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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 9 No 3 (2020): Unnes Journal of Mathematics Education" : 10 Documents clear
The ability of mathematical representation on problem based learning of Krulik and Rudnick strategies Yulianawati, Dewi Nova; Safa'atullah, Muh. Fajar
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.32639

Abstract

In learning mathematics, students still find it difficult to simplify a problem in the form of a problem description into a picture or symbol of mathematics correctly. This relates to students' mathematical representation ability which is still lacking and also its self efficacy. One effort to improve students' mathematical representation ability is through learning through the PBL model of Krulik and Rudnick's strategies. This study aims to examine the classical completeness of students in the aspects of mathematical representation ability, the average mathematical representation ability of students in the learning model Problem Based Learning of Krulik and Rudnick strategies and Problem Based Learning, and describe the ability of mathematical representation of students based on high self-efficacy, moderate, and low. This research uses a mixed method. The research class was taken by simple random sampling. The subjects of this study were 6 students of class VII A of SMP 1 Jambu who were selected by purposive sampling. Data collection using tests, questionnaires, and interviews. The results showed (1) The ability of mathematical representation with the Problem Based Learning model of the Krulik and Rudnick strategies achieving classical learning completeness; (2) The ability of mathematical representation of students in a class that uses Problem Based Learning Krulik and Rudnick strategies is better than the ability of mathematical representation of students in a class that uses Problem Based Learning; (3) Subjects with high self efficacy are able to meet all indicators of mathematical representation ability although there is still a lack of rigor in the work, subjects with moderate self efficacy are sufficiently able to meet the indicators of mathematical representation ability, while with low self efficacy there are still some indicators that have not yet been achieved namely indicators the ability of students to make mathematical equations or models from other given representations and write the steps for solving and solving mathematical problems correctly.
Analysis of students mistakes in solving open ended question based on Newman’s procedures on Treffinger learning model Haryanto, Clarasati; Pujiastuti, Emi
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.41299

Abstract

The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of SMP Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.
The application of fast feedback in discovery learning on the achievement of critical thinking ability reviewed from adversity quotient Narumi, Safira Aprillia; Kartono, Kartono
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.41862

Abstract

The objectives of this research were (1) to discover the effectiveness of discovery learning model with fast feedback towards the students’ achievement of critical thinking abilities; and (2) to describe students' critical thinking abilities reviewed from adversity quotient. The research method and design used in this research was mix methods with sequential explanatory. The population of this research were 7th grade students of Junior High School 1 Semarang. Sampling for the experiment class and control class by means of cluster random sampling, and the selection of subjects using purposive sampling technique. The results showed that discovery learning with fast feedback was effective in achieving students' critical thinking abilities. The description of the subject's critical thinking abilities based on the adversity quotient showed that: (1) the climbers’ subjects could master four indicators of critical thinking, namely interpretation, analysis, inference, and evaluation; (2) the campers-climbers’ subjects could master two indicators of critical thinking, namely analysis and inference, and sufficiently master the indicators of interpretation and evaluation; and (3) the campers’ subjects has sufficiently master two indicators of critical thinking, namely infer
The development of problem sheets based on model eliciting activities learning to improve students’ mathematical communication ability Lusiatri, Endah; Dewi, Nuriana Rachmani
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.41864

Abstract

Problem Sheets are another form of the student worksheet that is arranged specifically in the Model Eliciting Activities (MEAs) learning. Students have to solve some problems in Problem Sheets with mathematical modeling. The purpose of this research was to produce a Problem Sheets based on MEAs learning which was guided by the indicators of students’ mathematical communication ability. This research is a type of Research and Development (R&D), the model used in this research is 4D Models consisting of 1) Define; 2) Design; 3) Develop; and 4) Disseminate. However, this research only went through three steps, they are 1) Define; 2) Design; and 3) Develop. The feasibility test result shows the Problem Sheets feasible is used in activities learning with a percentage of In addition, the readability test uses Cochran Test result shows that It means the students have the same understanding of the Problem Sheets given. After getting e-copyrights from the Directorate General of the Intellectual Property, the Problem Sheets based on MEAs learning is ready used for the next steps, that is testing in classroom learning.
Mathematical communication ability viewed from mathematical anxiety in Team Assisted Individualization using Edmodo Amalia, Dhea; Dwidayati, Nur Karomah
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.42925

Abstract

This study aims to find out that mathematics learning using Edmodo-assisted TAI learning effectively affects students 'mathematical communication skills and describes students' mathematical communication skills through Edmodo-assisted TAI learning in terms of mathematical anxiety. The method used in this study is a mixed-method with a sequential explanatory design. Data collection methods used were tests, observations, questionnaires, and interviews. This study's population were students in grade 8 from one of the State Junior High School in Semarang for the 2019/2020 school year, using a random sampling technique that selected two classes, namely 8A class students as the experimental class and 8B class students as the control class. The results showed that: (1) students' mathematical communication skills using the Edmodo-assisted TAI model exceeded minimum completeness criteria and classical completeness; (2) the mathematical communication skills of students who use the Edmodo assisted TAI model is better than the mathematical communication skills of students who use Edmodo assisted direct instruction learning; (3) students with a low level of mathematical anxiety can meet all indicators; (4) students with medium mathematical anxiety can meet five of the six indicators; (5) students with high mathematical anxiety are only able to meet four of the six indicators of mathematical communication skills.
Students' mathematical connection ability reviewed from learning style on Auditory, Intellectually, Repetition learning model Abdul Hakim, Nailul Fuad; Mulyono, Mulyono
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.42948

Abstract

The aims of this study are to (1) comprehensively analyze the achievement of learning completeness of students' mathematical connection ability with the AIR learning model, (2) to find out the improvement in mathematical connection ability with the AIR learning model, (3) to comprehensively analyze the students’ mathematical connection ability with the AIR and DL learning model. , (4) to analyze the difference in the proportion of completeness on the students’ mathematical connection with the AIR and DL learning model, (5) to describe students’ mathematical connection ability on the AIR learning model based on learning style. This research used descriptive quantitative method and class 7 SMP Negeri 16 Semarang for the academic year 2019/2020 became the population of this research. The results showed that (1) the students’ mathematical connection ability on the AIR learning model achieved learning completeness, (2) There was an improvement in the mathematical connection ability of the class on the AIR learning model, (3) the students' mathematical connection ability on AIR learning was better than DL, (4) the proportion of completeness on the test results of students’ mathematical connection ability on the AIR learning was better than DL, (5) the mathematical connection ability reviewed from learning styles was (a) students with the visual learning style met all mathematical connection indicators (b) students with the auditory learning style met three mathematical connection indicators (c) students with the kinesthetic learning style met three mathematical connection indicators
The analysis of mathematical connections ability reviewed from student’s curiosity in themed problem based learning Asmuransah, Ayu Irania; hidayah, Isti; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.44330

Abstract

The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of JHS Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.
Mathematical reasoning ability of students based on learning style using Missouri Mathematics Project learning model Wahyudi, Indra Dana; Walid, Walid
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.44538

Abstract

The purpose of this study is to (1) determine whether student learning outcomes in aspects of mathematical reasoning ability using the Missouri Mathematics Project learning model achieve classical completeness criteria, (2) describe the mathematical reasoning ability in terms of learning styles using the Missouri Mathematics Project learning model. The method used is mixed methods explanatory sequential design with a population of students in one of senior high school in Demak in the academic year 2019/2020. Samples were taken by cluster random sampling and obtained XI Mathematics dan Science 4 as an experimental class. The research subjects were taken with a purposive sampling technique selected based on the learning style category and obtained 6 subjects. The research data was taken by using test, questionnaire, and interview techniques. The results showed (1) The ability of mathematical reasoning on the application of the Missouri Mathematics Project learning model achieved classical completeness; (2) Two types of visual learning style subjects have mathematical reasoning abilities at the medium and low levels; (3) Two types of auditory learning style subjects have mathematical reasoning abilities at high and low levels; (4) Two types of kinesthetic learning style subjects have mathematical reasoning abilities at high and low levels; (5) The average results of the ability tests for each learning style show that students with auditory learning styles have the highest average.
Qualitative analysis on mathematical literacy ability and student responsibility with realistic mathematics education learning models of ethnomathematics nuance Kurniati, Chrisvonela Neri; Mariani, Scolastika
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.44539

Abstract

The purpose of this research is to know the ability of mathematical literacy and the responsibility of students with an ethnomathematics-style Realistic Mathematics Education learning model. This type of research is a qualitative research that is descriptive. To establish the validity of qualitative data then the inspection techniques used in this research using the triangulation of the source, that is to compare the suitability of data obtained from the results of interviews and tests. The study was conducted on one of the junior high schools in Semarang, and there are 6 research subjects representing each of the 2 students for the group of high responsibility categories, 2 students for the category of medium responsibility groups, and 2 students for the group of low liability categories. In this study it was found that there were students representing the responsibilities of being granted results from mathematical literacy skills tests with the same results as students representing high responsibility groups. The factors influencing the findings are the thoroughness of the students representing the group of responsibilities being in Corrected their work.
Analysis of students' mathematical literacy skills in TAPPS model learning with metaphorical thinking approach assisted by Class Dojo Yanto, Muhammad Dwi; Wardono, Wardono
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): 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.v9i3.44540

Abstract

This research aims to describe students' mathematical literacy skills in the Think Aloud Pair Problem Solving learning model with a metaphorical thinking approach assisted by Class Dojo. The research method used in this study is qualitative. The research subjects were selected by purposive sampling technique based on students’ level of mathematical literacy skills. In this study, data were obtained using triangulation of techniques including test methods, interview methods, and observation methods, as well as using triangulation of sources with 6 research subjects consisting of 2 upper-class students, 3 moderate class students, and 1 lower-class student. Qualitative data analysis includes data validity, data reduction, data presentation, and concluding. The results showed that upper-class students were able to master the six components, there are communication, mathematizing, representation, reasoning and argument, devising strategies for solving problems, and using mathematical tools. Moderate class students are quite capable of mastering the five components, there are communication, mathematizing, representation, devising strategies for solving problems, and using mathematical tools. Lower-grade students were able to master the three components well, there are communication, mathematizing, and using symbolic, formal, and technical language, and operations.

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