cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
Unnes Journal of Mathematics Education Research
Published by Universitas Negeri Semarang
ISSN : 22526455     EISSN : 25024507     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 15 Documents
 1   2 
Search results for , issue "Vol 10 No 2 (2021): December 2021" : 15 Documents clear
Mathematical Communication Ability from The Perspective of Math Anxiety in 10th Grade Student Nurhasanah, Rizki Ahid; Waluya, St. Budi; Kharisudin, Iqbal
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe mathematical communication ability based on math anxiety in 10th grade student. This research method is descriptive qualitative. The research subjects were 36 students of class X MIPA 5 at SMA Negeri 1 Lasem in the academic year 2020/2021. The research data were collected through questionnaires, tests, interviews, and observations. The data analysis technique in this study was done through a process of reduction, categorization, and data validity. Based on the results of the study, there were students who had high, moderate, and low math anxiety. Mathematical communication ability of students with moderate and high math anxiety, there is the fact that there are those who master writing problems into mathematical modeling, solving mathematical problems, and making a settlement conclusion; some only mastered writing mathematical problems into mathematical modeling but did not master solving mathematical problems and making a settlement conclusion; there were also those who mastered writing mathematical problems into mathematical modeling and solving mathematical problems but did not master making a conclusion. Meanwhile, students' mathematical communication ability with low math anxiety mastered writing mathematical problems into mathematical modeling, solving mathematical problems, and making a settlement conclusion.
The APOS Content Basic Algebra Module to Improve the Learning Autonomy of Achieving Mathematics Connection Skills Prasetyo, Krisno Budi; Sukestiyarno, YL.; Cahyono, Adi Nur
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to develop an APOS content-basic algebra for autonomous learning to achieve the mathematics connection skills that meet the instrument validity and implementation effectiveness criteria. The module included the basic concept of basic algebra as the learning reference for learners. Thus, learners could refer to the materials autonomously. The module was arranged systematically and complemented with detailed stages. They could facilitate the readers to act and to try the process of analogy. A similar stage also occurred on an object, the new problem, to create a theoretical framework in the form of a scheme. This research used a research and development design. The stages were defining the algebraic problems, designing the APOS-based module, creating a product draft, validating the module, and examining the effectiveness. The researcher conducted the field test with the learner representations from primary school, Junior High School, and Vocational High School. The research variables were learning autonomy and mathematics connection skills. The research used questionnaires and tests to collect the data. The data were then analyzed descriptively analytically. The experts' judgment obtained a score of 4.08, with a valid criterion. Then, the product was tested for the learners’ representations. The results showed their learning autonomy achieved scores of 73 (the primary school learner), 75 (the JHS learners), and 81 (the VHS learners). On the other hand, the mathematics connection skill scores were 75 (the primary school learner), 80 (the JHS learners), and 85 (the VHS learners) It showed that learning with the APOS content module had positive responses and achieved the expected results (effective).
Student Mathematic Connection Ability Through Ict Assisted Preprospec Learning Model Iswara, Ranggamurti; Rachmani Dewi, Nuriana; Cahyono, Adi Nur
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

There are five standard processes in learning mathematics, one of which is connection. In SMK mathematics learning, the ability to connect mathematics is needed by students, namely in mathematics itself, in subjects other than mathematics, as well as in solving real-life problems. Mathematical problem solving requires the ability to connect mathematics to able to connect between mathematical ideas to find solutions to problems. Self-confidence is one of several character values that are cultivated in learning. To face a problem requires an attitude of confidence in one's abilities. This attitude can affect students' motivation and performance in mathematics learning. Thus, the ability to connect mathematics and self-confidence have an important role in learning mathematics. The purpose of this study was to determine whether the PREPROSPEC learning model was effective in terms of the students' mathematical connection abilities. This research is a type of mixed-method research. The research design the researchers chose was quasi-experimental. The population in this study were students of class XI SMK Negeri 1 Purbalingga majoring in TKJ 2020/2021 academic year. The results showed that the ICT-assisted PREPROSPEC learning model was effective on the student's connection ability. This learning model has the advantage of being more flexible in its application. In addition, the additional use of ICT is expected to help students develop mathematical connection skills more easily.
Mathematical Creative Thinking Ability and Self-Regulation Character of Class X Students in Problem Based Learning assisted by Google Classroom in terms of Goal Orientation Fattayati, Fattayati; Masrukan, Masrukan; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to find students' creative thinking skills by learning Problem Based Learning assisted by Google Classroom in terms of Goal Orientation. This research is a mixed method type of concurrent embedded design with a quasi-experimental quantitative research design. The research subjects were students of class X SMAN 1 Purwodadi Grobogan. The results obtained are that students with the mastery goal category can achieve the four indicators of mathematical creative thinking skills, namely fluency indicators, flexibility indicators, detail indicators, and authenticity indicators while students with performance goal categories can only meet two indicators of mathematical creative thinking ability. The indicators of flexibility and authenticity are not met. Students with the mastery goal category tend to have a high independence character, while students with the performance goal category tend to have moderate or even low independence characteristics.
Students' Mathematical Creative Thinking Ability Judging from Self-Regulated Learning in MiC Learning with an Open-Ended Approach Hermawan, Jody Setya; Asikin, Mohammad; Dwidayati, Nur Karomah
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to analyze the mathematical creative thinking ability of class VIII students in terms of Self-Regulated Learning. This research method is mixed-method research with a sequential explanatory design. The research population is class VIII SMP Futuhiyyah Mranggen Academic Year 2020/2021. The sampling technique of self-regulated learning uses simple random sampling by taking 6 subjects. The results show that students with high Self-Regulated Learning can have a smooth flow of thought, can produce uniform ideas, can give answers that are different or unusual from the others, and can develop, add, and enrich an idea. Students with Self-Regulated Learning can have a smooth flow of thought and can develop, add, and enrich an idea. Students with low Self-Regulated Learning are only able to have a smooth flow of thought.
Mathematics Creative Thinking Skills in Creative Problem Solving Based on Cognitive Style Yulianto, Hendra; Dwijanto, Dwijanto; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to describe students' mathematical creative thinking skills based on field independent and field dependent cognitive styles. The research uses mixed research methods with a concurrent embedded strategy. The population in this study were class VIII students of SMP Negeri 1 Sengah Temila in the academic year 2020/2021. The sample selection used cluster random sampling technique and obtained class VIII A as the experiment class and class VIII C as the control class. The final data analysis of the quantitative research used the right-hand average difference test and the normalized gain test. Final data analysis of qualitative research with data triangulation. The results showed that field independent students met the aspects of mathematical creative thinking skills. Field independent students are very interested in the new concepts learned, understand the given structure, good analytical skills and can work independently. Then the field dependent students also meet the aspects of mathematical creative thinking skills. Field dependent students are quite interested in the new concept being studied, do not understand the given structure, use an experiential approach to solving problems, and tend to require guidance and direction to solve problems.
Students' Critical Thinking Ability Reviewed Learning Styles in Learning with SCAMPER Method the Assisted by E-Module Sarifuddin, Muhamad; Isnarto, Isnarto; Wiyanto, Wiyanto
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The ability to think critically is a must for students in the learning process because it can support understanding a problem appropriately and systematically. This research aims to describe the quality of learning with SCAMPER method the assisted by e-module on students’ critical thinking ability and describe students’ critical thinking ability in terms of learning styles. This type of research is mixed method research. The subjects in this study were students of class XI AKL 2 in the academic year 2020/2021. Data obtained from critical thinking ability tests, learning style questionnaires, student response questionnaires, and interviews. The quantitative data analysis includes the average achievement test, the proportion test, the average difference test, the proportion difference test, and the average increase difference test. Qualitative data analysis includes data reduction, data presentation, and making conclusions. The results showed that learning mathematics using the SCAMPER method assisted by e-module can be said to be of high quality. This is based on the results at the planning stage and the implementation stage in the minimal good category and at the assessment stage, it is said to be effective. Students’ critical thinking ability viewed from the learning style in learning with the SCAMPER method assisted by e-module that to get the high category TKBK at least master three indicators, the medium category students master two indicators, and the low category master at most one indicator.
Analysis of Mathematical Communication Ability in terms of Self Confidence in Schoology Assisted Treffinger Learning Nafisah, Haifa; Isnarto, Isnarto; Wardono, Wardono
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematical communication ability needs to be possessed by students because it is an essential ability recommended by NCTM. This research aims to describe students' mathematical communication ability in terms of self-confidence in Treffinger learning assisted by Schoology. This type of research is a descriptive study with a qualitative approach. The subjects in this study were students of class X AKL 2 in the 2020/2021 academic year which consisted of 12 students. The taking of research subjects in this study was determined through the purposive sampling technique. The results showed that the achievement of students' mathematical communication ability in terms of self-confidence in Schoology assisted Treffinger learning was very diverse. Mathematical communication ability in terms of self-confidence shows that students with high self-confidence can understand and master the three indicators, students with moderate self-confidence do not master one indicator, while students with low self-confidence have not yet understood and mastered the three indicators.
The Mathematics Communication Skill Reviewed from Self-Efficacy on Group Investigation Learning with Demonstration Feedback Kurniawan, Deni; Kartono, Kartono; Suyitno, Hardi
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to describe the mathematics communication skill of learners reviewed from self-efficacy on Group Investigation learning with demonstration feedback. This research used the mixed method with concurrent embedded design. The research population was from the seventh grade of Islam Sultan Agung JHS 4 Semarang 2019/2020. The subjects were two selected people of high, moderate, and low categories. The research collected the data with a mathematics communication test, self-efficacy questionnaire, and interview. The results showed the Group Investigation learning with demonstration feedback positively influenced the learners’ mathematics communication skills. The other results described the learners’ mathematics communication skills of each category: high, moderate, and low. They had various mathematics communication skill indicator mastery.
Mathematical Literacy Reviewed from the Student's Cognitive Style in the Problem Based Learning Learning Model Assisted by the Learning Management System Rahayu, Diana Urip; Mulyono, Mulyono; Nur Cahyono, Adi
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to find out the PBL model assisted by LMS is effective in improving mathematical literacy skills, to determine the effect of mathematical literacy skills on the PBL learning model assisted by LMS in terms of students' cognitive styles, and to determine the description of mathematical literacy in terms of students' cognitive styles in the PBL-assisted learning model. LMS. This type of research is explanatory sequential mixed methods. Non-equivalent research design (Pretest-Posttest) Control Group Design. Data collection techniques using tests, questionnaires, observation, documentation, and interviews. The research was conducted in class XI SMA N 1 Semarang. The research sample is in class XI MIPA 4 and XI MIPA 5. Based on the results of the study it was found that (1) PBL Learning Model Assisted LMS Effectively Improves Mathematical Literacy. (2) The positive effect between students' cognitive style (visualizer-verbalizer) and mathematical literacy in the PBL learning model assisted LMS is 51.3%. (3) Visualizer subjects who have high literacy skills meet 6 aspects of 7 aspects of mathematical literacy indicators, visualizer subjects who have moderate mathematical literacy skills meet only 5 aspects and visualizer subjects who have low mathematical literacy skills meet 3 aspects. (4) Verbalizer subjects with high criteria in their mathematical literacy ability meet 5 aspects of 7 aspects of mathematical literacy indicators, verbalizer subjects who have moderate mathematical literacy skills meet 4, and verbalizer subjects who have low mathematical literacy skills meet only 3 aspects.

Page 1 of 2 | Total Record : 15

 1   2 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 12 No 1 (2023): UJMER, UNNES Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022 Vol 11 No 1 (2022): June 2022 Vol 10 No 2 (2021): December 2021 Vol 10 No 1 (2021): June 2021 Vol 10 No A (2021): January, 2021 (Special Edition) Vol 9 No 2 (2020): December 2020 Vol 9 No 1 (2020): June 2020 Vol 8 No 2 (2019): December 2019 Vol 8 No 1 (2019): June 2019 Vol 7 No 1 (2018): December 2018 Vol 7 No 1 (2018): June 2018 Vol 6 No 2 (2017): December 2017 Vol 6 No 1 (2017): Juni 2017 Vol 6 No 1 (2017): Juni 2017 Vol 5 No 2 (2016): December 2016 Vol 5 No 2 (2016): December 2016 Vol 5 No 1 (2016): June 2016 Vol 5 No 1 (2016): June 2016 Vol 4 No 2 (2015): November 2015 Vol 4 No 1 (2015): June 2015 Vol 3 No 2 (2014): November 2014 Vol 3 No 1 (2014): June 2014 Vol 2 No 2 (2013): November 2013 Vol 2 No 1 (2013): June 2013 Vol 1 No 2 (2012): November 2012 Vol 1 No 1 (2012): June 2012 More Issue