MES: Journal of Mathematics Education and Science
https://jurnal.uisu.ac.id/index.php/mesuisu
<a href="http://issn.lipi.go.id/issn.cgi?daftar&1493125598&1&&" target="_blank">ISSN <span>2579-6550 (Online)</span></a> | <a href="http://issn.lipi.go.id/issn.cgi?daftar&1470909206&1&&" target="_blank">ISSN <span>2528-4363 (Cetak)<br /></span></a> <br /> <strong>DOI Prefix <span>10.30743</span></strong><p align="justify">MES : Journal of Mathematics Education merupakan publikasi ilmiah berkala yang diperuntukkan bagi dosen, mahasiswa dan pemerhati kependidikan untuk menyebarluaskan hasil kajian, pemikiran dan penelitian yang relevan dalam bidang pendidikan matematika maupun matematika terapan. Jurnal MES telah mendapat akreditasi peringkat 4 berdasarkan KEPUTUSAN DIREKTUR JENDERAL PENDIDIKAN TINGGI, RISET, DAN TEKNOLOGI KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA NOMOR 225/E/KPT/2022 TENTANG PERINGKAT AKREDITASI JURNAL ILMIAH PERIODE III TAHUN 2022 tertanggal 28 Januari 2023. Artikel jurnal MES terbit 2 kali dalam setahun ( April dan Oktober).</p>Universitas Islam Sumatera Utaraen-USMES: Journal of Mathematics Education and Science2528-4363<p><strong>Royalties</strong></p><p>This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by MES: Journal of Mathematics Education and Science.</p><p><strong>Miscellaneous</strong></p><p>MES: Journal of Mathematics Education and Science will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned </p><p> </p><p> </p>PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8594
<strong><em>T</em></strong><em>his research aims to improve students' ability to understand mathematical concepts at SMP Negeri 21 Medan by applying the Discovery Learning learning model. This research is classroom action research carried out in two cycles. The subjects of this research were students of VIII-5 SMP Negeri 21 Medan with a total of 31 students. Each cycle consists of 4 stages, namely planning, implementation, observation/evaluation and reflection. The results of the research show that students' ability to understand mathematical concepts can increase after implementing the discovery learning model. The increase was obtained through the average student score from 57.52 in the poor category, increasing in the first cycle to 68.11 in the poor category and increasing in the second cycle to 77.81 in the sufficient category. Improvement was also obtained from students' classical abilities, where in the first cycle 16 students (51.61%) completed it. Then, in cycle II, it was found that 27 students (87.1%) had completed classically. So it is concluded that the application of the Discovery Learning learning model can improve the ability to understand mathematical concepts of students in class VIII SMP Negeri 21 Medan.</em>Nova Lenta SitumorangNurhasanah Siregar
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-182024-01-189211812910.30743/mes.v9i2.8594PENGARUH MODEL PEMBELAJARAN PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8593
<em>The research aims to determine the mathematical problem-solving abilities of students who are taught using the Problem-Based Learning model or direct learning model. As well as to see an overview of the process of students' mathematical problem-solving abilities in terms of the students' answer process. The population in this study was all students at SMP Negeri 2 Pantai Labu for the 2022/2023 academic year, totaling 210 students and the sample for this research was 61 students from class VIII-1 and class VIII-3. This type of research is experimental research. The data used is a PAM test with 15 questions and a mathematical problem-solving ability test in the form of a description with 3 questions. After the prerequisite tests are carried out, the data is declared Normal and Homogeneous, then the data can be carried out further tests. The results of data analysis of mathematical problem-solving abilities in the Problem-Based Learning learning model were an average of 63.439 with a standard deviation of 8.0608 and in the direct learning model the average was 45.727 with a standard deviation of 6.1296. To test the hypothesis, it was concluded that the mathematical problem-solving abilities of students taught using the Problem-Based Learning learning model were better than students taught using the direct learning model.</em>Ibrahim Yusup NasutionE. Elvis Napitupulu
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-182024-01-189213013710.30743/mes.v9i2.8593KESULITAN SISWA DALAM MENJAWAB SOAL KOMPETENSI SAINS MADRASAH BIDANG MATEMATIKA TERINTEGRASI KEISLAMAN DALAM AL-QUR’AN
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8652
Penelitian ini tergolong sebagai penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal KSM matematika yang terintegrasi keislaman dalam Al-Qur’an. Subjek penelitian ini adalah 14 siswa perwakilan dari 7 madrasah di kota Kendari. Instrument yang digunakan pada penelitian ini adalah soal KSM tingkat kota dan tingkat provinsi dua tahun terakhir dan pedoman wawancara. Metode untuk mengumpulkan data pada penelitian ini adalah metode tes dan wawancara. Hasil penelitian menunjukkan bahwa terdapat 3 jenis kesulitan yang dialami siswa, yaitu (1) Kesulitan dalam aspek <em>information skill</em>; (2) Kesulitan dalam aspek <em>number skill</em> dan (3) Kesulitan dalam aspek <em>Arithmethics skill</em>.Hasrin LamoteNur Hasanah
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-182024-01-189213814510.30743/mes.v9i2.8652Dimensi Partisi pada Graf Payung
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8613
Dimensi metrik, dimensi partisi, dan bilangan kromatik-lokasi dari suatu graf merupakan tiga macam konsep dimensi dalam graf yang berkaitan. Untuk memperoleh cara pandang baru terhadap permasalahan penentuan dimensi metrik graf, Chartrand, Salehi, dan Zhang pada tahun 2000 memperkenalkan suatu konsep baru yang selanjutnya dikenal sebagai dimensi partisi graf. Andaikan G(V,E) suatu graf terhubung dengan himpunan titik V dan himpunan sisi E. Diberikan partisi Π dari V(G) dengan k kelas komponen dalam bentuk Π={L_1,L_2,⋯,L_k}. Representasi dari titik t terhadap Π didefinisikan sebagai vektor dengan k komponen dapat ditulis dalam bentuk r(t│Π)=(d(t,L_1 ),d(t,L_2 ),⋯,d(t,L_k )), dimana k merupakan bilangan bulat positif. Untuk suatu graf G terhubung dan suatu subhimpunan L⊂V(G), partisi Π disebut partisi pembeda dari graf G jika semua representasi dari titik t∈V(G) berbeda terhadap Π. Bilangan bulat positif terkecil k adalah dimensi partisi pada graf G yang dinotasikan dengan pd(G). Pada penelitian ini akan ditentukan dimensi partisi pada graf payung U_(m,n) (1) dan U_(m,n) (2). Graf U_(m,n) (1) merupakan suatu graf hasil penggabungan sebuah graf roda W_(1,n) dan lintasan P_n. Graf U_(m,n) (2) merupakan suatu graf hasil penggabungan sebuah graf kipas F_(1,n) dan lintasan P_n.Yuli RumahorboSaib SuwiloMardiningsih MardiningsihPutri Khairiah Nasution
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-182024-01-189214615510.30743/mes.v9i2.8613PENGEMBANGAN E-LKPD INTERAKTIF BERBANTUAN LIVEWORKSHEET BERBASIS PENDEKATAN OPEN-ENDED DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS VIII
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8739
<p>This study aims to develop an Interactive E-LKPD (student worksheet) with an Open-Ended approach. The subjects in this study were all students of class VIII-1 SMP Swasta Anugerah Harapan Bangsa. The object of this study is the development product of Interactive E-LKPD assisted by Liveworksheet developed based on the Open-Ended approach. The type of research used is research and development with the ADDIE model: analysis, design, development, implementation, and evaluation. In this study, the instruments used were in the form of creative thinking ability tests and observation sheets to measure the effectiveness, practicality, and validity of the products developed in the form of validation sheets, and student and teacher response questionnaires. The data analysis techniques carried out in this study are divided into two, qualitative and quantitative data analysis. Based on the results of the study, it is concluded that the Interactive E-LKPD based on the Open-Ended Approach has fulfilled the aspects of validity, practicality, and effectiveness. This can be seen from the following data: In the aspect of practicality obtained through student and teacher response questionnaires with student response questionnaire results of 96% and teacher response questionnaire results of 92%. In the effectiveness aspect, classical completeness reached ≥85% and the achievement of learning indicators reached ≥75% achieved by at least 65% of students.<br /><br /></p>Nenti SilitongaGlory Indira Diana Purba
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-302024-01-309215616510.30743/mes.v9i2.8739PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TIPE PEER INSTRUCTION FLIPPED BERBANTUAN VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEMANDIRIAN BELAJAR
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8592
<p><em>This study aims to determine the effect of the peer instruction flipped classroom type learning model assisted by learning videos on problem solving skills and student learning independence. This type of research is Quasi Experimental with nonequivalent control group design. This research was conducted at SMP Negeri 1 Perbaungan. The study population amounted to 275 students and the sample amounted to 60 students. Problem solving ability data were collected using tests and learning independence data were collected using questionnaires. The data were analyzed using independent T test. After testing the data on problem solving ability and learning independence, it was found that the alternative hypothesis was accepted. To determine the influence of the independent variable on the dependent variable, the cohen's test was conducted. Based on the cohen's test, it was found that the peer instruction flipped classroom learning model assisted by learning videos had an effect of 86% on students' problem-solving ability and an effect of 82% on students' learning independence.</em></p>Elsa AulizaEri Widyastuti
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-01-302024-01-309216617710.30743/mes.v9i2.8592SEBUAH SYSTEMATIC LITERATURE REVIEW : PEMBELAJARAN DIFERENSIASI DALAM DUNIA PENDIDIKAN
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8736
Kurikulum merdeka adalah kurikulum yang memberikan keleluasaan kepada pendidik untuk menciptakan pembelajaran berkualitas yang sesuai dengan kebutuhan dan lingkungan belajar peserta didik. Pembelajaran yang ditekankan pada kurikulum merdeka diwujudkan dalam bentuk pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mengevaluasi hasil penelitian terkait topik pembelajaran diferensiasi. Prosedur yang digunakan yaitu prosedur PRISMA dengan jenis penelitian Systematic Literature Review (SLR). Studi ini dilakukan karena dengan studi ini peneliti dapat memahami pembelajaran diferensiasi mampu memenuhi kebutuhan belajar yang beragam, keefektifan pembelajaran diferensiasi, mampu mengidentifikasi kesenjangan pengetahuan serta mendukung keberagaman dalam kelas. Dari sembilan belas artikel yang diperoleh didapatkan hasil bahwa pembelajaran diferensiasi sudah banyak dilaksanakan dan dalam hasilnya mampu meningkatkan aktivitas, kemampuan kolaborasi siswa, pemahaman, hasil belajar, kemampuan berpikir kritis, kreatif matematis, kemampuan literasi dan numerasi siswa. Selanjutnya dalam beberapa artikel juga telah ditemukan pengembangan pembelajaran diferensiasi yang berbasis digital yaitu berupa aplikasi android dan juga berbasis E-PjBL dengan bantuan media H5P.I Gede RatnayaPutu Ledyari NoviyantiSarwo Edi Wibowo
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-02-162024-02-169217818610.30743/mes.v9i2.8736ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA
https://jurnal.uisu.ac.id/index.php/mesuisu/article/view/8841
This research aims to: 1). Describe how students' mathematical reflective thinking abilities with high learning independence on SPLDV material. 2) Describe how students think reflectively mathematically with moderate learning independence on SPLDV material. 3) Describe how students with low learning independence use reflective mathematical thinking in SPLDV material. This research method is descriptive research (Description Research) and the approach used is a qualitative approach. The subjects in this research were students in class VIII C at SMPN 17 Singkawang. The instruments used in this research were a learning independence questionnaire and a mathematical reflective thinking ability test. From the research results it can be seen that; (1) with high learning independence, students are able to work on indicator questions for the Reacting, Elaborating and Contemplating phases; (2) in moderate learning independence, students are able to work on questions in the Reacting and Elaborating phases, but students are not yet able to work on indicator questions in the Contemplating phase with correct results; (3) with low learning independence, students are unable to work on questions on the Elaborating and Contemplating phase indicators with correct solutions and results, but students are able to work on questions on the Reacting phase indicators correctly. Based on the results of the analysis it can be concluded that; (a) Mathematical reflective thinking ability with high learning independence is in the high category; (b) Mathematical reflective thinking ability with moderate learning independence is in the low category, and; (c) Mathematical reflective thinking ability with low learning independence is in the low category.Mark HusainNindy Citroresmi PrihatiningtyaBuyung Buyung
Copyright (c) 2024 MES: Journal of Mathematics Education and Science
2024-02-162024-02-169218719610.30743/mes.v9i2.8841