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Mathematics Education And Application Journal (META) http://jurnal.borneo.ac.id/index.php/meta <table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="30%">Name of Journal</td><td width="70%"><strong>Mathematics Education and Application Journal (META)</strong></td></tr><tr valign="top"><td width="30%">Abbreviation</td><td width="70%"><strong><em>META</em></strong></td></tr><tr valign="top"><td width="30%">Issued</td><td width="70%"><strong>Two times a year | Juli and Desember</strong></td></tr><tr valign="top"><td width="30%">DOI</td><td width="70%"><strong>Prefix <a href="https://search.crossref.org/?q=2686-018X" target="_blank">10.35334</a></strong></td></tr><tr valign="top"><td width="30%">ISSN (electronic)</td><td width="70%"><a href="https://issn.brin.go.id/terbit?search=Mathematics%20Education%20and%20Application%20Journal%20(META)" target="_blank"><strong>2686-018X</strong></a></td></tr><tr valign="top"><td width="30%">ISSN (cetak)</td><td width="70%"><a href="https://issn.brin.go.id/terbit?search=Mathematics%20Education%20and%20Application%20Journal%20(META)" target="_blank"><strong>2685-4740</strong></a></td></tr><tr valign="top"><td width="30%">Publisher</td><td width="70%"><strong>Universitas Borneo Tarakan</strong></td></tr><tr valign="top"><td width="30%">Citation analysis</td><td width="70%"><strong><strong><strong><a href="https://sinta.kemdikbud.go.id/journals/profile/10432" target="_blank"><strong><strong><strong>Sinta</strong></strong></strong></a> 3<strong><strong><strong><a href="https://garuda.kemdikbud.go.id/journal/view/23952" target="_blank">| </a></strong></strong></strong><a href="https://scholar.google.co.id/citations?user=PDxMsWoAAAAJ&amp;hl=id" target="_blank">Google Scholar</a> <a href="https://garuda.kemdikbud.go.id/journal/view/23952" target="_blank"> | Garuda </a></strong></strong></strong></td></tr></tbody></table><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="30%">Editor in Chief</td><td width="70%"><a href="https://sinta.kemdikbud.go.id/profile/google" target="_blank"><strong>Dwi Susanti</strong></a></td></tr></tbody></table><p>Mathematics Education and Application Journal (META) merupakan jurnal ilmiah yang diterbitkan Jurusan Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Borneo Tarakan. Fokus META terletak pada hasil penelitian dan kajian pada bidang pendidikan matematika.</p><p>Ruang Lingkup Jurnal Mathematics Education and Application Journal (META) yaitu Belajar dan Pembelajaran Matematika, Pengajaran Matematika, Pengembangan Kurikulum Matematika, Pendidikan Guru Matematika, Teknologi Pendidikan Matematika. Sejak terbitan Vol 5 No 2 Tahun 2023 hingga Vol 10 No 1 Tahun 2028 <strong>Jurnal META telah terakreditasi Sinta 3</strong></p><p>Informasi pagi pengguna jurnal <strong>Mathematics Education and Application Journal (META), </strong>sebelumnya jurnal ini mengalami kesalahan penulisan nama jurnal yaitu <strong>Mathematic Education and Aplication Journal (META) </strong>dan telah diajukan kembali ke LIPI untuk direvisi kesalahan penulisan nama jurnal. Sehingga untuk saat ini dan seterusnya nama jurnal yang digunakan adalah <a href="https://drive.google.com/file/d/13aWx_PyhZlH_eEi4GIpFUQIzRGlzKjJe/view?usp=sharing" target="_blank"><strong>Mathematics Education and Application Journal (META) </strong></a>sesuai sk perubahan dengan nomor <a href="https://drive.google.com/file/d/1rrteunFIGq9uiGJhKxgP8Jufrn7V_nFs/view?usp=sharing" target="_blank">ISSN</a> dan <a href="https://drive.google.com/file/d/13aWx_PyhZlH_eEi4GIpFUQIzRGlzKjJe/view?usp=sharing" target="_blank">e-ISNN</a> sama dengan yang sebelumnya.</p><p> </p><p><strong>MULAI TERBITAN VOL 7 NO 1 TAHUN 2025, </strong></p><p><a href="https://jurnal.ubt.ac.id/index.php/jurnalmeta/index" target="_blank"><strong>Mathematics Education and Application Journal (META) PINDAH LAMAN BARU</strong></a><strong> </strong>(untuk mengunjungi laman baru, klik tulisan yang diblod sebelum ini) </p> en-US <p><img src="/public/site/images/rahmatfaizal/88x311.png" alt="" /></p><div id="copyrightNotice"><p>Authors who publish in <strong>Mathematics Education and Application Journal (META)</strong> agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank">Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License</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 (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_blank">The Effect of Open Access</a>)</li></ol></div> dwisusanti@borneo.ac.id (Dwi Susanti) azwaranwar@borneo.ac.id (Azwar Anwar) Tue, 20 May 2025 13:56:31 +0800 OJS 2.4.8.5 http://blogs.law.harvard.edu/tech/rss 60 ENHANCING JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICS COMMUNICATION SKILLS THROUGH RODE LEARNING MODEL http://jurnal.borneo.ac.id/index.php/meta/article/view/6312 This study aims to determine the influence of the RODE learning model on the mathematical comunication skills of junior high school students on data presentasion materials. A quasi-experiment with a pretest-posttest control group design was apllied to 60 students selected using a simple random sampling technique, 30 in the experimental and control classes. Data on students' mathematical communication skills were collected using four questions each for pretest and posttest. The result of the descriptive analysis showed that the average score of mathematical communication skills of student in the experimental class was higher than that of the control class. The results of the t-test showed a t-count of 4.503 with a t-table of 1.671 with a significance value of 5% because t-count&gt; t-table, the average communication skills of student in the experimental class was lower than the average of control class was rejected.Thus, it was conclude that the RODE learning model influenced the mathematical communication skills of junior high school student on the data presentasion material. The results of this study are coherent and emperical evidence of the effectiveness of the RODE learning model in affecting students' communication skills Devi Suri Rahayu, Arief Ertha Kusuma, Eka Widyawati Copyright (c) 2025 Devi Suri Rahayu, Arief Ertha Kusuma, Eka Widyawati https://creativecommons.org/licenses/by-sa/4.0 http://jurnal.borneo.ac.id/index.php/meta/article/view/6312 Tue, 20 May 2025 13:56:31 +0800 EKSPLORASI MISKONSEPSI FUNGSI DENGAN MULTIPLE CHOICE THREE TIER DIAGNOSTIC TEST http://jurnal.borneo.ac.id/index.php/meta/article/view/6240 <p>This study uses a multiple-choice, three-tier diagnostic test to describe the misconceptions experienced by eighth grade students at SMP Negeri 2 Tarakan. This test is designed to detect misconceptions. The test consists of three components: 1) questions and answers, 2) reasoning, and 3) beliefs. This study employs a qualitative case study approach. Participants were selected using purposive sampling based on considerations relevant to the research objectives. The participants selected were two students known to have misconceptions. The data collection techniques used in this study included assignments, document analysis, and interviews. Data analysis was conducted based on the work of Miles, Huberman, and Saldana. The data validity was ensured through triangulation of techniques and member checking. The results of the study showed that both participants had two types of misconceptions: 1) factual misconceptions, or inconsistencies between theory and facts regarding the definition of a function, and 2) misconceptions of conceptual understanding, or errors in interpreting concepts in the definitions of an ordered pair set and range.</p><p> </p><p>Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi yang dialami oleh siswa kelas VIII-J SMP Negeri 2 Tarakan dengan multiple choice three tier diagnostic test. Multiple choice three tier diagnostic test digunakan untuk mendeteksi terjadinya miskonsepsi. Tes tersebut terdiri dari terdiri dari 1) pertanyaan dan jawaban, 2) penalaran dan 3) keyakinan. Metode yang diterapkan dalam penelitian ini adalah kualitatif dengan pendekatan studi kasus. Pemilihan partisipan dilakukan dengan teknik purposive sampling, yaitu berdasarkan pertimbangan tertentu yang relevan dengan tujuan penelitian. Oleh karena itu, partisipan yang dipilih terdiri dari dua siswa yang diketahui mengalami miskonsepsi. Teknik pengumpulan data dalam penelitian ini mencakup pemberian tugas, analisis dokumen, dan wawancara. Analisis data yang dilakukan mengacu pada Miles, Huberman dan Saldana. Keabsahan data yang digunakan adalah triangulasi teknik dan member checking. Hasil penelitian menunjukkan bahwa kedua partisipan mengalami miskonsepsi yang berupa : 1) miskonsepsi berdasarkan fakta (factual misconception), yaitu ketidaksesuaian teori dan fakta terhadap definisi fungsi; 2) miskonsepsi pemahaman konseptual yang salah (early conceptunder standing), yaitu kesalahan penafsiran konsep pada suatu definisi himpunan pasangan berurutan dan definisi range.</p> Ni Made Shinta Restiti Swasti, Dwi Susanti, Eka Widyawati Copyright (c) 2025 Ni Made Shinta Restiti Swasti, Dwi Susanti, Eka Widyawati https://creativecommons.org/licenses/by-sa/4.0 http://jurnal.borneo.ac.id/index.php/meta/article/view/6240 Sun, 22 Jun 2025 15:53:26 +0800 LITERASI DAN DISPOSISI MATEMATIS SISWA KELAS X SEKOLAH MENENGAH ATAS http://jurnal.borneo.ac.id/index.php/meta/article/view/6428 <p><em>Mathematical literacy (ML) – the ability to formulate, apply, and interpret mathematics in real-world contexts – is a critical aspect of mathematics education. It contributes to solving practical problems in everyday life and supports students’ overall wellbeing. Alongside this, students’ mathematical disposition (MD) – their attitudes and characteristics when learning mathematics – has also drawn the attention of educators and researchers in the field. However, students’ ML in Indonesia remains generally low. This issue was observed among Year 10 students at a senior secondary school in Tarakan, North Kalimantan, which served as the focus of this study. This research aimed to explore students’ ML, MD, and the difficulties they face when solving mathematical literacy problems. A qualitative case study approach was employed, with data collected through task-based activities, observations, interviews, and questionnaires. Thematic analysis of the data revealed variation in both ML and MD among students. Those with a positive MD tended to demonstrate stronger ML compared to those with a more neutral disposition. The study also identified several challenges students encountered when engaging with ML tasks. These included difficulties in understanding mathematical concepts, selecting appropriate formulas, and identifying relevant mathematical ideas.</em></p> Lusiana Rizmawati, Rustam Effendy Simamora, Azwar Anwar Copyright (c) 2025 Lusiana Rizmawati, Lusiana Rizmawati, Rustam Effendy Simamora, Azwar Anwar, Azwar Anwar https://creativecommons.org/licenses/by-sa/4.0 http://jurnal.borneo.ac.id/index.php/meta/article/view/6428 Thu, 30 Jan 2025 00:00:00 +0800 TaRL UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK KELAS VII SMP N 2 TARAKAN http://jurnal.borneo.ac.id/index.php/meta/article/view/5828 <p>Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep matematika peserta didik menggunakan pendekatan <em>Teaching at The Right Level </em>melalui model <em>Problem Based Learning. </em>Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri dari 2 siklus. Tahapan PTK dalam penelitian ini merujuk pada desain Kemmis dan Taggart dengan tahapan perencanaan, tindakan, observasi dan refleksi. Subjek penelitian adalah 24 orang peserta didik kelas VII-A SMP Negeri 2 Tarakan. Keterlaksanaan penerapan pendekatan TARL melalui model <em>Problem Based Learning</em> dinilai dengan instrumen lembar observasi dan pemahaman konsep matematika diukur dengan soal tes tertulis. Hasil penelitian menunjukkan bahwa skor keterlaksanaan kegiatan pembelajaran mengalami peningkatan dari siklus 1 sebesar 3,0 menjadi 3,7 pada siklus 2. Pemahaman konsep matematika peserta didik juga mengalami peningkatan sebesar 16.67 %. Pada siklus 1 persentase hasil tes pemahaman konsep matematika peserta didik pada rentang 3,66 &lt; x  4 sebanyak 83.33% meningkat menjadi 100% pada siklus 2. Hal ini menunjukkan bahwa peneliti mampu menerapkan pendekatan TARL dengan model pembelajaran <em>Problem Based Learning </em>dengan sangat baik dan penerapan pendekatan <em>Teaching at The Right Level </em>dengan model <em>Problem Based Learning </em>dalam kegiatan pembelajaran<em> </em>mampu meningkatan pemahaman konsep matematika peserta didik kelas VII-A SMP Negeri 2 Tarakan.</p> Astrie Pratiwi Damayanti, Suciati Suciati, Arief Ertha Kusuma, Iis Humairah Copyright (c) 2025 ASTRIE PRATIWI DAMAYANTI, Suciati Suciati, Arief Ertha Kusuma https://creativecommons.org/licenses/by-sa/4.0 http://jurnal.borneo.ac.id/index.php/meta/article/view/5828 Sun, 13 Jul 2025 21:03:08 +0800 Keefektifan Scaffolding Berorientasi Keterampilan Berpikir Tingkat Tinggi pada Perkuliahan Fungsi Variabel Kompleks http://jurnal.borneo.ac.id/index.php/meta/article/view/6150 <p><em>Effective learning becomes crucial to ensure that students can master higher-order thinking skills (HOTS), especially in the Complex Variable Functions course, which is one of the subjects requiring a deep understanding of abstract mathematical concepts and principles. The implementation of scaffolding in learning is one alternative to assist students in abstracting and constructing mathematical concepts and principles. This research aims to describe the effectiveness of implementing scaffolding oriented towards HOTS in Complex Variable Functions lectures.</em> <em>This research is a descriptive quantitative study conducted in the Mathematics Education study program at Universitas Negeri Medan, involving 46 sixth-semester students in the 2022-2023 academic year who were taking the Complex Variable Function course. The instruments used in this research were: 1) an expert assessment sheet on the effectiveness of scaffolding use; 2) a higher-order thinking skills test; 3) an observation sheet on learning time allocation; and 4) a student response questionnaire. The research results indicate that 1) the effectiveness of learning using HOTS-Oriented Scaffolding, based on expert assessments of theoretical mastery and experience, indicates that HOTS-Oriented Scaffolding can be effectively applied in mathematics learning in the classroom, meeting high criteria; 2) the effectiveness of learning using HOTS-Oriented Scaffolding, based on field data, includes a) high criteria for achieving higher-order thinking skills among students, b) high criteria for time allocation achievement, and c) an 86.33% percentage of students providing a positive response to learning components and activities. The results of this study indicate that the implementation of scaffolding has been proven effective in enhancing students' higher-order thinking skills. These findings can serve as a foundation for lecturers to adopt similar strategies in the learning process, both in curriculum design and in formulating policies to integrate interactive learning methods into courses within the analysis discipline.</em></p><p><em> </em></p><p><strong>Keywords: </strong><em>Effectiveness of Learning, Scaffolding, Higher-Order Thinking Skills, Complex Variable Functions</em></p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak</strong></p><p>Pembelajaran yang efektif menjadi krusial untuk memastikan bahwa mahasiswa dapat menguasai keterampilan berpikir tingkat tinggi, khususnya paada mata kuliah Fungsi Variabel Kompleks yang merupakan salah satu mata kuliah yang memerlukan pemahaman mendalam terhadap konsep dan prinsip matematis abstrak. Penerapan <em>scaffolding</em> daalam pembelajaran merupakan salah satu alternatif untuk membantu mahasiswa melakukan absraksi dan mengkonstruksi konsep dan prinsip matematis. Penelitian ini bertujuan untuk mendeskripsikan keefektifan penerapan <em>scaffolding</em> berorientasi pada keterampilan berpikir tingkat tinggi (<em>scaffolding</em> berorientasi HOTS) mahasiswa pada perkuliahan Fungsi Variabel Kompleks. Penelitian ini merupakan penelitian kuantitatif deskriptif yang dilaksanakan pada program studi pendidikan matematika Universitas Negeri Medan, yaitu pada 46 mahasiswa semester VI Tahun Ajaran 2022-2023 yang sedang mengikuti mata kuliah Fungsi Variabel Kompleks. Instrumen yang digunakan dalam penelitian ini adalah 1) lembar penilaian ahli tentang keefektifan penggunaan <em>scaffolding</em>, 2) tes keterampilan berpikir tingkat tinggi, 3) lembar observasi penggunaan waktu pembelajaran, dan 4) angket respon mahasiswa. Hasil penelitian menujukkan bahwa 1) keefektifan pembelajaran menggunakan <em>scaffolding</em> berorientasi HOTS ditinjau dari penilaian ahli berdasarkan penguasaan teori dan pengalamannya menyatakan <em>scaffolding</em> berorientasi HOTS dapat diterapkan secara efektif dalam pelaksanaan pembelajaran matematika di kelas berada pada kriteria tinnggi, 2) keefektifan pembelajaran menggunakan <em>scaffolding</em> berorientasi HOTS ditinjau dari data lapangan, yaitu a) kriteria pencapaian keterampilan berpikir tingkat tinggi mahasiswa berada pada kriteria tinggi, b) kriteria pencapaian penggunaan waktu pembelajaran berada pada kriteria tinggi, dan c) persentase banyak mahasiswa yang memberikan respon positif terhadap komponen dan kegiatan pembelajaran adalah sebesar 86.33%. Hasil penelitian ini mengindikasikan bahwa penerapan <em>scaffolding</em> terbukti efektif dalam meningkatkan keterampilan berpikir tingkat tinggi mahasiswa. Temuan ini dapat dijadikan sebagai landasan bagi dosen dalam mengadopsi strategi serupa dalam proses pembelajaran, baik dalam perancangan kurikulum maupun dalam merumuskan kebijakan untuk mengintegrasikan metode pembelajaran interaktif pada mata kuliah dalam rumpun analisis.</p><p> </p><p><strong>Kata kunci: </strong>Keefektifan Pembelajaran, <em>Scaffolding</em>, Keterampilan Berpikir Tingkat Tinggi, Fungsi Variabel Kompleks</p> Michael Christian Simanullang, Marojahan Panjaitan, Nurliani Manurung Copyright (c) 2025 Michael Christian Simanullang, Marojahan Panjaitan, Nurliani Manurung https://creativecommons.org/licenses/by-sa/4.0 http://jurnal.borneo.ac.id/index.php/meta/article/view/6150 Sat, 19 Jul 2025 08:42:42 +0800