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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 18 Documents
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Search results for , issue "Vol 6 No 1 (2017): Unnes Journal of Mathematics Education" : 18 Documents clear
The Effectiveness of SAVI Learning in Achieving Communication Ability and Mathematical Disposition for Eighth Grader Fauziah, Fauziah; WINARTI, ENDANG RETNO; Kartono, Kartono
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.9579

Abstract

Penelitian ini bertujuan untuk menganalisis keefektifan pembelajaran SAVI pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kaliwungu Tahun Pelajaran 2015/2016 sebanyak 268 siswa. Sampel diambil secara acak sebanyak 68 siswa yang terdiri dari kelompok eksperimen yang memperoleh pembelajaran SAVI dan kelompok kontrol yang memperoleh pembelajaran direct instruction. Metode pengumpulan data yang digunakan adalah observasi, tes, dan angket. Analisis tes kemampuan komunikasi matematis menggunakan uji t dan uji proporsi. Simpulan dari penelitian ini adalah pembelajaran SAVI efektif pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. This research aimed to analyze the effectiveness of SAVI learning in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation. The Population in this research is class VIII SMP Negeri 1 Kaliwungu in the school year of 2015/2016 as many as 268 students. The samples were selected randomly as many as 68 students which consist of two group that is the an experimental group which applied SAVI learning and a control group which applied direct instruction. Methods of data collection were used observation, test, and questionaire. Analysis of mathematical communication’s ability test using the t test and proportions. Conclusions from this research that SAVI learning is effective in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation.
Analysis of Mathematical Problem Solving Ability Based on Student Learning Stages Polya on Selective Problem Solving Model Manah, Nila Kumoro; Isnarto, Isnarto; Wijayanti, Kristina
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.10855

Abstract

The purpose of this study was to determine the thoroughness of VII grade students who taught by the Selective Problem Solving (SPS) model and to know the description of students' mathematical problem solving ability based on Polya's stages on SPS learning model. Data collection method used the method of participant observation, tests, interviews, and documentation.The method used in this study is a mixed methods with sequential explanatory design where the first stage of research used quantitative methods, and the second stage used qualitative methods. The subjects of this research are six students from VII D grade of SMPN 41 Semarang consist of: two students from top group, two students from middle group, and two students from lacking group in mathematical problem solving ability test. The results showed that: (1) mathematics learning in VII grade with SPS models can achieve learning completeness; (2) the students from top group were able to solve the problem through Polya's stages except looking back stage; (3) the students of middle group were able to understand the problem well, but have not been able to carry out thoroughly stage of planning, implementing problem­solving, and looking back; (4) the students from less group have not been able to solve the problem through the Polya's stage which includes understanding the problem, devising a plan, carrying out the plan, and looking back.
PBL Learning using Working Backward Strategies to Improve Mathematical Problem Solving Ability Murniati, Siti; Mulyono, Mulyono; Kharis, Muhammad
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.10983

Abstract

Tujuan penelitian ini untuk mengetahui rata-rata kelas dan ketuntasan klasikal kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward, perbedaan rata-rata kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward dan pembelajaran konvensional, dan penggolongan keterampilan proses siswa kelas VIII yang diajar dengan pembelajaran PBL strategi working backward. Dari populasi siswa kelas VIII SMP Negeri 1 Godong tahun pelajaran 2015/2016 terpilih siswa kelas VIII A sebagai kelas eksperimen dan siswa kelas VIII I sebagai kelas kontrol. Data diperoleh dengan metode dokumentasi, observasi, dan tes, kemudian data hasil tes dianalisis menggunakan uji rata-rata satu pihak, uji proporsi satu pihak, dan uji perbedaan rata-rata. Hasil penelitian menunjukkan bahwa rata-rata kelas dan kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward lebih dari KKM dan dapat mencapai ketuntasan klasikal, rata-rata kemampuan pemecahan masalah matematik siswa menggunakan pembelajaran PBL strategi working backward lebih baik daripada yang diajar dengan pembelajaran konvensional, dan hasil pengamatan keterampilan proses siswa diperoleh 10 siswa sangat terampil, 21 siswa terampil, dan 4 siswa cukup terampil. The purpose of this research was to find out the class average and classical completeness of students’ problem­solving ability in mathematics with PBL learning working backward strategy, different average the students’ problem­solving ability in mathematics with PBL learning working backward strategy and conventional teaching, and the classification eighth grade students’ process skills that are taught by PBL learning working backward strategy. From the population in this study were students of class VIII SMP Negeri 1 Godong in 2015/2016 academic year was elected students of class VIII A students as experimental class and students of class VIII I as the control class. Data obtained by the method of documentation, observation and tests, then data of test results was analyzed using one hand average analysis, the proportion of one­party test, and test of different average. The results showed that the class average and students' problem solving ability in mathematics with PBL learning working backward strategy was more than minimum mastery criteria and reached the classical completeness, the average of students' problem solving ability in mathematics using PBL learning working backward strategy was better than who have been taught by conventional learning and the results of students skill observation obtained 10 students are highly skilled, 21 students are skilled student, and 4 students are skilled enough.
Analysis of Subject Material and Material Presentation of 7th Grade Mathematics Books Viewed from Mathematics Learning Objectives Maharani, Anindya Gita; Asikin, Mohammad; Dwidayati, Nurkaromah
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12075

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimanakah kesesuaian materi dan penyajian buku pelajaran yang diterbikan oleh Erlangga ditinjau dari tujuan pembelajaran Matematika. Objek penelitian ini adalah buku teks pelajaran Matematika SMP yang digunakan di sekolah yaitu Matematika SMP kurikulum 2013 kelas VII semester II karangan M.Cholik Adinawan dan Sugijono yang diterbitkan oleh Erlangga tahun 2013. Buku Siswa terbitan Depdiknas tahun 2014 digunakan sebagai data pembanding. Data diperoleh dengan metode dokumentasi dan observasi. Analisis data yang digunakan adalah kajian isi melalui penskoran dengan menelah dan membandingkan kesesuaian materi dan penyajian buku teks ditinjau dari tujuan pembelajaran Matematika. Hasil penelitian menunjukkan bahwa: (1) Materi pada buku teks pelajaran Matematika SMP kelas VII terbitan Erlangga yang digunakan dalam kegiatan belajar mengajar di sekolah-sekolah di Kabupaten Pacitan secara umum sudah sesuai dengan tujuan pembelajaran Matematika. (2) Penyajian pada buku teks pelajaran Matematika SMP kelas VII terbitan Erlangga yang digunakan dalam kegiatan belajar mengajar di sekolah-sekolah di Kabupaten Pacitan secara umum sudah sesuai dengan tujuan pembelajaran Matematika. The purpose of this research is to determine how the suitability of the material and the presentation of textbooks published by Erlangga terms of learning objectives Mathematics. The object of this research is a mathematics textbooks used in junior high school curriculum 2013 is class VII 2013 second semester essay M.Cholik Adinawan and Sugijono published by Erlangga 2013. Student Book published by the National Education Ministry in 2014 was used as comparative data. Data obtained by the method of documentation and observation. Analysis of the data used is the study of the contents through the scoring with a predict and compare the suitability of the material and the presentation of textbooks in terms of learning objectives Mathematics. The results showed that: (1) The material in textbooks of Mathematics junior class VII Erlangga publications used in teaching and learning activities in schools in Pacitan in general are in accordance with the purpose of learning mathematics. (2) Presentation of the textbooks of Mathematics junior class VII Erlangga publications used in teaching and learning activities in schools in Pacitan in general are in accordance with the purpose of learning mathematics.
Analysis of Students Ability on Creative Thinking Aspects in terms of Cognitive Style in Mathematics Learning with CORE Model Using Constructivism Approach Konita, Mita; Sugiarto, Sugiarto; Rochmad, Rochmad
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12496

Abstract

Tujuan penelitian ini adalah untuk menguji hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme dapat mencapai ketuntasan klasikal; mengetahui rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme lebih dari 75; mendeskripsikan gaya kognitif siswa dalam menjawab masalah dan kemampuan siswa pada aspek berpikir kreatif dalam pembelajaran matematika. Penelitian ini merupakan penelitian kombinasi (mixed methods). Populasi penelitian ini adalah siswa kelas X SMAN 6 Semarang. Hasil penelitian ini menunjukkan: (1) hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme mencapai ketuntasan klasikal; (2) rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme lebih dari 75; (3) catatan waktu karakterikstik gaya kognitif reflektif terlambat namun frekuensi menjawab paling sedikit, sedangkan catatan waktu karakterikstik gaya kognitif implusif tercepat namun frekuensi menjawab paling banyak; (4) Kelompok siswa gaya kognitif reflektif memenuhi komponen berpikir kreatif yaitu fleksibilitas dan kebaruan serta kelompok siswa gaya kognitif implusif memenuhi komponen berpikir kreatif fleksibel dalam menjawab masalah. The purpose of this research is to determine learning outcomes in the aspect of creative thinking abilities with CORE model use a constructivist approach achieve mastery of classical, determine the mean result of learning on aspect of creative thinking abilities with CORE learning model use a constructivist approach is more than 75, to describe the characteristics of the cognitive styles of students in answering problems, and describe the creative thinking abilities based on cognitive style. This research is combined (mixed methods). The study population was class X SMAN 6 Semarang. The result of this research showed that : (1) learning outcomes in the aspect of creative thinking abilities with CORE learning model use a constructivist approach achieve mastery of classical; (2) the mean result of learning on aspect of creative thinking abilities with CORE learning model use a constructivist approach is more than 75; (3) the record time of reflective cognitive style characteristics is least so that it has less answering frequency, while the record time of implusive cognitive style characteristics is fast, it has more answering frequency; (4) the students’ group in implusive cognitive learning fulfill the creative thinking indicator of flexibility and novelty, while the students’ group in implusive cognitive learning fulfill the indicator of flexible creative thinking in overcoming the problems.
Problem Solving Ability and Student Independence Viewed from Cognitive Style on 4K Learning Model Hendriani, Batul Fatin; Masrukan, Masrukan; Junaedi, Iwan
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12500

Abstract

Penelitian ini bertujuan untuk mengetahui (1) kualitas pembelajaran matematika dengan model 4K terhadap kemampuan pemecahan masalah dan karakter mandiri siswa, (2) kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif FD dan FI, dan (3) karakter mandiri siswa ditinjau dari gaya kognitif FD dan FI. Subjek penelitian adalah siswa kelas VII-E SMP Negeri 13 Semarang. Teknik pengumpulan data dalam penelitian ini adalah tes, wawancara, dan observasi. Analisis data dilakukan dengan langkah-langkah yaitu tahap reduksi data, tahap penyajian, dan tahap kesimpulan. Hasil penelitian menunjukkan bahwa (1) kualitas pembelajaran model 4K dalam kategori baik, (2) subjek dengan gaya kognitif FD memenuhi satu indikator kemampuan pemecahan masalah yaitu, membangun pengetahuan matematika baru melalui pemecahan masalah, (3) subjek dengan gaya kognitif FI memenuhi seluruh indikator kemampuan pemecahan masalah, (4) subjek dengan gaya kognitif FD memiliki karakter mandiri yang kurang baik, (5) subjek dengan gaya kognitif FI memiliki karakter mandiri yang baik. This research aims were determine, (1) the quality of mathematics learning with the 4K model towards problem­solving ability and self regulated learning, (2) problem­solving ability of students in terms of cognitive style FD and FI, and (3) the character of independent students in terms of cognitive style FD and FI. The research subjects are students of VII­E SMP Negeri 13 Semarang. Data collection techniques are test, interview, and observation. Data analysis was performed with steps are data reduction stage, presentation stage, and conclusion stage. The results showed that (1) the learning quality of 4K model in good category, (2) subjects with cognitive style FD only meet one indicator of problem­solving abilities, it is to build knowledge of the new mathematics through problem­solving, (3) subjects with cognitive styles FI meet all indicators of problem­solving abilities,(4) subjects with cognitive style FD have not quite good independent character, (5) subjects with cognitive styles FI have a good independent character.
Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems Isti, Nur Aisyah; Agoestanto, Arief; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12593

Abstract

The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.
Creative Problem Solving Learning to Fix Errors Eighth Grader In Problem Solving Matter Irsyad, Yofa Muhammad; Suhito, Suhito; Suyitno, Amin
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12603

Abstract

Penelitian ini dilatarbelakangi oleh temuan kesalahan siswa dalam menyelesaikan soal pemecahan masalah. Tujuan penelitian ini adalah mendiagnosis tipe kesalahan siswa berdasarkan prosedur Newman, kesulitan belajar siswa, dan mengetahui keefektifan pembelajaran Creative Problem Solving untuk mengatasi kesalahan siswa. Subjek penelitian adalah 9 siswa kelas VIII D di SMP Negeri 18 Semarang, yaitu masing-masing 3 siswa dari kelompok atas, kelompok tengah, dan kelompok bawah. Pembelajaran dengan metode pemecahan masalah diajarkan kepada siswa untuk mengajarkan kemampuan pemecahan masalah. Hasil penelitian ini yaitu (1) tipe kesalahan yang dilakukan siswa kelas VIII D adalah comprehension errors (tipe C), transformation errors (tipe T), process skills errors (tipe P), dan encoding errors (tipe E); (2) letak kesulitan belajar paling banyak adalah menentukan nilai panjang, lebar, atau tinggi yang sesungguhnya dan sifat kesulitan belajar paling banyak adalah psikologis; dan (3) pembelajaran Creative Problem Solving efektif untuk mengatasi kesalahan siswa sebagai subjek penelitian berdasarkan prosedur Newman dalam menyelesaikan soal pemecahan masalah. This research was motivated by findings students’ mistakes in solving the problem-solving exercises. The purpose of this research is to diagnose students’ error type based on Newman’s procedure, students’ learning difficulties, and to know the effectiveness of Creative Problem Solving learning in solving students’ mistakes. The subjects of the research are taken from the 9 students of grade VIII D SMP Negeri 18 Semarang, respectively 3 students from the top group, middle group, and lower group. Learning process using problem-solving methods taught the students about the problem-solving skills. The results of this research are (1) the type of errors made by students in grade VIII D are comprehension errors (type C), transformation errors (type T), process skills errors (type P), dan encoding errors (type E); (2) the learning difficulties are mostly in determining the value of the length, width, or height of the real and the characteristics of learning difficulties are mostly in psychological; and (3) Creative Problem Solving learning effectively overcome the mistakes of research subjects based on Newman’s Procedure in solving the problem-solving exercises.
Analysis of Concept Understanding Ability in Contextual Teaching And Learning in Quadrilateral Materials Viewed from Students Personality Type Purwaningsih, Kiky; Zaenuri, Zaenuri; Hidayah, Isti
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12642

Abstract

The purpose of this research was to description mathematical understanding of concept ability in learning CTLbased on personality types. This type of research is qualitative. The subjects of this research consists of 8 students VII H grade in state Junior High School 1 Sumpiuh are two srudents for each personality types Artisan, Idealist, Guardian, and Rational. The techniques to collect data of this research are mathematical understanding of concept test and interviews. Test result and interviews are analyzed based on the mathematical understanding of concept ability indicator by Dirjen Dikdasmen Depdiknas regulation Number 506/C/PP/2004 date 11 November 2004. Data analysis was done with the steps as follows: reduction step, data presentation step, make conclusion step. The result of this research showed that: (1) The result of personality types in a class VII H of 32 students there 4 Artisan students, 15 Idealist student, 3 Guardian student, 9 Rational student, and 1 Artisan and Rational student; (2) Artisant subject tend to be good, competent K1, 2, 3, 5, 6, and 7, but less competent K4. Idealist subject competent K1, 2, 3, 4, 5, 6, and 7. Guardian subject competent K1, 2, 3, and 4, but less competent K5, 6, and 7. Rational subject competent K1, 2, 3, 5, 6, and 7, but less competent K4.
Analysis of Mathematical Communication Skills and Confidence of 10th Grader of SMK in Geometry Material Viewed from Cognitive Style Putri, Elanda Laksinta; Dwijanto, Dwijanto; Sugiman, Sugiman
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): 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.v6i1.12643

Abstract

The purpose of this study were to describe the mathematical communication skills and the confidence of grade X SMK students on Van Hiele model geometry learning based on their cognitive styles. It was a qualitative descriptive research. The subjects were 2 impulsive students and 2 reflective students which were selected with MFFT instrument. The data collection techniques were mathematical communication skills tests (written and orally), interviews, documentation, attitude scale and activity observation sheets. The results showed that both written and orally, reflective students were able to meet 5 indicators of mathematical communication skills, and less meet another indicators. While, impulsive students less meet all of the mathematical communication skills indictors. The impulsive students confidence was in the medium category. In contrary, the reflective students confidence was in the high category.

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