Daya Matematis: Jurnal Inovasi Pendidikan Matematika
http://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>.Effectiveness Of Mathematic Learning Media Based On Mobile Learning In Improving Student Learning Motivation
http://ojs.unm.ac.id/JDM/article/view/11867
<span>This study aims to determine the effectiveness of the use of mobile learning based learning media on students' learning motivation in the Mathematics Education Study Program FKIP Maros Muslim University. The type of research used in this research was quantitative research with an experimental approach with the research subject being Mathematics Education Study Program students who are taking basic geometry courses in the even semester 2018/2019. The research design used was one group pretest-posttest design. Data was collected through tests and motivational questionnaires. The initial data analysis is used to check the normality of the data. The final analysis used the one sample t-test and normalized n-gain test. The results showed that the average normalized gain of student mathematics learning motivation was in the medium category and there was an increase in student learning motivation after being taught by applying the use of mobile learning in basic geometry learning</span>A. Muhajir NasirNirfayanti Nirfayanti
Copyright (c) 2020 A. Muhajir Nasir, Nirfayanti Nirfayanti
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2020-01-042020-01-047322823410.26858/jds.v7i3.11867The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018
http://ojs.unm.ac.id/JDM/article/view/11868
Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledgeElsida AritonangNova Erawati Sidabalok
Copyright (c) 2020 Elsida Aritonang, Nova Erawati Sidabalok
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2020-01-042020-01-047323524410.26858/jds.v7i3.11868Volume Unit in the Period of The Prophet Muhammad Sallallahu Alayhi Wa Sallam: An Integrated Study of Mathematics and Islamic Histories within the Contemporary Context
http://ojs.unm.ac.id/JDM/article/view/11869
This article aims at presenting one of the mathematics topics in Islamic history, namely volume unit which had been used by Arabians in the medieval age, especially by the Prophet Muhammad <em>Sallallahu Alayhi Wa Sallam</em>. It is something rarely revealed by, or even never be found in the literature of mathematics history by Western mathematics historians. The study results show that in the period of Muhammad<em> Sallallahu Alayhi Wa Sallam</em>, Arabians used <em>Qullah</em> unit in determining the volume of an object, where 1 <em>Qullah</em> is about 96 liters so that 2 <em>Qullah</em>s will be about 192 liters. It is in line with the result of the computation mathematically based upon the explanation of scholars in contemporary Islamic JurisprudenceAwi DassaSyahrullah AsyariIkhbariaty Kautsar Qadry
Copyright (c) 2020 Awi Dassa, Syahrullah Asyari, Ikhbariaty Kautsar Qadry
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2020-01-042020-01-047324525010.26858/jds.v7i3.11869Mathematical Problem Solving Profiles Of Students Viewed From Adversity Quotient (Aq) In The Class X Sman 14 Bulukumba
http://ojs.unm.ac.id/JDM/article/view/11870
<span>The research was descriptive research with qualitative approach which aimed to describe mathematical problem solving of profiles students viewed from Adversity Quotient (AQ). The instrument of the research was the researcher herself as the main instrument guided by AQ questionnaire, mathematical problem solving test, interview guideline, and field notes. The subjects of the research were the students of class X MIPA 1 and X MIPA 2 SMAN 14 Bulukumba who consisted of 2 climber students, 2 camper students, and 2 quitter students. The data were collected through task analysis and interview. The results of the research reveal that: 1) the profiles of climber students’ mathematical problem solving are: a) at the stage of understanding the problems, climber students are able to interpret the problems by illustrating what they know in the form of pictures based on their understandings through writing, b) at the stage of devising a plan of problem solving, climber students are able to plan formulae which are used to answer the problems given, c) at the stage of carrying out the plan, climber students are able to do calculations through pre-planned formulae, d) at the stage of looking back the answers, climber students do not feel satisfied with the results they obtain before they recheck the answers by returning the obtained results into the known items of problems. 2) The profiles of camper students’ mathematical problem solving are: a) at the stage of understanding the problem, camper students are able to interpret the problems by illustrating what they know in the form of pictures based on their understandings through writing, b) at the stage of devising a plan of problem solving, camper students are able to plan formulae which are used to answer the problems, c) at the stage of carrying out the plan, camper students are able to answer the problems through pre-planned formulae, d) at the stage of looking back the answers, camper students feel satisfied with the results they obtain without having to recheck the answers. 3) The profiles of quitter students’ mathematical problem solving are</span>Hamzah UpuMayong MamanAsdar AsdarDesi Rukmana Fatma
Copyright (c) 2020 Hamzah Upu, Mayong Maman, Asdar Asdar, Desi Rukmana Fatma
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2020-01-042020-01-047325126110.26858/jds.v7i3.11870Description Of Quality Learning Mathematics Of Students In Class Viewed From Emotional Intelligence In Class XI Transformation Materials In SMA 2 Majene
http://ojs.unm.ac.id/JDM/article/view/11871
<span>Achievement of student learning outcomes and activities in learning is one of the things that can describe or is one of the benchmarks determining the quality of student learning. The emotional intelligence factor can affect the quality of learning. Therefore, the formulation of the problem in this study is how the description of the quality of mathematics learning of students is viewed from emotional intelligence on transformation material in SMA Negeri 2 Majene. The purpose of this study was to determine the description of the quality of mathematics learning of students in the classroom in terms of emotional intelligence on transformation material in SMA Negeri 2 Majene. This research is a type of qualitative research. The quality of student learning referred to in this study is the quality of student outcomes and activities. How to choose a subject that is by giving questionnaires to emotional intelligence to students then choose two students who have high emotional intelligence scores, two students with moderate emotional intelligence scores and two students with low emotional intelligence scores. The data collection method uses a combination of test, questionnaire and interview methods. Learning quality data obtained from quality test results and interviews of subject activities in the classroom. The results showed that the quality of the results of subjects with high emotional intelligence classified in the high and low categories, subjects with moderate emotional intelligence were both classified in the low category and subjects with low emotional intelligence classified in the medium and low categories, while for the quality of the process, the two subjects of emotional intelligence the first high and low emotional intelligence subject understands all indicators, whereas the second moderate emotional intelligence subject and the second low emotional intelligence subject do not meet all indicators</span>Djadir DjadirHamzah UpuHairunnisa Mahyuddin
Copyright (c) 2020 Djadir Djadir, Hamzah Upu, Hairunnisa Mahyuddin
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2020-01-042020-01-047326227310.26858/jds.v7i3.11871Developing The Mathematics Learning Strategy Book For Blind Students In Junior High School
http://ojs.unm.ac.id/JDM/article/view/11872
<span>Blind students who do not have intellectual disabilities should study in inclusive schools. This is because they are the same as regular students who are able to learn and construct learning experiences well. They must get the best learning facilities to be successful. The purpose of this study was to produce a mathematics learning strategy book for blind students in junior high school. This book contains a general description of the characteristics of blind students, how to teach mathematics to blind students and class management strategies. This study is categorized as research and development. Development model in this study was adapted from Borg & Gall. The research instruments were validation sheets, questionnaire assessment for teachers and questionnaire assessment for students. . Data analysis was done by converting the quantitative data into qualitative data in the form specified categories. This research resulted a mathematics learning strategy book for blind students in junior high school that proper to use because the book is valid and practical</span>Enggar PrasetyawanLisda Fitriana Masitoh
Copyright (c) 2020 Enggar Prasetyawan, Lisda Fitriana Masitoh
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2020-01-042020-01-047327428210.26858/jds.v7i3.11872Students’ Divergent Thinking Ability in Finishing Economics Mathematical Test Using CEM-Learning (C-Learning, E-Learning, M-Learning) at Universitas Pamulang
http://ojs.unm.ac.id/JDM/article/view/11873
<span>This research aims to describe the divergent thinking ability of students in economic mathematics learning through CEM learning (C-learning, E-learning, M-learning) at Universitas Pamulang which supplies blended learning at Accounting Department, Faculty of Economy. The components used to find out the students’ ability of divergent thinking are fluency, flexibility, originality, and elaboration. </span><span>This research applies qualitative approach by using descriptive method. The subjects of this research are accounting students who are taking Economic Mathematics, which uses CEM Learning (c-learning, e-learning, and m-learning) at Universitas Pamulang. The samples are taken by purposive sampling method. The data are taken by giving them Economics Mathematical test, analysing the tests’ results, grouping students to be interviewed related to the tests’ results. The interview is aimed to clarify the test results related to problem solving the economic mathematics test in divergent thinking. The data are analyzed by using triangulation technique. The findings show that CEM-learning (c-learning, e-learning, and m-learning) in students’ initial ability is fairly good. This is proven by the results of economic mathematical test in the, which are in the intermediate level, which was to formulate more than one ways to finish statistical test or problem. However, they were not able to answer on their ways. The components absorbed were fluency, originality, and elaboration</span>Nisak Ruwah IbnaturYenny Marinatul Hasanah
Copyright (c) 2020 Nisak Ruwah Ibnatur
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2020-01-042020-01-047328329110.26858/jds.v7i3.11873The Effectiveness Of Scientific Approach With Open-Ended Problem Based Learning Worksheet Viewed From Learning Achievement, Creative Thinking Ability, Interest, And Mathematics Self-Efficacy
http://ojs.unm.ac.id/JDM/article/view/11874
<span>This study aimed to describe the effectiveness and differences of scientific approach with open-ended problem based learning worksheet and scientific approach. The population in this study was students of class VII of SMP Negeri 17 Pamulang, South Tangerang. The sample of this study was determined randomly. They were two classes and the results were VII.3 and VII.4. To determine the effectiveness, one sample t-test was used. To discover the difference of effectiveness, MANOVA (Hotteling's Trace) test was used. The results show that (1) Scientific approach with open-ended problem based learning worksheet and scientific approach are effective viewed from learning achievement, creative thinking ability, interests and mathematic self-efficacy (2) There is no difference in effectiveness between scientific approach with open-ended problem based learning worksheet with scientific approach viewed from learning achievement, creative thinking ability, interests and mathematic self-efficacy (3) Scientific approach with open-ended problem based learning worksheet are more effective than scientific approaches viewed from student achievement</span>Lisda Fitriana MasitohEnggar Prasetyawan
Copyright (c) 2020 Lisda Fitriana Masitoh, Enggar Prasetyawan
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2020-01-042020-01-047329230810.26858/jds.v7i3.11874The Development Of Problem-Based Mathematics Learning Model For The First Year Vocational High School Students
http://ojs.unm.ac.id/JDM/article/view/11875
<span lang="IN">This study</span><span> is</span><span lang="IN"> intended to produce a problem-based mathematics learning model for SMK</span><span> (Vocational High School)</span><span lang="IN">. The development used the Plomp development model. The procedures are: (1) preliminary study; (2) the stage of developing or making a prototype; and (3) assessment phase. The feasibility of a problem-based mathematics learning model for SMK </span><span>that </span><span lang="IN">is developed refers to the product quality criteria that are valid, practical, and effective. The development of problem-based mathematics learning models for Vocational Schools involved two experts and three practitioners. The objects in this study were students of first</span><span> year </span><span lang="IN">vocational </span><span>high </span><span lang="IN">school</span><span>s</span><span lang="IN"> in South Tangerang City and three mathematics teachers. Sampling</span><span> techniques used</span><span lang="IN"> in this study are purposive sampling, stratified random sampling, and proportional random sampling. The instruments used consist of: instruments for evaluating validity which included validation sheets, instruments for assessing practicality which included practicality assessment sheets from teachers and students, and observations sheets for the implementation of learning, as well as effectiveness assessment sheets namely learning achievement tests. The results showed that the learning model developed includes syntax, social systems, reaction principles, support systems, and learning impacts that meet valid, practical, and effective criteria</span>Indah PertiwiImam Sofi'i
Copyright (c) 2020 Indah Pertiwi, Imam Sofi'i
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2020-01-042020-01-047330931610.26858/jds.v7i3.11875The Application Of Cooperative Learning Model Of Team Assisted Individualization (TAI) Based Manipulative Media On Topics “Shape” Of Class VI Elementary School Of Tombolok Gowa
http://ojs.unm.ac.id/JDM/article/view/11876
<span>This study aims to describe the application of the cooperative learning model of the Team Assisted Individualization (TAI) type assisted by manipulative learning media to improve student learning outcomes in shape material. This study involved 29 elementary grade VI students as a research sample and used a pre-experimental research type with a one-group pretest-posttest design. Student mathematics learning outcomes data obtained from student learning outcomes tests consisting of 10 breakdown questions and analyzed using descriptive and inferential analysis. To see an increase in student mathematics learning outcomes can be interpreted using normalized gain (N-gain). From the results of data analysis, it is obtained that: (1) the average value of student learning outcomes before applying the TAI learning model assisted by manipulative media is 42.21 with a low category; (2) the average value of learning outcomes after applying the TAI learning model assisted by manipulative media is 74.76 with a high category; (3) hypothesis test results obtained tcount> t table (13,589> 2,048) and the significance value is 0,000 <0.05 so that Ha (Ha: µ1 <µ2) is accepted; (4) increase in the value of pretest and posttest with gain index (d) of 0.56 with the medium category. Thus, it can be concluded that the application of the cooperative learning model of the TAI type can improve the learning outcomes of elementary school students in grade VI in shape material. Therefore, this type of TAI cooperative learning model can be used as an alternative learning model that can be used in order to improve student learning outcomes</span>Aqsyari Pujianti SyamIrwan AkibAgustan Syamsuddin
Copyright (c) 2020 Aqsyari Pujianti Syam, Irwan Akib, Agustan Syamsuddin
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2020-01-042020-01-047331732710.26858/jds.v7i3.11876