Journal of Education and Learning Mathematics Research
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Exploring Ethnomathematics on The Batik Patterns of Jember In Mathematics Concept
Full text linkThis study aims to identify and describe mathematical concepts and describe the results of ethnomathematics exploration contained in Jember batik motifs. The type of research used in this study is qualitative research with an ethnographic approach. The research instruments used were observation, tests, and interviews with batik artisans. The results of this study indicate that the combination of coffee bean and tobacco leaf motifs has applied mathematical concepts of geometry. In the motif of coffee beans and tobacco leaves from the Nhora Pangetu hand-written batik production house, there are mathematical concepts of curves, points, circles, and the concept of dilation. The motif of coffee beans and tobacco leaves from the Gangsar Ngaidin batik production house contains mathematical concepts of reflection (mirroring), congruence, and flat shapes of circles, triangles, and rhombuses. 
Implementation of Pirates VS Echinomonster Algebra Props To Improve Math Learning Outcomes
Full text linkThis research attempts to determine student learning results through the utilization of mathematical concepts and pirates vs. echinomonster props. This study is a qualitative, descriptive research project. The subject of this lesson is algebra. The study's subjects were five female students from SMP Al Kholili Kalisat Jember's class VII for the 2023–2024 academic year. The procedures of tests and interviews are employed in this research to collect data. Strategies for data analysis in this study are based on looking at how students tackle algebraic problems. The results showed that kids could solve algebraic problems with pirates vs. echinomonster props. The employment of pirates vs. echinomonster algebra props has been shown to improve students' mathematical learning outcomes by 1.2%, according to the study's findings
Identify Mathematical Gestures of Deaf Students in Solving Mathematics Problems
Full text linkGestures that can help students communicate mathematically can be called gestures. This study aims to find out gestures that can help deaf students when solving math problems. This research uses a descriptive approach with a qualitative research type. The data sources used are test questions, observations, and interviews. This research was conducted at SLB ABC Balung with the subject of research as many as 2 SMALB students. The results of this study show that both subjects have their own characteristics when working on the problem. The first student prefers to count using movements assisted by scribbles, while the second student prefers to use hand gestures. In the first student, gestures occurred 38 times, consisting of iconic gestures 17 times, metaphorical gestures 10 times, and deictic gestures 11 times. In the second student, gestures occurred 40 times, consisting of iconic gestures 13 times, metaphorical gestures 5 times, and deictic gestures 22 times. Based on the results of this study, the gesture most often used when deaf students solve the problem is the deictic gesture, which occurs 33 times, and the gesture that appears the least is the metaphorical gesture, which occurs 15 times
The Concept of Quadratic Function Graphs Presented in Singaporean Mathematics Textbooks and Its Potential in Developing Critical Thinking Skills
No full textThis study describes how the concept of quadratic function graphs is presented in Singaporean mathematics textbooks and its potential in improving critical thinking skills. The research approach used is descriptive qualitative with critical thinking criteria set by Facione (2015), namely interpretation, analysis, evaluation, and inference . Based on the results of the study, it was found that the presentation of the concept of quadratic function graphs in Singaporean mathematics textbooks, the concept of quadratic function graphs is presented deductively and through investigative activities. As for the potential for presenting the concept of quadratic function graphs, it can develop critical thinking skills. This can be seen from the fulfillment of critical thinking criteria
Increasing Mathematical Problem-Solving Ability Through Models Problem-Based Learning on Cube and Block Material
Full text linkThis research aims to improve students' mathematical problem-solving abilities through models of problem-based learning. This research is classroom action research (PTK) conducted on 29 students in class VII.4 of SMP N 61 Palembang. Classroom action research is planned in two cycles. Each cycle goes through four stages of activity, namely planning, action, observation and reflection. Indicators of this research include understanding the problem, planning, solving the problem and interpreting the results obtained. The results obtained from this research in cycle I was through the model problem-based learning achieved an average score for the mathematical problem-solving ability of 70 in cycle I, while in cycle II it was 79.66. Based on these results it can be concluded that the model problem-based learning can improve students' mathematical problem-solving abilities in cube and block material
Awareness About Mathematical Patterns in MI Muhammadiyah 3 Jogoroto Jombang Students
Full text linkAwareness of patterns in this study is closely related to generalization. This awareness is the condition of someone who can know there is an order in the pattern, can mention the structure of the given pattern and can determine the next pattern. One of the basic skills in learning mathematics is generalization. This research is a descriptive quantitative research that aims to describe awareness of mathematical patterns in grades 4, 5 and 6 of MI Muhammadiyah 3 Jogoroto Jombang. The sample of this research was 89 students in grades 4, 5 and 6 of MI Muhammadiyah 3 Jogoroto Jombang. All students were given questions about number patterns and figure patterns and then conducted interviews. The results showed that students' awareness of number patterns was 80,65% for 4th grade , 95,83% for 5th grade and 97,06% for 6th grade . Meanwhile, students' awareness of figure patterns was 87,09% for 4th grade, 95,83% for 5th grade and 100% for 6th grade. Based on the results of this study, it can be seen that students in grades 4, 5 and 6 of MI Muhammadiyah 3 Jogoroto Jombang are already able to recognize pattern regularity, can mention the pattern structure and can determine the next pattern, which is limited in number. Students have not been able to determine the number of elements (structures) in the n-th pattern
The Influence of the Project Based Learning Model on Students' Learning Outcomes in Statistics
Full text linkBased on the preliminary study conducted by the researchers in the field, there has been a decrease in students' learning outcomes at SMA Kartika Surabaya due to the prolonged implementation of online learning. Therefore, this research aims to enhance understanding by investigating the influence of the Project Based Learning Model on students' learning outcomes in statistics. The research employs a quantitative statistical analysis. The sampling where twelfth class of natural science 1 as the experimental group and twelfth class of natural science 2 as the control group. The data were collected using test based on students' learning outcomes and analysed for normality, homogeneity, and hypothesis testing. The results showed that the average learning outcomes of students taught using the Project-Based Learning Model are higher than those taught using the conventional model. The results of the hypothesis test using the independent sample t-test with a significance value (sig.) of 0.004 < α = 0.05, indicating H0 was rejected and H1 was accepted. Based on the research findings, it can be concluded that there is an influence of the project-based learning model on students' learning outcomes in statistics for twelfth class of natural science at SMA Kartika IV-3 Surabaya
Analysis of The Ability Student of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Learning Styles
Full text linkThis research aims to analyze and describe the ability of students of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Student Learning Styles for the 2022/2023academic year on the material of circle equations in terms of learning stylesusing include auditory, visual, and kinesthetic learning styles with a qualitative descriptive approach. The data collection techniques used were tests and interviews, with research instruments in the form of learning-style questionnaires, test questions, and interviews. The results of the study, it was found that from the visual learning style students with high abilities were able to understand mathematical concepts, whereas students with low abilities were not yet able to understand mathematical concepts. Meanwhile, from the auditory learning style, students with high and low abilities are less able to understand mathematical concepts. If from the kinesthetic learning style students with high abilities are less able to understand mathematical concepts, while students with low abilities are not yet able to understand mathematical concepts
Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic
Full text linkThe purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong
Implementation of Project Based Learning Integrated TPACK in Improve Creative Thinking Skills Through Lesson Study
Full text linkFacing 21st century learning, lecturers need to carry out student-centered learning that is able to improve creative thinking skills. This research aims to improve students' creative thinking skills by applying Project Based learning integrated TPAC through lesson study. This study used classroom action research through study lessons with three open classes with subjects totaling 32 students of the Hamzanwadi University, mathematics education study program. The data were analyzed using descriptive statistics. Student activity scores during the learning process from the first, second and third open classes were 73.34%, 77% and 87% there was an increase in average activity of 6.83%. Data on the percentage of students who scored the ability to think above 75 in the first open class was 78.13%, the second open class was 81.25% and the third open class was 93.75%, there was an average increase of 7.81%. The conclusion of this study is that the application of Project Based learning integrated TPACK through lesson study can improve students' creative thinking skill. Researchers hope that lecturers can apply TPACK integrated project-based learning to the courses taught