http://matematika-uhamka.com/kalamatika_old/index.php/kmk/issue/feedKalamatika: Jurnal Pendidikan Matematika2020-05-04T22:22:18+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>http://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/377ANALYSIS OF STUDENT DIFFICULTIES IN SOLVING TRIGONOMETRIC PROBLEM2020-05-04T22:22:18+07:00Yusuf Faturohmanyusuffathurohman219@gmail.comSusan Ameliasusanamelia800@gmail.com<p>This study is done to explore learning difficulties when students are given trig problems in solving math problems. Learning difficulties that encounter during learning and results in less than optimal learning. Trigonometric materials given are just about the number and ratio of sine cosine. Trigonometric materials are given based on the results of a study in student mathematics problem. The ability to solve mathematical problems based on 4 indicators is to understand problems, plan ideas to use, solve problems and reexamine them. This research was tested in praise of the sophomores science class 2 MAN Cimahi. This method of research with qualitative research with students analyzes answer results. The results of this research have found some difficulty with learning problem-solving skills. As for the fourth problem he gave, many of the students had difficulty solving the trigonometry problem.</p>2020-04-30T05:46:42+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/378IDENTIFICATION OF STUDENTS’ WORK IN RESOLVING THE PROBLEM OF POLYHEDRON2020-05-02T19:29:25+07:00Samsul Faridzsamsulfaridz9@gmail.comAni Ainun Masrurohaniainun20@gmail.comEva Dwi Minartieva.arti@yahoo.co.id<p>The research aims to identify students ' work in resolving the problem of polyhedron. This research used a qualitative descriptive method conducted at the state Junior High School in Batujajar. The instrument used in this research is a test of the problem that has been adjusted to the indicator of the polyhedron material of a) mention the elements of the cube, Cuboids, Prism, and Pyramid (ribs, field, side, diagonal field, diagonal space, field Diagonal); b) determines the surface area of the polyhedron c) The volume of polyhedron; d) solve the problem of polyhedron in daily life. Based on the research results of the 4 problems given are received percentage value in a row of 29.03%; 66.12%; 65.70%; 47.90% of the results showed that students are still struggling in determining the elements of polyhedron chamber and creating a mathematical model of the story related to everyday life.</p>2020-04-30T05:54:06+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/373PROFESSIONAL TEACHER PROGRAM EXPERIENCE: TEACHERS’ KNOWLEDGE ON OVERCOMING STUDENTS’ MISCONCEPTION2020-05-02T19:31:02+07:00Fahruh Juhaevahfahruhjuhaevah@gmail.comPatma Sopamenapatmasopamena@gmail.comSyafruddin Kalikykalikysyafruddin@iainambon.ac.id<p>This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.</p>2020-04-30T00:00:00+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/383STUDENT ATTENTION IN SOLVING FUNCTION PROBLEMS2020-05-01T19:08:03+07:00Syafruddin Kalikykalikysyafruddin@iainambon.ac.idPatma Sopamenapatma.sopamena@iainambon.ac.idFahruh Juhaevahfahruh.juhaevah@iainambon.ac.idNurlaila Sehuwakynurlailasehuwaky@iainambon.ac.idKasliyantokasliyanto.mujahid@gmail.com<p>This study aims to describe the students' attention processes in solving functional problems. This research is a qualitative descriptive study, with subjects of 2 students taken from 8 students of secondary school. The results show that the students' attention process in solving functional problems was based on attentional characteristics, namely when students who answered correctly in solving questions and interview process, before and after reflection had complete cognitive attention structures. While students who answer incorrectly in solving problems have incomplete attention to cognitive structures, characterized by a lack of concentration in seeing the relationship between one mathematical object and another mathematical object. Attention characteristics in this study begin with recalling previous information and responding or giving feedback to problems by linking previous information with existing problems. Next analyze by breaking down information into smaller parts and easy to understand. The next step looks at the relationship between the decomposition process to get ways that can be used in the settlement process to obtain the final results that are part of decision making.</p>2020-04-30T06:21:32+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/395AN INTRODUCTION TO THE RASCH MEASUREMENT MODEL: A CASE OF MATHEMATICS EDUCATION STUDENTS COMPREHENSIVE TEST2020-05-01T19:07:07+07:00Elizar Elizarelizar@unsyiah.ac.idCut Khairunnisakcut.khairunnisak@unsyiah.ac.id<p>Mathematics assessments should be designed for all students, regardless of their background or gender. Rasch analysis, developed based on Item Response Theory (IRT), is one of the primary tools to analyse the inclusiveness of mathematics assessment. However, the mathematics test development has been dominated by Classical Test Theory (CTT). This study is a preliminary study to evaluate the mathematics comprehensive test. This study aims to demonstrate the use of Rasch analysis by assessing the appropriateness of the mathematics comprehensive test to measure students' mathematical understanding. Data were collected from one cycle of mathematics comprehensive test involving 48 undergraduate students of mathematics education department. Rasch analysis was conducted using ACER Conquest 4 software to assess the item difficulty and differential item functioning (DIF). The findings show that the item related to geometry is the easiest question for students, while item concerning calculus as the hardest question. The test is viable to measure students’ mathematical understanding as it shows no evidence of Differential Item Functioning (DIF). Gender has been drawn for each of the test items. The assessment showed that the test was inclusive. More application of Rasch analysis should be conducted to create a thorough and robust mathematics assessment.</p>2020-04-30T06:27:34+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/396STUDENTS’ CRITICAL THINKING IN DETERMINING COEFFICIENTS OF ALGEBRAIC FORMS2020-05-01T19:06:17+07:00Aci Maria Jehaut Putrichicyjehaut@gmail.comYus Mochamad Cholilyyus@umm.ac.idPutri Ayu Kusgiarohmahayuputrikusgiarohmah@gmail.com<p>This paper reports the study of the critical thinking skills of 7th-grade students in junior high school on determining the coefficients of algebraic operation. Data were collected using worksheet and interviews. 34 students were involved during the study. The study reveals that there were 35% students who performed algebraic operations correctly. Students’ difficulty is mainly on determining the coefficients associated with the algebraic forms. In general, errors occur in the process of finding algebraic solutions, explaining the reasons for the stages of strategies taken and drawing conclusions. This is due to the fact that the main attention was given to the final result of the process of working on algebraic form problems, and less focus was paid on giving reasons for the process of working on problems that stimulate the students to think critically.</p>2020-04-30T06:37:20+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/398STUDENTS’ ABILITY TO READ STATISTICAL DIAGRAM2020-05-01T19:05:34+07:00Sugeng Sutiarsosugeng.sutiarso@fkip.unila.ac.id<p>Reading diagrams is an important ability needed by college students, particularly to writing their thesis. This ability could help students in describing and communicating the results of their research. Conversely, the inability to read diagrams causes errors in interpreting the results of the research. This descriptive qualitative study aims to describe the ability of students to read diagrams in terms of gender differences and the tendency to choose problems between bar/line diagrams, and the reasons behind the difficulties for students reading diagrams. This study involved 25 students of Mathematics Education, University of Lampung. Research data were collected using test and interview instrument. The results showed that students’ability both male and female to read diagrams was classified as moderate, the ability to read bar charts of female students was higher than that of male students but the ability to read line diagrams of male students was higher than female students, female students tend to choose bar diagrams rather than line diagrams while male students tend to choose line diagrams rather than bar diagrams, and the cause of difficulties in reading diagrams for female students were errors in understanding the meaning words while male students were errors of logical thinking in associating data with other data.</p>2020-04-30T06:48:12+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematikahttp://matematika-uhamka.com/kalamatika_old/index.php/kmk/article/view/404EDUCATORS’ PERCEPTION OF BLENDED LEARNING MODELS ON MATHEMATICS LEARNING2020-05-01T19:04:48+07:00Ayu Faradillahayufaradillah@uhamka.ac.idWindia Hadiwindiahadi@uhamka.ac.id<p>The main objective of this research is to analyze and compare educators' perceptions of the application of the BL model in mathematics learning. The stages of research carried out in this study began with the manufacture of questionnaires both for educators and students. Next the researchers asked one of the lecturers and mathematics teachers to validate it. Based on the results of the validation conducted, the questionnaire was declared to be appropriate to be used by correcting a selection of words so it would not have a double meaning. In the next stage, researchers distributed the questionnaire to educators in schools and universities in several provincies in Indonesia After obtaining the data, researchers analyzed the data using WinStep. The results of the questionnaire showed that there was one question on the questionnaire that was difficult to be agreed upon by lecturers and teachers, namely the 16th statement that revealed students felt they needed more time to complete online assignments when dealing with graphics / diagrams / tables / other on mathematical material</p>2020-04-30T22:56:05+07:00Copyright (c) 2020 Kalamatika: Jurnal Pendidikan Matematika