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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 567 Documents
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Students’ Mathematical Representation Ability in Word Problems with Learning Cycle 7E Based on Cognitive Style Rofiq, Eka Ahmad; Rochmad, Rochmad; Cahyono, Edy
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

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This study aims to describe students’ mathematical representation ability in word problems with learning cycle 7e based on cognitive style. The research method is a mixed method with a sequential explanatory model. The population of this study was students of class XII SMA Negeri 7 Semarang in the academic year 2020/2021 with class XII MIPA 3 as the experimental class, and class XII MIPA 2 as the control class. The data were collected using tests, documentation, questionnaires, observations, and interviews. The quantitative data were tested using the average test, the proportion test, the average difference test, the different proportions test, and the linear regression test, while the qualitative data were tested with data validity, data reduction, data representation, and draw a conclusion. Students with field-independent category were able to present ideas or information from a representation, create equations or mathematical models (mathematical ideas) from representation that had been made, complete tasks involving mathematical equations or models, write representations of solving mathematical problems in words. Students with field-dependent category were able to present ideas or information from a representation, create equations or mathematical models (mathematical ideas) from the representations that had been made.
Mathematical Representation Ability Based on Self-Efficacy on Online Learning Through Flipped Classroom Safrudin, M. Andi; Isnarto, Isnarto; Junaedi, Iwan
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

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This research aims to describe the mathematical representation ability of students grade XI in online learning through a flipped classroom which was assisted by learning videos. It employed the mixed method specifically the concurrent embedded design. The subject of the research was determined based on the self-efficacy score from a self-efficacy questionnaire of the students grade XI at SMA N 1 Selomerto, Wonosobo. The tests, questionnaires and interviews were employed to collect the data. The effect of self-efficacy on mathematical representation ability was analyzed based on a simple linear regression test. The results showed that (1) students with high self-efficacy were able to master all indicators of mathematical representation well compared to students with moderate and low self-efficacy; (2) self-efficacy has a positive effect on the mathematical representation ability in online learning through flipped classroom.
Mathematical Communication Ability in terms of Student Learning Styles in Inquiry Based Learning Assisted by Module Kurniawati, Fita; Suyitno, Hardi; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

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The purpose of this study is to describe mathematical communication ability in terms of student learning styles in module-assisted Inquiry Based Learning. This study uses a combination method of concurrent embedded design with a population of class VIII students of SMP Negeri 1 Jati Kudus and the research sample is based on cluster random sampling. Data collection techniques in this study were observation, mathematical communication ability tests, learning style questionnaires and interviews. The results showed (1) students with visual learning styles were able to write mathematical ideas into mathematical models, compose and explain completion procedures, (2) students with auditory learning styles were able to express everyday events in mathematical language or symbols, write mathematical ideas into in mathematical models, compiling and explaining completion procedures and (3) students with kinesthetic learning styles are able to write mathematical ideas into mathematical models and develop completion procedures.
The Ability of Mathematical Reasoning and Self Efficacy Students in Learning Project Based Learning Assisted Moodle Al Ashari, Shoib Rizal; Mulyono, Mulyono; Mariani, Scolastika
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

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This study aims to find out students' mathematical reasoning abilities in Moodle-assisted Project Based Learning in terms of self-efficacy of class XI students at SMA Negeri 5 Semarang. This research is a mixed method type of concurrent embedded design. The subjects of this study were determined based on self-efficacy scores using a self-efficacy questionnaire for class XI students at SMA Negeri 5 Semarang. The results showed that students with high self-efficacy were able to master all indicators of mathematical reasoning: (a) able to analyze problems, (b) able to apply strategies, (c) able to find and use relationships from different mathematical domains, different contexts, and representations. different, (d) interpreting solutions and ways to answer problems, well. Students with moderate self-efficacy category can master three indicators of mathematical reasoning well. Meanwhile, students who have low self-efficacy are only able to master one indicator of mathematical reasoning well
Mathematics Critical Thinking Ability Reviewing from Gender and Independent Learning Students in Stem Problem-Based Learning Assisted by Web E Learning School Makhmudah, Siti; Suyitno, Hardi; Rusilowati, Ani
Unnes Journal of Mathematics Education Research Vol 10 No 2 (2021): December 2021
Publisher : Universitas Negeri Semarang

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This study aims to describe students' mathematical critical thinking skills in PBL STEM learning classes in terms of learning independence and gender. This study uses a mixed method (mixed method) sequential explanatory design. This design is combination research, characterized by data collection and quantitative data analysis in the first stage, followed by qualitative data collection and analysis in the second stage. The research subjects were students of class X SMA Negeri 1 Demak. Based on the results of the study, it was found that the mathematical critical thinking skills of male and female students with high learning independence were very good with good verbal skills, mathematical critical thinking skills of male and female students with moderate learning independence with sufficient verbal abilities, thinking skills critical mathematics of male and female students with low learning independence is sufficient with less verbal ability.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DENGAN STRATEGI THINK TALK WRITE (TTW) BERBASIS KONSTRUKTIVISME MATERI BANGUN RUANG SISI DATAR KELAS VIII
Unnes Journal of Mathematics Education Research Vol 1 No 1 (2012): June 2012
Publisher : Universitas Negeri Semarang

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Tujuan penelitian ini untuk: (1) mendiskripsikan karakteristik perangkat pembelajaran matematika dengan strategi TTW berbasis Konstruktivisme (2) apakah perangkat pembelajaran yang dikembangkan valid; (3) apakah pembelajaran matematika dengan strategiTTW berbasis Konstruktivisme efektif. Metode penelitian pengembangan ini menggunakan model 3-D yaitu : (1) define, (2) design, dan (3) develop. Hasil validasi dan uji coba perangkat pada penelitian ini diperoleh hasil (1) perangkat pembelajaran matematika dengan strategi TTW berbasis konstruktivisme valid; (2) pembelajaran matematika dengan strategi TTW berbasis konstruktivisme tuntas;  (3) aktivitas dan kreativitas siswa dalam pembelajaran dengan strategi TTW berbasis konstruktivisme berpengaruh positif terhadap kemampuan komunikasi matematis siswa sebesar 78,30%; (4) terdapat perbedaan kemampuan komunikasi matematis antara siswa yang mengikuti pembelajaran dengan strategi TTW dengan siswa yang mengikuti pembalajaran konvensional. The purposes of this study are: (1) to describe the characteristic of mathematics learning instrument using TTW strategy based on constructivism (2) to know whether or not the developed learning instrument is valid; (3) to know whether or not mathematics learning using TTW strategy based on constructivism is effective. This research and development method uses 3-D Model, which are: (1) defining, (2) designing, and (3) developing. The validation result on trial and error  testing in this study shown (1) mathematics learning instrument using strategy TTW based constructivism is valid; (2) mathematics learning using TTW strategy based on constructivism is complete; (3) the students activity and creativity in learning using TTW strategy based on constructivism are positively influential on students’ mathematics communications equal to 78,30%; ( 4) there is different ability of mathematical communications skill between students following the teaching and learning process using TTW strategy compared  to the students following conventional learning
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERACUAN KONSTRUKTIVISME DALAM KEMASAN CD INTERAKTIF KELAS VIII MATERI GEOMETRI DAN PENGUKURAN
Unnes Journal of Mathematics Education Research Vol 1 No 1 (2012): June 2012
Publisher : Universitas Negeri Semarang

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Tujuan penelitian ini untuk memperoleh hasil perangkat pembelajaran matematika beracuan kontrukstivisme dalam kemasan CD Interaktif yang valid, praktis, dan efektif. Perangkat pembelajaran yang dikembangkan adalah (1) Rencana Pelaksanaan Pembelajaran (RPP), (2) Lembar Kerja Siswa (LKS), (3) Lembar Tugas Siswa (LTS), dan (4) CD interaktif. Pengembangkan perangkat pembelajaran mengacu pada model yang dikenalkan oleh Plomp yaitu: (1) investigasi awal, (2) perancangan, (3) realisasi/konstruksi, (4) pengujian, evaluasi, dan revisi, dan (5) implementasi. Pada proses pengembangan dihasilkan: (1) Perangkat pembelajaran valid menurut ahli (diperoleh validitas RPP 4.65, LKS 4.77, LTS 4.65,dan validitas CD interaktif 4,29. (2) Perangkat pembelajaran yang dikembangkan praktis karena setelah diujicobakan pada kelas ujicoba 2 memperoleh hasil: 1. Keterlaksanaan pembelajaran, Kp = 4.10, artinya kategori keterlaksanaan sangat baik. 2. Lebih dari 80% siswa memberikan respon positif, yaitu 94,61% siswa menyatakan senang dengan diterapkannya pembelajaran beracuan konstruktivisme 3. guru memberikan respon cukup baik terhadap keterlaksanaan pembelajaran, yaitu 72,5% setuju bahwa perangkat dapat digunakan. (3) Perangkat pembelajaran dikatakan efektif, karena aktivitas dan keterampilan proses siswa selama proses pembelajaran berpengaruh terhadap prestasi belajar dengan kontribusi sebesar 75.4%, prestasi belajar siswa (dengan rata-rata 81,48) lebih besar dari nilai kriteria ketuntasan minimal (KKM) SMP Negeri 1 Tegal, yaitu 70), ada perbedaan prestasi belajar antara kelas ujicoba ke2 dengan kelas yang menggunakan pembelajaran konvensional. Dengan demikian dihasilkan perangkat pembelajaran dalam kemasan CD interaktif yang valid, praktis dan efektif. The aim of this study is to find the result of mathematics learning instrument based on constructivism  in form of valid, practical, and effective interactive CD. The learning instrument which are developed are: (1) Lesson Plan, (2) Students working books (LKS), (3) Students assignment books (LTS), and (4) interactive CD. The developed learning instrument is based on model introduced by Plomp: (1) initial investigation, (2) designing, (3) realization/construction, (4)examination, evaluation, and revision, and (5) implementation. The finding on the process of development: (1) learning instrument is valid based on expert (Validity of lesson plan is 4.65, LKS is 4.77, LTS is 4.65, and validity of interactive CD is 4,29). (2)  The developed learning instrument is practical because after being tested in experiment class, it shows: 1. The learning success (Kp) is 4.10. it shows that the learning activities is successful. 2. More than 80% of the students show positive response, 94,61% of students are glad in trhe implementation of learning based on constructivism. 3. Teachers show quite good response, 72,25% of them agree on the implemented equpment. (3) The learning is effective because the students activity and ability during the learning process effects the learning achievement as many as 75,4%, the students’ achievement (average is 81,48) is higher than minimum passing grade (KKM) of  SPN 1 Tegal, which is 70), there is differences on the second experiment class compared to the conventional one. In conclusion, it’s resulted on an valid, practical, and effective interactive CD.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA HUMANISTIK BERBASIS KONSTRUKTIVISME BERBANTUAN CD PEMBELAJARAN MATERI SUDUT DALAM RUANG KELAS X
Unnes Journal of Mathematics Education Research Vol 1 No 1 (2012): June 2012
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan mengembangkan perangkat pembelajaran matematika yang valid, efektif dan praktis. Pendekatan pembelajaran yang dikembangkan dalam penelitian ini adalah pembelajaran matematika humanistik berbasis konstruktivisme berbantuan CD pembelajaran. Perangkat pembelajaran yang dikembangkan meliputi: (1) Rencana Pembelajaran, (2) CD Pembelajaran, (3) Lembar Kegiatan Peserta Didik, (4) Petunjuk Guru dan (5) Tes Hasil Belajar pada materi sudut dalam ruang kelas X. Pengembangan dilakukan menggunakan modifikasi model pengembangan perangkat pembelajaran dari Thiagarajan. Teknik analisis data yang digunakan meliputi analisis diskriptif, uji ketuntasan, uji proporsi, uji pengaruh dan uji banding. Hasil penelitian mendapatkan validasi terhadap perangkat yang dikembangkan dilakukan oleh empat orang ahli dan memperoleh rata-rata skor keseluruhan 3,75 (skor maksimum 4). Hasil validasi ini masuk dalam kategori sangat baik sehingga disimpulkan perangkat yang dihasilkan valid. Uji coba lapangan menghasilkan kesimpulan bahwa pembelajaran dengan menggunakan perangkat yang dikembangkan praktis dan efektif. Kepraktisan pembelajaran dapat dilihat dari: (1) kemampuan guru dalam mengelola pembelajaran pada kategori baik sekali dengan rata-rata skor 3,74 (skor maksimum 4), (2) respons positif dari peserta didik, dilihat dari minat peserta didik sebesar 93,1% dan (3) respons positif dari guru, semua perangkat mendapat respons minimal baik. Pembelajaran dikatakan efektif karena: (1) nilai hasil belajar mencapai rata-rata 77,41 dan  ketuntasan individual mencapai 80%; (2) pengaruh aktivitas peserta didik terhadap hasil belajar dengan sebesar 75,8%; (3) nilai hasil belajar kelas uji coba  lebih baik secara signifikan dari kelas kontrol. This study aims to develop the valid, effective, and practical mathematic learning instrument. The learning approach used in this study is humanistic mathematic learning based on constructivism assisted by learning CD.  The developed learning instruments include: (1) lesson plan, (2) learning CD, (3) students’ activity sheet, (4) teacher guideline, and (5) learning test on the subject matter of angle on X grader. The development of the product is conducted by implementing the modification of learning instrument development model by Thia Grajan. Data analyzing technique includes descriptive, passing grade testing, proportion testing, and comparative testing. The result of the study is defined as “very good”, hence it can be concluded that this learning instrument is valid. The field trial testing shows that the learning implementing this instrument is practical and effective. The practicality of the learning can be seen from: (1) the teachers ability in handling the learning on “excellent” with t5he average score of 3,74 (max 4). (2) positive response from the students, seen from the students interest as many as 93,1%, and (3) positive response from the teacher, all instruments get at least in “good” response. The learning is defined “effective” because; (1) the average learning score is 77,41 and individual passing grade achievement is 80%; (2) the impact of students’ activity toward learning result with as many as 75,8%; (3) the score of learning result of experiment class  is significantly better than control .
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MODEL COOPERATIVE LEARNING METODE TWO STAY TWO STRAY BERBASIS KONSTRUKTIVISME PADA MATERI TRIGONOMETRI KELAS X
Unnes Journal of Mathematics Education Research Vol 1 No 1 (2012): June 2012
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan untuk: (1) memperoleh perangkat pembelajaran matematika dengan model cooperative learning metode TSTS berbasis konstruktivisme materi trigonometri yang valid; (2) mengetahui apakah pembelajaran matematika dengan model cooperative learning metode TSTS berbasis konstruktivisme materi trigonometri efektif. Jenis penelitian yang digunakan adalah penelitian pengembangan menggunakan modifikasi model Plomp. Jenis perangkat pembelajaran yang dikembangkan adalah Silabus, RPP, Buku Siswa, LKS, dan Tes Hasil Belajar . Data penelitian diperoleh melalui: (1) lembar validasi; (2) pengamatan; (3) angket, dan (4) tes hasil belajar. Hasil penelitian menunjukkan (1) setelah melalui proses validasi dan revisi diperoleh perangkat pembelajaran berupa Silabus, RPP,  Buku Siswa, LKS, dan  THB yang valid; (2) proses pembelajaran matematika dengan model cooperative learning metode two stay two stray berbasis konstruktivisme efektif. Efektifitas ditandai dengan (a) tercapainya ketuntasan prestasi belajar siswa secara individual lebih dari atau sama dengan 66 dan klasikal lebih dari atau sama dengan 75%; (b) prestasi belajar siswa dipengaruhi secara bersama-sama oleh aktivitas dan motivasi siswa sebesar 71,8%; dan (c) rata-rata prestasi belajar kelas uji coba perangkat lebih baik daripada prestasi belajar kelas kontrol. This study aims to : (1) get the effective mathematic learning instrument using cooperative learning model of two stay two stay (TSTS) method based on constructivism on the subject matter of trigonometry; (2) know whether or not mathematic learning  using cooperative learning model of TSTS method based on constructivism of trigonometry material is effective. The type of research used in this study is development research using modification of Plomp model. The teaching instruments developed in this study are syllabus, Lesson plan, students’ guideline, LKS, and learning result test (THB). The finding of the research: (1) validation sheet; (2) observation; (3) questionnaire, and (4) learning result testing. It show that (1) after passing the validation and revision, the valid syllabus, lesson plan, students guideline, LKS, and THB are achieved; (2) mathematic learning process using cooperative learning model of two stay two stay method based on constructivism is effective. This effectiveness is shown by (a) the individual passing grade of the students is more than and equal to 66 and classical passing grade is more than or equal to 75%; (b) students learning achievement is collectively influenced by students’ activity and motivation as many as 71,8%; and (c) average learning achievement of experiment class is better than control class.
MODEL PEMBELAJARAN MATEMATIKA DENGAN METODE OPEN-APPROACH MENGGUNAKAN POWERPOINT UNTUK MENCAPAI TUNTAS BELAJAR SISWA SMP
Unnes Journal of Mathematics Education Research Vol 1 No 1 (2012): June 2012
Publisher : Universitas Negeri Semarang

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Tujuan penelitian untuk mengetahui ketuntasan pembelajaran matematika dengan metode open approach menggunakan powerpoint. Variabel bebas adalah motivasi belajar siswa dan ketrampilan proses, dan variabel terikat adalah hasil belajar matematika. Cara pengambilan data dengan metode angket, observasi dan tes. Data yang diperoleh dianalisis deskriptif, analisis uji t satu variabel dan analisis regresi. Berdasarkan analisis uji t satu variabel menunjukkan bahwa pembelajaran matematika dengan metode open approach dengan menggunakan powerpoint mencapai standar ketuntasan pada motivasi, ketrampilan proses dan hasil belajar siswa. Berdasarkan analisis regresi motivasi belajar siswa yang ditumbuhkan dengan pembelajaran open approach dengan menggunakan powerpoint berpengaruh terhadap hasil belajar siswa (66,9%), ketrampilan proses siswa yang ditumbuhkan dengan pembelajaran open approach dengan menggunakan powerpoint berpengaruh terhadap hasil belajar siswa (59,8%), dan motivasi belajar siswa dan ketrampilan proses siswa yang ditumbuhkan dengan pembelajaran open approach dengan menggunakan powerpoint secara bersama-sama berpengaruh terhadap hasil belajar siswa (76,2%). Selanjutnya dalam penelitian ini diperoleh juga bahwa hasil belajar siswa pada pembelajaran open approach dengan menggunakan powerpoint lebih baik dari pada hasil belajar konvensional. The aim of the study is to know the mathematic learning passing grade using open approach method assisted by PowerPoint. Free variables are students’ learning motivation and ability process, and tied variable is the mathematic learning result. Data is gained by questionnaire, observation, and test. The data is preceded by descriptive analysis, one variable test analysis, and regression analysis. Based on one variable test analysis, it shows that mathematic learning using open approach method assisted by PowerPoint achieves standard passing grade on students’ learning motivation, ability process, and students’ learning result. Based on regression analysis, the students’ learning motivation which is grown up by the open approach method assisted by PowerPoint affects students’ learning result (66,9%), students’ ability process which is grown up by the open approach method assisted by PowerPoint affects students’ learning result (59,8%), and students’ learning motivation and students’ ability process which is grown up by the open approach method assisted by PowerPoint collectively affect students’ learning result (76,2%). The research comes into finding that students’ learning result in open approach method using PowerPoint is better than conventional learning.

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