https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/issue/feedJournal of Mathematics Science and Education2019-08-07T07:22:23+00:00Viktor Pandraviktorpandra@ymail.comOpen Journal Systems<p style="text-align: justify;"><span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans',-apple-system,BlinkMacSystemFont,'Segoe UI','Roboto','Oxygen-Sans','Ubuntu','Cantarell','Helvetica Neue',sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"><strong>Journal of Mathematics Science and Education</strong> is a periodical Journal of Sciences in Mathematics and Mathematics Education published by RESEARCH, DEVELOPMENT, COMMUNITY, AND COLLABORATION INSTITUTIONS (LP4MK) STKIP PGRI Lubuklinggau. <strong>Journal of Mathematics Science and Education</strong></span><span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans',-apple-system,BlinkMacSystemFont,'Segoe UI','Roboto','Oxygen-Sans','Ubuntu','Cantarell','Helvetica Neue',sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"> can have </span><strong><span style="margin: 0px; text-align: justify; color: #000000; text-transform: none; line-height: 14.66px; text-indent: 0px; letter-spacing: normal; font-size: 13.33px; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; white-space: normal; box-sizing: border-box; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">ISSN </span><span style="font-size: 13.33px;"><span lang="IN" style="margin: 0px; text-align: justify; color: #000000; text-transform: none; line-height: 14.66px; text-indent: 0px; letter-spacing: normal; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; white-space: normal; box-sizing: border-box; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">2623-2383</span></span></strong><span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans',-apple-system,BlinkMacSystemFont,'Segoe UI','Roboto','Oxygen-Sans','Ubuntu','Cantarell','Helvetica Neue',sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"> (Online) and </span><strong><span style="margin: 0px; text-align: justify; color: #000000; text-transform: none; line-height: 14.66px; text-indent: 0px; letter-spacing: normal; font-size: 13.33px; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; white-space: normal; box-sizing: border-box; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">ISSN </span><span style="font-size: 13.33px;"><span lang="IN" style="margin: 0px; text-align: justify; color: #000000; text-transform: none; line-height: 14.66px; text-indent: 0px; letter-spacing: normal; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; white-space: normal; box-sizing: border-box; orphans: 2; -webkit-text-stroke-width: 0px; background-color: transparent;">2623-2375</span></span></strong><span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans',-apple-system,BlinkMacSystemFont,'Segoe UI','Roboto','Oxygen-Sans','Ubuntu','Cantarell','Helvetica Neue',sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"> (Print). The purpose of this publication is to enrich the scientific study of Mathematics Education, Realistic Mathematics Education, Design Research, School Mathematics, Mathematics Science, and Learning Mathematics.</span></p>https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/273FORM OF ETHNOMATEMATICS IN ADIPURWO BATIK IN LEARNING OF NUMBER PATTERNS2019-08-07T07:22:23+00:00Erni Puji Astutiernipuji@umpwr.ac.idRiawan Yudi Purwokoriawan@gmail.comMedita Wahyu Sintiyamedita@gmail.com<p style="text-align: justify;"><em>Learning mathematics with cultural nuances (ethnomathematics), will be more meaningful for students in understanding mathematical concepts. One of the local cultures that is a pride in Purworejo is batik. Therefore, batik can be used as a medium for learning mathematics based on ethnomathematics. In this article we will explain the learning of mathematics using cultural backgrounds, namely the pattern of numbers using Adipurwo batik media typical of Purworejo, Central Java. The purpose of this article is to find out the ethnomathematics of Adipurwo batik motifs that are used as a medium of mathematics learning in material pattern numbers. Students can determine the pattern of numbers with Adipurwo batik media. The results in this study are as follows: the geblek and clanting motifs have different arithmetic sequence patterns with 6, while the pare and clorot leaf motifs have an arithmetic sequence pattern with differences 3. With the relationship between the number pattern and Adipurwo batik, mathematics learning will become more meaningful and more interesting, so students can understand mathematics easily and pleasantly.</em></p>2019-06-30T16:57:54+00:00##submission.copyrightStatement##https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/292OPTIMIZING THE ABILITY TO SOLVE MATHEMATICAL PROBLEMS THROUGH THE MEANS-ENDS ANALYSIS MODEL IN EIGHT GRADE2019-08-07T07:20:32+00:00Reny Wahyunirenywahyuni264@gmail.comEfuansyah E.efuansyah@gmail.com<p style="text-align: justify;">This research aims to determine the mathematical problem solving abilities of eight grade students of Junior High School Number 2 Lubuklinggau after attending learning using the Means-Ends Analysis learning model in the good category. The population in this research were all eighth grade students of Junior High School Number 2 Lubuklinggau in the 2017/2018 academic year with research samples VIII.5. The design used in this study was a pretest-posttest control group design. Data collection techniques use a test of 5 questions which refers to indicators of mathematical problem solving abilities. Based on data analysis using the normality test and hypothesis testing data, it was found that obtained = 7.91 at the level of confidence α = 0.05 and = 1.671. So the results show that the problem solving abilities of eight grade students Junior High School Number 2 Lubuklinggau are in the good category with an average score of 7.24.</p>2019-06-30T17:20:11+00:00##submission.copyrightStatement##https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/300IMPLEMENTASI PENDEKATAN RIGOROUS MATHEMATICAL THINKING (RMT) UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA2019-08-07T07:19:21+00:00Enggar Tri Auliaenggartriaulia03@gmail.comHarina Fitriyaniharina@gmail.com<p style="text-align: justify;"><em>The purpose of this research is to improve students' problem solving skills using Rigorous Mathematical Thinking (RMT) approach. Qualitative research method with the type of Classroom Action Research (CAR). This research was conducted in class VIII H of SMP N 2 Sewon, Bantul. As a data collection technique used consists of tests, observations, and interviews. This research data analysis technique uses an interactive analysis model according to Miles, Matthew B, Michael. Huberman (2014). The results showed that mathematics learning using rigorous mathematical thinking (RMT) approach could improve the problem solving abilities of class VIII H students of SMP N 2 Sewon.</em></p>2019-06-30T17:56:06+00:00##submission.copyrightStatement##https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/325IMPLEMENTATION OF AUDITORY, INTELLECTUALLY, REPETITION (AIR) LEARNING MODELS ON MATHEMATICAL LEARNING OUTCOMES OF EIGHT CLASS STUDENTS IN SMP NEGERI SELANGIT2019-08-07T07:14:01+00:00Aryati Apriliaharyati_aprilia8@gmail.comMaria Luthfianamarialuth@gmail.comReny Wahyunireniwahyuni@gmail.com<p style="text-align: justify;"><em>The purpose of this study was to determine the completeness of the mathematics learning outcomes of class VIII students of Selangit State Middle School 2017/2018 Academic Year after the Learning Model Auditory, Intellectually, Repetition (AIR) was applied. The type of research used is in the form of a quasi experiment. The population is all eighth grade students of Selangit Public Middle School, consisting of 126 students and as a sample are students of class VIII.4 consisting of 30 students. Data collection is done by test techniques, test data collected is analyzed using t-test. Based on the t-test analysis with a significant level of α = 0.05, tcount> ttable (2,821)> (1,699) was obtained, so it can be concluded that the mathematics learning outcomes of students after VIII Selangit Public Middle School after the implementation of the learning model Auditory, Intellectually, Repitition (AIR ) significant completion with the average test scores before the implementation of the learning model Auditory, Intellectually, Repetition (AIR) 22.15 and after 73.94 before the implementation of the learning model Auditory, Intellectually, Repetition (AIR).</em></p>2019-07-03T06:25:04+00:00##submission.copyrightStatement##https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/323DEVELOPMENT of MATHEMATICAL QUESTIONS in the PISA MODEL on UNCERTAINTY and DATA CONTENT to MEASURE the MATHEMATICAL REASONING ABILITY of MIDDLE SCHOOL STUDENTS2019-08-07T07:16:11+00:00Siti Asyahasyah4895@gmail.comElya Rosalinaelyarosalina25@gmail.comAs Ellyaselly@gmail.com<p style="text-align: justify;"><em>This study aims to produce a Mathematical Problem based on the PISA Model in measuring the level of mathematical reasoning ability in valid and practical SMP 1 students and looking at the mathematical reasoning abilities of students in solving the mathematical problems of the PISA model on uncertainty and data content. This research is a development research with ADDIE development model. This model consists of five stages of development, namely Analysis, Design, Development, Implementation and Evaluation. Products developed in this study are in the form of PISA questions on statistical material and opportunities. From the results of the research carried out by the researcher obtained: (1) the validity of a question indicates that the question depends on the feasibility category such as the developed question obtaining good results in the feasibility component of language by obtaining a mean score of 3.16, on the material feasibility get a good category with an average score of 3.22, then in the construct feasibility category get a very good predicate with a mean score of 3.85. So that the average score obtained by the three experts is 3.35 and is categorized very well. (2) the quality of the question is viewed from various aspects such as practicality which are classified as "Good" with an average score of 3.43 then after that can be determined through the response results assessed by students regarding mathematical problems based on PISA models for uncertainty and data content so that they can measure students' mathematical reasoning abilities. For mathematical reasoning abilities in students using mathematical questions based on the PISA model get an average score of 2.19 categorized quite well.</em></p>2019-06-30T00:00:00+00:00##submission.copyrightStatement##https://ojs.stkippgri-lubuklinggau.ac.id/index.php/JMSE/article/view/459HUBUNGAN SELF-EFFICACY DENGAN HASIL BELAJAR MATEMATIKA SISWA KELAS RENDAH2019-08-07T07:12:26+00:00Nurdiana Siregarnurdiana.siregar282@gmail.com<p><em>This study aims to determine whether there is a significant relationship between students' mathematical self-efficacy and student learning outcomes in elementary grades. The research method used is descriptive method with the correlation approach. The instrument used for both variables is a scale of self-efficacy to see students' mathematical self-efficacy and student learning outcomes from the Final Examination (UAS). The self-efficacy scale contains 20 statements containing four alternative answers. The population of this study were all elementary school students, namely 156 students with a sample of 63 students. Data were analyzed with Pearson followed by t-test, previously obtained that the data of self-efficacy and mathematics learning outcomes were normally distributed and linear. Data on self-efficacy is 0.173> 0.05 and data on student mathematics learning outcomes is 0.2> 0.05. Linearity was fulfilled at 0.04 <0.05. Obtained t<sub>count</sub> = 2,9255 while t<sub>table</sub> = 1,9996, so t<sub>count</sub>> t<sub>table</sub> means that Ho is rejected. It can be stated that there is a significant relationship between self-efficacy and mathematics learning outcomes of elementary school low grade students.</em></p>2019-06-30T00:00:00+00:00##submission.copyrightStatement##