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 analysis of student’s mathematical communication ability viewed from learning styles through project based learning models on cylinder and cone materials ]]>
<![CDATA[Fitriana, Rodliyatul Wulan]]>;
<![CDATA[Isnarto, Isnarto]]>;
<![CDATA[Prabowo, Ardhi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.22165
<![CDATA[The aims of this study were to know student’s mathematical communication ability reach minimum criteria of mastery learning, know teacher’s and student’s activity, and describe student’s mathematical communication ability viewed from learning styles. The learning methode used in this study was mix mehod. The population were ninth grader of students from MTsS Hidayatul Athfal Pekalongan and obtained the sample was class IX D as research class. The methods which have been used to collect data were documentation, questionaire, observation, test, and interview. The result in this study show that (1) student’s mathematical communication with Project Based Learning models reach minimum criteria of mastery learning, (2) teacher’s activity on Project Based Learning from first meeting tol fourth meeting was in very good category, (3) student’s activity on Project Based Learning from first meeting tol fourth meeting was in very good category, (4) subject with visual, auditory, and kinesthetic learning styles on the top category were able to fulfill entire mathematical communication indikators. Subject with visual learning styles on the middle category was able to fulfill two indikators. Subject with auditorial and kinesthetic learning styles on the middle category were able to fulfill three indikators. While subject with visual, auditory, and kinesthetic learning styles on the bottom category were able to fulfill just one indikator.]]>
<![CDATA[Problem solving skill through think pair share model with murder approach viewed from learning interest of tenth grade students ]]>
<![CDATA[Millah, Najichatul]]>;
<![CDATA[Waluya, St. Budi]]>;
<![CDATA[Walid, Walid]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.22616
<![CDATA[This research focuses on problem-solving capability through Think Pair Share model with MURDER approach viewed from learning interest of the students. TPS learning with MURDER approach was conducted through three phases of TPS namely Think, Pair, and Share. This research aims to testthe completeness of problem-solving through TPS model with MURDER approachand to describe the problem-solving capability through TPS model with MURDER approach viewed from students’ learning interest.This research usedmixed methods with concurrent embedded design. The samples of this research weretenth-grade students of AP (experimental class) andtenth grade TP A (control class) of State Vocational High School 2 Rembang who were chosen through random sampling technique. The quantitative data collection technique used test, while qualitative data collection used triangulation technique. Sample selection on qualitative research used purposive sampling technique. The qualitative datawere analyzed by usingnormality, homogeneity, equality of two means, t, and z tests. Qualitative data were analyzed by using data validation test, data reduction, data presentation, and verification andconclusion drawing. The results of the research showedthat the (1) problem-solving capabilities of the students through TPS model with MURDER approach has reached individual and classical completeness, (2) the problem solving capabilities of the students through TPS model with MURDER approach was better than the problem solving capabilities of the studentsthrough expository learning model, (3) students with high learning interestcould fulfill all problem solving capability indicators, (4) students with moderate learning interestcould fulfill fourproblem solving capability indicatorsbut they tend to be lessthorough, and (5) students with low learning interestwere less able to fulfill appropriate strategies application indicators to solve the problem.]]>
<![CDATA[Mathematics literacy on creative problem solving with realistic mathematics education approach assisted by e-learning schoology ]]>
<![CDATA[Azmi, Anisa Luthifa]]>;
<![CDATA[Wardono, Wardono]]>;
<![CDATA[Cahyono, Adi Nur]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.24472
<![CDATA[This research was conducted to find out the influence of Creative Problem Solving (CPS) model of learning with RME approach with the help of Schoology to increase junior high school students’ mathematic literacy and students’ learning output. This research used design true experimental design pretest-posttest control group design. This research used qualitative research method which involved control group and experiment group. The sampling technique used was random sampling. Experiment class was given a treatment in the form of Creative Problem Solving-RME learning. Meanwhile, control group was given a treatment in the form of expository-scientific. The data was collected using mathematic literacy’s ability test, observation, and interview. From the final data of mathematic literacy’s ability test, the researcher analysed and obtained that: (1) the students’ proportion in Creative Problem Solving-RME learning which passed the minimun criteria of mastery learning (KKM) was about 75%; (2) the average of students’ mathematic literacy on Creative Problem Solving- RME learning was better than the average of students’ mathematic litaracy on expository learning. So, we can conclude that Creative Problem Solving-RME learning was effective to improve students’ mathematic literacy.]]>
<![CDATA[The students’ critical thinking ability through problem posing learning model viewed from the students’ curiosity ]]>
<![CDATA[Permanawati, Fitra Inda]]>;
<![CDATA[Agoestanto, Arief]]>;
<![CDATA[Kurniasih, Ary Woro]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.25025
<![CDATA[Critical thinking is an embodiment of high level thinking. The purposes of this research were to know that the critical thinking ability of class VIII SMP Negeri 1 Wangon on Problem Posing passes the learning completeness grade, the critical thinking ability of class VIII SMP Negeri 1 Wangon on Problem Posing is better than Direct Instruction, and to describe the students’ critical thinking ability through Problem Posing seen from the students’ curiosity. The results showed that: 1) critical thinking ability of class VIII SMP Negeri 1 Wangon on Problem Posing pass the learning completeness grade; 2) critical thinking ability of class VIII SMP Negeri 1 Wangon on Problem Posing is better than Direct Instruction; 3) subject with high curiosity are able to accomplish 6 indikators, while the subject with medium curiosity are able to accomplish 5 indikators, and subject with low curiosity are able to accomplish 3 indikators.]]>
<![CDATA[Students’ mathematical creative thinking ability in creative problem solving learning based on self-esteem ]]>
<![CDATA[Wicahyono, Dangu Prastiyo]]>;
<![CDATA[Asikin, Mohammad]]>;
<![CDATA[Suhito, Suhito]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v8i1.25263
<![CDATA[The purpose of this study was to determine the improvement of students’ mathematical creative thinking ability and to describe students’ mathematical creative thinking ability based on self-esteem. The method used in this study was mixed methods. The population in this study were seventh grade students in one of the junior high school in Semarang City. Through simple random sampling, the reseachers chose class VII A as an experimental class. Futhermore, 6 study subjects were interviewed consisted, covering 3 subjects from high self-esteem level and 3 subjects from low self-esteem level. The results of this study were: (1) student’s mathematical creative thinking ability increased with a gain index of 0,4 and was included in medium level; (2) students with the high self-esteem level were categorized in level 4 of TBKM; and (3) students with the low self-esteem level were grouped in level 0 TBKM.]]>
<![CDATA[Mathematical representation ability of students’ grade X in mathematics learning on problem based learning ]]>
<![CDATA[Utami, Palupi Retno]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Hidayah, Isti]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.25486
<![CDATA[The purposes of this study were to obtain a description of learning quality on problem based learning to improve the mathematical representation ability of students grade X and to get description about mathematical representation ability of students grade X in mathematics learning on problem based learning. this study used qualitative method. Qualitative methods is procedure of study that produce descriptive data in the words or oral from people and behaviour that can be observed. The study was conducted at SMA 1 Bumiayu with the subject of this study is the students of X MIPA 6. The subject of this study are students and teacher. The students that chosen as a subject of the study were selected as many as 6 person.they are 2 person from upper group, 2 person from medium group and 2 person from lower group. Based on the study thet has been done, the result shows that (1) the quality of mathematical learning on problem based learning in good category, (2) mathematical representation ability of students in each groups is different. Words representation ability and mathematical expressions ability shows a uniform pattern. On the visual representation ability shows diverse pattern.]]>
<![CDATA[Enhancing mathematical problem solving ability through model eliciting activities ]]>
<![CDATA[Diyastanti, Arum]]>;
<![CDATA[Dewi, Nuriana Rachmani]]>;
<![CDATA[Sunarmi, Sunarmi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.26548
<![CDATA[The main purpose of this research was to comprehensively examine the achievement and improvement of mathematical problem solving ability through the use of Model Eliciting Activities and Problem Based Learning. The research method used was explanatory sequential mixed methods. The research design used was Pretest-Posttest Control Group Design. The research population was grade VII students one of Junior High School in Kudus except students in the favourite class. The sample was taken by simple random sampling technique, so that grade VII F was obtained as experiment class and grade VII E as control class. Qualitative research subject were taken 6 subjects based on the mathematical early ability category. The result of the research showed that (1) the achievement of mathematical problem solving ability of the students who got Model Eliciting Activities had not reach the completeness classically; (2) the achievement and improvement of mathematical problem solving ability of the students who got Model Eliciting Activities were better than the students who got Problem Based Learning; (3) the students who got Model Eliciting Activities tend to be active and brave rather than the students who got Problem Based Learning; and (4) some of the students’ difficulties, students with the high early mathematical ability in the experiment class did not face any difficulties, only the students were not careful in calculating, while in the control class faced the difficulty in making plans at number 4, thus influencing the next indicator. For students with the medium early mathematical ability in the experiment class faced the difficulty in determining the correctness of the answer and were not careful in calculating, while in the control class faced the difficulty in determining the correctness of the answer and making the plan at number 4 thus influencing the next indicator. Lastly, for students with low early mathematical ability in both experiment class and control class, they faced the difficulty in determining the truth of the answer and had not finished working on the four questions because the time provided has been exhausted.]]>
<![CDATA[The effect of the use of Differentiated Instruction-Based Module on students’ learning motivation ]]>
<![CDATA[Harmini, Triana]]>;
<![CDATA[Effendi, Lukman]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.26764
<![CDATA[The use of modules as teaching materials in the learning process is very important in order to improve the learning outcomes. The differentiated instruction based module is a learning module that differentiates instruction based on the differences of students ability level. Thereupon, the objectives of this study were: (1) to find out the differences of students' mathematics learning motivation before and after the use of differentiated instruction-based module, (2) to determine the effect of using differentiated instruction-based learning module on students’ mathematics learning motivation. This study used a quantitative approach and mathematics learning motivation questionnaire as the technique of collecting data. Also, to analyze the data this study used the T-Test (paired Samples T-Test) with the prerequisite of analysis, namely the normality and homogeneity test. Eventually, the results of analysis prerequisite analysis showed that both data were normally distributed and homogeneous. Meanwhile, the results of the t-test showed that there were significant differences between students’ mathematics learning motivation before and after the use of the differentiated instruction based learning module.]]>
<![CDATA[The analysis of students’ mathematical connection ability and responsibility in two stay two stray learning with problem cards ]]>
<![CDATA[Pebriyanti, Maria Metha Dwi]]>;
<![CDATA[Dwidayati, Nur Karomah]]>;
<![CDATA[Amidi, Amidi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.26964
<![CDATA[This research aims to discover mathematics learning on Two Stay Two Stray (TSTS) learning assisted by effective problem cards on students' mathematical connection abilities, describing students' mathematical connection skills based on responsibility for TSTS learning and describing students' responsibilities in TSTS learning. The method used in this research is a mixed method. The population in this research were students of class VII A - VII B on one of junior high schools in Semarang, based on random sampling technique, it was selected that class VII A as the experimental class and class VII B as the control class. The results of the research show that; Students 'mathematical connection ability by using the TSTS model can reach KKM (minimum criteria of mastery learning) and classical completeness, the mathematical connection ability of students by using TSTS learning is better than students' mathematical connection skills by using expository learning. (3) Subjects with high responsibility were able to achieve three indicators of mathematical connection ability well, subjects with moderate responsibility have differences in achieving mathematical connection indicators, subjects with low responsibility were able to achieve one of mathematical connection indicator.]]>
<![CDATA[An analysis of mathematical problem solving ability based on hard work character in mathematics learning using connecting organizing reflecting extending model ]]>
<![CDATA[Purwati, Lina]]>;
<![CDATA[Rochmad, Rochmad]]>;
<![CDATA[Wuryanto, Wuryanto]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v7i3.28977
<![CDATA[Mathematical problem-solving ability is one of the goals of mathematics learning. However, the mathematical problem-solving ability of students is still lacking. Therefore, this research was conducted (1) to observe whether students problem-solving ability on CORE-modeled mathematical learning passed the minimum criteria of mastery learning or called as KKM included average mastery and proportion mastery, (2) compare the application of CORE model and Jigsaw model on students problem solving ability, (3) increase the mathematical problems solving ability using CORE model and (4) analyze the mathematical problem solving ability observed from hard work character using CORE model. This research used a mixed method with the concurrent triangulation method. The population was VIII grade student of SMPN 12 Semarang. The results showed that: (1) the mathematical problems solving ability on CORE-modeled mathematical learning passed the minimum criteria of mastery learning included average mastery and proportion mastery, (2) students problem solving ability on CORE mathematics learning model and those on Jigsaw mathematics learning model are equal, (3) there was an increase in the mathematical problems solving ability on mathematics learning after CORE model being applied, (4) student who had worked hard trait in the 1st group on mathematics learning showed the ability to solve mathematical problems was better than those in 2nd and 3rd group on mathematics learning.]]>
