Authors:Mujib Mujib Pages: 1 - 12 Abstract: It is difficult for junior high school teachers to position and nurture their students who are still in transition in creative thinking when solving math problems. This study evaluates students' creative thinking process based on Wallas model (2014). The four stages of the creative thinking process according to Wallas include the preparatory, incubation, illumination, and verification phases. The purpose of this study is to describe the creative thinking process of students based on their basic ability level in solving math problems. This research applies giving test of geometric crater thinking ability by looking at homogenous student in kemampuandan interview for deepening. Subjects of junior high school students who categorized on the ability of high, medium, and low after the ability test. Variable of this research is the existence of junior high school students in solving math problems. By using qualitative descriptive method, data is analyzed through classification stage, data representation, and conclusion. In order to complete the results of data groupings used interview techniques to perform data triangulation. The results showed 1) there were 23.33% of students not complete and only reached the preparation stage, called the low category category; 2) there are 60% of students reach the illumination stage even though to this stage students take a long time, called the middle category category; And 3) 16.67% of students have been completed until the verification stage, called the high category category. Based on the deepening of the triangulation of the interviews, the students are correct in that category. For students with low and medium capability categories still require assistance when experiencing barriers to their creative thinking process, while high ability category students need enrichment material PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.1083 Issue No:Vol. 8, No. 1 (2017)

Authors:Billy Suandito Pages: 13 - 24 Abstract: Since 1945 the national education curriculum has undergone several times the changes and improvements. In 1947, 1952, 1964 and 1975 teacher-centered learning, whereas from 1984 curriculum involves students learning begin. Similarly, in the 2004 curriculum shades of constructivism learning, where students construct their own concepts or mathematical material. The 2004 curriculum continues with the Education Unit Level Curriculum (SBC) 2006. The education unit level curriculum in 2006 was replaced by Curriculum 2013. Where 2018 is expected all educational units have implemented this 2013 curriculum. Curriculum 2013 is different from the previous curriculum in teaching and learning approaches. Learning in the Curriculum 2013 using a scientific approach: to observe, ask, try, associate and communicate. In mathematics, the old paradigm of the learning process according to Locke that a child's mind as blank paper is clean and ready was often painted his teacher. Piaget said that knowledge is found, created and developed by the students. Maslow said that education is a personal interaction between students and between teachers and students. Good constructivism, RME, and the curriculum in 2013, teachers are required to make the students construct their own learning outcomes. Representation or model can appear in a variety of ways. This paper presents how a mathematical proof or material starting with the use of drawings or models, without mathematical symbols. Theorem to be proved, usually using logical symbols. At first mathematical proof is not easy. Before formally proven, starting with the learning of mathematics using informal evidence that without words, just use the image or geometry. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.1160 Issue No:Vol. 8, No. 1 (2017)

Authors:Vigih Hery Kristanto Pages: 25 - 34 Abstract: The purpose of this research is to find out in writing whether the mathematics achievement of students can be improved by the implementation of lesson plan based on Multiple Intelligence. This type of research is the study of literature with five steps, namely (1) collecting the literature and then do a review of some important terms in the study, (2) collecting relevant literature research result, (3) conducting in-depth analysis based on all the literature that has been obtained by the prepared discussion, (4) develop conclusions based on the analysis, (5) making recommendation based on the findings obtained. The conclusion of this research is that a written application of the lesson plan based on Multiple Intelligence has a tendency to increase student’s mathematics achievement. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.598 Issue No:Vol. 8, No. 1 (2017)

Authors:Erny Untari Pages: 35 - 42 Abstract: The purposes of this study are to determine: (1) which one have a better mathematics achievement, students who taught by cooperative learning model STAD or TPS type. (2) which one have a better mathematics achievement, students who have high, middle, or low achievement motivation. (3) is there any interaction between learning model and achievement motivation towards mathematics achievement. This study is a quasi experimental research with 2x3 factorial design. The population of this study is all students XI Grade SMA N 1 Kwadungan in academic year 2016/2017. Sampling was done by random technique. The total of sample is 28 students, with details of 14 students for class experiment one and 14 students for class experiment two. The instruments used to collect data are test of prior knowledge in mathematics, achievement motivation questionnaire and mathematics achievement test. The trial of test instrument includes content validity, difficulty level, discrimination power, and reliability. The testing of hypothesis uses two-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) Students who taught by cooperative learning model of TPS type have better mathematics achievement than students who taught by cooperative learning model of STAD type. (2) Students who have high achievement motivation have better mathematics achievement than students who have middle and low achievement motivation, also students who have middle achievement motivation have better mathematics achievement than students who have low achievement motivation. (3) There isn’t interaction between learning model and achievement motivation towards mathematics achievement. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.952 Issue No:Vol. 8, No. 1 (2017)

Authors:Yeni Haryani Pages: 43 - 52 Abstract: This study aims to determine the increase in the ability of connection and communication mathematics students better among the following study with the model of Discovery Learningdengan that follow the direct instruction, as well as to know the difference increased capacity connections and communication mathematics student groups of high, medium and low following study with the model Discovery Learning. The population in this study were all students of class 2015-2016. Samples were students of class D and E as an experimental class as the control class. The instrument used in this study includes test questions mathematical abilities and communication connections. Analysis of data using two different test average to better determine the increase between the experimental class and control class and one-way ANOVA with Scheffe test to determine the increase is better between groups of high, medium and low. Based on the research results, it can be concluded that the increase of connection and communication mathematical ability students who attend the learning model of Discovery Learninglebih better than students who attend hands-on learning. Improving the ability of connection and communication mathematics student groups are better than high and low groups that follow the model of learning with Discovery Learning. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.963 Issue No:Vol. 8, No. 1 (2017)

Authors:Syelfia Dewimarni Pages: 53 - 62 Abstract: This research in a descriptive it was done in academic year 20016/2017. The subject of this research was SI 10 class of UPI YPTK Padang who attended linier algebra class consisted 48 students. Purpose of this research was to give description about students’ ability understanding concept of communication in Liniear algebra class with vector subtopic. Students’ ability and understanding concept of communication was described in a whole, students with high level and student with low level. Research instrumentation was ability and understanding communication concept test. Test result was descripted quantitatively and some of students’ answer was descripted qualitatively. Based on result, for the students’ communication ability 63,58% in a whole, 50,05% in high level and 50% in a low level had ability in a making a presentation with visual or picture to clearer the problem and to facilitate its solution. For students’ understanding in communication concept 65,44% in a whole, 81,34% in high level and 46,29% in low level who understanding concept ability in explain the concept correctly and use the concept in right way. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.763 Issue No:Vol. 8, No. 1 (2017)

Authors:Siska Andriani Pages: 63 - 72 Abstract: Homoskedastisitas is one of the conditions are fulfilled classical assumptions in the regression analysis, if not met this means homoskedastisitas error variance is not constant and is said to occur heteroscedasticity problem. Test Park and Pagan Godfrey Breusch test is a statistical test to detect whether there is a problem of heteroscedasticity in the regression equation. The problem is how to test the results of detection heteroskedastisitas Park and Breusch Pagan Godfrey test, which is more effective test.Based on the results of research and discussion can be concluded that the detection of the three cases of data acquired two pieces of data in the test with both test detected heteroskedasticity problems, while one case is detected by the test Breusch heteroskedastisitas Pagan Godfrey Park but the test was not detected. Values mean square error (MSE) test Breusch Pagan Godfrey smaller than the test Park so it can be said Pagan Godfrey Breusch method used more effectively. Thus, in detecting problems hetereoskedastisitas should use Breusch Pagan Godfrey test because they have better accuracy than tests Park. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.1014 Issue No:Vol. 8, No. 1 (2017)

Authors:Fredi Ganda Putra Pages: 73 - 80 Abstract: This research is comparative causal research with factorial design 3 × 1. The population of this research is all students of class VIII SMP Negeri 1 Simpang Semarang. Sampling was done by cluster random sampling. The sample of this research is students of class VIII B and VIII D. The instrument used to collect data is a test of mathematical problem solving ability of learners. Prior to use for data retrieval, the test instrument of mathematical problem solving ability was first tested. Assessment of validity of test instrument contents by 3 validators. Hypothesis test using one way Anova test with unequal cell. The conclusion of this research is that learners who get the application of contextual learning model with Hands on Activity has better problem solving ability than students who are given contextual learning model and conventional learning model, while the application of contextual learning model has better mathematical problem solving ability than the participants Students provided a contextual learning model and conventional learning model. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.1148 Issue No:Vol. 8, No. 1 (2017)

Authors:Ana Rahmawati Pages: 81 - 90 Abstract: This research is qualitative descriptive research. This research has purpose to describe student error in resolving matter inequality of calculus I. The subject of this research is taken from student of mathematics education Unipdu semester II academic year 2016/2017. Data collection method used in this research is using test method and interview method. Before the researchers conducted the analysis, the researchers examined the validity of data using time triangulation to obtain valid data. Then from the data that has been validly analyzed new then drawn a conclusion. From result of research got result that 1) Subject A do 9 kind of errors, that is: error in determining condition of a root, mistake in doing process calculation, error determines value x on a number line, mistake determines set of settlement, error in determining sign interval at Line of numbers, errors in determining the completion region on the line of numbers, the error in determining the value of the zero maker on the split points, the error in determining the value of the zero-maker on the number line, the error of not continuing the completion process; 2) Subject B performs 8 types of errors, the type of error is the same as subject A, except error in determining the requirements of a root. PubDate: 2017-06-19 DOI: 10.24042/ajpm.v8i1.957 Issue No:Vol. 8, No. 1 (2017)

Authors:Memen Permata Azmi Pages: 91 - 100 Abstract: This research is a quantitative research with cross-sectional design that aims to examine the association between students 'mathematical analogy abilities with students' mathematical communication abilities. The subject of this research is 33 students of class VII in one of Junior High School of Kampar Regency of Riau Province. The instrument used is a essay test about the problem of mathematical analogy and mathematical communication. Data analysis techniques to test the association of both capabilities based on the category of contingency association test (Pearson Chi Square test and contingency coefficient). The results showed that this study was an association between students' mathematical analogy abilities with students' mathematical communication abilities. The degree of association between students 'mathematical analogy abilities with students 'mathematical communication abilities is high. PubDate: 2017-06-18 DOI: 10.24042/ajpm.v8i1.902 Issue No:Vol. 8, No. 1 (2017)