JIPM (Jurnal Ilmiah Pendidikan Matematika)
http://e-journal.unipma.ac.id/index.php/jipm
<p>JIPM (Jurnal Ilmiah Pendidikan Matematika) is a semiannual journal, published on March and September. JIPM published by Universitas PGRI Madiun and <a href="https://drive.google.com/file/d/1fn7tkXhu44QL4YL9AFdVLcXHVBE3ucA_/view?usp=sharing" target="_blank"><span>Indonesian Mathematics Educators' Society (IMES)</span></a>. JIPM provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and<span class="apple-converted-space"> </span>theoretical<span class="apple-converted-space"> </span>research articles. The journal invites<span class="apple-converted-space"> </span>professionals<span class="apple-converted-space"> </span>in<span class="apple-converted-space"> </span>study<span class="apple-converted-space"> </span>of Mathematics Education, especially teaching and learning, curriculum development, learning environments, teacher education, educational technology , and educational developments.</p><p>JIPM (Jurnal Ilmiah Pendidikan Matematika) has earned the title of "<a href="http://sinta2.ristekdikti.go.id/journals/detail?id=13">Sinta 3 (S3)</a>" Accredited Journal from the Ministry of Research, Technology and Higher Education of the Republic of Indonesia.</p><p>ISSN : <a href="http://u.lipi.go.id/1340682898" target="_self">2301-7929 (print)</a></p><p>ISSN : <a href="http://u.lipi.go.id/1451976265" target="_self">2502-1745 (online)</a></p><p>DOI : <a title="doi jipm" href="http://doi.org/10.25273/jipm" target="_self">http://doi.org/10.25273/jipm</a></p><p><span>Template JIPM on March 2016 until March 2017 can be downloaded </span><a href="https://drive.google.com/file/d/0B4QKoss6OGclWFFoaC1JVTlGRDg/view">here</a><span>. JIPM fixed the template for Vol 6 No 1 (September 2017) and beyond, it can be downloaded </span><a href="https://drive.google.com/file/d/1Wl8ovKDpG6Ta7rMt7RwGfGygSxJoH4hT/view" target="_blank">here</a></p><p align="justify"><strong>JIPM (Jurnal Ilmiah Pendidikan Matematika) has been covered by the following indexing and abstracting services:</strong></p><ol><li><a title="DOAJ" href="https://doaj.org/toc/2502-1745?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22term%22%3A%7B%22index.issn.exact%22%3A%222301-7929%22%7D%7D%2C%7B%22term%22%3A%7B%22index.issn.exact%22%3A%222502-1745%22%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22from%22%3A0%2C%22size%22%3A100%7D" target="_blank">Directory of Open Access Journal (DOAJ)</a></li><li><a title="copernicus" href="https://journals.indexcopernicus.com/search/details?id=47335">Index Copernicus International (ICI)</a></li><li><a title="ISDJ" href="http://isjd.pdii.lipi.go.id/index.php/public_no_login/index_direktori">Indonesian Scientific Database Journal (ISDJ)</a></li><li><a title="garuda" href="http://garuda.ristekdikti.go.id/journal/view/8255" target="_blank">GARUDA</a></li><li><a title="scholar" href="https://scholar.google.co.id/citations?user=CJ8hkzMAAAAJ&hl=id">Google Scholar</a></li><li><a title="dimensions" href="https://app.dimensions.ai/discover/publication?and_facet_journal=jour.1298585">Dimensions</a></li><li><a title="base" href="https://www.base-search.net/Search/Results?lookfor=jurnal+ilmiah+pendidikan+matematika&type=tit&oaboost=1&ling=1&name=&newsearch=1&refid=dcbasen">Beilefeld Academic Search Engine (BASE)</a></li><li><a title="one search" href="http://onesearch.id/Repositories/Widget?repository_id=4738">One Search</a></li></ol><div><p><strong>Citation profile JIPM (Jurnal Ilmiah Pendidikan Matematika) on Google Scholar:</strong></p><ul><li>all citation: 250</li><li>h-index : 10</li><li>i10-index : 10</li></ul><div><img src="/public/site/images/jipm/gss1.png" alt="" /></div><div><p><strong>OAI Address</strong></p><p>JIPM (Jurnal Ilmiah Pendidikan Matematika) has OAI address <a href="/index.php/JIPM/oai/">http://e-journal.unipma.ac.id/index.php/jipm/oai</a></p></div></div>Universitas PGRI Madiunen-USJIPM (Jurnal Ilmiah Pendidikan Matematika)2301-7929Every accepted manuscript should be accompanied by "<a title="CTA" href="https://www.dropbox.com/s/ce5g18s1fubamvg/CTA%20JIPM%20Unipma.pdf?dl=0" target="_self"><span style="padding: 1px 5px; background-color: #ffffbf; border-radius: 4px; border: 1px solid #b4cde2;">Copyright Transfer Agreement</span></a>" prior to the article publication.<br /><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />JIPM (Jurnal Ilmiah Pendidikan Matematika) by <a href="/index.php/JP-LPPM">http://e-journal.unipma.ac.id/index.php/JIPM</a> is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p><script type="text/javascript">// <![CDATA[ var sc_project=10869913; var sc_invisible=0; var sc_security="87912b04"; var scJsHost = (("https:" == document.location.protocol) ? "https://secure." : "http://www."); document.write("<sc"+"ript type='text/javascript' src='" + scJsHost+ "statcounter.com/counter/counter.js'></"+"script>"); // ]]></script><noscript>&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;div class="statcounter"&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;a title="shopify analytics tool" href="http://statcounter.com/shopify/" target="_blank"&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;img class="statcounter" src="//c.statcounter.com/10869913/0/87912b04/0/" alt="shopify analytics tool"&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/a&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/div&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;</noscript><p> </p><p> </p>Ethnomathematics: Predicting the Average Height of the Bali Mula Ancestors using Linear Regression
http://e-journal.unipma.ac.id/index.php/jipm/article/view/3863
This research is a study of Ethnomathematics. In this case, we view Ethnomathematics as an intersection between mathematics, mathematical modelling, and cultural anthropology. The purpose of this study is to determine the average height of <em>Bali Mula</em> ancestors communities in the area of Ancient Caldera Batur. We use exploration, observation, experimentation, documentation, and interviews method. In the initial stage of the study, we determine the relationship between the finger length index and the height body of <em>Bali Mula</em> male. The linear regression equation expresses the relationship, which is a length of the index finger as a predictor variable. Moreover, measure the pillars width of some houses <em>Saka Roras</em> and substituting it, we have the regression equation. Consequently, we estimate the average height of the <em>Bali Mula </em>ancestors in Kintamani area are 165 cm. Since it contains linier regression concepts, prediction the average height of <em>Bali Mula</em> ancestors from their traditional homes may be used as the context in mathematical (statistical) learning at school or university.Jero Budi DarmayasaWahyudin WTatang Mulyana
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-27811810.25273/jipm.v8i1.3863The Experimentation of Contextual and Realistic Learning Models in terms of Interpersonal Intelligence
http://e-journal.unipma.ac.id/index.php/jipm/article/view/3952
<p>The aims of this study is to find out: (1) a better learning model between contextual, realistic or conventional; (2) better learning outcomes between students with high, medium or low interpersonal intelligence; (3) better learning outcomes between students with high, medium or low interpersonal intelligence on each learning model; (4) a better learning model between contextual, realistic or conventional at each level of interpersonal intelligence. This research is using the experimental method. The sampling technique is cluster random sampling. Data collection tools used were questionnaires and tests. The data analysis technique used is the analysis of three-way variance with unequal cells. The results showed that: (1) contextual learning models are better than realistic but provide the same learning outcomes as conventional, while realistic and conventional learning outcomes are equally good; (2) students who have high, medium or low interpersonal intelligence have the same learning outcomes; (3) In each learning model, students with high, medium and low interpersonal intelligence have the same learning outcomes; (4) At each level of interpersonal intelligence, the contextual learning model is better than realistic and conventional.</p>Utin Desy SusiatyHodiyanto Hodiyanto
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-278191810.25273/jipm.v8i1.3952How the Student’s Error in Solution of Mathematics Problems?
http://e-journal.unipma.ac.id/index.php/jipm/article/view/4163
<p>This qualitative descriptive study aimed to analyze student errors to solve mathematical problems in gender. The subject in this research were Mathematics Education students in the Linear Program subject. The sample selection used purposive sampling by looking at the results of student tests on linear program material categorized by gender. The analysis data using observation methods, test methods and interview methods, meanwhile to validity test of the data using triangulation of data source and triangulation method. Based on the results of the study obtained results: 1) Errors experienced by male and female students are almost similar, but the mistakes experienced by female students are fewer than male students, 2) Female and male students with high ability categories possess different types of errors, namely female students only experience process errors and results of errors, while male experience transformation errors, process errors, results in errors, 3) Female and male students with low ability categories have the same type of errors, namely misunderstanding, transformation errors, process errors, results errors. In this study also none of the subjects experienced reading errors.</p>Dwi Erna Novianti
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-2781192910.25273/jipm.v8i1.4163Exploring Students Computational Thinking based on Self-Regulated Learning in the Solution of Linear Program Problem
http://e-journal.unipma.ac.id/index.php/jipm/article/view/4871
This study aims to analyze the students computational thinking in the solution of the linear program problem based on self-regulated learning. The data were collected by self-regulated learning questionnaire, computational thinking test, and depth interviews. This study was conducted in SMAN 10 Tangerang. Computational thinking in students with high and medium levels of self-regulated learning has no difference. Students still make a solution that is fixated with linear program problem-solving procedures in general, that is using examples, substitution, and elimination. In solving problems, students can reach the stages of decomposition and pattern recognition only. Students still do not evaluate the results of their work. Algorithmic performed is less coherent because the abstraction has not been done. The recommendation for further research is the need for research that can develop student abstraction in solving problems. Besides, there is also a need for research that analyzes the reflective of students in computational thinking when solving problems.Diah NuraisaAmalina Nur AzizahDian NopitasariSwasti Maharani
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-2781303610.25273/jipm.v8i1.4871The Effect of Emotional Intelligence and Self Effycacy Towards Students Achievement
http://e-journal.unipma.ac.id/index.php/jipm/article/view/4669
<pre>This research aims at revealing the effect of emotional intelligence and self-efficacy towards learning achievement of the 8th grade students in SMP Islam Terpadu Ar-Rahman south of Jakarta. This type of research is a survey method. Data instruments are emotional intelligence questionnaires and self-efficacy questionnaires, the mathematics learning achievement data from the daily test scores of students through the description questions. The data analysis technique used is multiple regression analysis. The results of the regression analysis of significance between emotional intelligence on mathematics learning achievement showed the results as much as 0,551 (0,551 > 0,05), self-efficacy towards mathematics learning achievement as much as 0.333 (0.333> 0.05). The significance of variance analysis was obtained at 0.350 (0.350> 0.05). The results of this data analysis show that emotional intelligence and self-efficacy together no meaningful affect the learning achievement of mathematics. The implication of this study is that students who have high and moderate emotional intelligence and self-efficacy do not have a significant effect on improving learning achievement, thus emotional intelligence and self-efficacy are not the main factors that influence student learning achievement.</pre>Muhamad FarhanEdward Alfin
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-2781374610.25273/jipm.v8i1.4669Double Loop Poblem Solving Learning Models on The Students' Mathematical Literacy Skills
http://e-journal.unipma.ac.id/index.php/jipm/article/view/3815
<p>This research aims to: (1) find out the differences in mathematical literacy skills of students using the DLPS learning model and those using conventional learning models, (2) find out the differences in students' mathematical literacy skills in terms of verbal skills of students, (3) to find out the interaction of the DLPS learning model in terms of students' verbal skills on mathematical literacy skills of students. The research approach uses a quantitative approach with the type of quasi-experimental research and design of Factorial design 3 x 2. The population in this study is all eighth grade students of MTs Muhammadiyah Kampung Baru with the total is 48 people. The sample in this study is the eight-grade A as a control class while the eight grade B is as an experimental class. The instrument used in this study is a test of students 'mathematical literacy skills in the form of pretest and posttest and questionnaires to measure students' verbal skills. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The result shows that: (1) there is a difference between the application of the DLPS learning model and the conventional model on the mathematical literacy skills of students, (2) there is a difference in students' mathematical literacy skill in terms of vebal skill of students, and (3) there is no interaction effect between the DLPS learning model in terms of verbal skill to mathematical literacy skills of students</p>Fitriani NurAndi HalimahDevina Oktari YovitaMunawarah MSitti Zuhaerah Thalhah
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-2781475710.25273/jipm.v8i1.3815Enhancing Creative Thinking Ability of Students in Probability Topics Through React Learning
http://e-journal.unipma.ac.id/index.php/jipm/article/view/4443
<p>This study aimed to improve creative thinking ability of students through REACT learning strategy approach in probability topics. REACT learning strategy approach has 5 stages, consist of Relating, Experiencing, Applying, Cooperating, and Transferring. The type of research is Classroom Action Research. The study population was twelfth grade students of SMAN 1 Nglames, and the sample used was one class of XII MIA 2 consist of 32 students. The data collection technique uses (1) test scores of students' creative thinking skills which include the initial and final tests, (2) the results of observations during the learning process, (3) the results of interviews with the subject of the interview. Data were analyzed through descriptive analytic techniques. Based on the data analysis, it was found that each component of creative thinking had the following percentage increase in fluency (5.22%), flexibility (8.81%), originality (21.57%), and elaboration (29.29%). The results showed that REACT learning through three stages, namely the initial stage, the core (Relating, Experiencing, Applying, Cooperating, and Transferring), and the closure can improve students' creative thinking skills, especially in the probability topics.</p>Dyani PrimaningsihWasilatul Murtafiah
Copyright (c) 2019 JIPM (Jurnal Ilmiah Pendidikan Matematika)
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2019-09-272019-09-2781586410.25273/jipm.v8i1.4443