Pi: Mathematics Education Journal http://ejournal.unikama.ac.id/index.php/pmej <p>&nbsp;</p> <table border="0" width="100%" cellspacing="10" cellpadding="4"> <tbody> <tr valign="top"> <td width="20%"> <p><img src="http://ejournal.unikama.ac.id/public/journals/33/cover_issue_398_en_US.jpg" width="104" height="147"></p> </td> <td width="40">&nbsp;</td> <td valign="top" width="100%"> <table class="data" width="100%" bgcolor="#f6ffb1"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td width="40">: Pi: Mathematics Educations Journal</td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="40">: PMEJ</td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="40">: 2 Issues every year (October and April)</td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="40">: Prefix 10.21067 by <img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="14"></td> </tr> <tr valign="top"> <td width="20%">ISSN (print)</td> <td width="40">: <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1504512416&amp;1&amp;&amp;">2597-5161</a></td> </tr> <tr valign="top"> <td width="20%">ISSN (online)</td> <td width="40">: <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1504511913&amp;1&amp;&amp;">2597-6915</a></td> </tr> <tr valign="top"> <td width="20%">Editor-in-Chief</td> <td width="40">: Sri Hariyani</td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="40">: LPPM <a href="http://unikama.ac.id/id/" target="_blank" rel="noopener">Universitas Kanjuruhan Malang</a></td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <p>&nbsp;</p> <h3 class="page-header">Sinta 4 Accredited</h3> <p>We are proud to announce that Pi: Mathematics Education Journal has been <strong>accredited</strong> by the National Journal Accreditation (ARJUNA) &nbsp;by Decree of Directorate General of Higher Education Ministry of National Education and Culture Republic of Indonesia <a href="https://drive.google.com/file/d/18c4SM8e3Mf0ESl_PP7-CWZlPAVYG3lXz/view?usp=sharing" target="blank">No. 14/E/KPT/2019</a> on May 10, 2019 with <strong>fourth grade (Sinta 4)</strong> since Volume 2 Issue 1 2019 to Volume 6 Issue 2 2024.</p> <hr> <h3 class="page-header">Call for Paper</h3> <p>Pi: Mathematis Education Journal welcomes the original research article for the Vol. 4 No. 1 of April 2021 Manuscripts submitted to this journal will be deemed as they have not been published and are not under consideration for publication elsewhere. Please follow this <a title="Registration" href="http://ejournal.unikama.ac.id/index.php/pmej/user/register" target="_blank" rel="noopener">link</a> for registration.</p> <h3>Journal Summary</h3> <p><strong>Pi: Mathematics Educations Journal</strong> contains scientific papers in mathematics education. It might be a dissemination of a research result, a comprehensive scientific literature review, or a review of a scientific book. The article should never have been published and is not being published in other journals. Journal is published twice a year in October and April. Published by Institute of Research and Community Service (LPPM) Universitas Kanjuruhan Malang which is located at Jl. S.Supriyadi No.48 Malang 65148. Journal email address. ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1504512416&amp;1&amp;&amp;">2597-5161</a> (print), ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1504511913&amp;1&amp;&amp;">2597-6915</a> (online)</p> <h3>Aims and Scope</h3> <p>Pi: Mathematics Education Journal is issued as an academic journal and devoted to the publication of research papers in the field of mathematics education. Mathematics education should be interpreted to mean the whole field of human ideas and activities that could affect the teaching and learning of mathematics. We welcome authors for original research articles aims on Mathematics Education. Subjects suitable for publication include, but are not limited to the following fields:</p> <ol> <li class="show">1. Learning mathematics</li> <li class="show">2. Media development of mathematics</li> <li class="show">3. Assesment and evaluation in mathematics</li> <li class="show">4. Mathematics curriculum</li> <li class="show">5. Thinking Process</li> </ol> <h3>Publication Ethics and Plagiarism Policy</h3> <p><strong>Pi: Mathematics Education Journal</strong> is a peer-reviewed journal. This statement clarifies ethical behaviour of all parties involved in the act of publishing an article in this journal, including the author, the chief editor, the Editorial Board, the peer-reviewer and the publisher (LPPM Universitas Kanjuruhan Malang). This statement is based on COPE’s Best Practice Guidelines for Journal Editors. The publication of an article in a peer-reviewed Pi:Mathematics Education Journal is an essential building block in the development of a coherent and respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is therefore important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the author, the journal editor, the peer reviewer, the publisher and the society. LPPM Universitas Kanjuruhan Malang as publisher of Pi:Mathematics Education Journal takes its duties of guardianship over all stages of publishing extremely seriously and we recognize our ethical and other responsibilities. We are committed to ensuring that advertising, reprint or other commercial revenue has no impact or influence on editorial decisions. In addition, LPPM Universitas Kanjuruhan Malang and Editorial Board will assist in communications with other journals and/or publishers where this is useful and necessary. Papers submitted to Pi: Mathematics Education Journal will be screened for plagiarism using Turnitin plagiarism detection tool. Pi: Mathematics Education Journal will immediately reject papers leading to plagiarism or self-plagiarism. Please notice that the similarity score should be <strong>below 20%</strong>.</p> Universitas Kanjuruhan Malang en-US Pi: Mathematics Education Journal 2597-5161 <p id="copyrightNotice" class="text-justify">By submitting article to Pi: Mathematics Education Journal, authors have copyright but license exclusive rights in their article to the publisher. In this case authors have the right to:</p> <ol> <li class="show">1. Share their article in the same ways permitted to third parties under the relevant user license so long as it contains the end user license and a DOI link to the version of record on Pi: Mathematics Education Journal</li> <li class="show">2. Retain patent, trademark and other intellectual property rights (including research data)</li> <li class="show">3. Proper attribution and credit for the published work</li> </ol> <p class="text-justify">Copyright of the layout and design of Pi: Mathematics Education Journal articles remains with the journal and cannot be used in other publications. Pi: Mathematics Education Journal also operates under the Creative Commons Licence CC-BY-NC-SA.</p> <p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></a></p> ANALISIS KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI PERBANDINGAN http://ejournal.unikama.ac.id/index.php/pmej/article/view/4531 <p>Penelitian ini dengan jenis penelitian deskriptif kualitatif yang bertujuan untuk menganalisis kemampuan berpikir kreatif peserta didik pada materi perbandingan. Subjek penelitian terdiri atas 28 peserta didik kelas VII-2 SMP Negeri 23 Malang, kemudian diambil 6 peserta didik untuk dianalisis, karena terdapat kesamaan jawaban di setiap tingkatannya. Pengumpulan data dilakukan dengan tes, wawancara, dan dokumentasi. Uji keabsahan data dilakukan dengan teknik triangulasi metode. Data dianalisis dengan tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini yaitu pada kriteria kurang kreatif atau Tingkat Kemampuan Berpikir Kreatif (TKBK) dengan 39,28%, dan kriteria tidak kreatif dengan 60,71%.&nbsp; Kriteria sangat kreatif, kreatif dan cukup kreatif tidak ditemukan subjek pada tingkatan ini. Kesimpulan berdasarkan hasil penelitian ini diperoleh kemampuan berpikir kreatif dengan kriteria kurang kreatif, siswa mampu memahami soal, memberikan ide, memberikan lebih dari satu jawaban dan menjawab tetapi belum ada unsur kebaruan. Siswa dengan kriteria tidak kreatif terdapat 17 orang, siswa mampu memahami soal, memberikan ide, memberikan satu jawaban walaupun kurang lengkap dan menjawab tetapi belum ada unsur kebaruan.</p> Maria Peda Moni Moza Nyamik Rahayu Sesanti Retno Marsitin Copyright (c) 2020 Maria Peda Moni Moza, NYAMIK RAHAYU SESANTI, RETNO MARSITIN http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 61 67 10.21067/pmej.v3i2.4531 ANALISIS PEMECAHAN MASALAH MATEMATIKA DALAM DISCOVERY LINK MAP http://ejournal.unikama.ac.id/index.php/pmej/article/view/4533 <p>Kemampuan pemecahan masalah matematika terdiri dari 4 langkah yaitu pemahaman masalah, perencanaan cara penyelesaian, pelaksanaan rencana dan memeriksa kembali. Tujuan adalah untuk mendeskripsikan tingkat kemampuan pemecahan masalah peserta didik dalam <em>Discovery Link </em>Map dan untuk mengetahui penyebab kesalahan peserta didik dalam menyelesaikan soal. Penelitian ini menggunakan penelitian kualitatif dan jenis penelitiannya adalah deskriptif-kualitatif. Subjek yang dianalisi adalah 8 peserta didik kelas X SMK Islam Gondanglegi. Prosedur pengumpulan data terdiri dari tes kemampuan pemecahan masalah, wawancara, dan dokumentasi. Instrumen penelitian tes dan wawancara dilakukan validasi oleh validator. Pengecekan keabsahan data dilakukan dengan triangulasi metode. Data penelitian yang terkumpul dianalisis dengan tahapan perekduksian data, penyajian data dan penarikan kesimpulan</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Hasil dari penelitian yaitu hasil tes dan wawancara menunjukkan kriteria sangat baik terdapat 4 peserta didik, kriteria baik terdapat 6 peserta didik, kriteria cukup terdapat 4 peserta didik, kriteria kurang terdapat 4 peserta didik, dan tidak ada peserta didik yang tergolong kriteria sangat kurang. Persentase pada aspek memahami masalah adalah 87,03%, pada aspek merencanakan penyelesaian adalah 85,18%, pada aspek melaksanakan rencana adalah 79,62%, dan pada aspek memeriksa kembali adalah 68,51%.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Kesimpulannya adalah kriteria sangat baik, kriteria baik<sub>, </sub>kriteria cukup<sub>, </sub>kriteria kurang, dan sangat kurang. Penyebab kesalahan peserta didik yaitu masih belum teliti dalam menentukan satuan dari jawaban yang diberikan, kurang memanfaatkan waktu dalam mengerjakan soal, lupa mengerjakan beberapa tahapan pemecahan masalah, dan masih belum paham sepenuhnya metode subsitusi dan metode eliminasi Saran untuk penelitian selanjutnya dapat mengambangkan menjadi beberapa tingkatan yang lebih spesifik</p> Mega Nur Aini Retno Marsitin Trija Fayeldi Copyright (c) 2020 Mega Nur Aini, Retno Marsitin, Trija Fayeldi http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 68 74 10.21067/pmej.v3i2.4533 MATHEMATIC COMMUNICATION SKILLS IN SENIOR HIGH SCHOOL BASED ON GENDER DIFFERENCES http://ejournal.unikama.ac.id/index.php/pmej/article/view/4718 <p>This study aims to describe and analyze the written mathematical communication of high school students on linear program questions based on gender. This research was conducted at SMAN 3 Pamekasan class XI MIPA I. The subjects in this study were 2 students out of 32 students of class XI MIPA I who were the superior class of mathematics selected by purposive sampling. This research uses descriptive research with a qualitative approach. The instruments used were Mathematics Ability Test, written Mathematical Communication Test and Interview Guidelines. Data were analyzed descriptively in the form of qualitative data obtained from the results of the Written Test to describe students' written mathematical communication. The results showed that female students were more dominant than male students in the cognitive domain and completed written math problems in full.</p> Harfin Lanya Moh. Zayyadi Septi Dariyatul Aini Haris Copyright (c) 2020 Harfin Lanya, Moh. Zayyadi, Septi Dariyatul Aini, Haris http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 75 81 10.21067/pmej.v3i2.4718 IMPLEMENTATION OF MATHEMATIC VALUES OF KARAPAN SAPI’S MADURA WITH STAD LEARNING SETTINGS IN SDN PADEMAWU http://ejournal.unikama.ac.id/index.php/pmej/article/view/4774 <p>This research is a Classroom Action Research (PTK) at SDN Pademawu on the subject of flat wakes. Based on field observations, subject teachers do not relate the concept of learning to everyday life which is very important in the process of concept absorption by students and local culture, in this case the culture of the cow karapan. Therefore, it is necessary to implement the implementation of the mathematical values ​​of the Madura cow karapan by setting the STAD (Student Teams Achievement Division) learning model. This research was conducted in two cycles with each stage: planning, implementing, observing, and reflecting. The results of data analysis showed that student activity from cycle I to cycle II had increased from an average of 2.82 to 3.54 in the very good category. While the student response has increased with the value of the student response questionnaire having an average of 83.63% to 96.97% in the positive category. Then based on the test results, the data showed an increase in the proportion of 57.58% to 90.91%.</p> Sri Indriati Hasanah Harfin Lanya Harfin Lanya Chairul Fajar Tafrilyanto Zumrotun Aini Copyright (c) 2020 Sri Indriati Hasanah, Harfin Lanya, Harfin Lanya, Chairul Fajar Tafrilyanto, Zumrotun Aini http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 82 91 10.21067/pmej.v3i2.4774 BERPIKIR KREATIF SISWA DALAM MEMECAHKAN MASALAH OPEN ENDED DITINJAU DARI GAYA BELAJAR VISUAL http://ejournal.unikama.ac.id/index.php/pmej/article/view/4779 <p>Penelitian ini bertujuan untuk mendeskripsikan berpikir kreatif siswa SMP dalam memecahkan masalah matematika <em>open ended </em>ditinjau dari gaya belajar visual<em>. </em>Penelitian ini merupakan penelitian deskriptif kualitatif, dengan subjek penelitiannya adalah satu siswa SMP kelas VIII perempuan yang memiliki gaya belajar visual. Instrumen penelitian ini adalah soal tes gaya belajar, soal tes pemecahan masalah dan pedoman wawancara. Teknik pengambilan data dengan teknik tes dan wawancara. Analisis data dengan menggunakan tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek memenuhi indikator berpikir kreatif <em>fluency</em> pada tahap memahami masalah yaitu menyebutkan yang diketahui dan yang ditanyakan, menceritakan ulang soal dengan kalimatnya sendiri. Pada tahap merencanakan penyelesaian subjek memenuhi indikator <em>fluency</em> yaitu menjelaskan cara yang digunakan untuk menyelesaiakan masalah. Pada tahap melaksanakan rencana, subjek juga memenuhi indikator berpikir kreatif <em>fluency</em> yaitu menjelaskan dengan rinci langkah-langkah dalam menyelesaiakan masalah. Pada tahap memeriksa kembali subjek juga memenuhi indikator beripikir kreatif <em>fluency</em> yaitu memeriksa kesesuian hasil yang diperoleh dengan yang ditanyakan pada soal. Temuan penelitian menujukkan bahwa subjek belum memenuhi indikator berpikir kreatif <em>flexibility</em> dan <em>novelty</em>.</p> Ana Alfiana Enny Listiawati Ria Faulina Copyright (c) 2020 Enny Listiawati http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 92 99 10.21067/pmej.v3i2.4779 PENGEMBANGAN BAHAN AJAR TEORI BILANGAN BERBASIS MACROMEDIA FLASH http://ejournal.unikama.ac.id/index.php/pmej/article/view/4828 <p>Penelitian ini bertujuan untuk menghasilkan dan mengetahui kualitas bahan ajar teori bilangan berbasis macromedia flash serta untuk mengetahui respon mahasiswa terhadap bahn ajar yang telah dikembangkan. Bahan ajar ini disusun menggunakan program <em>Macromedia Flash Professional</em> 8. Model pengembangan dalam penelitian ini menggunakan model ADDIE (<em>Analysis, Design, Development, Implementation and Evaluation</em>) dalam menghasilkan produk. Hasil penilaian ahli materi menunjukkan bahwa bahan ajar teori bilangan berbasis macromedia flash yang telah dikembangkan mempunyai kualitas baik dengan diperoleh skor 80,63%.&nbsp; Sedangkan hasil penilaian ahli media menunjukkan bahwa bahan ajar teori bilangan berbasis macromedia flash mempunyai kualitas baik dengan diperoleh skor 84,17%. Sedangkan respon mahasiswa 52% menyatakan baik dan 40,06% mahasiswa menatakan sangat baik. Berdasarkan penilaian tersebut berarti bahan ajar teori bilangan berbasis <em>macromedia flash</em> layak digunakan sebagai sumber belajar mandiri dalam pembeljaran teori bilangan</p> Ulum Fatmahanik Copyright (c) 2020 Ulum Fatmahanik Ulum http://creativecommons.org/licenses/by-nc-sa/4.0 2020-11-03 2020-11-03 3 2 100 107 10.21067/pmej.v3i2.4828