https://matematika-uhamka.com/kalamatika_old/index.php/kmk/issue/feedKalamatika: Jurnal Pendidikan Matematika2024-02-16T11:40:06+07:00Krisna Satrio Perbowokalamatika@uhamka.ac.idOpen Journal Systems<p><strong>Welcome to the <em>Kalamatika: Jurnal Pendidikan Matematika</em></strong></p> <p>An official journal of University of Muhammadiyah Prof. Dr. HAMKA (UHAMKA) and Indonesian Mathematics Educators (IMES), <em>Kalamatika: Jurnal Pendidikan Matematika</em> is research journal in mathematics education and is devoted to the interest of educators and researchers at all levels, preschool through university. <em>KALAMATIKA Jurnal Pendidikan Matematika</em> is a forum for disciplined inquiry into the teaching and learning of mathematics.</p> <p>The <em>Kalamatika: Jurnal Pendidikan Matematika</em> is published online and print two times a year, April and November. <em>Kalamatika: Jurnal Pendidikan Matematika</em> is indexed in <a title="DOAJ" href="https://doaj.org/toc/2527-5607?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222527-5615%22%2C%222527-5607%22%5D%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" rel="noopener">Directory of Open Access Journals (DOAJ)</a>,<a title="SINTA" href="http://sinta2.ristekdikti.go.id/journals/detail?id=235" target="_blank" rel="noopener"> Science and Technology Index (SINTA)</a>, <a title="GARUDA" href="http://garuda.ristekdikti.go.id/journal/view/10385" target="_blank" rel="noopener">Garda Rujukan Digital (GARUDA)</a>, <a title="Microsoft Academic" href="https://academic.microsoft.com/#/detail/2736761984" target="_blank" rel="noopener">Microsoft Academic</a>, <a title="Perpusnas" href="http://onesearch.id/Search/Results?lookfor=KALAMATIKA&type=AllFields&limit=20&sort=relevance" target="_blank" rel="noopener">One Search by Perpusnas</a>, <a title="Google Scholar" href="https://scholar.google.co.id/citations?hl=en&view_op=list_works&gmla=AJsN-F6RWyy-bHs0QZFWlxAdGHU8Eu2UX3XcV7-H9jCZffnDTmVWoeX5X_hz4Kfgg1WKND-NpZdIm2DqXpyn9NrkaUnlFkpjqA&user=Ag2S5FUAAAAJ" target="_blank" rel="noopener">Google Scholar</a>, and <a title="ICI" href="https://journals.indexcopernicus.com/search/details?id=49064" target="_blank" rel="noopener">Index Copernicus International (ICI)</a>.</p>https://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/568LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL2024-02-16T11:39:23+07:00Tri Cahya Muliatri.cahyamulia@gmail.comTian Abdul Aziztianabdulaziz85@gmail.com<p>This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.</p>2023-11-30T00:00:00+07:00Copyright (c) 2023 Tri Cahya Mulia, Tian Abdul Azizhttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/578ETHNOMATHEMATICAL EXPLORATION OF TUMBU' BUGIS FOOD2024-02-16T11:40:06+07:00Durrah Sakinahinaamastar20@gmail.comIlham Ismail Lubisilhamismail672@gmail.comMhmd Habibimuhammad.habibi@uin-suska.ac.id<p>Culture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals.</p>2023-11-30T18:05:58+07:00Copyright (c) 2023 Durrah Sakinah, Ilham Ismail Lubis, Mhmd Habibihttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/579CRITICAL THINKING SKILLS OF YEAR 10 SANGUINIS STUDENTS IN LEARNING BASED ON NITENI, NIROKKE, AND NAMBAHI 2023-12-04T15:05:02+07:00Fuji Astutiastutifuji2603@gmail.comSri Adi Widodosriadi@ustjogja.ac.idIrham Taufiqirham.taufiq@gmail.comWidowati Pusporiniwidowatipusporini@uny.ac.idKamarul Ariffin Mansorariff118@uitm.edu.my<p>The study aimed to examine whether Tri-N-based trigonometry instruction improved students' critical thinking skills and sanguine personality. Single-subject research with an ABA design was the method used in this study. The stages of this study were the initial Baseline (A), the Intervention (B), and the second Baseline (A'). Year 10 science students with sanguine personalities who were chosen using a purposive sampling technique served as the study's subjects. This study employed observation methods, testing tests, and documentation for data collection. Data analysis within and between conditions are the methods used to analyze data. The findings of this study revealed that using <em>Niteni</em>, <em>Nirokke</em>, and <em>Nambahi </em>learning on trigonometry improved students' critical thinking skills with sanguine dispositions.</p>2023-11-30T18:07:24+07:00Copyright (c) 2023 Fuji Astuti, Sri Adi Widodo, Irham Taufiq, Widowati Pusporini, Kamarul Ariffin Mansorhttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/581ANALYSIS OF PRIMARY SCHOOL STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING BASED ON LEARNING INTEREST2023-12-03T17:25:16+07:00Elinda Elindaelindaa06@gmail.comNeneng Aminahnenengaminah@ugj.ac.idSurya Amami Pramudityaamamisurya@ugj.ac.idAnggita Maharanianggiwfh@gmail.com<p>This research utilized a qualitative approach to providing a descriptive and in-depth exploration of elementary school students' mathematical and conceptual understanding of their learning interests. The study includes 20 participants, selected based on the categories of their learning interests, with three representatives chosen from each category. Participants are also selected based on their age, according to Piaget's theory, and communication abilities. Data collection techniques involve data reduction, data categorization, and data verification. Based on the research findings and discussions, it can be concluded that students with high learning interests demonstrate a strong understanding of mathematical concepts. Similarly, students with moderate learning interest exhibit a commendable grasp of mathematical concepts, while students with low learning interest tend to have lower conceptual understanding. For future research, it is recommended to explore the use of instructional media to assess children's learning interests.</p>2023-11-30T18:08:16+07:00Copyright (c) 2023 Elinda Elinda, Neneng Aminah, Surya Amami Pramuditya, Anggita Maharanihttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/584ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS2023-12-04T17:26:59+07:00Aklimawati Aklimawatiyenilistiana@unimal.ac.idYeni Lestianayenilistiana@unimal.ac.idWulandari Wulandariwulandari@unimal.ac.idRahmah Joharrahmahjohar@gmail.comCut Khairunnisakcutkhairunnisak@gmail.comErna Isyafaniernaisfayani@unimal.ac.id<p>Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods.</p>2023-11-30T00:00:00+07:00Copyright (c) 2023 Aklimawati Aklimawati, Yeni Lestiana, Wulandari Wulandari, Rahmah Johar, Cut Khairunnisak, Erna Isyafanihttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/585PROBING-PROMPTING LEARNING: ITS EFFECT ON IMPROVING CONCEPTUAL UNDERSTANDING IN MATHEMATICS2023-12-03T17:26:49+07:00Ulfa Hanifaulfanajiya@upi.eduSuhendra Suhendrasuhendra@upi.eduMuhammad Fakhri Jauharifachrijrm@apps.ipb.ac.id<p>Understanding mathematical concepts plays a crucial role in students achieving favorable learning outcomes. However, there remains room for improvement in students' grasp of these concepts. The main objective of this research was to assess how effective the probing prompting learning model is in improving students' understanding of mathematical concepts. This research employed the quantitative approach with the experimental method. Used tests, observations, and questionnaires to collect the data. The study included 25 students in the experimental group and 26 students in the control group. The findings showed: 1) The average percentage of teacher activity was 96.30% (“very good” category); 2) The t-test analysis findings showed a significant difference in the enhancement of understanding of mathematical concepts between students exposed to the probing prompting learning model (high category) and those using conventional learning approach; 3) Students responded positively to the probing prompting learning model, as evidenced by their attitude. In conclusion, this study suggests that the probing prompting learning model can serve as an effective alternative for facilitating learning and improving students' understanding of mathematical concepts.</p>2023-11-30T00:00:00+07:00Copyright (c) 2023 Ulfa Hanifa, Suhendra Suhendra, Muhammad Fakhri Jauharihttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/589THE IMPACT OF PROBLEM-BASED LEARNING AUGMENTED WITH HOTS PROBLEMS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES2023-12-03T17:26:25+07:00Destianti Sulistyawatidestiantislstywt@gmail.comWindia Hadiwindia.hadi@uhamka.ac.idAngga Hidayathidayat.8@osu.eduRosida Rakhmawati Muhammadmuhammadr@uni.coventry.ac.uk<p>This study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not.</p>2023-11-30T00:00:00+07:00Copyright (c) 2023 Destianti Sulistyawati, Windia Hadi, Angga Hidayat, Rosida Rakhmawati Muhammadhttps://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/591METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION 2023-12-03T17:26:08+07:00Peni Fauziah Puadahpenifauziahp@gmail.comSuhendra Suhendrasuhendra@upi.eduAngga Hidayathidayat.8@osu.edu<p>One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.</p>2023-11-30T00:00:00+07:00Copyright (c) 2023 Peni Fauziah Puadah, Suhendra Suhendra, Angga Hidayat