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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380 Documents
<![CDATA[Mathematical Creative Thinking Ability Viewed by Adversity Quotient in Problem-Based Learning Integrated STEM ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 1 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i1.67560
<![CDATA[The purposes of this study were (1) to know the average test results of students' mathematical creative thinking abilities with the Problem-Based Learning integrated STEM to achieve the standard of minimum completeness of mastery learning and classical mastery; (2) to find out students' creative thinking abilities with Problem-Based Learning integrated STEM is better than students' creative thinking abilities with Discovery Learning models; (3) to find out students' mathematical creative thinking ability increase in Problem-Based Learning integrated STEM; and (4) to determine and describe the effect of Adversity Quotient on students' mathematical creative thinking ability in the Problem-Based Learning integrated STEM. The method used was a mixed method with a sequential explanatory design. In this research, 6 research subjects were taken based on the level of Adversity Quotient in the experimental class. Research results show that (1) the average test results for students' mathematical creative thinking ability using the Problem-Based Learning integrated STEM achieved the standard of minimum completeness of mastery learning and classical mastery; (2) students' creative thinking abilities with the Problem-Based Learning integrated STEM are better than students' creative thinking abilities with Discovery Learning models; (3) there was an increase in students' mathematical creative thinking skills in the Problem-Based Learning integrated STEM model; (4) there is an influence of the Adversity Quotient on students' mathematical creative thinking abilities in the Problem-Based Learning integrated STEM; S-1, S-2, S-3, S-4, and S-5 are not yet able to fulfill the four indicators of mathematical creative thinking ability, and S-6 fulfills the four indicators of mathematical creative thinking ability]]>
<![CDATA[Development of Problem-Based Learning Mathematical Module with STEM Approach to Improve Problem-Solving Ability and Self Efficacy ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 1 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i1.68716
<![CDATA[The aim of this research was to produce problem-based learning mathematical modules with STEM approach with a valid, practical and effective in improving problem-solving ability and self efficacy. This study used a Research and Development (RnD) with a 4-D development model. The 4-D development process stage consists of Define, Design, Develop, and Disseminate. This research did not reach the disseminate stage due to time constraints. Based on the results of the research, it was found that the problem-based learning mathematical modules with STEM approach that was developed met the criteria, namely, (1) validity with a percentage of 88% with very valid criteria, (2) practicality with a percentage of 91.5% with very strong criteria. practical, (3) effective in increasing problem-solving ability with an n-gain result of 0.64 with medium criteria, (4) effective in increasing self-efficacy with an n-gain result of 0.575 with medium criteria.]]>
<![CDATA[Development of STEAM-Based Mathematics Teaching Materials on Direct and Inverse Proportion to Improve Mathematical Problem-Solving Ability and Self Regulated Learning ]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 1 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i1.68735
<![CDATA[This research was research and development whose product was in the form of teaching materials based on STEAM (Science, Technology, Engineering, Art, and Mathematics). This research and development aims to analyze the feasibility and readability, as well as test the effectiveness of teaching materials in improving problem-solving abilities and Self Regulated Learning (SRL). The development stages include potentials and problems; data collection; product design; design validation and revision; product trials (readability tests) and revisions; trial implementation and revision; and then the final product. Furthermore, this study used a one-group pretest and posttest design, carried out at MTs Al-Utsmani with 37 class VIID students in the 2022/2023 academic year as respondents. The results of this study indicate that the developed STEAM-based teaching materials have a feasibility level of 92.82% with very feasible criteria; legibility level of 63.22% with easy-to-understand criteria; as well as effectively improve problem-solving abilities and SRL. This effectiveness is indicated by the average mathematical problem-solving abilities of students after using teaching materials is more than or equal to the Minimum Completeness Criteria, the mathematical problem-solving ability of students who achieve Minimum Completeness Criteria after using complete teaching materials in a classical manner with a proportion of at least 75%, Improvement of students' mathematical problem-solving abilities after using teaching materials is in the moderate minimal category, average SRL after using teaching materials are in the minimal moderate SRL categories, SRL that is in the minimal moderate SRL category while after using teaching materials complete in a classical manner with a proportion of at least 75%, improvement of SRL after using teaching materials is in the moderate minimal category.]]>
<![CDATA[Classification of figures in primary school based on van Hiele’s model: Report of two cases ]]>
<![CDATA[Wendy Loraine De León-Zamora]]>;
<![CDATA[José Antonio Juárez-López]]>;
<![CDATA[Estela de Lourdes Juárez-Ruiz]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.66357
<![CDATA[In this paper, the results of an investigation based on an activity on the recognition of geometric shapes are reported, where different figures were presented that must be classified in order to identify the level of reasoning of each student. The present investigation follows a qualitative method and the data collection was carried out through clinical interviews applied to two children, an 8-year-old boy and a 10-year-old girl, who at that time were in the third and fourth grades of primary school respectively, in the State of Puebla, Mexico. Among the main results, it stands out that both children were located at level 0 of reasoning according to van Hiele's classification, since they recognize geometric shapes by their physical appearance, not by their properties and relationships.]]>
<![CDATA[Computer Assisted Instruction (CAI) Drill and Practice to Improve Spatial Orientation Ability ]]>
<![CDATA[Fadel Raksanegara]]>;
<![CDATA[Nurjanah Nurjanah]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.68961
<![CDATA[This study aimed to examine the quality of improving students' spatial orientation skills through CAI (Computer Assisted Instruction) drill and practice. This study included experiments with the Non-Equivalent Control Group Design involving students at SMPN 18 Bandung selected by teacher, with 29 students in the experimental class and 26 students in the control class. The instrument used was a spatial orientation ability test instrument. The results of this study concluded that (1) the quality of improving the spatial orientation abilities of students who received CAI drill and practice was moderate, and the quality of improving spatial orientation abilities who received conventional learning was low. (2) the increase in the spatial orientation ability of students who get CAI drill and practice is higher than students who get conventional learning.]]>
<![CDATA[Grade 10 Namibian Learners' Strategies for Solving Algebraic Word Problems ]]>
<![CDATA[Hesekiel Kaukolwa Iilonga]]>;
<![CDATA[Ugorji I. Ogbonnaya]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.69364
<![CDATA[Solving mathematical word problems is a big challenge for many learners. One reason for the challenge could be the use of inappropriate strategies in solving mathematical word problems. In Namibia, many examiners’ reports show that learners do not attempt algebraic word problems fairly in examinations. This study investigated Grade 10 learners’ strategies for solving algebraic word problems in the Ohangwena Region, Namibia. The study followed a qualitative approach. A sample of 351 Grade 10 learners from ten secondary schools participated in the study. Krulik and Rudnick’s problem-solving strategies model was adopted as the framework that guided the study. Data was collected using the Algebraic Word Problem Solving Achievement Test and analysed using content analysis. The result shows that most of the learners could not use appropriate strategies to solve the given problems. Few learners employed one or two appropriate strategies in solving the problems. The strategies used by the learners to solve the algebraic word problems in the test include Computing or Simplifying (CS); Making a Table, Chart, or List (TCL); Making a model or a diagram (MD), and Guessing, Checking, and Revising (GCR). It is recommended that teachers model different strategies for solving mathematical problems for learners while teaching mathematics. Keywords – problem-solving, problem-solving strategies, algebraic word problem.]]>
<![CDATA[Development of Numeracy and Literacy-based Probability Teaching Materials ]]>
<![CDATA[Hafiz Alfarisy]]>;
<![CDATA[Subhan Ajiz Awalludin]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.70885
<![CDATA[The aim of this research was to develop a product based on numeracy skills through teaching materials. This study used a research and development (R&D) methodology approach using the ADDIE model. This research aimed to develop a product based on numeracy literacy through teaching materials. This research used research and development (R&D) with the ADDIE model. The participants in this study were categorized into two groups, large groups and small groups of grade 10 from SMAN in one of the cities of East Jakarta. Data collection included an expert test with three expert validators, material, media, and language, and an interview and student response questionnaire. The results of product development form teaching materials based on numeracy literacy using Flip PDF Corporate Edition. The results from material expert, media expert, and linguist expert validation obtained an average score of with the category "Excellent". As a result, it can be concluded that teaching materials based on numeracy literacy are eligible for use as teaching materials probability.]]>
<![CDATA[Development of a Pocket Book with Islamic Nuances Based on HOTS and Contextual Pythagorean Theorem ]]>
<![CDATA[Zayla Agatri Andini]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.71385
<![CDATA[This research was a type of development research. The objective of this research aimed to develop pocket books with Islamic nuances based on HOTS (High Order Thinking Skills) and contextual material on the Pythagorean theorem and know how the feasibility, effectiveness, and practicality of pocket books with Islamic nuances with HOTS-based and contextual material on the Pythagorean theorem. The research model used in this study was the 4-D model. Data collection techniques used in stages were observation, interviews, questionnaire instruments from material experts and media experts, as well as teacher and student responses to HOTS-based and contextual pocket books and test instruments. The results of this study are in the form of pocket books with Islamic nuances based on HOTS and contextual material on the Pythagorean theorem that is feasible, effective, and practical.]]>
<![CDATA[Analysis of Students' Mathematical Problem Solving Ability Based on Learning Interest ]]>
<![CDATA[Novi Wulandari Purba]]>;
<![CDATA[Rusi Ulfa Hasanah]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.73528
<![CDATA[This research aimed to describe the ability to solve mathematical problems based on learning interests. The method used in this research was qualitative descriptive research. The research subjects were class X1 MIA 1 SMA Kartika 1-4 Pematang Siantar students. The selection of research subjects used a purposive sampling technique. The research instruments in this study were learning interest questionnaires, tests of mathematical problem solving abilities and interview guidelines. The data analysis technique used in this study was data reduction, data presentation, and drawing conclusions. The results show that subject student S30 with high learning interest can fulfill all indicators of mathematical problem solving abilities, including understanding problems, making solving plans, doing calculations, and re-checking the results obtained. Subject student S18 with moderate learning interest can fulfill the four indicators of problem solving ability, but the student is less able to plan problem solving, implement plans, and re-examine the results obtained. Subject student S2 with low learning interest can only meet the indicators of understanding the problem.]]>
<![CDATA[Mathematical Modeling Problem Solving Viewed from Students’ Mathematical Self-Concept on Means-Ends Analysis Based on Blended Learning ]]>
<![CDATA[Yeni Nurochmah]]>;
<![CDATA[Iqbal Kharisudin]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.74003
<![CDATA[Students are less able to work on mathematical problems due to difficulties understanding information and connecting real problems into mathematical models, resulting in low problem-solving abilities and mathematical self-concept. This study aims to (1) determine students’ problem solving ability with mathematical modeling through the Means-Ends Analysis (MEA) model based on blended learning to achieve classical completeness (2) to determine students’ problem solving ability with mathematical modeling through the MEA model based on blended learning and online PBL learning, (3) to determine the effect of mathematical self-concept on students’ problem solving abilities, (4) describe the students’ problem solving ability with mathematical modeling based on the mathematical self-concept. The research method used was a mixed-method. The population of this study was students of class VIII Junior High School 2 Purbalingga in the academic year 2021/2022, with students of class VIII B (experimental group) and VIII H (control group) taken by simple random sampling method. In the qualitative study, six subjects were taken from the experimental group using purposive sampling. The results showed that the problem-solving ability with mathematical modeling through the MEA model based on blended learning had not yet achieved classical completeness, but the test results with this model were better than the results of the online PBL model. Mathematical self-concept has a positive effect on students' problem solving abilities by 41.3%. Previously, subjects with high mathematical self-concept tended to fulfill all indicators of problem solving ability with mathematical modeling, while subjects with mathematical self-concept tended to have different achievement indicators.]]>
