https://jurnal.stkipkusumanegara.ac.id/index.php/jim/issue/feed Journal of Instructional Mathematics 2020-11-16T03:56:01+00:00 Nurimani nurimani212@stkipkusumanegara.ac.id Open Journal Systems <p><img style="float: left; width: 120px; border: 2px solid #000000; margin: 35px 15px 15px 0px;" src="/public/site/images/admin/cv.jpg"></p> <p style="text-align: justify;"><strong>Journal of Instructional Mathematics</strong> (<strong>JIM</strong>) is peer-reviewed and open access journal managed and published by Mathematics Education Program at STKIP Kusuma Negara Jakarta, half-yearly on April and October. It aims to be open access journal platform which publishes and disseminates the ideas and researches. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities). <strong>JIM</strong> is a scientific Journal that publishes articles of research or review studies in the field of mathematics education. The scope of this journal is: 1) Learning Model and Approach, (2) Curriculum, (3) Assessment and Evaluation, (4) Ethnomathematics, (5) Didactical Design Research, (6) Technology-Assisted Learning.</p> <p style="text-align: justify; margin-top: -60px; margin-left: 15px;">&nbsp;</p> https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/275 Think Pair Share dengan Komik terhadap Kemampuan Pemecahan Masalah Matematis 2020-07-13T04:27:55+00:00 Lukman Kalbuadi sriadi@ustjogja.ac.id Annis Deshinta Ayuningtyas annis_deshinta@yahoo.com Sri Adi Widodo dodok_chakep@yahoo.com <p><em>The purpose of this study was to determine whether the Think Pair Share learning model assisted by comics was more effective than without using comics for the ability to solve mathematical problems. This research is included in quasi-experimental research because it has a control group, but it cannot function fully in controlling external variables that affect the implementation of the experiment. The population of this study was all students of class VII of SMP Negeri 5 Yogyakarta in the second semester of 2018/2019 academic year. The sampling technique used is the Random Cluster technique. The results showed that the TPS-assisted comic-learning model was no more effective than the TPS-without comic-learning model in terms of mathematical problem-solving abilities</em></p> 2020-11-16T00:00:00+00:00 Copyright (c) 2020 Journal of Instructional Mathematics https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/364 Analisis Kemampuan Representasi Matematis Siswa SMK Ditinjau dari Gaya Belajar 2020-10-01T04:55:56+00:00 Elsa Komala elsakomala@gmail.com Asri Maulani Afrida elsakomala@gmail.com <p><em>This research aims to describe the mathematical representation abilities of vocational school students in terms of visual, auditory, and kinesthetic learning styles, as well as learning styles that have the best representational abilities in mathematics learning. The research was conducted at SMK Negeri 2 Cilaku Cianjur. The research method used is descriptive research with a quantitative approach. The subjects in this study were all 29 students of class X TKJ 2 with purposive sampling technique. The data used are written tests to reveal mathematical representation abilities, observation and questionnaires to classify students based on learning styles, interviews with students. Data processing used descriptive analysis of the percentage of posttest scores, learning styles by looking at the percentage of observation statements and answers to student questionnaire statements. The results of the data analysis showed that the percentage of achievement of the mathematical representation ability of students with a visual learning style was 71.43% in the sufficient category, students with the auditory learning style 71.25% in the sufficient category, and students with the kinesthetic learning style 73.89% with the sufficient category. The kinesthetic learning style has the best representation ability in mathematics learning with a percentage of 73.89% with a sufficient category.</em></p> 2020-11-16T00:00:00+00:00 Copyright (c) 2020 Journal of Instructional Mathematics https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/370 Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur 2020-10-06T06:49:12+00:00 S Sudirman sudirman@unwir.ac.id Fiki Alghadari fiki_alghadari@stkipkusumanegara.ac.id <p><em>Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully</em>. <em>Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: </em>(1) <em>using spatial language in daily interactions; </em>(2) <em>teaching for sketching and drawing; </em>(3) <em>using a suitable game; </em>(4) <em>using a tangram; </em>(5) <em>using video games; and </em>(6)<em> origami and folding paper.</em><em> Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization</em>.</p> 2020-11-16T00:00:00+00:00 Copyright (c) 2020 Journal of Instructional Mathematics https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/374 Analisis Penerapan Pendidikan Karakter dalam Pembelajaran Matematika di SMP Negeri 1 Simpangkatis Kelas VIII dan MA Muhammadiyah Gantung Kelas X MIA 2020-10-11T06:47:33+00:00 Intan Juwita eka.rachmakurniasi@stkipmbb.ac.id Pendi P eka.rachmakurniasi@stkipmbb.ac.id Eka Rachma Kurniasi ekakurniasi@gmail.com <p><em>This study aims to discuss the analysis of the application of character education in mathematics learning at SMP Negeri 1 Simpangkatis class VIII and MA Muhammadiyah Gantung class X MIA. Mathematics learning is used as a medium and a vehicle for character building. By advancing character education in mathematics, Mathematics Learning is no longer to support the development of the cognitive domain but also to develop the affective domain. The research method used a qualitative approach with qualitative descriptive methods. Data collection used observation and interview sheets. The research findings show that character education has been applied in mathematics learning at SMP Negeri 1 Simpangkatis and MA Muhammadiyah Gantung. As for learning activities that can foster character values, including praying together, the teacher giving worksheets and students working in groups, students presenting the results of their work in front of the class. The character referred to is having a strong attitude, discipline, tolerance, solidarity, hard work, responsibility, competitiveness and sportsmanship.</em></p> 2020-11-16T00:00:00+00:00 Copyright (c) 2020 Journal of Instructional Mathematics https://jurnal.stkipkusumanegara.ac.id/index.php/jim/article/view/687 Eksperimentasi Model Student Facilitator and Explaining dan Probing-Prompting Ditinjau dari Penalaran Matematis 2020-10-26T22:02:26+00:00 Annisa Nur Islami annisa.nurislami17@gmail.com Nurina Kurniasari Rahmawati nurinakr@stkipkusumanegara.ac.id Wahyu Yulianto wahyuyulianto@stkipkusumanegara.ac.id <p><em>This research aims are to know: (1) are there differences in learning outcomes between learning models Student Facilitator and Explaining (SFE) and Probing-Prompting (PP)?; (2) whether there are differences in student learning outcomes with high, medium and low reasoning abilities?; and (3) whether there is an interaction effect between learning models and mathematical reasoning on student learning outcomes. This quantitative research is a quasi experiment. The research sample was 80 students in grade 8 at SMP Islam Dewan Da’wah. The sampling technique by cluster random. The research results is: (1) there is no difference in student mathematics learning outcomes between SFE and PP learning models; (2) Student learning outcomes of high mathematical reasoning abilities are better than moderate and low, and student learning outcomes of moderate mathematical reasoning abilities are better than low; (3) not for all student learning outcomes from high, medium and low level of reasoning abilities in SFE learning are better than PP model. In each model, learning outcomes from students’ high level of mathematical reasoning abilities are better than moderate and low, and student learning outcomes from moderate level of mathematical reasoning abilities are better than low.</em></p> 2020-11-16T00:00:00+00:00 Copyright (c) 2020 Journal of Instructional Mathematics