Absis: Mathematics Education Journal
http://journal.univetbantara.ac.id/index.php/absis
<hr /> <table cellpadding="2"> <tbody align="top"> <tr> <td width="100px">Aims & scope</td> <td>Mathematics, Mathematics Education, Metacognitive, Etc.</td> </tr> <tr> <td>ISSN</td> <td>P-ISSN: 2686-0104 | E-ISSN: <a href="https://portal.issn.org/resource/ISSN/2686-0090" target="_blank" rel="noopener">2686-0090</a></td> </tr> <tr> <td>Editor in chief</td> <td><a href="https://scholar.google.com/citations?user=a1KiP9sAAAAJ&hl=id&oi=ao">Annisa Prima Exacta</a></td> </tr> <tr> <td>Schedule</td> <td>May & November</td> </tr> <tr> <td>APC</td> <td>400.000 IDR</td> </tr> <tr> <td>Language</td> <td>Indonesia & English<strong><br /></strong></td> </tr> <tr> <td valign="top">Indexed</td> <td><a href="https://sinta.kemdikbud.go.id/journals/profile/8184" target="_blank" rel="noopener">Sinta 4</a>, Google Scholar, <a href="https://garuda.kemdikbud.go.id/journal/view/20663">Garuda</a>, Dimensions</td> </tr> </tbody> </table> <hr />Universitas Veteran Bangun Nusantaraen-USAbsis: Mathematics Education Journal2686-0104<p>Authors who publish with the <strong>Absis: Mathematics Education Journal</strong> agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/">Creative Commons Attribution License (CC BY-SA 4.0)</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. </li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li></ol>Keefektifan Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa Kelas V melalui Aplikasi V-BAR Berbasis Android
http://journal.univetbantara.ac.id/index.php/absis/article/view/4980
<p>The aim of this research is to determine the effectiveness of increasing students' mathematical problem solving abilities through the use of the Android-based V-BAR (Volume Build Space) application and the PBL model in mathematics learning. The research method used is a quantitative experiment with a One one-group pretest-posttest design. The population & sample in this study were 22 class V students of SD N Sidomulyo 3. The data collected is data on problem solving abilities collected using test techniques in the form of essay questions. Data were analyzed using the N-Gain Score test statistic. The results of the research showed that there was an increase in students' mathematical problem solving abilities by 40.1% which was seen in the posttest average score of 74.6, which was better than the previous pretest average score of 34.5. Apart from that, the N-Gain Score test results showed an increase with results of 61.22% in the medium category. From the research results, it can be concluded that the use of the Android-based V-BAR application and the PBL model is effective in improving the mathematical problem solving abilities of fifth-grade students at SD N Sidomulyo 3 in the medium category.</p>Ida Nur AiniDiana ErmawatiF. Shoufika Hilyana
Copyright (c) 2024 Ida Nur Aini, Diana Ermawati, F.Shoufika Hilyana
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2024-05-312024-05-31611910.32585/absis.v6i1.4980Analisis Kesalahan Pada Materi Persamaan dan Pertidaksamaan Linear Menggunakan Newmann Error Analysis
http://journal.univetbantara.ac.id/index.php/absis/article/view/5102
<p>This research aims to analyze students' errors in solving problems about Linear Equation and Inequalities. The method used in this research is descriptive qualitative. Data collection techniques in this research were tests and interviews. There were 30 students of class VII F SMP Negeri 13 Pekalongan participated in this research. From all of the participants, it was taken 3 students, 1 from each category (high/moderate/low). The 3 students were then to be interviewed about the errors when solving the problems. Types of students' errors are classified according to Newman's Error Analysis. The data validity technique in this study was triangulation using the interview method. The results showed that the errors made were type I (reading error) is 0%, type II (comprehension error) is 9%, type III (transformation error) is 15%, type IV error (process skill error) is 34%, and type V (encoding error) is 41%. Based on the interviews, it was found that the error factors were not being able to determine the known elements in the problem, students are not careful in determining what is known in the problem, students cannot change the information in the problem into a mathematical model, students do not know the formula that should be used doing the wrong calculations in solving the problems.</p>Dwi FatimahNur Baiti Nasution
Copyright (c) 2024 Nur Baiti, Dwi Fatimah
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2024-05-312024-05-3161101810.32585/absis.v6i1.5102Pengembangan Media Pembelajaran Matematika SILAW Terhadap Kemampuan Pemecahan Masalah Siswa Kelas III Sekolah Dasar
http://journal.univetbantara.ac.id/index.php/absis/article/view/5141
<p>Teachers must master the material and learning strategies to attract students' interest in learning, especially in mathematics lessons. Mathematics learning requires media as a channel of information to students so they do not have difficulty understanding the material. This research aims to determine the increase in students' problem-solving abilities using the developed learning media. An example of the latest learning media is an Android application. This research is an R&D (Research and Development) research and development method with the ADDIE development model which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with 18 students as subjects. Data collection techniques are observation, interviews, and tests. The research results show that the results of the hypothesis test that Ho is rejected and Ha is accepted with a value of Sig. (2-tailed) 0.000 < 0.005, meaning that there is a difference in the increase in students' problem-solving abilities after using the media and there is an increase in problem-solving abilities of 0.4387 with the criteria moderate increase. The results, it was concluded that the SILAW (Length of Time Application) learning media can improve problem-solving abilities with the material of calculating the length of time an event.</p>Dina ZanubaLovika Ardana RiswariFitriyah Amaliyah
Copyright (c) 2024 Dina Zanuba
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2024-05-312024-05-3161193210.32585/absis.v6i1.5141Implementasi Pembelajaran Berdiferensiasi untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa pada Materi Trigonometri
http://journal.univetbantara.ac.id/index.php/absis/article/view/5199
<p>Students have different backgrounds and characteristics. One way teachers meet the learning needs of students who have different characteristics is the application of differentiated learning. This study aims to identify the application of differentiated learning in improving students' mathematical comprehension abilities. This research implements differentiated learning on Trigonometry material to improve students' mathematical comprehension skills. This research is a Classroom Action Research (PTK) with four stages, namely planning, action, observation, and reflection. The subjects in this study were 35 class XI students with different abilities. The results of this study stated that there was an increase in the application of differentiated learning in the classroom after going through 2 cycles</p>Safira DhanestiAndhika Ayu WulandariYuni Pardiastuti
Copyright (c) 2024 Safira Dhanesti, Andhika Ayu Wulandari, Yuni Pardiastuti
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2024-05-312024-05-3161334210.32585/absis.v6i1.5199Filosofi Kalkulus dalam Sejarah Matematika
http://journal.univetbantara.ac.id/index.php/absis/article/view/4902
<p>In Mathematics there are many branches of mathematics, one of which is Calculus. Calculus is often considered a difficult branch of mathematics. However, even so, Calculus is very useful in everyday life, even though we rarely realize this. Calculus greatly contributed to the development of mathematics. Not only mathematics, Calculus also contributes to the field of Physics. Looking at it from a historical perspective, Calculus has a controversial history because there are disputes between its inventors, namely Newton and Leibniz. Apart from the disputing figures, many other figures took part in this branch of Calculus. This calculus originated from the idea of calculating area by the Greek scientist Archimedes, although at that time Archimedes had not given the name calculus but he was the first to introduce the concept of calculus. From century to century, year after year the science of calculus always changes, because figures discover something new. Currently, although there are no new discoveries, the use of Calculus continues to grow from being only studied in universities to high schools. Apart from this, the use of calculus used to be simple, but now it has become more complex.</p>Nur Dina Meylaila KhasanahRina Febriana
Copyright (c) 2024 Rina FEBRIANA, Nur Dina Meylaila Khasanah
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2024-06-102024-06-1061435110.32585/absis.v6i1.4902