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[The mathematical communication ability based on gender difference on students of 11th grade by using problem-based learning model assisted by probing prompting technique ]]>
<![CDATA[Zakiri, Ishmah Khairina]]>;
<![CDATA[Pujiastuti, Emi]]>;
<![CDATA[Asih, Tri Sri Noor]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.20645
<![CDATA[This study aims to test the MCA (Mathematical Communication Ability) in Problem Based Learning (PBL) model assisted Probing Prompting Technique (PBL PP), to achieve learning mastery, to know the average ratio of MCA of students on learning model of PBL PP and PBL only, to differ the MCA of male students with female students in PBL PP, and to describe MCA of students based on gender difference. The method used in this research is mix method. While the population is science program students of XI grade at MAN 2 Semarang. The sample is chosen with random sampling. In addition, students of XI IPA 1 are as experiment class, while students of XI IPA 2 as control class. The qualitative research subjects in this study are six students, for each is taken three from every male and female students in experiment class. The results of this research are the MCA’s students with PBL PP learning reaches the learning mastery, the average ratio of MCA in PBL PP is better than PBL model, the MCA of male and female students have no significant difference, and there are some differences of MCA in each indicators based on gender difference.]]>
<![CDATA[The effectiveness of problem based learning with authentic assessment towards students’ mathematical problem solving ability at 11th grade of Tran Nhan Tong Senior High School in Ho Chi Minh City, Vietnam ]]>
<![CDATA[Mawarti, Sela]]>;
<![CDATA[Masrukan, Masrukan]]>;
<![CDATA[Asikin, Mohammad]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.21587
<![CDATA[The purpose of this research was to find out whether Problem Based Learning (PBL) learning with authentic assessment affects the students' mathematical problem solving ability. The method of this research was quantitative research method. Its population was 11th grade of Tran Nhan Tong Senior High School Ho Chi Minh City, Vietnam in academic year 2017/2018. By using the cluster random sampling, class 11A1 was selected as a control class that gained conventional learning in Vietnam, class 11A2 as an experiment class 1 that obtained PBL learning with authentic assessment, and class 11A3 as experiment 2 class that obtained PBL learning. The data collection techniques were documentation and test method. The result of the research showed that the result of mathematical problem solving test at the experiment class 1 successfully reached classical completeness more than or equal to 75% of the students in the class, and students’ mathematical problem solving ability at the experiment class 1 was better than at the experiment class 2, while students’ mathematical problem solving ability at the experiment class 2 was better than at the control class.]]>
<![CDATA[Mathematical creative thinking ability viewed from the types of personality on CPS learning model ]]>
<![CDATA[Prasetiawan, Aditya Hendra]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Soedjoko, Edy]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.22790
<![CDATA[The purpose of this research was to describe the learning quality of CPS model towards mathematical creative thinking ability of students viewed from personality types. This research was a mixed method is the type of this research. Mathematical Creative Thinking Skill Test (MCTST) was analyzed quantitatively by classical completeness test and different test average. Furthermore, MCTST was also analyzed qualitatively to gain the description of mathematical creative thinking ability viewed from personality types. The results showed that the quality of CPS mathematics learning model in good category. The artisans subject did not complete mathematical creative thinking aspects, especially fluency and flexibility aspects, guardians subject met all four aspects of mathematical creative thinking, the idealist subject did not meet mathematical creative thinking aspects, especially originality and elaboration aspects, and the rational subject met all four aspects of mathematical creative thinking.]]>
<![CDATA[Analysis of mathematical reasoning ability of junior high school students of grade VII viewed from cognitive style on problem based learning with mind mapping ]]>
<![CDATA[Mardiyah, Istianatun]]>;
<![CDATA[Suhito, Suhito]]>;
<![CDATA[Safa'atullah, Muhammad Fajar]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.24883
<![CDATA[The method used in this research is a mixed method with the research design that is explanatory sequential design. The result of this research are (1) Mathematical reasoning ability of grade VII students after being given learning by using PBL with mind mapping reached minimal completeness criteria; (2) the description of students' mathematical reasoning ability with independent field cognitive style were capable to present mathematical statements, propose conjecture, do mathematical manipulation, give reason to solution, and draw conclusion; and (3) the description of students' mathematical reasoning ability with field-dependent cognitive style were capable to present mathematical statements, yet incapable to propose conjecture, FDK students were less able to manipulate mathematics, while FDL students were incapable to perform mathematical manipulation, provide reason for solution, and draw conclusions.]]>
<![CDATA[The analysis of adaptive reasoning ability reviewed from students’ confidence in ethnomathematic-based treffinger learning model ]]>
<![CDATA[Fikriya, Annisa]]>;
<![CDATA[Waluya, Stevanus Budi]]>;
<![CDATA[Sunarmi, Sunarmi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.24941
<![CDATA[The objective of this study was to examine whether ethnomathematics-based Treffinger learning model was good to improve students’ adaptive reasoning ability and to describe the adaptive reasoning ability based on students’ self-confidence level. The method of this study was Mixed Methods. While the population of this study was tenth grade science students of Wiradesa High School academic year 2017/2018. Again, the population was divided into 2 categories, they were the tenth grade of Science 2 was the experimental class and the tenth grade Science 1 was a control class. Eventually, the result showed that: (1) Ethnomathematics-based Treffinger learning model has good quality in improving students' adaptive reasoning ability since the planning and the implementation of learning process had good criteria, starting from teacher’s and student’s activities and the average of learning outcomes had reached the minimum score (KKM) and (2) the classification of adaptive reasoning ability was based on students' confidence level.]]>
<![CDATA[The development of guided inquiry-based mathematics student’s worksheet on algebra material in eighth grade students in SMP / MTs in Landak Regency ]]>
<![CDATA[Annur, Muhammad Firman]]>;
<![CDATA[Annurwanda, Pradipta]]>;
<![CDATA[Suprihatiningsih, Siti]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.25365
<![CDATA[This research is motivated by the lack of practical use of student worksheets in schools. This research is development research. The product developed and tested in the form of guided inquiry-based worksheets on Algebra material for eighth grade MTs students. The development model used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The purpose of this research is to develop guided inquiry-based worksheets that fulfill the aspects of validity, practicality, and effectiveness to help class VIII MTs to better understand the algebraic material. The subject of this study was the eighth-grade students of MTs 1 Landak. The instruments used were validation sheets, observation sheets, and learning outcome tests. The results of instrument validation are categorized as valid with the level of material validation of 76.25% and media validation of 78.7%. The results of LKS implementation observations found a practical level of 78.3%. Learning test results students find an average test of learning outcomes obtained by students of 77.7 with a percentage of classical completeness of students by 80%. The results of this test indicate that LKS is included in the sufficient category.]]>
<![CDATA[Cognitive load in working memory on trigonometry Learning ]]>
<![CDATA[Basir, Mochamad Abdul]]>;
<![CDATA[Maharanib, Hevy Risqi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.25366
<![CDATA[The cognitive process involves three elements in the human memory system; sensory, working, and long term memory. Unless the long term memory does not have enough preliminary knowledge, the working memory will have difficulties in providing meaning and constructing information as a knowledge, so the working memory is overloaded to understand the problems.With regard to that symptom, the aim of this study is to find out the cognitive load in trigonometric learning. The subjects of this study are students of grade X4 SMAN 6 Semarang. The cognitive load in working memory is caused by three sources, including Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). The results show that ICL can not be manipulated, but ICL can be well processed. Then, ECL can be minimized by material presentation techniques through the help of materials that utilize information technology media. While GCL can be improved through problem solving in developing students' mathematical creative thinking skills.]]>
<![CDATA[The role of resilience (adversity intelligence) and creativity in mathematics learning ]]>
<![CDATA[Suhendri, Huri]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.25367
<![CDATA[This study aims to analyze and prove the existence of resilience influence and creativity to the ability of problem solving in mathematics. The method of study used is survey method with correlational analysis. The population of this study is all students of class X SMK Kharismawita 2, South Jakarta. While the sample is 30 students class X SMK Kharismawita 2, South Jakarta in the academic year 2017/2018. Further, the instruments of data collection consisted of: a questionnaire about resilience and creativity, and a written test of mathematics subjects. The requirements of data analysis consist of: normality, linearity, and multi-collinearity test. The result of three data analysis requirement test obtained by conclusion that the three groups of data come from normal distributed population, the two regression models which are formed are in linear pattern, and there is no relation between the independent variables. Further the hypothesis test is done by correlation and regression test. Eventually, from the results of hypothesis test and analysis, it can be concluded that there is influence of resilience and creativity to the problem solving ability in mathematics. It means that resilience variable and creativity play a role in mathematics learning, which affect the problem solving skills of mathematics. Thus, in the learning, teachers focused on the factors of resilience and creativity of learners and made efforts to improve both of these factors through interesting math learning]]>
<![CDATA[Mathematical connection ability on creative problem solving with ethnomathematics nuance learning model ]]>
<![CDATA[Yosopranata, Desinta]]>;
<![CDATA[Zaenuri, Zaenuri]]>;
<![CDATA[Mashuri, Mashuri]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.25399
<![CDATA[The purpose of this research was to analyze the completeness of mathematical connection ability on Creative Problem Solving with ethnomathematics nuance learning model and its differences on Direct Instruction learning model and to analyze the influence of cultural love attitude toward mathematical connection ability. The materials in this research were rectangle, square, and trapezoid. The population in this research were students of grade VII A, VII B, and VII C at a junior high school in Wonosobo academic year 2017/2018 and selected with cluster random sampling. Particularly, grade VII A was chosen as the experimental class and taught by using Creative Problem Solving with ethnomathematics nuance learning model, while grade VII B as a control class that was taught by using Direct Instruction learning model. The data collection methods used were documentation, written test, and questionnaire. The research instrument used were written test and questionnaire. Then, the data were analyzed by one-sided proportion test, two-point equality test, equality test of two proportions, and regression analysis. Eventually, the results showed that (1) the mathematical connection ability of grade VII students with Creative Problem Solving with ethnomathematics nuance learning model reached the classical completeness; (2) the average of mathematical connection ability by using Creative Problem Solving with ethnomathematics nuance learning model of grade VII better than average of mathematical connection ability using Direct Instruction learning model; (3) the cultural love attitude affected to mathematical connection ability.]]>
<![CDATA[Analysis of mathematical literacy ability on PjBL model assisted by observation independent task ]]>
<![CDATA[Nitasari, Ayu]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Isnarto, Isnarto]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i2.26462
<![CDATA[Mathematical literacy ability is an important ability that possessed by students for understanding and solving problems in daily life. In fact, the student’s mathematical literacy ability is still low. Due to that fact, the purpose of this research are (1) to know the learning mastery of mathematical literacy ability on PjBL model assisted by observation independent task; (2) to know the increasing of mathematical literacy ability on PjBL model assisted by observation independent task; and (3) to know the student’s mathematical literacy ability on PjBL model assisted by observation task. This research uses mixed methods with the concurrent embedded model. The population of this research is students of 8th grade in SMP Negeri 29 Semarang academic year 2017/2018. In addition, the sampling technique in quantitative is random technique and the research subject determination is by using certain consideration. Eventually, the results of the research are (1) the mathematical literacy ability on PjBL model assisted by observation independent task achieves learning mastery; (2) there is an increase in mathematical literacy ability on PjBL model assisted by observation independent task; (3) upper group students have excellent mathematical literacy ability, middle group students have good mathematical literacy ability, and lower group students have less mathematical literacy ability.]]>
