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Unnes Journal of Mathematics Education
Published by Universitas Negeri Semarang
ISSN : 22526927     EISSN : 24605840     DOI : https://doi.org/10.15294/ujme
Core Subject : Education,
Mathematics
Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of didactic development research (DDR), research and development (RnD) in mathematics education, ethnomathematics, realistic mathematics education, psychology of mathematics education and technology in mathematical instruction. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "Vol 10 No 1 (2021): Unnes Journal of Mathematics Education" : 10 Documents clear
Description of Van Hiele's geometry thinking ability in solving open ended problems in the 7E-Learning Cycle in terms of self efficacy Asna, Alivia Nur; Soedjoko, Edy; Mariani, Scolastika
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.31245

Abstract

Provision of geometry material carried out at several levels of education confirms that the burden of children's knowledge in receiving different geometry material is adjusted to the ability of children at each stage. This agrees with the theory of geometry thinking conveyed by Van Hiele. One of the constructivism learning models that is expected to be able to improve problem solving skills in students, including the 7E Learning Cycle model. The purpose of this study is (1) to describe the development of Van Hiele Geometry thinking skills in students in solving open ended problems in 7E Learning Cycle learning, and (2) describe the Van Hiele Geometry thinking skills of students in solving Open Ended problems in terms of Self Efficacy in learning 7E Learning Cycle. The population in this study were students of class IX Junior High Schoolof 2 Kudus. Sampling was done by using purposive sampling technique, 6 subjects were selected, with 2 subjects for low self efficacy, 2 subjects for medium self efficacy and 2 high self efficacy subjects from class IX A as the experimental class.
Creative thinking mathematical ability of students in Treffinger learning based on cognitive style Nurzulifa, Siti; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.32402

Abstract

This study aimed to test the thoroughness of learning Treffinger for mathematical creative thinking abilities of students, tes the mathematical creative thinking abilities of students in the learning Treffinger compared conventional, and analyze the mathematical creative thinking abilities of students in Treffinger based cognitive style. This study uses a mixed methods design sequential explanatory. The subjects of this study were six students of class VII J SMP Negeri 1 Godong in the even semester of the academic year 2018/2019. Data collection techniques used include: observation, documentation, test, and interviews. The result showed that (1) learning Treffinger due to the ability of creative thinking mathematically, (2) ability to think creatively mathematical students in learning Treffinger higher than the ability to think creatively mathematical students in learning conventional, (3) the ability to think creatively mathematically students on cognitive style is (a) field independent students less able to work on question smoothly and flexibly; can work on new problem correctly ; can write in detail and correctly what is known in the problem, can develop ideas that are owned by being able to draw geometric flat shapes well; (b) intermediet field students less able to work on question smoothly and flexibly; less able to work on new problem correctly; can develop ideas that are owned by being able draw geometry well; (c) field dependent student less able to work on question smoothly and flexibly; less able to work on new problems correctly; less able to develop ideas that have to work on a problem.
Analysis of students error in global meta-level algebraic thinking on problem proving on CORE learning assisted by scaffolding Ihtiani, Ana; Agoestanto, Arief
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.32419

Abstract

The aims of this study are to identifies the quality of mathematics learning used CORE model assisted by scaffolding, examine whether students' ability in global meta-level algebraic thingking pass the minimun completeness criteria, describes the type and the causes of students error in global meta-level algebraic thingking, and type of scaffolding for lower group students. This is a mixed-method research. The population of this research are students of class XI-IPA at SMAN 1 Bojong. The sample of this research are students of class XI-IPA 3 as many as 32 students. The research subjects were taken 9 students, each of 3 students from the uuper, middle, and lower groups. Data collection methods used documentation, interviewies, and test. Teh validity of the data is done by triangulating the result of test and interviews. Data is analyzed by doing data reduction, data presentation, and verificatiton. The results of this research showed that (1) the quality of mathematics learning used CORE model assisted by scaffolding in very good criteria; (2 students' ability in global meta-level algebraic thingking on CORE learning assisted by scaffolding pass the minimun completeness criteria; (3) upper group students tend to make some error in the process skill and encoding steps, middle group students tend to make some error in the process skill steps, while lower group students tend to make some error in the transformation and process skill steps; (4) the cause of the error are lack of students’ accuracy in writing problem information modeling, inaccurate in calculation process, not able to complete the proving process, and inaccurate in writing down the variables in conclusion sentences; (5) scaffolding reviewing is given for transformation and encoding errors, scaffolding explaining, reviewing, and restructuring are given for process skill errors.
Problem solving ability based on Newman procedure in Team Games Tournament learning Alhara, Zepta Habib; Asikin, Mohammad; Amidi, Amidi
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.32922

Abstract

The purpose of this research were to describe about how was the learning quality of Team Games Tournament (TGT) in students' mathematical problem solving abilities, and to describe about how were students' problem solving abilities based on Newman's procedures. The research method used was a mixed method where students are subjected to TGT learning models. The population used in this study were students of class VIII in one of junior high school in Pekalongan in the even semester of the 2018/2019 academic year distributed in four classes and the sample used was class VIIIC. The subjects in this study was selected by using purposive sampling techniques with consideration that the selected subjects can represent each category of mathematical problem solving abilities. Based on the results of the analysis, it can be concluded that learning process of TGT that have been conducted in the research class is in accordance with the lesson plan and other support devices or tools that has been made by researchers. Based on observations made by the observer, the criteria obtained for students and teacher activities were very good. The average learning outcomes of class VIIIC students that were subjected to TGT learning model in students' mathematical problem solving abilities have reached mastery learning. Research subjects that have high problem solving ability generally know the location and cause of the error when working on a problem, research subjects that have problem solving ability are partially aware of the location and cause of the error when working on a problem, and research subjects who have low problem solving ability generally do not know the location and cause of the error when working on a problem.
The mathematical creative thinking ability of students viewed from learning motivation by using Treffinger learning model Amanoe, Zihni; Isnarto, Isnarto
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.37759

Abstract

The purpose of this study were to (1) know the achievement of the guidance to learn the skills of mathematical creative thinking students in Treffinger learning, (2) know the increase of students ' mathematical creative thinking skills in Treffinger learning, and (3) describe students' mathematical creative thinking skills for each category of learning motivation in Treffinger learning. This research method is a mixed methods design with sequential explanatory. The population in the study were all students of class VII Junior High School 3 Semarang Year 2019/2020, and sampling was conducted by random sampling selected to be sampled is a class VII-H. The subject of research conducted by purposive sampling technique. Subjects consisted of 6 students. Subjects were interviewed by the results of tests of creative mathematical thinking skills and student motivation. The results showed that (1) students' mathematical creative thinking abilities in Treffinger learning achieve mastery learning. (2) There is an increase in students' mathematical creative thinking skills in Treffinger learning. Increased mathematical creative thinking skills are medium. (3) Subject to high learning motivation can meet the indicators flexibility, fluency, and novelty. Subject to being able to meet the learning motivation fluency and novelty or just fluency. Subjects with low learning motivation are only able to meet one indicator fluency.
Mathematical critical thinking ability in terms of mathematical anxiety in Smart Card assisted Brain-Based Learning model Rohmah, Naila Zulfatur; Mashuri, Mashuri
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.41858

Abstract

This study aims to analyze the effectiveness of the Smart card-assisted Brain-Based Learning model against mathematical critical thinking skills, to analyze whether the smart card-assisted Brain-Based Learning model is more effective than the Treffinger model for mathematical critical thinking skills, and to describe students' mathematical critical thinking skills in terms of mathematical anxiety. This research applied quantitative method followed by a description. The population in this research were students of the seventh-grades on three of Junior High School in Ungaran in the academic year 2019/2020. This research applied the cluster random sampling technique as the technique for collecting the data. The subject of the research was selected from the experimental class. The researcher was used purposive sampling technique to select the subject of this research. The data was collected by using the test method, the questionnaire method, and the interview method. The quantitative data analysis used classical completeness test, mean difference test, and proportion difference test. The result of this study indicate that smart card-assisted Brain-Based Learning model is effective for mathematical critical thinking skills, but smart card-assisted Brain-Based Learning model is no more effective than Treffinger on mathematical critical thinking skills. In addition, the description of mathematical critical thinking skills in terms of mathematical anxiety is obtained that: (1) subjects with low mathematical anxiety are able to achieve the indicator (A) clarification well, indicator (B) assessments well, indicator (C) concludes well, and indicator (D) strategy well; (2) subjects with moderate mathematical anxiety are able to achieve indicator (A) well, indicator (B) well, indicator (C) quite well, and indicator (D) quite well; (3) subjects with high mathematical anxiety are able to achieve indicator (A) well, indicator (B) is quite good, indicator (D) is quite good.
HOTS of VIII class students reviewed from creative thinking process of the Osborn model in PjBL Mujinuranto, Bagas; Junaedi, Iwan
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.42834

Abstract

The aim of this study was to find out how the effectiveness of PjBL towards students' HOTS and to find out how the HOTS process of students in terms of the Osborn Model thinking process. This study uses mixed methods using a pre-experimental research design that is used is the one-shot case study using a sequential explanatory strategy. The population used in this study were all 8th-grade students at one junior high school in Semarang in the odd semester of the 2019/2020 school year. The research subjects were students of class 8A in a Junior High School in Semarang. Methods of data collection were carried out using tests, interviews, and observations. The results of the quantitative research showed that the ability of students in the HOTS aspect who received PjBL learning did not achieve actual passing grade. It can be concluded that the project-based learning model is not effective against students' HOTS. The results of the qualitative research indicate that there are descriptions of the HOTS process at various levels of analysis and evaluation. The diversity of HOTS process descriptions is shown in the fact-finding idea-making stage, some subjects who can achieve the evaluation level and get high scores to choose then write down information to solve the problem. In the idea-generating stage, subjects who have reached the evaluation level in HOTS tend to do one thing to find ideas, read repeatedly to find ideas and do not move to other problems if they don't find ideas. In the idea evaluation stage, the subject with the level of analysis does not check the complete results. the subject with the level of evaluation checks all the results of completion or some of the results of completion, some students pay attention to writing the results of the completion so that it is easy to understand.
The use of set magnetic teaching aids to improve mathematical communication ability Pujiastuti, Heni; Haryadi, Rudi; Rosyana, Rizki Fitriani
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.43588

Abstract

Mathematical teaching aids are a set of concrete objects designed, created, collected, or arranged on purpose that is used to help instill or develop concepts or principles in mathematics—the purpose of this study to improve students' mathematical communication skills by using teaching aids. The method in this research is a quantitative approach. This type of research is experimental research, where the purpose of this study to examine the effect of teaching aids on students' mathematical communication skills. The study was conducted on 26 students randomly. Students are selected based on scores from the highest to the lowest on their mathematical abilities. The instruments used were the pretest and posttest of the set material in the form of students' mathematical communication skills. Based on the analysis results, set magnetic teaching aids in learning selected material shows a good category. This was obtained from the posttest average score of 86.73. From these results, in general, mathematics learning using set magnetic teaching aids received a positive response; this was seen through the posttest results of students' good communication skills with a percentage of 84.62%.
Readability test for basic mathematics textbook integrated challenge based on blended learning to develop skills in the industrial revolution era Ardiansyah, Adi Satrio; Ferianto, Andika Nur; Dinasari, Arum
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.44322

Abstract

The development of technology and information requires education providers to keep up with the times. One of them is the implementation of blended learning which is the challenge for universities. This condition requires lecturers to make learning innovations for the continuity of learning and to achieve learning outcomes. To answer these problems, a Basic Mathematics Textbook will be developed which is integrated with the Challenge Based on Blended Learning (CB-BL) model. This study aims to assess the readability test of the Basic Mathematics Textbook integrated with the CB-BL. Development research was carried out to develop textbook products using the 4D model where one of the stages is Develop through the readability test. The results showed that the Basic Mathematics Textbook integrated with the CB-BL model met the readability test with a score of 94 (Very Good criteria). The readability test results show that the Basic Mathematics Textbook integrated with the CB-BL model can be implemented in the classroom to develop student skills.
Students' mathematical communication skill in co-op co-op type of cooperative learning model reviewed by productive disposition Utami, Ika Wahyu Putri; Veronica, Rahayu Budhiati
Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i1.46130

Abstract

The purpose of this study are examine the effectiveness of co-op co-op type of cooperative learning model on the mathematical communication skill of 8th grade students, determine the effect of productive disposition on students' mathematical communication skill in co-op co-op type of cooperative learning model, and describe students' mathematical communication skill reviewed by productive disposition in co-op co-op type of cooperative learning model. The research method used is mixed method. The results showed that: 1) the mathematical communication skill of 8th grade students in co-op co-op type of cooperative learning model achieved classical completeness criteria, 2) the average of mathematical communication skill of 8th grade students in the co-op co-op type of cooperative learning model achieved minimum completeness criteria, 3) there is an effect of productive disposition on mathematical communication skill in the co-op type of cooperative learning model, 4) subjects with high productive disposition are able to achieve one indicator well and five indicators are achieved imperfectly. Subjects with medium productive disposition are able to achieve all indicators of mathematical communication skill imperfectly. Subjects with low productive disposition are able to achieve four indicators of mathematical communication skill imperfectly.

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