Daya Matematis: Jurnal Inovasi Pendidikan Matematika
https://ojs.unm.ac.id/JDM
<hr /><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="20%">Journal title</td><td width="80%"><strong><span id="result_box" lang="en"><strong>Daya Matematis: Jurnal Inovasi Pendidikan Matematika</strong></span></strong></td></tr><tr valign="top"><td width="20%">Initials</td><td width="80%"><strong> JDM<br /></strong></td></tr><tr valign="top"><td width="20%">Abbreviation</td><td width="80%"><strong> education, mathematics, JDM<br /></strong></td></tr><tr valign="top"><td width="20%">Frequency</td><td width="80%"><strong> 3 issues per year</strong></td></tr><tr valign="top"><td width="20%">DOI</td><td width="80%"><strong> prefix <a href="https://search.crossref.org/?q=daya+matematis&container-title=Jurnal+Daya+Matematis"><span>10.26858</span> </a></strong>by <a href="http://search.crossref.org/?q=Journal+of+Educational+Science+and+Technology+%28EST%29"><strong><img src="/public/site/images/ilhambakhtiar/Crossref_Logo_Stacked_RGB_SMALL3.png" alt="" width="45" height="12" /></strong></a></td></tr><tr valign="top"><td width="20%">Print ISSN</td><td width="80%"><a href="http://u.lipi.go.id/1392619500"><strong> 2541-4232</strong></a></td></tr><tr valign="top"><td width="20%">Online ISSN</td><td width="80%"><a href="http://u.lipi.go.id/1476169222"><strong> 2354-7146</strong></a></td></tr><tr valign="top"><td width="20%">Editor-in-chief</td><td width="80%"><strong><a href="https://scholar.google.co.id/citations?hl=id&authuser=1&user=fcDapcsAAAAJ"> Hamzah Upu</a><a href="https://scholar.google.co.id/citations?user=gs7v7ZgAAAAJ&hl=id" target="_blank"><br /></a></strong></td></tr><tr valign="top"><td width="20%">Managing Editor</td><td width="80%"><strong><a href="https://scholar.google.co.id/citations?hl=id&authuser=1&user=R72BWmsAAAAJ">Ramlan Mahmud</a><a href="https://scholar.google.co.id/citations?user=gs7v7ZgAAAAJ&hl=id" target="_blank"><br /></a></strong></td></tr><tr valign="top"><td width="20%">Publisher</td><td width="80%"><strong><a href="http://unm.ac.id/" target="_blank"> Universitas Negeri Makassar<br /></a></strong></td></tr><tr valign="top"><td width="20%">Citation Analysis</td><td width="80%"><strong>SCOPUS | Web of Science | </strong><a href="https://scholar.google.co.id/citations?user=_J6pUa0AAAAJ&hl=id&authuser=1"><strong>Google Scholar</strong></a></td></tr><tr valign="top"><td width="20%">OAI Journal</td><td width="80%"><a href="/JDM/oai?verb=Identify">http://ojs.unm.ac.id/JDM/oai</a> </td></tr></tbody></table><hr /><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></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>.Misconception Of Junior High School Students On Two-Dimentional Figure Materials
https://ojs.unm.ac.id/JDM/article/view/13316
<span lang="IN">This research is a qualitative descriptive study that aims to describe the misconceptions of junior high school students on the material of flat shapes especially geometry of rectangular flat shapes. The subjects of this study were three students who had the most misconceptions from all students in the class. Students' misconceptions in this study were analyzed using a written misconception test with the CRI (Certainty of Response Index) method and continued with interviews to find out the cause of the misconceptions that occurred. Based on the results of data analysis the three subjects showed almost the same misconception. The first misconception experienced by students on rectangular flat figure material lies in the definition of rectangular flat figure. Students' misconceptions in defining lie in a flat shape that has the same side of length, four corners, and two diagonals that form a right angle. This shows that students only choose rectangular regular shapes. In addition, students also experience misconceptions in distinguishing between sides and ribs. The second misconception, lies in the concept of the properties of a rectangular flat shape especially rectangular. Students assume that the rectangle always has an elongated shape without regard to its properties. Furthermore, there is a misconception when showing another wake. Students assume that the ladder is an oblique rectangle. In addition, if a rectangle has a different position or irregular shape then it is not called a rectangle. The cause of the misconception that occurs is the ability to understand the concepts and images given to the problem</span>Mega Teguh BudiartoSiti KhabibahAndi Mulawakkan Firdaus
Copyright (c) 2020 Mega Teguh Budiarto, Siti Khabibah, Andi Mulawakkan Firdaus
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2020-04-012020-04-01811810.26858/jds.v8i1.13316The Effect of Self-Efficacy, Self-Concept, Learning Activities and Independent Learning on Mathematics Learning Achievements
https://ojs.unm.ac.id/JDM/article/view/13317
<span>This study aimed to find out (1) the description of self-efficacy, self-concept, learning activities, independent learning, and mathematics learning achievements, (2) the effect of self-efficacy on students’ mathematics learning achievements directly and indirectly through independent learning, (3) the effect of self-concept on students’ mathematics learning achievements directly and indirectly through independent learning, (4) the effect of learning activities on students’ mathematics learning achievements directly and indirectly through independent learning. The population was students at SMPN in Somba Opu sub-district. Data were collected through 284 students as the samples of the study selected by employing equal size cluster random sampling technique. Data were analyzed by using descriptive statistics analysis and path analysis. The results of the study revealed that (1) most of grade VII students at SMPN in Somba Opu sub-district have self-efficacy with high category, self-concept with high category, learning activities with extremely high category, independent learning with high category, and mathematics learning achievements with high category, (2) self-efficacy positively and significantly affect on mathematics learning achievements directly and indirectly through independent learning, (3) self-concept positively and significantly affect on mathematics learning achievements directly and indirectly through independent learning, and (4) learning activities positively and significantly affect on mathematics learning achievements directly and indirectly through independent learning</span>Ernawati Ernawati
Copyright (c) 2020 Ernawati Ernawati
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2020-04-012020-04-018192010.26858/jds.v8i1.13317The Implementation Cooperative Learning Model Course Review Horay (CRH) type to Improvement Of Student’s Mathematical Problem-Solving Ability
https://ojs.unm.ac.id/JDM/article/view/13318
<span lang="IN">This research is a kind of classroom action research. The purpose of this research is to know the improvement of student’s mathematical problem-solving ability by implementing cooperative learning model Course Review Horay (CRH) type at the twelve science 5 of SMA Negeri 2 Balikpapan academic year 2019/2020 for mathematic’s subject is trigonometric function derivatives. This research used Kemmis & McTaggart’s</span><span>. </span><span lang="IN">This research also used test, observation, and documentation for collecting the data. The result of this research showed that 1) there was improvement classically on student’s result that the mean of student’s result on pre-cycle are 53,51 and then in the first cycle the mean of student’s result increased of 20,95 from pre cycle to 74,46; and then in the second cycle, that mean increased again of 10,31 from the first cycle to 84,77. 2) there was improvement on the percentages of stundent’s mathematical problem solving ability, which on pre-cycle the percentage was 46,75% then in the first cycle increased of 17 % from pre cycle to 63,73% and then in the second cycle, the percentage increased again of 22,5% from the first cycle to 86,25%. Based on those results,the conclusion of this research is the implementing of cooperative learning model Course Review Horay (CRH) type could improving the student’s mathematical problem solving ability at the twelve science 5 of SMA Negeri 2 Balikpapan academic year 2019/2020</span>Nur IsmiyatiKezia Priskilla Manullang
Copyright (c) 2020 Nur Ismiyati, Kezia Priskilla Manullang
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2020-04-012020-04-0181213110.26858/jds.v8i1.13318The Influence of REACT learning strategies on mathematics learning outcomes and learning activities of fifth grade students at SDN Lariangbangi Makassar
https://ojs.unm.ac.id/JDM/article/view/13319
The results showed that: (1) The average feasibility of learning Mathematics taught using the REACT Learning Strategy was 3.60 out of an ideal score of 4 being in the well-implemented category, (2) The average score of student activity during Mathematics learning being taught by using the REACT Learning Strategy class V SDN Lariangbangi II Makassar is 3.10 out of an ideal score of 4 being in the active category, (3) (a) The average learning outcomes of students taught using the REACT strategy of 86.04 from the Ideal Score 100 and standard deviation 6.05. Descriptively the learning outcomes of students taught with the REACT learning strategy are higher than the KKM value of 78. (b) The average increase in learning outcomes of students taught using the REACT strategy is 0.80 and the standard deviation is 0.09. Descriptively, the increase in learning outcomes of students taught with the REACT strategy is higher than the moderate gain value of 0.3, and (4) (a) There is a significant effect on the REACT Learning Strategy on Mathematics learning outcomes in SDN Class 5 Lariangbangi State Elementary School. (b) Learner activities with the implementation of the REACT strategy which are observed to be overall active in the process of learning activitiesLatri ArasAgusalim Juhari
Copyright (c) 2020 Latri Aras, Johara Nonci, Agusalim Juhari
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2020-03-312020-03-3181323910.26858/jds.v8i1.13319Development of a mathematics instructional media by utilizing geogebra to enhance junior high school students’ Higher order thinking skills
https://ojs.unm.ac.id/JDM/article/view/13320
<span>This study aimed to develop an interactive visual media called Geoactive (Geogebra interactive) by employing Geogebra to improve students higher order thinking skill (hots) in the learning of solid geometry. The media was developed by using the model of 4D from Thiagarajan, which consists of define, design, develop, & disseminate. The product testing was conducted in SMPN 2 BUA, and two validators validated the product. Results show that: (1) the Geoactive developed was declared valid with the average assessment score of 4.45 which was in the category of very good; (2) the interactive media developed was declared practical with its indicator of the average of learning implementation being 78.67% which was in the category of good and the score of students’ response was 2.89 which was categorized as good; (3) the Geoactive developed was effective with the completeness indicator of conceptual understanding and problem solving was 77,14% and 71,43%, respectively. Both of the two scores were categorized as high</span>Ma’rufi Ma’rufiMuhammad IlyasShandy AgungIkram Lihu
Copyright (c) 2020 Ma’rufi Ma’rufi, Muhammad Ilyas, Shandy Agung, Ikram Lihu
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2020-04-012020-04-0181405210.26858/jds.v8i1.13320The Effectiveness Of Methaporical Thinking Approach To Improve The Mathematical Representation Ability
https://ojs.unm.ac.id/JDM/article/view/13321
<span lang="IN">This research is an experimental research which aims to describe the effectiveness of the methaporical thinking approach to improve the mathematical representation ability of class VIII SMPN 2 Toari. In addition, it also aims to determine how much students are engaged in the learning process when applying the methaporical thinking approach. The research subjects were divided into two groups, namely the experimental group taught using the methaporical thinking approach and the control group taught by conventional learning. The results showed that students who were taught with a methaporiical thinking approach were more active in the learning process so that the ability of representation also increased. In addition, it was found that mean of mathematical representation ability of students taught using the approach of methaporical thinking was better than students taught with conventional learning. Therefore, the approach of methaporical thinking is able to improve the mathematical representation ability of class VIII SMPN 2 Toari</span>Irajuana HaidarJahring Jahring
Copyright (c) 2020 Irajuana Haidar, Jahring Jahring
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2020-04-012020-04-0181536010.26858/jds.v8i1.13321The Effectiveness Of The Implementation Of Experiences Framework, Language, Pictures, Symbols, And Application (ELPSA) Cooperative Setting Of Students Teams Achievemet Division (STAD) Type In Mathematics Subjects On Set Material Of Grade VII at SMPN 29 In Bulukumba
https://ojs.unm.ac.id/JDM/article/view/13322
<span>The research aimed at describing the Effectiveness of Experiences, Language, Picture, Symbols, and Application (ELPSA) on Cooperative Setting of Students Teams Achievement Division (STAD) Type in Mathematics Subjects on class X SMP Negeri 29 Bulukumba. The populations of this research were all students of grade class X SMP Negeri 29 Bulukumba and choose one class as the sample of the research by using simple random sampling as the experiment class, clas VII A, was given the treatment of Experiences, Language, Picture, Symbol, and Apllication (ELPSA) Cooperative Setting on STAD type. The data collections consisted of the data of learning model implementation, data of students’ activities, in learning process, data of students’ response on learning instruments, and data of students’ learning result which consisted of the pretest and posttest scores. The data of learning model implementation, students’ activities, and students’ response data were analyzed by using statistic descriptive analysis; whereas, mathematics learning result os students was analyzed by employing statistics descriptive and statistics inferential analysis. The results of the research revealed that (1) the average score of learning implementation level (TKP) was in good criteria (3.50 ≤ x ≤ 4.50) which was 3.17; (2) the average score of students’ activity had met sufficiently active criteria (2.5 – 3.4) which was 2.87; (3) students’ responds is in positive category (3.50 – 4.0) which was 3.51; (4) the everage of students’ learning result before the treatment was in very low category (0 – 54) which was 31.37 from the ideal score 100. The everage of students’ learning result after the treatment was in high category (80-89) which was 81.68 from the ideal score of 100. The everage of students’ improvement score (gain value) was in high category (x ≥ 0.7) which was 0,73. Based on inferential statistic analysis on students’ learning result after the treatment, it was obtained P-value < α (0.01 < 0.05) so H<sub>0</sub> was rejected and H<sub>1 </sub>was accepted where the everage of students’ learning result was higher than 74.9 (KKM), and the everage of students’ learning improvement score (gain value) obtained P-value < α (0.01 < 0.05), so H<sub>0 </sub>was rejected and H<sub>1</sub> was accepted where the everage of students improvement score (gain value) was higher than 0.29. Based on the results of the analysis of the level of holistic learning effectiveness concluded that the implementation of Experiences, Language, Picture, Symbol, and Apllication (ELPSA) on Cooperative Setting of Students Teams Achievement Division (STAD) Type is quite effective to be implemented in Mathematics subjects on class X SMP Negeri 29 Bulukumba.</span>Dwinto Reskiawan
Copyright (c) 2020 Dwinto Reskiawan
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2020-04-012020-04-0181618010.26858/jds.v8i1.13322Development Of Teaching Materials With Dayak Kanayatn Traditional Tool Context On Mathematical Connection Ability In Class V Students Of SD Negeri 06 Ngabang
https://ojs.unm.ac.id/JDM/article/view/13323
<p>This study aims to develop and assess the quality of mathematics teaching materials with the context of traditional Dayak Kanayatn tools on the ability of students' mathematical connections on valid, practical, and effective two dimentional figure. The type of research used is Research & Development (R&D) research with reference to the 4-D model, namely Define, Design, Development, and Disseminate. The test subjects in this study were grade V students of SD Negeri 06 Ngabang with a total of 22 students. Based on the results of limited trials conducted, it was found that 1) the results of the validation of teaching materials were 76.97% in the valid category, 2) the results of practicality based on observations of the implementation of teaching materials developed showed that teaching materials with very practical categories, 3) the results of the effectiveness of the materials teaching is 73.33% with the effective category. So it can be concluded that at the limited trial stage a mathematics teaching material is carried out in the context of the traditional Dayak Kanayatn tool that has met the criteria of validity, effectiveness, and effectiveness of the ability of mathematical connections</p>Jesica Esha RistyMuhamad FirdausHartono Hartono
Copyright (c) 2020 Jesica Esha Risty
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2020-04-012020-04-0181818910.26858/jds.v8i1.13323Representation Of Mathematics Expression Of Civil Engineering Students In Solving HOTS Problems
https://ojs.unm.ac.id/JDM/article/view/13324
<span>The ability of students to represent mathematical expressions related to HOTS problems is still not good. This study aims to describe the representation of the mathematical expression of students in solving HOTS problems. This type of descriptive research using a qualitative approach in terms of aspects of the representation of mathematical expressions. The subjects of this study were 17 Civil Engineering students who were taking lectures in the academic year 2018/2019. The data collection technique in this research is the test item description. The instrument used was in the form of a test sheet. Data analysis was carried out through three stages: data reduction, data presentation, and conclusion drawing. The results showed that students could involve mathematical symbols correctly and appropriately in each stage of solving HOTS analysis type questions. Students can present other mathematical representations into mathematical expression representations and involve mathematical symbols correctly and appropriately in each stage of HOTS problem solving, both Evaluation type and Creating type. The ability of students to represent mathematical expressions related to HOTS problems is still not good. This study aims to describe the representation of the mathematical expression of students in solving HOTS problems. This type of descriptive research using a qualitative approach in terms of aspects of the representation of mathematical expressions. The subjects of this study were 17 Civil Engineering students who were taking lectures in the academic year 2018/2019. The data collection technique in this research is the test item description. The instrument used was in the form of a test sheet. Data analysis was carried out through three stages: data reduction, data presentation, and conclusion drawing. The results showed that students could involve mathematical symbols correctly and appropriately in each stage of solving HOTS analysis type questions. Students can present other mathematical representations into mathematical expression representations and involve mathematical symbols correctly and appropriately in each stage of HOTS problem solving, both Evaluation type and Creating type.</span>Hanida Emilia Dewi PratiwiZukhrufurrohmah ZukhrufurrohmahDwi Priyo Utomo
Copyright (c) 2020 Hanida Emilia Dwi Pratiwi, Zukhrufurrohmah Zukhrufurrohmah, Dwi Priyo Utomo
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2020-04-012020-04-01819010410.26858/jds.v8i1.13324Analysis of Mathematic Communication Ability to be Reviewed From Student Learning Creativity In Statistical Materials
https://ojs.unm.ac.id/JDM/article/view/13325
<span>This study aims to determine the extent of mathematical communication skills of students who have high learning creativity in statistics material in Class VIII of SMP Negeri 01 Putussibau, which are categorized in high, medium, and low learning creativity. The problem in this study is "how the analysis of mathematical communication skills in terms of student learning creativity in statistics material in Class VIII SMP Negeri 01 Putussibau", where the specific problems include: How is the mathematical communication skills of students who have high, medium, and creative learning creativity low in statistical material in Class VIII of SMP Negeri 01 Putussibau ?. This study uses descriptive research methods in the form of surveys, which are studies that only describe situations and behavior by making direct observations on objects that are sources of data. The research sample was class VIII F students, amounting to 33 students. Data collection techniques in the form of indirect communication, measurement, and data collection tools in the form of questionnaires for creativity, tests, and direct interviews. Data analysis techniques include data reduction and data presentation. Based on the description of the data obtained that the analysis of mathematical communication skills in terms of student learning creativity on statistical material. Students with high ability can work on problems well and creatively using formulas or how to solve them, students with medium ability can work on problems well, but are less creative using formulas and how to solve them, and students with low ability can already work on problems quite well, but these students have not been creative in using workmanship formulas or how to find answers to the questions given.</span>Samuel BudiHandi DarmawanMarhadi Saputro
Copyright (c) 2020 Samuel Budi, Handi Darmawan, Marhadi Saputro
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2020-04-012020-04-018110511210.26858/jds.v8i1.13325