Edumatika : Jurnal Riset Pendidikan Matematika https://ejournal.iainkerinci.ac.id/index.php/edumatika <div style="text-align: justify;"> <p><img style="margin: 0px 20px 0px 0px; float: left; max-width: 200px; max-height: 300px;" src="https://ejournal.iainkerinci.ac.id/public/journals/6/cover_issue_54_en_US.jpg" alt="Cover edumatika"></p> <div style="text-align: justify;"> <p>The aim of the <strong>Edumatika : Jurnal Riset Pendidikan Matematika (EJRPM)&nbsp; E ISSN : 2620-8911 P ISSN : 2620-8903 </strong>is to provide an international or National forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. This journal is published twice a year <strong>(May &amp; November).&nbsp;</strong></p> <p>&nbsp;</p> </div> </div> Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci en-US Edumatika : Jurnal Riset Pendidikan Matematika 2620-8903 A Comparative Analysis of Non-Routine Problems in Mathematics Textbooks of Indonesia and Singapore https://ejournal.iainkerinci.ac.id/index.php/edumatika/article/view/750 <p>Textbooks used in schools affect the quality of mathematics learning in the country. Indonesian Ministry of Education (Kemendikbud) already lauched students’ and teachers’ textbook that are distributed nationally on 2013; however improvements are needed to revise the textbooks since there are concerns such as the difficulty level of problems contained in the textbooks. The main objective of this study is to compare non-routine problems contained in mathematics textbooks used in Indonesia and Singapore. This is a qualitative research with content analysis design. Researchers compare Singaporean and Indonesian mathematics textbook since Singapore got higher rank in mathematics based on PISA result in 2018. The topic in this study is limited to Pythagorean Theorem. The result of the research shows that Indonesia and Singapore has consecutively 22,1% and 11,3% non-routine problem. Another finding of this study was Singaporean mathematics textbook focused more on developing students’ fluency of solving problems, meanwhile Indonesian mathematics textbook focused more on students’ reasoning ability. The results and findings in this paper are expected to provide input in developing future mathematics textbooks.</p> Manopo Manopo Varetha Lisarani Copyright (c) 2021 author(s) and is published under license from the author(s) http://creativecommons.org/licenses/by/4.0 2021-06-05 2021-06-05 4 1 158 165 10.32939/ejrpm.v4i1.750 Online Learning during Covid-19: What is the Most Effective Platform for Teaching and Learning Mathematics? https://ejournal.iainkerinci.ac.id/index.php/edumatika/article/view/754 <p>The purpose of this research was to find how the first online learning implementation in the Department of Mathematics Education in The Islamic State Institute of Bengkulu during the Covid-19 pandemic. This research was qualitative research which was conducted in July as an evaluation of the first online learning from March until July. 90 students were chosen by purposive sampling and then given an online questionnaire. The results showed that there were some mathematical courses students took in the Even Semester 2019/2020. The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% Google Classroom, 13.2% Cisco Webex, and 25.2 % others. Platforms that were felt effective as online learning applications were 52.7% Cisco Webex, 26.4 % WhatsApp Group, 9.9% Zoom meeting, 5.5% Google Classroom, and 5.5% others. This is felt to be effective because it does not consume a lot of data packages, has a strong signal, and can be accessed at any time (WhatsApp Group and Google Classroom). In addition, this platform can be used for live conferencing / video calls using whiteboards which are deemed effective for teaching math material (Cisco Webex). However, several obstacles were found during the implementation of online learning, namely difficulties in obtaining sufficient internet data packages; limited network; difficult assignments and assessments; less effective teaching methods; and use of multiple applications.</p> Mela Aziza Copyright (c) 2021 author(s) and is published under license from the author(s) http://creativecommons.org/licenses/by/4.0 2021-06-05 2021-06-05 4 1 166 178 10.32939/ejrpm.v4i1.754