Unnes Journal of Mathematics Education
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.
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<![CDATA[Development of Teaching Materials of Flat Side Spaces Building Based on Problem Based Learning with Assemblr Assistance to Improve Students' Spatial Ability ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.60568
<![CDATA[This study aims to develop teaching materials for flat-side space buildings based on problem-based learning assisted by Assemblr to improve students' spatial abilities. The method used was Research and Development with a 4D development model modified to 3D, namely: define, design, and develop. The last stage (dissemination) was not carried out due to the limitations of energy, cost, time, and deployment space of the researcher. The data collection technique used a questionnaire, which consists of a feasibility test and a readability test. The results of the feasibility test obtained a percentage of 89% meaning that teaching materials were declared suitable for use in learning. The readability test results obtained a percentage of 87% meaning that the teaching materials were declared easy for students to understand. The results of the study obtained teaching materials that are valid and suitable for use in learning and are easy to understand by readers.]]>
<![CDATA[Development of Computer-Based Interactive Learning Media on Data Presentation Subject ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.60876
<![CDATA[21st century learning students is required to be more active in learning than teachers, therefore this study aims to develop computer-based interactive learning media tutorials. This research used Research and Development (R & D) models and adapted from Borg and Gall. The learning media was validated by three validators using a validation sheet and obtained an average score is 3.55 (very valid) from the maximum scale of 4. Furthermore, revisions are made according to the suggestions and input of the validator. The revised learning media was tested with a questionnaire technique using a student response questionnaire sheet. The trial was carried out in two stages, namely product trials and usage trials. The first stage was product testing on six students and the percentage of practicality was 96.03%. The second stage was trial use on 28 students and the percentage was 97.62 (very practical). Then the product was revised according to the students' suggestions in the usage trial). Based on the analysis, it can be concluded that this computer-based mathematics learning media is valid and practical and can be used for students’ learning.]]>
<![CDATA[Exploration of Student’s Mathematical Connection Ability in PjBL with Ethnomathematics Nuance ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.61001
<![CDATA[The Merdeka Curriculum is one of the government's efforts to recover education after being affected by the Covid-19 pandemic, through project-based learning and Pancasila student profiles. The purpose of this study was to explore students' mathematical connection skills through project based learning (PjBL) with ethnomathematics in the form of painting the motifs of batik or tenun on cartesian diagrams as the implementation of the Merdeka Curriculum. This research was qualitative research with data triangulation. The research data will be obtained through interviews, observations, and project activities carried out by 15 students of class XI IPA 2 at SMAN 11 South Tangerang City. The results showed that the use of weaving motifs in project-based learning can facilitate students' mathematical connection skills, create meaningful and contextual learning as an embodiment of the Merdeka Curriculum to restore teaching and learning activities due to the impact of COVID-19.]]>
<![CDATA[Analyzing the Effect of Using the Geoboard for Learning the Pythagorean Theorem ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.61100
<![CDATA[This research considered the need to implement didactic materials during learning the Pythagorean theorem as one of the topics present in mathematics curricula around the world. The objective was to analyze the effect of the use of the geoboard in the learning of the Pythagorean theorem with high school students. The contributions of the theory of figurative concepts and concrete didactic materials were considered. The method used was a case study design by applying a task with concrete material with ten students. Among the main results, the construction of figures on the geoboard was obtained by analyzing the students' mental images. It was also possible to demonstrate visual skills and reasoning development when implementing this material. In conclusion, the effect of use of the geoboard in the study of the Pythagorean theorem allowed the recognition of the difference in the unit of measurement between the legs and the hypotenuse. Also, the development of the skills allowed the students to build the concept of the relationship between the figures built within the square of the hypotenuse with the area of the squares corresponding to the legs.]]>
<![CDATA[Students’ Errors in Solving Mathematical Connection Problems on Quadrilateral Topics ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.61385
<![CDATA[The mathematical connection ability is the ability to use the relationship of ideas in mathematics and apply mathematical ideas in contexts outside of mathematics so that’s important because it can provide opportunities for meaningful learning. The background of this study was the wrong way of students' thinking and understanding so that causing errors in solving mathematical connection problems. This study aims to describe students' errors in solving mathematical connection problems on quadrilateral topics based on the Polya’s stages. This type of study was descriptive research with a qualitative approach. The data collection technique was carried out by giving participants tests and then conducting interviews with selected participants. The participants in this study were six students in junior high school, consisting of one student in class VIII and five students in class IX. Based on the results, some participants made several types of errors on the quadrilateral topics. The errors made by the participants occurred at the stage of understanding the problem, developing a plan, and implementing the plan. Students have not been able to optimize the use of knowledge related to mathematical ideas, procedures, or facts from a quadrilateral.]]>
<![CDATA[Mathematical Literacy in Terms of Cognitive Style With Pendidikan Matematika Realistik Indonesia Learning Assisted by Google Classroom ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.58492
<![CDATA[This study aims to (1) find out the difference in the mean increase in students' mathematical literacy with Pendidikan Matematika Realistik Indonesia learning assisted by Google Classroom (PMRI-GC learning) and with Scientific learning, and (2) find out the effect of cognitive style on students' mathematical literacy with PMRI-GC learning. The design in this study was experimental designs: true experimental design: pretest-posttest control group design. The population in this study were students of class VIII SMP N 2 Wedi. The samples were determined by random sampling technique and determined that class VIIIA as the experimental class was given PMRI-GC learning and class VIIIB as the control class was given Scientific learning. The results of the study were the mean increase of students' mathematical literacy with PMRI-GC learning is better than students with scientific learning, the mean increase of students' mathematical literacy with PMRI-GC learning is in the medium category, while the mean increase of students' mathematical literacy with Scientific learning is in the low category, and there is an effect of cognitive style on mathematical literacy of students who receive PMRI-GC learning, with an effect of , meaning that cognitive style has an effect of on mathematical literacy.]]>
<![CDATA[Analysis of Students’ Mathematical Thinking Ability in Terms of Self Efficacy ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.58772
<![CDATA[Mathematical thinking ability must be owned by students to solve various problems. Students are considered capable of fulfilling the indicators of mathematical thinking ability properly if they are balanced with good self-efficacy abilities. This research method is qualitative which aims to find new indicators and describe mathematical thinking ability in terms of self-efficacy and provide recommendations for teachers. The research subjects were six students from the first year of senior high school using purposive sampling. Indicators of mathematical thinking ability, include 1) Reasoning: identifying concepts and problems; 2) Generalizing: demonstrating mathematical ideas in writing and using mathematical language to express ideas correctly; 3) Critical Thinking: using representations to create mathematical models; 4) Problem Solving: planning problem solving strategies, implementing and checking results. 5) Communicating: revealing the results of problem solving. The results: 1) low self-efficacy’s students were only able to master reasoning; 2) moderate self-efficacy’s students are able to master reasoning, generalizing, and critical thinking; 3) high self-efficacy’s students are able to master all indicators. Recommendations for teachers are by giving opportunity to low self-efficacy’s students to speak in public, give appreciation for their efforts and reprimand if it doesn’t lower their confidence when they make mistakes.]]>
<![CDATA[Mathematical Creative Thinking Ability in REACT Learning Assisted by Dynamic Assessment in Terms of Student Learning Independence ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.65156
<![CDATA[Creative and critical thinking abilities and self-directed learning are critical components of mathematical education. This study aimed to ascertain students' capacity to think creatively and mathematically while learning the REACT paradigm through dynamic assessments. This study used a mixed-method approach in conjunction with a sequential explanatory design. The research population consists of students in the seventh grade at SMP Negeri 8 Semarang. The instruments employed are assessments of mathematical creativity, surveys on learning independence, and interview procedures. The findings indicated that (1) students' mathematical creative thinking abilities improved significantly when REACT learning was supported by dynamic assessments; (2) the average mathematical creative thinking ability of students in REACT learning enabled by dynamic assessments is superior to that of students in REACT learning; (3) there is a positive correlation between learning independence and mathematical creative thinking ability; and (4) the description of mathematical creative thinking ability is accurate. Students who demonstrate high learning independence perform admirably on all mathematical creative thinking abilities indicators. Students who have a moderate level of learning independence perform pretty well on the indicators of mathematical creativity. Students with a low level of learning independence demonstrate only one of the three indicators of mathematical creativity.]]>
<![CDATA[Development of Hypercontent-Based Probability Teaching Materials with Problem-Based Learning Model ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.65176
<![CDATA[This research focuses on developing hypercontent-based Probability teaching materials based on problem-based learning models. The purpose of this study was to determine the characteristics, feasibility, and readability of hypercontent-based teaching materials. This type of research is Research and Development (R&D). The procedure used in this research and development adopts the modified Sugiyono (2015) development model, namely (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product trial, and (7) product revision. This research produces a hypercontent-based Probability teaching material based on a problem-based learning model that has met the suitability of characteristics. The teaching materials were declared valid and suitable for use in learning mathematics with an average feasibility score of 85.82%. Based on the readability test, it was found that the hypercontent-based Probability teaching materials were easy to understand and could be used independently by students with an average readability score of 79.91%.]]>
<![CDATA[Development of Student Worksheets-Based Guided Discovery with a Scientific Approach to Improve Mathematical Connection Ability ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v11i3.65177
<![CDATA[The purpose of this study was to develop student worksheets-based on guided discovery with a scientific approach to improve students' mathematical connection ability. The criteria for developing student worksheets are valid, practical, and effective. Type of research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were grade 7A junior high school 2 Pulokulon. Data collection techniques include product assessment, questionnaires, observations, and tests. Data analysis techniques include validity test, practicality test, and effectiveness test. The results showed that: (1) the student worksheets met the expert validity with a score of 4.4 and were very good, (2) the student worksheets met practicality with a score of 3.16 with a very good category, and (3) the student worksheets are effective for improving students' mathematical connection ability with classical mastery learning outcomes by 77% and increasing abilities with N-Gain = 0.54 in the medium category.]]>
