Jurnal Inovasi Pendidikan Matematika (JIPM)

Analisis Kemandirian Belajar Peserta Didik pada Pembelajaran Matematika dengan Menggunakan Model TPS (Think Pair Share)

Siti Raehani — 2025-04-29

This study aims to analyze the learning independence of students towards mathematics learning with the use of the TPS learning model. This type of research uses a qualitative approach, with data collection techniques using interviews and questionnaires. The results that were found in this study that learning with the application of the TPS model showed independence to students. This can be seen from the results of the independence questionnaire filled out with a large value of 77 with “Medium” criteria, as well as the results of interviews from subject participants S1, S2, and S3.

Dampak Pembelajaran Jarak Jauh Terhadap Pemahaman Materi Bangun Ruang di SMPN 2 Karangrejo Setelah Pandemi COVID-19

Yulis Dwi Riyana — 2025-04-30

This study aims to analyze the difficulties faced by students when understanding and working on descriptive questions on spatial geometry material during distance learning. The type of research used is quantitative research with a phenomenological approach. The research subjects were selected purposively, namely grade VII students who experienced distance learning during the COVID-19 pandemic. Data collection methods included questionnaires, tests, interviews, documentation, and field notes. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results revealed that distance learning has a significant impact on students' ability to understand the concept of building space. Many students have difficulty in visualizing three-dimensional shapes and applying volume and surface area formulas. However, with assistance and the use of interactive learning media, students' understanding can gradually improve. In addition, students who have limited access to technology tend to experience greater obstacles than those who have adequate facilities.

Analisis Kemampuan Representasi Matematis Siswa dalam Pembelajaran Berdiferensiasi Berbantuan Media Interaktif

Tina Kartina — 2025-05-01

Mathematical representation ability is very important to help construct and understand mathematical concepts, express mathematical ideas according to ability, and facilitate the development of students' abilities. This study aims to identify the mathematical representation ability of grade VIII students in solving problems related to the material of Relations and Functions in differentiated learning assisted by interactive media. The method used in this study is a qualitative approach with a descriptive design, which uses a mathematical representation ability test instrument on the material of Relations and Functions. The subjects of this study were 8 grade VIII students of SMPN 3 Banyuresmi, Garut Regency. The results of the study showed that students were able to present and solve mathematical problems related to the material of relations and functions according to their understanding. In general, students have adequate mathematical representation abilities in the visual representation indicator, both presenting problems in the form of images and vice versa. The verbal representation indicator is also met, because students can answer the problems presented according to their understanding. The ability to solve problems presented correctly shows that students have an indicator of mathematical expression. Overall, students have representation abilities in the moderate category, with 88% achievement in the visual representation indicator, 75% in the verbal representation indicator, and 100% in the mathematical expression representation indicator. This ability to represent is important because if students understand certain concepts and materials correctly and can represent them in various forms of presentation, then students will have the ability to solve mathematical problems with their own understanding and language.

Komunikasi Matematis Siswa Berdasarkan Tipe Kepribadian

Nursidrati — 2025-05-21

The skills that a person needs to have to face life's challenges are communication. Likewise in the process of learning mathematics, communication that occurs between teachers and students or between students and students is a form/sign that the activity of the mathematics learning process has gone well. Communication in mathematics is called mathematical communication. The mathematical communication skills of each individual will naturally be different. One of the factors that influences this communication is individual characteristics and is termed personality type or personality. This personality type appears in the form of a person's mindset, behavior, habits and way of communicating. Based on this, the purpose of this study is to determine the relationship between students' personality types and students' mathematical communication. The research method used is library research or literature study. The theories studied are based on the results of scientific research or articles published in accredited international or national journals. The results of the study showed that students' personality types greatly influence students' mathematical communication.

Upaya Meningkatkan Kemampuan Komunikasi Matematis pada Materi SPLTV dengan Pedeketan Culturally Responsive Teaching

Arum Setiya Dita Dita — 2025-05-29

This research was conducted with the aim of improving the mathematical communication skills of class X TKJ SMK Bina Teknologi Purwokerto in the 2023/2024 academic year which are still lacking in the material of the Three Variable Linear Equation System (SPLTV) by implementing the Problem Based Learning model with the Culturally Responsive Teaching approach. One effort to create a learning environment that supports, encourages and is able to improve students' mathematical communication skills is by using the Culturally Responsive Teaching (CRT) approach or culturally responsive learning. This type of research is classroom action research which is carried out in two learning cycles. Data collection was carried out using a mathematical communication skills test, observation sheets and documentation. Data analysis was carried out by comparing the results of students' communication skills tests in the pre-cycle, cycle I and cycle II. Based on the results of the research and discussion, it can be concluded that the use of the Problem Based Learning learning model with the Culturally Responsive Teaching approach can improve students' mathematical communication skills as shown by the results of the students' mathematical communication evaluation test. abilities and observation results. Before the action was taken, the class average was 65.5. After the action was implemented, the class average increased to 73.6 in cycle 1 and 79.9 in cycle II. So it can be concluded that there is an increase in the results of the communication ability test.