http://journal.uinjkt.ac.id/index.php/algoritma/issue/feedALGORITMA Journal of Mathematics Education2020-01-08T16:58:28+07:00Abdul Muinabdul.muin@uinjkt.ac.idOpen Journal Systems<p><strong>ALGORITMA Journal of Mathematics Education (AJME)</strong> adalah jurnal peer-review pendidikan matematika yang diterbitkan oleh Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Syarif Hidayatullah Jakarta. AJME mempublikasikan naskah-naskah ilmiah bidang pendidikan matematika secara berkala, yaitu 2 kali dalam setahun pada bulan Juni dan Desember. Naskah dapat berupa kajian teori ataupun hasil penelitian terkait dengan pengajaran dan pembelajaran dalam bidang pendidikan matematika. </p>http://journal.uinjkt.ac.id/index.php/algoritma/article/view/14069EFEKTIVITAS MEDIA PEMBELAJARAN BERBASIS MULTIMEDIA PADA MATERI SEGIEMPAT2020-01-08T16:58:25+07:00Vemsi Damopoliiresmawan@ung.ac.idNursiya Bitoresmawan@ung.ac.idResmawan Resmawanresmawan@ung.ac.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The descriptive study aims to elaborate on the effectiveness of multimedia-based mathematics learning process in a lesson on the rectangular shape in 7th-grade students in SMP Negeri 11 Gorontalo. There are four indicators investigated in this study, i.e., 1) Teacher’s competence in learning management, 2) Students’ activity during the learning process, 3) Students’ learning outcome, and 4) Students’ response. The result shows that the implementation of rectangular multimedia in the mathematics learning process is categorized effectively. The teachers’ competence in learning management results in effective criteria, included in quite good category. Moreover, the students’ activity is categorized in effective criteria, as the overall percentage meets the minimum effectiveness criteria set. Further, the students’ learning outcome passes the classical competence, as 85 percent achieve score of 70 or more. The students’ response on the learning process also meets the effectiveness criteria; 84 percent of students respond positively or very positively towards the learning multimedia.</span></p></div></div></div>2020-01-08T16:58:25+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14071MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING2020-01-08T16:58:26+07:00Lia Kurniawatilia.kurniawati@uinjkt.ac.idKadir Kadirlia.kurniawati@uinjkt.ac.idNefita Octafianilia.kurniawati@uinjkt.ac.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The purpose of this study was to analyze the effect of experiential learning learning models on students' mathematical creative thinking abilities. This research was conducted at MTsN Pagedangan 2014/2015 Academic Year. The research method is quasi-experimental, using a posttest only randomized control group design. The research sample consisted of 56 eighth grade students consisting of 26 experimental class students and 30 control class students obtained by cluster random sampling technique. Data collection on mathematical creative thinking abilities using test instruments. The results revealed that students 'mathematical creative thinking abilities taught with experiential learning models were higher than students' mathematical creative thinking abilities taught with conventional models (t obs = 3,573 and p-value = 0,0005 <0.05). The achievement of students' mathematical creative thinking abilities taught experiential learning models for fluency indicators was 71.15% and for elaboration 53.21% while students who were taught conventional learning on fluency indicators were 57.50% and elaboration 47.22%. The conclusion of this study, experiential learning learning model is more effective in increasing students' mathematical creative thinking abilities compared to conventional models.</span></p></div></div></div>2020-01-08T16:58:26+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14072PENGARUH MODEL BLENDED LEARNING BERBANTUAN VIDEO INTERAKTIF TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA2020-01-08T16:58:26+07:00Vika Paleravikapaleraaa@gmail.comNurul Anrianivikapaleraaa@gmail.comCecep Anwar Hadi FSvikapaleraaa@gmail.com<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This research is a quasi-experimental study that aims to determine the effect of interactive video-assisted Blended Learning models on mathematical problem solving abilities. This research was conducted at SMPN 13 Serang City class VIII. The population in this study consisted of 10 classes VIII and taken 2 classes to be sampled. Sampling was done by cluster random sampling technique. The Blended Learning model used in this study isconventional learning in class by involving online resources and online activities which are not a requirement for students to follow. While the video used is a video adopted from one of the paid online learning rooms, Ruang Guru. Problem solving ability is measured using a test in the form of a valid and reliable question description. Furthermore, the data obtained were analyzed using quantitative descriptive analysis.</span></p></div></div></div>2020-01-08T16:58:26+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14073PENERAPAN MODEL SSCS PROBLEM SOLVING DENGAN METODE HYPNOTEACHING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA2020-01-08T16:58:27+07:00Ahmad Dimyatiahmad.dimyati@uinjkt.ac.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The research was based on concerns about the development of mathematical critical thinking and mathematical communication ability. The purpose of this study was review and compare the differences of enhancing mathematical critical thinking ability between junior high school students who acquire Model of Search, Solve and Share (SSCS) through hypnoteaching method and those who acquire the conventional learning. This study was a quasi-experimental research with non-equivalent control group design consists of classroom experiments which obtain Model of Search, Solve and Share (SSCS) through hypnoteaching method and control class which obtain conventional learning. The population of this study is junior high school students in Tangerang, where the samples are the grade 8th students in one of the state junior high school in Tangerang. Instruments used to collect data in this research consists of mathematical critical thinking test instruments, student’s attitude scale, and observation sheets. The data obtained is analyzed using the mean difference test, which are the t-test, Mann-Whitney, and Rank-Spearman test. The results showed that the enhancement student’s mathematical critical thinking ability who gotten model os Search, Solve, Create, and Share (SSCS) through hypnoteaching method is better than who gotten conventional learning.</span></p></div></div></div>2020-01-08T16:58:27+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14074PENGARUH PENDEKATAN METAKOGNITIF DAN KEMAMPUAN AWAL MATEMATIS TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA2020-01-08T16:58:27+07:00Fadhila Putrifputri57@yahoo.co.idAbdul Muinfputri57@yahoo.co.idKhairunnisa Khairunnisafputri57@yahoo.co.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The purpose of this research is to analize the influence of metacognitive approach and Student’s MPK to Students’ Mathematical Reflective Thinking Skills. The research was conducted in one of SMP in South Tangerang. The method used in this research is quasi experiment with two group randomized subject posttest only-design, which involve 55 students as sample. In this research students were categorized by their mathematical skills before given the treatment test. The indicator of students mathematical reflective thinking skills that was measured in this research are (a) describing a situation or mathematical problem, (b) identifiying a situation or mathematical problem, (c) interpretating, (d) evaluating, (e) predicting, (f) making a conclusion. The results of the study are: (1) metacognitive approach which is applied by the researcher causes the improvement of students mathematical reflective thinking ability. (2) the interaction beetween learning approach and Student’s Mathematical Prior Knowledge has effect to students mathematical reflective thinking ability, (3) there is different average of students mathematical reflective thinking between high and low group of Student’s MPK when the metacognitive and conventional class is joined, (4) there is no influence of Student’s MPK to students mathematical reflective thinking in class which using metacognitive approach or conventional approach. The conclusion is metacognitive approach can be used to improve mathematical reflective thinking ability of students at high and low group of Student’s MPK. In other side conventional learning is suitable to improve mathematical reflective thinking ability at students ofmedium Student’s MPK.</span></p></div></div></div>2020-01-08T16:58:27+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14075PENGARUH STRATEGI HEURISTIK KRULICK RUDNICK BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN REPRERESENTASI GEOMETRI2020-01-08T16:58:27+07:00Kadir Kadirkadir@uinjkt.ac.idEva Musyrifahkadir@uinjkt.ac.idRuspa Dewi Safitrikadir@uinjkt.ac.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The purpose of this research is to analyze the effect of Krulick Rudnick Heuristic Strategy based on ethnomathematics on student geometric representation skill (GRS). The research conductes at Junior High School in Jakarta in Academic Year 2018/2019. This research was quasi-experimental method with randomized posttest only control group, which is involve 27 students in experimental class and 25 students in control class that choosen by cluster random sampling technique. The data collecting for GRS used by using the test. The result of research revealed that student’s GRS taught by Krulick Rudnick’s Heuristic strategy based on ethnomathematics is higher than those taught by expository strategy. That skills include visual, symbolic, and verbal indicators. Ethnomatematics involved include culture of bamboo fishtrap (bubu), transplantation of coral reefs, mangrove conservation, processed fish food, fishing activities (manyang), tourist resorts, historic building, and food served in traditional traditions (sea parties). The conclusion of this show that the use of Krulik Rudnick heuristic strategy based on etnomathematics is more effective in enhanching students’ GRS compared with an expository strategy. (</span><span>η</span><span>2</span><span>=0,102).</span></p></div></div></div>2020-01-08T16:58:27+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Educationhttp://journal.uinjkt.ac.id/index.php/algoritma/article/view/14076MENGATASI LEARNING OBSTACLE KONSEP TRANSFORMASI GEOMETRI DENGAN DIDACTICAL DESIGN RESEARCH2020-01-08T16:58:28+07:00Ramdani Miftahramdani.miftah@uinjkt.ac.idLia Kurniawatiramdani.miftah@uinjkt.ac.idTicha Putri Solicharamdani.miftah@uinjkt.ac.id<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The purpose of this study was to identify learning obstacle precisely on students' epistemological barriers to the concept of geometry transformation. Furthermore, researchers overcome these obstacles by developing mathematical learning concepts in the concept of geometry transformation in high school. This research was conducted at one of the senior high school in Tangerang Selatan. The research method used is Didactical Design Research. This method is carried out in three stages, the analysis of didactic situations before learning (prospective analysis), metapedidactic analysis, and retrospective analysis. Based on the results of the preliminary study, of the 20 students who took the obstacle learningidentificationtest,82.35%ofthetotalstudentsexperiencedepistemologicalbarrierstotheconceptofgeometry transformation. In overcoming the epistemological obstacles students in the concept of geometric transformation requires the design of learning developed based on learning obstacle analysis, repersonalization, and recontextualization so as to produce hypotheses consisting of Hypothetical Learning Trajectory which contains various activities and predictions of student responses and anticipations and produces Student Worksheets. The results show that the didactic design provided can overcome student barriers. It can be seen from the effectiveness of anticipation given during learning that reaches 90% of the difficulties that arise based on predictions of response and anticipated didactic pedagogical.</span></p></div></div></div>2020-01-08T16:58:28+07:00Copyright (c) 2020 ALGORITMA Journal of Mathematics Education