Jurnal Riset Pendidikan Matematika
http://journal.uny.ac.id/index.php/jrpm
<hr /><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="20%">Journal title</td><td width="80%"><strong>Jurnal Riset Pendidikan Matematika</strong></td></tr><tr valign="top"><td width="20%">Initials</td><td width="80%"><strong>JRPM</strong></td></tr><tr valign="top"><td width="20%">Abbreviation</td><td width="80%"><strong><strong>J. Ris. Pend. Math.</strong></strong></td></tr><tr valign="top"><td width="20%">Frequency</td><td width="80%"><strong>2 issues per year (May and November)</strong></td></tr><tr valign="top"><td width="20%">DOI</td><td width="80%"><strong>Prefix <strong><strong>10.21831</strong></strong></strong><strong> by <img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="14" /></strong></td></tr><tr valign="top"><td width="20%">ISSN</td><td width="80%"><strong><a title="p-issn jrpm" href="https://issn.brin.go.id/terbit?search=2356-2684" target="_blank">2356-2684</a> (Print) | <strong><a title="e-issn jrpm" href="https://issn.brin.go.id/terbit/detail/1446715728" target="_blank">2477-1503</a> (Online)</strong></strong></td></tr><tr valign="top"><td width="20%">Editor-in-chief</td><td width="80%"><a href="https://sinta.kemdikbud.go.id/authors/profile/6004246" target="_blank"><strong>Prof. Dr. Sugiman, M.Si.</strong></a></td></tr><tr valign="top"><td width="20%">Publisher</td><td width="80%"><strong>Department of Mathematics Education, <strong><strong>Faculty of Mathematics and Natural Sciences, </strong></strong>Universitas Negeri Yogyakarta</strong></td></tr><tr valign="top"><td width="20%">Citation</td><td width="80%"><strong><a href="https://sinta.kemdikbud.go.id/journals/profile/941" target="_blank">Sinta</a> | <a href="https://scholar.google.co.id/citations?user=jPuuG2AAAAAJ&hl=id" target="_blank">Google Scholar</a> | <a href="https://garuda.kemdikbud.go.id/journal/view/7199" target="_blank">Garuda</a> | <a href="https://app.dimensions.ai/discover/publication?and_facet_source_title=jour.1285352" target="_blank">Dimensions</a></strong></td></tr></tbody></table><div style="text-align: justify;"><p><strong title="p-issn jrpm">Jurnal Riset Pendidikan Matematika </strong>is a scientific journal in the field of mathematics education published twice a year (in May & November). </p><p>The aim of this journal is to publish high quality research in mathematics education both using qualitative, quantitative, or mixed methods, focused on <strong>the mathematics education</strong> for all grades in the areas including:</p><ul><li>teaching and learning</li><li>instruction and curriculum</li><li>teacher education</li><li>educational technology</li><li>school effectiveness</li><li>learner characteristics</li><li>inclusive education</li></ul><p align="justify">This journal is designed and devoted to lectures, researchers, school teachers, and teacher educators, who want to publish their <strong>original works with valid and reliable empirical data.</strong> The journal welcomes and also invites contributors particularly from the field of mathematics education from Indonesia and other countries, at all times.</p><p align="justify"><strong>JRPM</strong> encourages original submissions following the publishing procedure as determined by the <a href="https://publicationethics.org/">COPE (Committee on Publication Ethics)</a>.</p></div>Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakartaen-USJurnal Riset Pendidikan Matematika2356-2684<a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br /><span>Jurnal Riset Pendidikan Matematika</span><span> by </span><a href="/index.php/jrpm/index" rel="cc:attributionURL">http://journal.uny.ac.id/index.php/jrpm/index</a><span> is licensed under a </span><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a><span>.</span>Students' Onto-Semiotic Approach in Solving Mathematics Problems
http://journal.uny.ac.id/index.php/jrpm/article/view/51973
<p>This study aims to identify and analyze the stages of the onto-semiotic approach of students in solving mathematical problems. This research is based on the mathematical object of the onto-semiotic approach, namely language, concepts, propositions, procedures, situations, and arguments. This research is qualitative research with a phenomenological type. The research subjects were high school students of class XI. The technique of taking the subject is using a purposeful sampling technique. The research instrument used a test in the form of a linear program description question. The results of the study show that the onto-semiotic approach contains language stages including changing contextual objects into variables, writing mathematical symbols, writing mathematical models, and others; the concept stage includes students creating and filling in tables by grouping the objects in the problem to make it easier to solve mathematical problems; the proposition stage includes the reasons students cannot replace variables; the procedure stage include simplifying coefficients and constants, how to get the value of each variable, and others; the situation stage includes writing a mathematical model that will be used to find the value of each variable, find the point of intersection of the line, and others.</p>Teguh WibowoElena SusiantiRiawan Yudi Purwoko
Copyright (c) 2024 Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v11i1.51973Effectiveness of team assisted individualisation-based realistic mathematics education
http://journal.uny.ac.id/index.php/jrpm/article/view/50845
<p>The realistic mathematics education approach has often been utilized to enhance student learning outcomes. However, there is a paucity of empirical studies that have tested this approach in the context of team-assisted individualization. This study aims to examine the efficacy of learning using the realistic mathematics education approach in conjunction with team-assisted individualization in order to improve students’ problem-solving ability and motivation to learn mathematics. A sample of over 30 students, aged between 13-14 years old, was selected for this investigation. Quantitative methods were employed to achieve the research objectives. The instruments utilized to collect data were problem-solving test questions and a questionnaire on mathematics learning motivation. The results indicated that the team-assisted individualization setting can enhance the efficacy of the realistic mathematics education approach.</p><p> </p><p class="E-JOURNALAbstractBody">Pendekatan <em>realistic mathematics education </em>sering digunakan untuk meningkatkan hasil belajar siswa. Namun, belum banyak ditemukan penelitian yang menguji pendekatan ini dalam setting <em>team assissted individualization</em>. Penelitian ini bertujuan untuk menguji efektivitas dari pembelajaran yang menggunakan pendekatan <em>realistic mathematics education</em> dengan setting <em>team assisted individualization</em> ditinjau dari kemampuan pemecahan masalah dan motivasi belajar matematika siswa.<em> </em>Sebanyak lebih dari 30 siswa yang berusia antara13-14 tahun menjadi sample dalam penelitian ini. Metode kuantitatif digunakan untuk mencapai tujuan penelitian yang ada. Instrumen yang digunakan untuk mengumpulkan data adalah soal tes pemecahan masalah dan angket motivasi belajar matematika. Hasil penelitian menunjukkan bahwa setting <em>team assisted individualization</em> dapat meningkatkan efektivitas dari pendekatan realistic mathematics education.</p>Inggri Ramadhani WidigdaAli Mahmudi
Copyright (c) Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v%vi%i.50845The Effect of Mathematical Problem-Solving Ability and Mathematics Self-Concept on Learning Achievement
http://journal.uny.ac.id/index.php/jrpm/article/view/73046
<p>Several studies generalized that mathematical problem-solving ability, mathematics self-concept, and learning achievement were interconnected. This research investigated the direct effect of mathematical problem-solving ability on learning achievement, the direct effect of mathematics self-concept on learning achievement and mathematical problem-solving ability, as well as the indirect effect of mathematics self-concept on learning achievement through mathematical problem-solving ability. A total of 449 eighth-grade students from 12 public high schools in Yogyakarta were selected using proportional stratified random sampling. Mathematical problem-solving data was collected through a test, whereas mathematics self-concept data was collected through questionnaires. In addition, learning achievement data was collected from mathematics scores on mid-semester examinations. Descriptive statistics and structural equation modeling were used to analyze the data. This research concludes that (1) mathematical problem-solving ability, mathematics self-concept, and learning achievement are categorized as moderate, (2) mathematics self-concept has a significant direct effect on learning achievement but has no significant direct effect on mathematical problem-solving ability, (3) mathematical problem-solving ability has a significant direct effect on learning achievement, and (4) there is no significant indirect effect of mathematics self-concept on learning achievement through mathematical problem-solving abilities.</p>Tri Rahayu AgustinaKismiantini KismiantiniRamadian Radite
Copyright (c) 2024 Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v11i1.73046Construction of Three-Tier Diagnostic Test for Identifying Student Misconceptions in Exponential Properties
http://journal.uny.ac.id/index.php/jrpm/article/view/73561
<p>Misconceptions are considered the most detrimental errors. A mathematics topic that students commonly experience misconceptions is in understanding exponential properties. This study aims to develop a three-tier diagnostic test. The development methodology follows a 3D model, Define, Design, and Develop. The resulting test comprises both essay and multiple-choice questions. Expert validation indicates that the essay questions are deemed suitable for use, with an 84.24% validation rate and a total of 20 questions. For the multiple-choice format, 9 questions meet moderate validity criteria, while 11 questions achieve high validity. Subsequent limited trial analysis, considering validity, reliability, difficulty, and discriminant power, identifies 8 questions as suitable for identifying student misconceptions in exponential properties. The construction of these questions consist of four types of misconceptions, generalisation, notation, spesialisation, and language. Reffering to exponential properties, the test item was developed asking students to apply the properties on real numbers.</p>Agnita Siska PramasdyahsariDesi VivianaSugiyanti SugiyantiBinod Prasad PantIresha Ratnayake
Copyright (c) 2024 Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v11i1.73561Exploration of Students’ Mathematical Communication Abilities
http://journal.uny.ac.id/index.php/jrpm/article/view/66639
<p>It is of great importance for students to develop their mathematical communication skills. Mathematical communication skills play a pivotal role in mathematics education. Mathematical communication enables students to share ideas, clarify their understanding, and express their knowledge. The acquisition of proficient mathematical communication skills will facilitate a more profound comprehension of mathematical concepts. The objective of this study is to describe students' mathematical communication skills regarding flat-sided cubes and cuboids, with a focus on three indicators of mathematical communication skills as outlined by the National Council of Teachers of Mathematics (NCTM). The research design employed is that of descriptive research with a qualitative approach. The findings indicated that students exhibited a diverse range of mathematical communication skills. The students were divided into three categories according to their mathematical abilities. A more detailed examination of each category can be found in this article.</p>Zahrin Nurun Na'imMohammad Mukhlis
Copyright (c) 2024 Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v11i1.66639Teacher Creativity in the Use of Educational Games in Distance Mathematics Learning for Junior High School Students
http://journal.uny.ac.id/index.php/jrpm/article/view/71886
Playing is basically a natural activity that children mostly like. It can be used as a means of learning, at least learning about rules and roles. The aim of this research is to study how teacher’s creativity influences the use of educational games in distance mathematics learning for eight graders. A number of thirty-five students from a public junior high school in North Sumatra involved in the study by completing a questionnaire regarding their perception on their teacher’s creativity and reporting student’s learning outcomes on mathematics subject. The authors did not conduct a test of learning outcomes but gathering the data from the school exam. The analysis shows there was contribution of teacher’s creativity level into learning outcomes. <strong>Y = 50.030 + 0.424X</strong> with level of determination as much as 0.277. <ins cite="mailto:Author">I</ins>t can be concluded that it is evident that teacher creativity is an important factor. Although this study fails to show new conclusions, the large amount of determination level could trigger more elaborated research.Rianita SimamoraYoel Octobe PurbaAprido Simamora
Copyright (c) 2024 Jurnal Riset Pendidikan Matematika
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2024-05-312024-05-3111110.21831/jrpm.v11i1.71886