Articles
30 Documents
Search results for
, issue
"Vol 9 No 2 (2020): December 2020"
:
30 Documents
clear
<![CDATA[Mathematical Connection Ability Based on Self-Efficacy in IDEAL Problem Solving Model Assisted by ICT ]]>
<![CDATA[Ningrum, Herlina Ulfa]]>;
<![CDATA[Mulyono, Mulyono]]>;
<![CDATA[Isnarto, Isnarto]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (703.608 KB)
<![CDATA[Mathematical connection ability and self-efficacy are important for students possess in learning mathematics. A learning model is needed that can help students improve their mathematical connection ability and self-efficacy, namely IDEAL Problem Solving assisted by ICT. The research aims (1) to determine the quality of IDEAL Problem Solving assisted by ICT on students’ mathematical connection ability and (2) to determine students' mathematical connection ability based on self-efficacy. The study used a mixed method with a quantitative first stage and continued qualitatively. The student population is students of class X SMA N 6 Semarang with two sample classes. The results showed that (1) IDEAL Problem Solving learning assisted by ICT is quality for students' mathematical connection ability; (2) students with high self-efficacy have mathematical connection ability in all four indicators, students with medium self-efficacy, almost have all indicators of mathematical connection ability but on indicators connecting mathematical concepts with daily life, students have not fulfilled these indicators well, while students with low self-efficacy do not yet have complete mathematical connection ability for all indicators.]]>
<![CDATA[The Ability of Problem-Solving for Eighth Grade Student on Cooperative Problem Solving Learning Assisted by GeoGebra 3D ]]>
<![CDATA[Nursasongko, Aditya]]>;
<![CDATA[Mariani, Scolastika]]>;
<![CDATA[Dwijanto, Dwijanto]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (615.382 KB)
<![CDATA[Mathematics learning is very important given in order to the students can have problem-solving abilities. This study aims to test the effectiveness of cooperative problem solving (CoPS) learning assisted by the GeoGebra 3D on students' problem-solving abilities and describe problem solving abilities in terms of students' GeoGebra 3D usage. This research is a type of quantitative and qualitative. The study was conducted in a junior high school named SMP Islam Al Azhar 14 Semarang in the 2018/2019 academic year. The research subjects were eighth grade students consisting of one experimental class with cooperative problem solving learning assisted by GeoGebra 3D treatment and one control class. Then two students were selected for each of the high, medium, and low GeoGebra 3D usage categories. Hypothesis testing uses one-party proportion test and average difference test. The results of the study showed that cooperative problem solving (CoPS) learning assisted by GeoGebra 3D was effective on students' problem-solving abilities. Students with medium and high usage categories of GeoGebra 3D can reach all indicators of problem-solving even though several indicators of problem-solving are achieved with insignificant errors. Students with medium and high GeoGebra 3D usage categories can implement the steps of problem-solving according to Polya's steps, even they are as good at the carry out the plan step. Students with low GeoGebra 3D usage category cannot carry out the Polya's steps well. Students with low GeoGebra 3D usage category faced difficulties to devise problem-solving plan, carry out problem-solving plan, and looking-back step is not done.]]>
<![CDATA[Mathematical Literacy Ability in Learning Problem-Based Learning with Ethnomatic Mathematics Based on Student Learning Styles ]]>
<![CDATA[Imam, Fathul]]>;
<![CDATA[Zaenuri, Zaenuri]]>;
<![CDATA[Eko Nugroho, Sunyoto]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (662.187 KB)
<![CDATA[The purpose of this study is to determine the effectiveness of the problem-based learning model with nuances of ethnomatatics on the ability of mathematical literacy and determine patterns of mathematical literacy ability in terms of the students’ leaning styles. The study was conducted at SMA Negeri 1 Mranggen. The research method used is a combination research method with a concurrent embedded model. The sampling technique uses cluster random sampling. Data collection uses documentation, questionnaires, test results, and interviews. The results showed (1) the model of problem-based learning nuanced effective ethnomatematics against students' mathematical literacy abilities; (2) The mathematical literacy ability of students with visual learning styles can choose and apply simple problem-solving strategies, students with audio learning styles can work effectively with concrete but complex models and situations, and students kinesthetic learning styles can conceptualize and generalize using information based on complex problems and situations.]]>
<![CDATA[Analysis of Problem Solving Capabilities in Problem Based Learning Contextual Approaches Based on Metacognitive Awareness ]]>
<![CDATA[Achsin, Muchammad Achsin]]>;
<![CDATA[Kartono, Kartono]]>;
<![CDATA[Wibawanto, Hari]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (492.866 KB)
<![CDATA[The purpose of this study is to test the effectiveness of PBL contextual approaches to problem solving abilities, analyze the problem solving abilities that are subjected to PBL contextual approaches based on metacognitive awareness. The research method used is mixed methods with a concurrent embedded model. The population in this study were students of class VIII SMP N 1 Mejobo Kudus in the 2018/2019 school year. Data collection uses documentation, questionnaires, test results and interviews. Using the cluster random sampling technique, one experimental class and one control class were obtained. The results showed that PBL learning was an effective contextual approach to students' problem solving abilities. Students with high, moderate and low metacognitive awareness experience the same mathematical problem solving abilities. Students with high metacognitive awareness after learning are able to master all stages of problem solving. Students with metacognitive awareness are able to master the stage of understanding the problem and implementing the plan while the stage of making plans and checking back tends to be able. Students with low metacognitive awareness before learning are less able in all stages of improvement. After learning to be able to understand the problem, tend to be able to carry out plans, make plans and check again.]]>
<![CDATA[Mathematical Literacy Ability And Self-Efficacy Students In Search Solve Create And Share (SSCS) Learning With Contextual Approaches ]]>
<![CDATA[Lestari, Dewi Indah]]>;
<![CDATA[Waluya, S B]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (573.062 KB)
<![CDATA[The objectives of this study are to test the quality of SSCS learning with a contextual approach and describe the mathematical literacy skill in terms of students’ self-efficacy levels. This research was a type of mixed quantitative and qualitative research. This research was conducted at State Senior High School 1 Kendal in the academic year of 2015/2016. The research subjects were X grade students consisting of one experimental class with the SSCS learning treatment with a contextual approach and one control class. In the experimental class, it was chosen 2 students in the high, medium, and low categories based on students’ self-efficacy. Testing the quality of learning was seen from 3 stages, namely the stages of planning, implementation, and assessment. The results were obtained that SSCS learning with contextual approach is in good quality. Students with high categories for high self-efficacy and low self-efficacy can fulfill the seven components of mathematics literacy well. Students with categorization for high self-efficacy and low self-efficacy are able to fulfill the six components of mathematics literacy well but they are still lacking in the reasoning and argument components. Students with low categories for high or low self-efficacy both have good skills in the communication component but are lacking in the other six components of mathematical literacy.]]>
<![CDATA[Problem-Solving Ability and Self-Efficacy Based On Geometry Thinking Level In Van Hiele Learning ]]>
<![CDATA[Widiyaningsih, Endang]]>;
<![CDATA[Zaenuri, Zaenuri]]>;
<![CDATA[Dwijanto, Dwijanto]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (564.301 KB)
<![CDATA[The objectives of this study are to test the effectiveness of van Hiele's learning of students; problem-solving ability and describe their problem-solving ability and self-efficacy based on the level of geometrical thinking. This research was a type of mixed quantitative and qualitative research. The study was conducted at MTs Asy-Syarifah in the 2015/2016 academic year. The research subjects were eighth grade students consisting of one experimental class with treatment using van Hiele learning and one control class. Hypothesis testing used a one-tailed proportion test and an average difference test. The results are obtained that van Hiele learning is effective in students' problem-solving ability. The average score of students who get van Hiele learning is higher than students who get expository learning. Students at level 2 (informal deduction) can reach all indicators of problem-solving. Students at level 2 can carry out the stages of problem-solving according to Polya's steps. Students at level 1 (Analysis), the students have not been able to carry out the completion plan appropriately. Students have difficulty in implementing a problem-solving plan. Students at level 0 (visualization) have not been able to plan properly. The results of the analysis of the three dimensions of students’ initial self-efficacy show that students: (1) still have difficulties and try to avoid difficult tasks, (2) give up easily when facing difficulties.]]>
<![CDATA[Student’s Creative Thinking Skills Viewed by Adversity Quotient and Mathematics Anxiety in Grade VIII ]]>
<![CDATA[Wahyuningtyas, Febriana]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Asikin, Mohammad]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (446.211 KB)
<![CDATA[Creativity, math anxiety, and adversity quotient play a significant role in mathematics. This study aims to describe student’s creative thinking skills viewed by adversity quotient and mathematics anxiety. This research is a descriptive qualitative approach. Subjects in this study were students of SMP N 9 Semarang, and students of SMP N 8 Semarang grade VIII who selected by adversity quotient and mathematics anxiety. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) creative thinking skills in climber students classified creative (able to satisfy fluency, flexibility, and novelty) and less creative (able to satisfy fluency, and flexibility), (2) creative thinking skills in camper students classified less creative, they were able to satisfy fluency, and flexibility , (3) creative thinking skills in quitter students classified not creative, they were only able to satisfy fluency.]]>
<![CDATA[Analysis of Problem Solving on IDEAL Problem Solving Learning Based on Van Hiele Theory Assisted by Geogebra on Geometry ]]>
<![CDATA[Abduh, M. Faisal]]>;
<![CDATA[Waluya, S. B.]]>;
<![CDATA[Mariani, Scolastika]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (611.615 KB)
<![CDATA[The objectives of this study are to analyze the effectiveness of the learning of IDEAL Problem Solving models based on Van Hiele theory assisted by Geogebra software and to describe students’ problem solving ability at each level of geometrical thinking. This research was a type of qualitative and quantitative combination research. The combination model of this study was the type of concurrent triangulation, the combination of qualitative and quantitative methods in a balanced way. Quantitative research sampling technique was simple random sampling in which this study was taken in one experimental class and one control class. The technique of selecting qualitative research subjects was non-probability sampling, where the taking of subjects was based on the level of geometrical thinking. The conclusions are obtained (1) IDEAL Problem solving models Learning based on van Hiele theory assisted by Geogebra software is effective on students' problem solving ability. (2) The problem solving ability of each level of Van Hiele's geometry thinking is that students at level 1 (analysis), they can understand the problem but cannot plan their solution well. Level 2 students (informal deduction), they can understand problems, plan, implement plans well, but they cannot check results. Level 3 (deduction), the students can understand problems, plan, implement plans, and check results well.]]>
<![CDATA[The Problem Solving Ability of Students in the Cooperative Learning Simulation of Kancing Gemerincing Technique with Ethnomathematics Nuances Reviewed by the Cognitive Mode ]]>
<![CDATA[Mukeriyanto, Mukeriyanto]]>;
<![CDATA[Mastur, Zaenuri]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (401.23 KB)
<![CDATA[This study aims to (1) test the effectiveness of the Modeling of the Kancing Gemerincing Learning technique with ethnomathematics nuances in improving students’ problem solving abilities; and (2) finding students’ problem solving ability models in terms of the cognitive mode that is taught with the cooperative learning simulation of the ethnomathematics Kancing Gemerincing technique. The method used is a combination method with a sequential explanatory research design. The study population was students of class VIII 1st Public Middle School of Gemawang, Temanggung. The selected classes chosen by using cluster random sampling method are, class VIIID as the experimental class and VIIIA as the control class. The technique used in quantitative data collection is by testing the problem solving skills and qualitative data collection is obtained by doing documentations, questionnaires, and interviews. Testing data used are completeness test, t test, and paired t test. The results showed that the cooperative learning of the Kancing Gemerincing technique with ethno-mathematics nuances was effective in improving students’ mathematical problem solving abilities. The problem solving ability of independent field students is able to build new knowledge with other fields, be able to apply different strategies in solving problems, and be able to reflect mathematical problem solving processes. Whereas, the problem solving ability of field dependent students is able to build new knowledge with other fields, but has yet been able to apply different strategies in solving problems and reflecting mathematical problem solving processes.]]>
<![CDATA[Mathematical Connection Ability And Students’ Independence in Missouri Mathematics Project E-Learning ]]>
<![CDATA[Suryono, Wiwik Ariyani]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Junaedi, Iwan]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (372.344 KB)
<![CDATA[This study aims to (1) investigate the effectiveness of Missouri Mathematics Project e-learning model, (2) find the pola of mathematical connection ability and students’ independence of the eighth grade. This research employed mixed method type referring to the concurrent triangulation design which combined qualitative and quantitative research methods. The subject of this study was the eight-grade students of MTs Taqwal Ilah Semarang academic year 2018/2019. The results show that (1) Missouri Mathematic Project model based e-learning is effective enhancing connection ability (2) Discovered the pola of connection (a) students with high mathematical connection ability can associate the mathematical concept with the previous material, and the other subject or related with real life. (b) students with medium mathematical connection ability can associate mathematical concept with real life, but lack of associate the mathematical concept with the other subject, and some students with medium mathematical connection ability can’t associate the mathematical concept with the other subject. (c) students with low mathematical connection ability can’t associate mathematical concept with real life.]]>
