has been conducted integrated with teaching and learning activity</span>Nasri Juharia
Copyright (c) 2019 Nasri Juharia
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-0171839010.26858/jds.v7i1.8848DESCRPTION OF TRIGONOMETRY PROBLEM SOLVING ABILITIES BASEN ON PERSONALITY TYPE AND MATHEMATICS LEARNING ANXIETY LEVELS OF THE STUDENT AT SMAN 6 MAKASSAR
http://ojs.unm.ac.id/JDM/article/view/8849
<span>This study aimed to describe the high school students in solving problems based on personality types and levels of anxiety learn. The subjects were students of class X SMA 6 Makassar with <em>stratified</em> <em>sampling.</em>The results showed that: (1) in understanding the problem, studentstype of <em>idealist </em>high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to determine the relevant information to solve problems; (3) in carrying out the plan of solving the problem, the students do the problems in accordance with the troubleshooting steps. (1) in understanding the problem, subject idealist with low anxiety level is able to write what is known and what is being asked; (2) in planning problem solving, students are able to find connections between things that are known and things that were asked; (3) in carrying out the plan of solving the problem, the students use the steps that have been prepared. (1) in understanding the problem, students rational types with high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to receive the information used to determine the formula. (3) in carrying out the plan of solving the problem, students are able to solve problems that have been designed in accordance strategy. (1) in understanding the problem, students rational types with low anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to associate the information on the matter; (3) in carrying out the plan of solving the problem, students are able to use the steps correctly</span>Kasriana KasrianaRasid Ode
Copyright (c) 2019 Kasriana Kasriana, Rasid Ode
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-01719110110.26858/jds.v7i1.8849IMPLEMENTATION OF STAD LEARNING MODELS TO IMPROVE 5th STUDENTS’ CRITICAL THINKING SKILLS AND MATHEMATICS LEARNING OUTCOMES
http://ojs.unm.ac.id/JDM/article/view/8850
<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
http://creativecommons.org/licenses/by-nc-sa/4.0
2019-04-012019-04-017110211210.26858/jds.v7i1.8850