Edumatika : Jurnal Riset Pendidikan Matematika

Developing RME-based Mathematics Textbook to Improve Students’ Numeracy Skills and Learning Motivation

Latifah Siregar — 2024-09-27

Referring to PISA 2015 and 2018 data, Indonesian students' mathematics skills, especially numeracy skills, are lower than the global average score. One effort that can be made to improve students' numeracy skills and learning motivation is the development of mathematics textbook based on Realistic Mathematics Education (RME) with relevant contexts that students can imagine. So, this study aims to develop RME-based mathematics textbook to improve students' numeracy skills and learning motivation using the context of Nai Marbittang, one of the popular folklores in South Tapanuli, North Sumatra, Indonesia. The researchers used the ADDIE development model to develop textbook while assessing its validity through expert validation sheets, practicality through questionnaires, and effectiveness through motivation questionnaires and numeracy tests. Through this study, the products developed were proven to be valid, practical, and effective in improving students' numeracy skills and learning motivation so it can be used more widely, especially on the Pythagorean theorem topic. Other researchers can also utilize folklores on various mathematics topics to improve students' numeracy and learning motivation.

Unveiling Students' Refractive Thinking Process Who Use a Single Strategy in Decision Making

Anton Prayitno — 2024-09-27

The thinking process characterized by reflective thinking towards critical thinking to produce a decision is called the refractive thinking process. However, how the refractive thinking process occurs in the subject needs to be revealed. This study aims to reveal the refractive thinking process in subjects who use a single strategy in decision making. This study is a qualitative approach involving 25 mathematics education students from two universities in Malang, East Java, Indonesia. Each student was given a test on the problem of ordering cities based on the level of dependence on the central government from lowest to highest. The decision to order cities was based on local revenues data that varied between cities and unstable from year to year. In this study, the researcher only analyzed the refractive thinking process of one subject who used a single strategy in decision making. The subject was asked to think aloud. The results showed that students who carried out the refractive thinking process with a single strategy only needed one alternative solution to make a decision, namely by summing up the contributions of each city per year. The subject only identified the comparison of the amount and increase in the contribution of each city as a consideration for making a decision.

Boosting Students' Mathematical Problem-Solving Skills with PBL-Based LiveWorksheets: Focus on Whole Numbers and Fractions Topic

Urwatil Usqo — 2024-09-27

Problem solving skills is one of the important skills that students must master through learning mathematics. One alternative to improve students' mathematical problem-solving skills is using the Problem-based Learning (PBL) learning model combined with technology-based learning media. This research aims to produce PBL-based electronic student worksheets (e-worksheets) on the topic of whole numbers and fractions that are valid, practical and effective to improve students' mathematical problem-solving skills. The development of e-worksheets uses a 4D development model involving seventh-grade students from one of the junior high schools in Rokan Hulu, Riau, Indonesia as field test subjects. The results of data analysis show that the e-worksheet developed using LiveWorksheet application has met the valid criteria based on experts judgement and practical based on the practicality questionnaires. E-worksheets have also been proven effective in improving students' mathematical problem-solving skills with an average N-gain at high criteria.

The Students' Skills in Solving Mathematics Open-Ended Problems Based on Cognitive Style Backgrounds

Putri Syarifatul Ulya — 2024-09-27

Differences in students' cognitive styles cause differences in accepting and managing learning and connecting experiences into learning. Differences in students' cognitive styles also cause differences in mathematical problem-solving skills. This research aims to describe students' skills in solving mathematics open-ended problems in terms of differences in cognitive styles, namely Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative research that involved four eight-grade students at a private junior high school in Sukoharjo, Central Java, Indonesia as subjects who were selected based on differences in cognitive styles. Cognitive style data was collected through a cognitive style questionnaire while students' mathematical problem-solving skills were revealed through tests and interviews. The data was analyzed to identify the fulfillment of indicators of mathematical problem-solving skills according to Polya, which include understanding the problems, preparing plans, implementing plans, and looking back. The results showed that field independent subjects had better mathematical problem solving abilities than field dependent subjects. Field independent subjects fulfill all indicators of mathematical problem-solving skills, while field dependent subjects only fulfill indicators of understanding the problems. This research can be used as a reference in designing learning strategies that suit all students' cognitive styles to improve students' mathematical problem-solving skills.

Utilizing the Context of Batik Parang Teja in Developing Teaching Materials Supported by Desmos Classroom on Translation and Reflection Topic

Margareta Elvina Yulianingrum — 2024-11-29

Integrating the culture around students environtment into mathematics learning can make learning more innovative, interesting, contextual and meaningful. This research aims to develop translation and reflection teaching materials assisted by Desmos Classroom by utilizing the Batik Parang Teja context. Teaching materials were developed using the ADDIE development model. The research stages include conducting literature review, designing teaching materials, improving its quality based on expert input, applying teaching materials in classroom, and evaluating the quality of the teaching materials developed. The data of the product quality are collected through validation sheets by experts. Based on experts judgement, the Desmos Classroom-assisted teaching materials developed being suitable for use in mathematics learning, especially translation and reflection topic.

Unveiling Mathematics Concepts on Panggung Krapyak and Rotiban Activities: An Ethnomathematics Study in Yogyakarta

Adib Ashabulabib — 2024-11-30

The utilization of cultural context in mathematics learning can be an alternative of effective learning approach to bridge students to master the abstract dimension of mathematics through the real context in students' lives. However, cultural integration in mathematics learning must begin with the identification of mathematical concepts contained in cultural objects that are relevant to school mathematics. This study aims to identify mathematical concepts contained in the Panggung Krapyak and Rotiban activities at one of the Islamic boarding schools in Yogyakarta, Indonesia. This study is an exploratory study with a qualitative approach. Data were collected through observations of the Panggung Krapyak and Rotiban activities, in-depth interviews with figures, documentation, and literature reviews. The results of the study indicate that Panggung Krapyak displays various mathematical concepts such as reflection, similarity, and congruence in the shape of the building. In addition, the Rotiban activity contains the concept of multiples of numbers in its schedule and cyclic permutation in the cycle pattern of participants sitting. These findings indicate that the existence of mathematical concepts contained in local culture is in line with school mathematics so it can be integrated into mathematics learning to be more contextual and easier for students understanding.