Kalamatika (E-Journal)
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DEVELOPMENT OF LEARNING TRAJECTORY ON THE SET TOPIC FOR 7TH GRADE IN THE CONTEXT OF SEDEKAH LAUT TRADITION
No full textSet is an important topic to be mastered by students because it influences the development of mathematics in daily life. However, many students still have difficulty learning the topic. Therefore, it is necessary to design a learning trajectory using the appropriate approach, context, and media. This research resulted in the learning development using Sedekah Laut context to create meaningful learning and increase students' understanding of sets. The method used in this study was design research proposed by Gravemeijer & Cobb with three stages: preliminary design, experimental design (pilot experiments and teaching experiments), and retrospective analysis. However, this article only presented the results from the Preliminary design stage. The participants involved in this study were 7th-grade students of SMP Negeri 6 Semarang. The resulting hypothetical learning trajectory consists of a series of learning processes: observing context videos to find the concepts of sets, non-sets, empty sets, universal sets, and Venn diagrams; explaining the properties of the set; defining set operations; and solving problems related to sets
ANALYSIS OF MATHEMATICAL WRITING ERRORS RELATED TO THE ANGLE OF TRIGONOMETRI FUNCTIONS
No full textMathematical writing errors are often made by students, especially when writing mathematical expressions on the angle of trigonometric functions. One of the causes of this error is that students do not pay close attention to the difference between radians and degrees when writing questions or writing answers. These mathematical writing errors were made mainly by students who were oriented towards the result of the answer to a question, without paying attention to good and correct writing rules. One form of writing errors in mathematical expressions of trigonometric functions is writing y = sin (x + 45), which is considered the same as writing y = sin (x + 45o). If they are asked to compare the graphical form of the function of the two mathematical expressions in the same image, the writing error will be recognized and seen. Counterexamples and technology in learning mathematics can help students understand and correct errors in writing mathematical expressions of trigonometric functions
ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS
No full textSeveral factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.  
THE VALIDITY AND RELIABILITY OF INSTRUMENTS FOR MEASURING ELEMENTARY SCHOOL STUDENTS' EARLY MATHEMATICAL ABILITY
No full textTeachers need to understand students' early mathematical abilities before continuing learning on the next topic to retain the knowledge. This study aims to produce appropriate and reliable instruments for quality research related to early mathematical abilities. This research implemented R&D. The subjects were 113 sixth-grade students of the elementary school in Karawang. The instrument used was a test to measure early mathematical ability. Validity and reliability tests indicated that the five initial mathematical ability test items were considered valid, with r count > r table and p-value <0.05. The Cronbach's Alpha value was 0.875 (above 0.8 or high reliability). Thus, the five items of the early mathematical ability instrument on the volume of cubes and rectangular prisms can be used for further research to measure the same variables accurately. The results are not significantly different for the same subject even though the time and place are different
HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS LESSONS USING THE PQ4R STRATEGY AND PROBLEM POSING MATHEMATICAL PROBLEMS
No full textThis study aimed to examine students 'attitudes or perceptions of mathematics learning, attitudes towards the Application of PQ4R (Preview, Question, Read, Reflection, Recite, Review) Learning Strategies, and problem posing mathematical problems. Data were analyzed using a qualitative descriptive data analysis, and quantitative analysis was carried out using the Likert scale. The population in this study were Year 11 students in the city of Bandung, and the sample was one of Year 11 Social classroom as the experimental class, selected by purposive sampling. The sample was given treatment using PQ4R learning. The results showed that students taking PQ4R learning had significant attitudes towards mathematics. This can be seen from the high interest and motivation. Student responses to PQ4R learning and questions were also very good. This provides good information about students' attitudes towards learning mathematics in high school so that they can apply good and correct mathematics. Learning mathematics requires an analysis of students' attitudes to feel happy and motivated in learning mathematics on an ongoing basis
PERCEPTIONS OF MATHEMATICS EDUCATION STUDENTS TOWARD E-LEARNING DURING THE COVID-19 PANDEMIC
No full textCOVID-19 as a global pandemic affects various sectors, including education. This study describes students' perceptions of using e-learning in mathematics distance learning during a COVID-19 pandemic. This type of study is descriptive qualitative research. This study involved four students from the Mathematics Education Study Program, Tarbiyah, IAIN Takengon. The researcher gathered the data in this study via an interview process. The interview was conducted by phone since there was a social restriction regulation from the local government. This study states that students experience obstacles while learning mathematics using e-learning during a COVID-19 pandemic. These barriers are classified into three barriers: internal barriers, external barriers, and cross internal and external barriers. Nevertheless, the positive effects are also felt as students have independent learning, confidence while studying, motivation, ease, and flexibility in accessing the e-learning and learning contents. Furthermore, this study recommends that the e-learning design match the learning objectives to minimize the barriers.
 
THE POSITION OF STUDENTS' ERRORS IN ALGEBRAIC PROBLEM-SOLVING BASED ON FIELD DEPENDENT AND INDEPENDENT
No full textThere is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research
STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE CLASSROOM FOR MATHEMATICS ONLINE LEARNING VIEWED FROM STUDENTS’ READINESS
No full textGoogle Classroom is an online learning app that can be used for free and offers many features to support the online learning system and the implementation of Google Classroom must consider the students' readiness in accessing Google Classroom because many students have difficulty in the learning process, which affects the decline in student assignments and exam scores. The purpose of this study was to describe students’ perception towards the use of Google Classroom in mathematics learning in terms of students' readiness to take online learning. This study was conducted using a survey on 91 mathematics education students of STKIP Pamane Talino. The instrument used in this study was a questionnaire. The survey results showed that the level of readiness of students was 74.60% in the very good category. The effectiveness of Google Classroom implementation on online learning was 71.24% (very good); the use of Google Classroom is effective in learning mathematics in terms of students’ readiness for online learning. The results also show that students can access Google Classroom online to ask the tutors, work on assignments and view the answers to their assignments independently and regularly. Students find learning using Google Classroom is effective and fun because students can study material, discuss with teachers, and send assignments remotely
DEVELOPING A SET MODULE WITH A GUIDED INQUIRY AND TAHFIDZUL QURAN TO IMPROVE STUDENTS’ CRITICAL THINKING
No full textThis research aimed to develop a set module with a guided inquiry and Tahfidzul Quran (Quran memorization) to improve students' critical thinking. This research was a Research and Development (R&D) based on the ADDIE Model with a one-group of pre-test and post-test design conducted for Year-7 students at an Islamic Boarding School in Malang, East Java. The subjects in this study were 12 students. Three aspects were present in this module development: process, quality, and effectiveness. The results of this study showed that (1) The development of the set module with a guided inquiry approach and the Tahfidzul Quran process refers to the ADDIE development model with the following steps: analysis, design, development, implementation, and evaluation; (2) The set module has a suitable quality of use as the learning module satisfying the aspects of content, presentation, language, graphics, and tahfidz; (3) The use of the set module with the guided inquiry approach and Tahfidzul Quran is effective in improving students' critical thinking. The students’ responses to the learning module were positive. In conclusion, a set module developed with the guided inquiry and Tahfidzul Quran to improve students' critical thinking has fulfilled the rules of process, quality, and effectiveness
AN IMPLEMENTATION OF E-LEARNING BASED MOODLE TO DEVELOP MATHEMATICAL COMMUNICATION SKILL AND SELF-EFFICACY
No full textMathematical communication skills are important, and education should facilitate students to improve their mathematical communication skills. The purpose of this study was to develop e-learning based on Moodle to improve students' mathematical communication and self-efficacy and student self-efficacy and describe how to students’ mathematic communication and student self-efficacy. This study used mixed-method research. The population in this study were Year 5 students at a private primary school. Data collection techniques used in this study are observation and tests. The implementation with Moodle was effective to the students’ mathematic communication and self-efficacy student. Overall, the students’ mathematical communication skills and self-efficacy of students using E-learning based Moodle is better than those using conventional learning. Also, self-efficacy positively affects students' communication skills with a very strong correlation coefficient, meaning that the higher students' self-efficacy, the higher students' communication skills