Jurnal Daya Matematis
http://ojs.unm.ac.id/JDM
<p><strong>JOURNAL DAYA MATEMATIS<br /></strong></p><p><strong></strong><span id="result_box" lang="en"><strong>Journal Daya Matematis </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>Journal</span> <span>Daya</span> <span>Matematis</span> <span>published</span> <span>and printed</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 />Indonesian Scientific Journal Database (ISJD)<span>,</span> <span>Google</span> <span>Scholar</span><span>,</span> <span>Infobase Index</span><span>,</span> <span>Scientific Indexing Service</span> <span>(SIS</span><span>)</span><span>,</span> <span>Publication</span> <span>Indonesia</span> <span>Index (</span><span>IPI</span><span>)</span><span>,</span> <span>etc.</span><br /><br /><strong>Journal Daya Matematis</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> ISSN : 2354-7146 (print), and ISSN : 2541-4232 (online)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>.ANALYSIS OF NARRATIVE MATHEMATICAL QUESTIONS ON TEXTBOOKS BASED ON SOLO TAXONOMY AND MATHEMATICAL POWER
http://ojs.unm.ac.id/JDM/article/view/4839
This study aimed to identify the proportion of diversity and suitability of narrative mathematical questions with SOLO taxonomy level and mathematical power ability. The research was conducted through quantitative descriptive. Sources of data in the forms of narrations contained in mathematics textbooks. The research procedure was conducted by making the classification and determining the percentage of the narrations based on the compatibility of SOLO taxonomy and the mathematical power ability. The results showed that, the narrative mathematical questions with uni-structural level are of 7.5%, multi-structural of 33.8%, relational of 46.6% and extended abstract of 12.1 %. In terms of compatibility of the narrative questions were able to measure 23% reasoning aspect, 18% problem solving, 8.3% connection, 28% communication and 22.6% mathematical representation. In general, mathematics textbooks as the object of research should be revised, since they have not yet achieved the ideal alignment between SOLO taxonomy based on grade level and the objective of learning develop mathematical powerImam Kusmaryono2017-12-282017-12-285329931410.26858/jds.v5i3.4839DEVELOPMENT OF MANDIRI LEARNING MODEL BASED ON OPEN LEARNING IN LEARNING CALIBULUS IN PRODUCING MATHEMATICS EDUCATION UNIVERSITY STATE MAKASSAR
http://ojs.unm.ac.id/JDM/article/view/4840
This research is categorized as research and development, refers to Plomp model (1997). This model consists of 5 steps, namely (a) first study step, (b) planning step, (c) realizing/construction step, (d) test, evaluation and revision step, and (e) implementation step. The results of the study reveal that (1) based on expert validation result, it is obtained that the instruments used in independent learning model based on opened questions (PMBST) is extremely valid, (2) the practical result of independent learning model based on opened questions through observation sheets instruments is in entirely conducted category, and the lecturer’s ability to manage the class is in average score of 3.5 (high qualification), (3) the effectiveness of independent learning model based on opened questions for 3 effectiveness components had been achieved, that: (a) the students’ activities had met the set ideal time (>75%), (b) the students’ response of independent learning model based on opened questions is in positive category, that 80% of the students give positive response on learning process, (c) the students’ learning achievements cover: (1) the students’ creativity in calculus problem solving obtained 63% for creative thinking criteria is in medium category, (2) the students’ learning independent in understanding calculus material is in positive category, there are 28 out of 39 students’ (72%) give positive response on independent learning, and (3) calculus material mastery in terms of completeness learning result, there are 34 out of 39 students’ (87%) obtained the score above 61Arianti Arianti2017-12-282017-12-285331533110.26858/jds.v5i3.4840EFFECTIVENESS STYLE LINEAR AND NON-LINEAR SETTINGS CERTIFIED IN MATH LEARNING
http://ojs.unm.ac.id/JDM/article/view/4841
This study aims to compare the effectiveness of applying linear note style and non linear recording style with scientific setting in terms of learning achievement, mathematical communication, and student self-efficacy. The type of research is quasi experimental research with pretet-posttest nonequivalent comparison-group design design. The population in this research is all students of class VIII SMP Negeri 15 Yogyakarta. The samples are class VIIIE and VIIIB as experimental class. Class VIIIE is treated as linear recording style, while class VIIIB is treated with non linear recording style. To test the effectiveness of learning using paired sample t test. To test the difference in effectiveness using MANOVA (multivariate tests). For univariate test using independent sample t-test. The results of this study are: 1) linear note style effective when viewed from learning achievement and mathematical communication, while non linear note style effective when viewed from student achievement and student self-efficacy. 2) There is a difference of effectiveness between linear and non linear recording style in terms of learning achievement, mathematical communication and student self-efficacy. 3) linear note style is more effective when viewed from learning achievement and mathematical communication, while non linear note style more effective if ditinjasu from self-efficacy studentNurul Iman2017-12-282017-12-285333235310.26858/jds.v5i3.4841TWO STAY TWO STRAY COOPERATIVE LEARNING MODEL IN MATHEMATICS LEARNING OUTCOMES
http://ojs.unm.ac.id/JDM/article/view/4842
The population in this study was seventh grade students consisting of 7 calsses. The sampling technique use random sampling technique that was by lottery class. From raffle earned that grade VII G class as TS-TS class and VII F Class as ekspository class. Mathematics learning outcomes data obtained using the test method in the form of objective questions. Analysis of the data used one tailed t-test and two tailed t-test. From the test results obtained by the two tailed t-test = 1,9180 and = 1,5409, it means > with a significance level of 5% and 54 degrees of freedom, which means was rejected. This suggest that there were differences in mathematics achievement between students who use cooperative model of TS-TS and ekspository learning model. One tailed t-test result obtained that = 1,9180 and = 1,5409, it means > with a significance level of 5% and 54 degrees of freedom, which means was rejected. This suggest that the learning outcomes of students who use the cooperative model of TS-TS was better than learning outcomes of students who use the ekspository learning model in even semester of seventh grade student in SMP Muhammadiyah 7 Yogyakarta academic year of 2016/2017Monif Maulana2017-12-282017-12-285335435710.26858/jds.v5i3.4842PROCESS SKILL ERROR: THE MAJORITY STUDENT’S ERROR IN PROBLEM SOLVING OF INTEGRAL CALCULUS
http://ojs.unm.ac.id/JDM/article/view/4843
There is high unpassed value of students in Mathematics Departmen UMS at Integral Calculus lecture. It is predicted that there are so many students have difficulties in Integral Calculus. Data from mid exam at academic year 2016/2017 showed that there are 80,87% from 115 students got score under 63. It is indicated that there are so many students’s error in solving integral calculus problems. Integral Calculus is one of basic lecture which is prerequisite of other complex lecture. Knowing the error’s position and the factor that caused student’s error would help lecturer pay attention in integral calculus learning. Thus, the aim of this research is identifiying error’s position that are done by students and analyzing causative factor in solving Integral Kalkulus problems. Kind of this research is qualitative description. Technique of collecting data is test and interview. This research uses technique-triangulation for validating data, it is by documentation and interview. Meanwhile, the steps for analyzing data are data reduction, data presentation, and conclusion. The result of this research showed that there is 41,40% error with type process skill error in solving Integral Calculus problems. Besides, types of student’s error in solving Integral Calculus problems are transformation error, comprehension error, and reading error. There is no encoding error that found in this research. Causative factors of that student’s error are (1) students did not careful in reading the problems, writing mathematics siymbol include symbol of integral, and calculating, (2) low of prerequisite material mastery and concept of basic mathematics, (3) low of undestanding of material and concept of integral, (4) students could not identify the characteristics or types of probles to determine the appropriate technique of integration, and (5) the use of formula which is not appropriate and not suitable with problem’s solutionIsnaeni Umi Machromah2017-12-282017-12-285335837610.26858/jds.v5i3.4843WEAKLY CONTRACTIVE MAPPING IN PARTIAL METRIC SPACE
http://ojs.unm.ac.id/JDM/article/view/4845
<p>Contractive mapping is one kind of mapping that guarantees a fixed point in a metric space Many experts has developed this kind of mapping to show the existence of a fixed point such as Kannan mapping and Chatterjea Contractive mapping. In this study, we will show the weakly contractive mapping to show the existence of fixed point in the partial metric space</p>Sagita Charolina Sihombing2017-12-282017-12-285337739110.26858/jds.v5i3.4845THE ENHANCEMENT OF MATHEMATICAL DISPOSITION ABILITY FOR STUDENT OF JUNIOR HIGH SCHOOL USING CHALK TALK METHOD WITH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH
http://ojs.unm.ac.id/JDM/article/view/4846
The purpose of this study is to determine the interaction between learning process and early mathematical ability towards the enhancement of mathematical disposition ability, and for knowing the enhancement of student's mathematical disposition ability who achieved Chalk Talk method with CTL approach compared conventional learning. The type of this research is quasi-experiment with non-equivalent control group design. The independent variable of this study is Chalk Talk with CTL and early mathematical ability. The dependent variable of this study is mathematical disposition ability. The sample of this study is the student from SMP Muhammadiyah 3 Depok grade VIII, then VIII B and C as the sample. The instrument use scale of mathematical disposition ability and activity note. The data analysis using ANOVA 2 tail technic (significance 5%). The results of this study indicate that there is no interaction between learning and early mathematical ability on enhancing mathematical disposition ability of student, and the enhancement of student's mathematical disposition ability that received Chalk Talk with CTL was not better than student who received conventional learningMaulidiah Maulidiah2017-12-282017-12-285339239810.26858/jds.v5i3.4846PROBLEM-BASED INTERACTIVE MEDIA ON CIRCLE’S TANGENT BY USING ADOBE FLASH CS6
http://ojs.unm.ac.id/JDM/article/view/4847
This research is a developmental research, the purpose of this research is to produce a problem based mathematic learning media with Tangent Line to Circle for VIII grade Junior High School student by utilizing <em>Adobe Flash SC6</em> on a <em>Compact Disc</em> (CD). This research was conducted to determine the quality of mathematics learning media in accordance with a good learning media which based on three aspects; Validity, Practicality an Effectiveness. The procedure of this research was using ADDIE model; Analysis, Design, Development, Implementation and Evaluation. The result of this research shown that Problem Based Interactive Mathematics Learning Media on Tangent Line to Circle for VIII Grade Junior High School fulfilled the criteria of good media quality. On validity aspect, the media got “Valid” category with average score 3,307 by material expert and got “Very Valid” category with average score 3,877 by media expert. On practicality aspect, validator determined that the media was applicable with minimal revision, teacher response to the media shown “Very Good” category with average score 3,404 and media learning implementation observation sheet analysis shown “Good” category with average score 3,333. On effectiveness aspect, students’ test result shows 85,19% student “Passed”, students’ mathematic solving ability shows “Good” category with average score 80,09 and also students’ positive response with 81,25% responseKintoko Kintoko2017-12-282017-12-285339940710.26858/jds.v5i3.4847SOLID GEOMETRY LEARNING: STUDENT ERRORS IN SOLVING SOLID GEOMETRY PROBLEMS AT UNIVERSITY LEVEL
http://ojs.unm.ac.id/JDM/article/view/4848
The purposes of this research were to describe student errors types in solving solid geometry problems based on mathematics skills and to know the causes of student errors happened. The major mathematics skills consisted of number fact, arithmetics, information, language, visual spatial skill<em>. </em>This research was qualitative. Data collection techniques were done by test and interview. Respondents were 6 from 39 mathematics education students academic year of 2016/2017 in Universitas Muhammadiyah Surakarta that consisted of each 2 students in high, middle, low level respectively. This grouping were conducted based on the test results. Every respondent was interviewed about their answer of the test. The results of this research indicated that students in high level did errors on number fact and visual spatial skill. Students in middle level did errors on five type of mathematics skills. Students in low level did errors on four type of mathematics skills except arithmetics skillMega Eriska Rosaria Purnomo2017-12-282017-12-285340841710.26858/jds.v5i3.4848EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL (PBL) SETTING OPEN ENDED APPROACH IN MATHEMATICS LEARNING
http://ojs.unm.ac.id/JDM/article/view/4849
<p>The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIII<sub>E</sub> as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar.</p><p><strong> </strong></p>Ramlan Mahmud2017-12-282017-12-285341842910.26858/jds.v5i3.4849