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Unnes Journal of Mathematics Education Research
Published by Universitas Negeri Semarang
ISSN : 22526455     EISSN : 25024507     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 17 Documents
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Search results for , issue "Vol 11 No 2 (2022): December 2022" : 17 Documents clear
Gamification as a strategy for planning Mathematics classes
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

This work presents the results of a workshop carried out with students of the Mathematics Licentiate Course at the State University of Ceará, Brazil, dealing with gamification in the teaching of Mathematics and pointing out the relevance of its incorporation into the teaching methodology. The objective of this work was to build a set of educational games aimed at the gamification of curricular components of the mathematics discipline using the Wordwall platform, based on a class plan carried out by the scholarship holders, aiming to add the use of technology in teaching to their academic training. The methodology is an exploratory research, action-research type, where students actively participated in a workshop on the platform, its dynamics, available materials, and formats. From the first contact with Wordwall, the students performed as an activity a lesson planning using gamification with Wordwall, using as themes curricular components of the mathematics discipline.
Students' Mathematical Connection Ability on the Material of Volume of Cubes and Blocks in View of Keirsey's Personality Type
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to describe students' mathematical connection abilities in terms of Keirsey's personality type. This type of research is descriptive qualitative. The research subjects consisted of 36 fifth grade students at SDN Petompon 02 Semarang. Data collection techniques in this study were tests, observations, and interviews. The test results were analyzed, namely the indicator of mathematical connection ability refers to the NCTM indicator (2000). Data analysis was carried out with the following steps: reduction stage, presentation stage, and conclusion stage. The results of the study found that: (1) out of 36 students there were 11 artisan, 10 guardian, 7 idealist, 7 rational, and 1 artisan-guardian; (2) each personality type has various mathematical connection abilities, as well as the ability of mathematical connections within a personality also varies. For example, students with the idealist are generally able to master the three indicators of connecting between topics in mathematics, connecting mathematical concepts with other disciplines, but there are also some who fail to relate mathematics to everyday life.
Mathematical Literacy Abilities of Fifth-Grade Students in View of Adversity Quotient in Hands on Activity-Based RME Learning
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to identify patterns of fifth-grade students' mathematics literacy abilities in relation to adversity quotient. This study is a combination form of sequential explanatory study, where quantitative data is the primary data. In this study, the population was class V of the Padarek region, and the sample consisted of SDN Padarek I and SDN Padarek III. The sample was selected by random sampling. The results of the study on hands-on activity-assisted RME learning revealed a correlation between the achievement of each indicator and mathematical literacy. Quitter students may complete one pattern of literacy accomplishment indicators, namely formulating, whereas camper and climber students can fulfill all three patterns, namely formulating, employing, and interpreting. The quitter, camper, and climber process capability patterns meet all achievement indicators, namely communication, mathematizing, representation, devising strategies, using symbols, and using mathematics tools, but the indicators for using mathematics tools and devising strategies have not been optimally achieved. On the basis of the pattern uncovered regarding each student's mathematical literacy ability, it is recommended to maximize learning in order to get better mathematical literacy abilities.
Analysis of Mathematical Communication Ability based on Students' Self -Esteem in CORE Learning with Positive Feedback.
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to describe mathematical communication skills based on students' self-esteem in the CORE learning model with positive feedback. The research was conducted in class VIII of the Indonesian Institute of Middle School in Semarang with the selection of research subjects based on the results of the questionnaire scores so that high, medium, and low self-esteem groups were obtained. Determination of research subjects using a purposive sampling technique that selects two students in each group. Data analysis of mathematical communication abilities based on student self-esteem in CORE learning with positive feedback using triangulation from questionnaires and written test results with interviews. The results of the study show that CORE learning with positive feedback can improve mathematical communication skills. Mathematical communication skills with high self-esteem fulfill four indicators fulfilled on one subject, and other subjects fulfill three indicators. Students in the moderate self-esteem category can fulfill three indicators on one subject and two indicators on another issue. Students in the low self-esteem category achieve two indicators on one subject and one indicator is performed on another issue. So, the higher the level of self-esteem, the higher the students' mathematical communication skills.
Problem-Solving Skill based on Self-Directed Learning Perspective with the Implementation of Problem-based Learning Assisted by Sie Sandra
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

This research described the problem-solving skill seen from learning style and local cultural appreciation of ethnomathematics nuanced problem-based learning assisted by Sie Sandra. The applied method was the qualitative method with 36 learners of X MIPA 1 of Public High School 2 Grabag as the research subjects in the academic year 2021/2022. The researchers collected the data with a self-directed learning questionnaire, problem-solving skill test, and interview. The researchers analyzed the data descriptively by reducing, displaying, and triangulating the data. The results showed that (1) learners with high self-directed learning and high local culture appreciation could reach high and moderate mathematics problem-solving skills; (2) learners with moderate self-directed learning and moderate local culture appreciation could reach high, moderate, and low mathematics problem-solving skill; (3) learners with low self-directed learning and problem-solving skill had moderate and low problem-solving skills.
Analysis of students’ mathematical Problem Solving Ability on Integers Materials
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

The goal of this study was to evaluate how well students could solve mathematical problems involving integer material. 24 students in grade VII at SMP YPII Bungur Bekasi participated in this study during the 2022–2023 academic year. Five written exam items, observation, and interviews with students and math teachers at the school were used to collect the data. According to the analysis' findings, SMP YPII Bungur Bekasi pupils in the seventh grade have the necessary capacity to solve mathematical problems including integer content. The evaluation of pupils' abilities to respond to the questions was fairly successful. According to an average estimate of students' problem-solving skills, SMP YPII Bungur Bekasi students have a rate of 63.1%. Some students, meanwhile, are still having trouble figuring out the issue at hand. Several factors, including (1) students' lack of attention to the material being explained by the teacher, (2) students' lack of understanding of the material presented, and (3) lack of student interest in relearning the material that had been described, were to blame, according to the interviews that were conducted. The degree of ability results gained are also influenced by the educational environment, which includes outsiders.
The Implementation of Immediate Feedback in Problem-based Learning: The Problem-Solving Skill Analysis Seen from Self-Efficacy
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

One of the common problems faced by some students in learning mathematics is: low in answering questions related to problem solving. The purpose of this study was to describe the problem-solving ability of students through immediate feedback on learning Problem-based Learning in terms of self-efficacy of students. This research was conducted with a qualitative descriptive approach. The research subjects of Class X Mathematics and Natural Sciences 3 SMA Negeri 2 Grabag academic year 2021/2022 were 36 people. This study uses a problem based learning model with immediate feedback. Data were collected by test, questionnaire, observation, documentation, and interview methods. The results of problem-solving ability test achievement of students in terms of self-efficacy in learning problem-based learning with immediate feedback are quite varied. Problem-solving ability reviewed self-efficacy showed that students with high problem-solving ability test and self-efficacy categories could understand and master the four indicators, students with medium problem-solving ability test and self-efficacy categories could understand and master the three indicators, and students with low problem-solving ability test and self-efficacy categories can understand and master both indicators.
Mathematics Problem Solving Ability in Terms of Adversity Quotient in PBL Model with DAPIC Problem-Solving Process
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

The study aims to describe the KPMM review of AQ on the PBL model with DAPIC problem-solving process of students in class VIII SMP Askhabul Kahfi Semarang. The descriptive qualitative method was chosen in this research, meanwhile, the researcher used a purposive sampling technique in taking the subject of research. There were six research subjects each consisting of two subjects on each AQ categorization. Research data was taken through an AQ questionnaire, TKPMM, interviews, and observation. The researcher used some techniques including reduction, presentation, then making a conclusion. TKPMM results showed that students in solving problems reviewed of AQ vary. Quitters’ students got quite a similar score, tend to give up easily, and were only capable to fulfil the first KPMM indicator. Campers’ students got various TKPMM scores, there was a student with high campers’ category but had equivalent TKPMM scores with quitters, chose to do what was necessary for the sake of aborting obligation, and earned score without giving more effort, were capably fulfilling two KPMM indicator. Student climbers got quite the same TKPMM score, earnest and maximizing capabilities, as well as capable to fulfil all KPMM indicators.
Student Problem-Solving Ability in Views of Self-Directed Learning on Problem Based Learning Assisted by Module
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

This research described the required module patterns for the students based on the self-directed learning types to improve their problem-solving skills taught by problem-based learning. The applied design was qualitative descriptive. Thus, the research described the observed events qualitatively and quantitatively. The subjects consisted of 35 students of XI Science 4 at Senior High School Grabag, the academic year 2021/2022. The researchers took the data source with a purposive sampling technique by considering certain objectives. Then, the researchers collected the data with a self-directed learning questionnaire, problem-solving skill test, observation, and interview. The researchers analyzed the data qualitatively. The researchers also used N-gain analysis to determine the improvement. The results showed that (1) students with high self-directed learning applied the first module pattern in the form of a scaffolding technique to model the behaviors and provide an explanation, (2) students with moderate self-directed learning applied the second module pattern in the form of scaffolding technique to invite the participation of other students and to share the keywords; (3) studentss with low self-directed learning applied the third module pattern in the form of scaffolding to model the behavior, present explanation, participate, and invite other students by providing keywords; (4) improved problem-solving skills; and (5) reaching the minimum standard mastery for learning taught by problem-based learning assisted by module.
Problem Solving Skills in Challenge-based Learning with Tutor Feedback Based on Cognitive Style
Unnes Journal of Mathematics Education Research Vol 11 No 2 (2022): December 2022
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to identify the problem-solving skills in challenge-based learning by utilizing tutor feedback from students in terms of cognitive style. The research subjects were grade 10 students of Pekalongan Islamic High School in the 2021/2022 academic year. A qualitative method was employed in this study, while data collection techniques utilized a mathematical resilience questionnaire and interviews to determine students' mathematical reasoning skills. The results showed that 1) field-independent subjects' problem-solving skills were measurably stronger than those of field-dependent subjects. FI subjects can determine the information asked in the problems and explain them; 2) FD subjects encounter obstacles in applying concept knowledge, implementing various effective strategies to solve problems, and reflecting on the problem-solving process.

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