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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 8 No 3 (2019): Unnes Journal of Mathematics Education" : 10 Documents clear
An Analysis of Problem Solving Ability using mathematical modeling strategies in Brain-Based Learning Rahman, Alif Aulia; Kharisudin, Iqbal
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.32218

Abstract

Problem-solving ability learning (PSA) is a fundamental problem that needs to be developed in learning mathematics at school. In this research mathematical modeling strategies (MMS) are developed for problem solving. This study aims to investigate how the implementation of MMS for problem-solving in mathematics learning. This study was conducted at SMP Negeri 34 Semarang. This research used sequential explanatory design. The quantitative research design is a quasi experimental design with the nonequivalent posttest-only control group design. Data collection techniques used in this study are documentation, tests, scale, interview, and observation, then processed with a classical completeness test, t-test, and proportion test. The results of this study indicate that (1) PSA on the application of mathematical modelling strategies on Brain-Based Learning (BBL) has achieved classical mastery learning; (2) the PSA of the experimental class by applying mathematical modeling strategies to Brain-Based Learning is better than the control class that uses the Problem Based Learning; and (3) two subjects with high category self-efficacy (SE) have high PSA, two SE subjects are categorized having middle PSA, and two low SE subjects have a low PSA.
Mathematical writing ability in Problem Based Learning observed from the level of logical-mathematical intelligence Virgonanto, Titis Hari; Pujiastuti, Emi; Prabowo, Ardhi
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.32254

Abstract

The purpose of this study were to (1) prove the students' mathematical writing ability in the application of PBL achieve classical mastery criteria; (2) describe the mathematical writing ability of students in PBL observed from the level of logical-mathematical intelligence. The research used a mixed-method. The population of this study was 278 VIIth grade students in SMP 4 Kudus. The sample in this study was 32 students of VII-A class. Quantitative data sampling was done using simple random sampling technique. Quantitative data were obtained using tests. Quantitative data analysis used the normality test, homogeneity test, t-test, and z-test. The subjects in this study were 6 students. Qualitative data analysis was the analysis of data from interviews. The results showed that (1) the mathematical writing ability of VIIth grade students observed from the level of logical-mathematical intelligence achieved classical mastery criteria; (2) Students with high, moderate and low logical- mathematical intelligence levels met all three aspects of their mathematical writing ability, such as written text, drawing, and mathematical expression.
Mathematical representation ability based on learning styles of students on Anchored Instruction assisted Problem Card Lastriani, Kartika Septina; Safa'atullah, Muhammad Fajar
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.32638

Abstract

Learning outcomes and abilities of class VIII students of SMP Negeri 1 Banyubiru on the aspects of mathematical representation are not optimal. Each student has a different learning style that influences the process of representing mathematical problem solving. In this study, the application of the Anchored Instruction model assisted by Problem Card aims to find out students 'classical completeness and describe the students' mathematical representation abilities for each type of learning style, namely Visual, Auditorial, and Kinesthetic (V-A-K). This research method is mixed methods or combination methods. The research design used was explanatory sequential design. The subjects of this study were 9 students of class VIII B of SMP Negeri 1 Banyubiru who were selected using the purposive sampling method. Data collection techniques in this study used the test method, questionnaire method, and interview method. The results showed (1) the learning outcomes on the aspect of mathematical representation ability in the Anchored Instruction model achieved classical; (2) learning outcomes on aspects of mathematical representation ability for classes using the Anchored Instruction learning model aided by Problem Card are better than classes that use the Anchored Instruction learning model; (3) description of students' mathematical representation abilities for each type of learning style, namely visual, auditorial and kinesthetic.
Analysis of mathematical representation ability based on students' thinking style in solving open-ended problems Hadiastuti, Dita Indah; Soedjoko, Edy
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.34189

Abstract

This study aimed to know whether students’ mathematical representation ability reach the classical completeness and to describe students’ mathematical representation based on their thinking style, namely Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR). This study used mixed methods as the research design. Population in this study was 10th graders in one vocational school in Pati. The sample was a class chosen randomly. The subjects of this research were 8 students consisted of 2 of every thinking style type. The methods of data collection of this research were questionnaires of thinking style, mathematical representation ability test, interviews, and documentation. The results showed that: (1) students’ mathematical representation ability reached the classical completeness and (2) the students’ mathematical representation ability based on their thinking style are (a) the CS students have moderate visual ability, excellent symbolic ability, and poor verbal ability; (b) the AS students have moderate visual ability, excellent symbolic ability and less verbal ability; (c) the AR students have moderate visual and verbal ability, and good symbolic ability; and (d) the CR students have moderate visual ability, excellent symbolic ability, and poor verbal ability.
Fraction Triangle Cards (FTC) game as learning media for multiplying fractions in fifth-grade elementary school Trimurtini, Trimurtini; Astuti, Fatma Dwi; Nugraheni, Nursiwi
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.34523

Abstract

Learning media can help in improving the students’ skills, so they can achieve the learning objectives effectively. This research is development research that aims to create learning media that is feasible and valid. This research uses concrete objects in the form of cards for multiplying fraction materials in grade 5 Public Primary School of Tambakaji 04 Semarang. The research was conducted by using Sugiyono’s development method. The techniques of data collection conducted in this study were (1) questionnaire, to evaluate the media validity, obtained through validation by the validators, (2) test, to measure the media effectiveness obtained through students’ learning outcomes. The results show that the average score of media validity is 90%, and media effectiveness from students’ learning outcomes is 0.4. Therefore, this learning media is practical and feasible so that it can be used in multiplying fractions learning in the fifth grade of elementary school.
The influence of the Inquiry Learning Model on students mathematical critical thinking skill Pujiastuti, Heni; Haryadi, Rudi; Ayatullah, Fahmi
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.34640

Abstract

This research is motivated by the low ability of mathematical critical thinking. So that a learning model is needed to enhance this ability. Inquiry learning model is believed to be able to improve mathematical critical thinking ability on students. This research was conducted in State Junior High School 1 Ciruas 2018/2019 academic year which aims to see the influence of inquiry learning models on students’ mathematical critical thinking ability. The research method used in this study is quasi-experimental with the non-equivalent pre-test post-test control group design. This study involved two groups consisting of the experimental and control group. The population in this study were all seventh grade students in SMPN 1 Ciruas. The sample of this study was the VII A class as the experimental group and VII E as the control group. The instrument used in this study was a mathematical critical thinking ability test. The results of the study provide the conclusion that there is an influence of inquiry learning model on students’ mathematical critical thinking ability.
Analysis of the ability to interpreting information in algebraic critical thinking Agoestanto, Arief; Sukestiyarno, YL; Isnarto, Isnarto; Rochmad, Rochmad
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.35224

Abstract

This research aimed to describe the ability to interpret the information in the student's algebraic critical thinking. The type of research is a mixture of quantitative and qualitative. Methods of data collection are tests and interviews. The results of the algebraic critical thinking test referring to Watson-Glaser were analyzed descriptively quantitatively, then 6 subjects were selected each of 2 subjects including the upper, middle, and lower groups for interviews. Triangulation was carried out using 2 different subjects for each level and comparison of test results and interview results. The results of this research indicate the average Algebraic Critical Thinking ability of 31 students was 50.14 and the standard deviation was 9.09, with the lowest average inference ability was 32.64, and the highest average argument was 62.63; the correlation coefficient of algebraic critical thinking skills with indicators of inference, recognition assumptions, deductions, interpretations, evaluations of arguments, each of which amounted to 0.3264, 0.5126, 0.5417, 0.4602, 0.6263; and that the upper group subjects were able to interpret information in the medium category, the middle group subjects were able to interpret information in the medium category, and the lower group subjects were able to interpret the information in the low category.
The problem-solving ability in terms of self-efficacy with Creative Problem-Solving Learning Wulandari, Meidila; Asikin, Mohammad
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.36591

Abstract

This study aims to determine the quality of learning with the CPS model on PSA, the CPS learning model to achieve learning mastery and to describe PSA in terms of self-efficacy. The research method used in this study was a mixed or combination method. The population in this study were eighth-grade students of Junior High-School 1 Moga in the academic year of 2018/2019, and by using random sampling the class VIII H was chosen as the experimental class. The data collection methods used in this study were documentation, observation, tests, interviews, and self-efficacy scale. The results of this study indicate that (1) The quality of learning with the CPS model on students’ PSA is very good; (2) Students’ PSA in the CPS learning model achieve learning mastery; (3) Students with high problem-solving ability are able to achieve all indicators of problem-solving ability and self-efficacy perfectly, students with moderate problem-solving ability have not been able to achieve all indicators of problem-solving ability and self-efficacy perfectly, and students with low problem-solving ability has not been able to reach all indicators of problem-solving ability and self-efficacy.
Student’s creative thinking ability in problem-posing activities viewed from self-efficacy Husna, Insana Akmalul; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.36593

Abstract

This study aims to determine the completeness of students' creative thinking abilities in knowing students' creative thinking processes in terms of self-efficacy, knowing students' responses to creative problem-solving learning with problem-posing activities, and knowing the obstacles experienced in learning. This research is a mixed-method with councurrent-embedded strategy. The sample of this study was one of class VIII in a Junior High School in Blora. The results showed that: (1) students' creative thinking skills with creative problem solving learning achieve mastery learning; (2) the description of the stages of students' creative thinking in terms of the level of self-efficacy that is on subjects who are in level of creative thinking ability 1 at the level of low and moderate self-efficacy is only able to pass the stage of synthesizing ideas and building ideas. Subjects at the level of creative thinking ability 2 at moderate and low levels of self-efficacy synthesize ideas and build ideas. Subjects at level of creative thinking ability 3 at moderate and high levels of self-efficacy are able to go through all stages of creative thinking, namely synthesizing ideas, building ideas, planning the application of ideas and applying ideas; (3) The use of creative problem solving learning models in which there are problem-posing activities get positive responses from students; (4) The obstacle experienced in this study is that this study when learning is used too much for group discussions.
Student's Problem-Solving Ability through the Realistic Mathematics Education with Fun Card Windari, Puput; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): 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.v8i3.36596

Abstract

The purpose of this study is to test: (1) classical mastery of problem-solving abilities in Realistic Mathematics Education Learning assisted with fun cards, (2) whether problem-solving abilities in Realistic Mathematics Education Learning Approach is better than learning with PBL, (3) the influence of students' learning responsibility towards problem-solving skills with the Realistic Mathematics Education approach, and (4) describe students' problem-solving abilities in terms of learning responsibility. This study uses a mixed method of sequential explanatory design, the population in this study was the seventh-grade students of one of Junior High School 36 Semarang the academic year of 2018/2019. The results showed that (1) students' problem-solving abilities through the Realistic Mathematics Education Learning Approach assisted with fun cards met classical learning completeness criteria, (2) problem-solving abilities of students who obtained Realistic Mathematics Education Learning assisted with fun cards are better than students who learn with Problem-Based Models Learning, (3) learning responsibilities have a positive effect on students' problem-solving skills in Realistic Mathematics Education Learning assisted with fun cards, (4) students' problem-solving abilities in terms of responsibility through the RME learning approach assisted with fun cards.

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