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Unnes Journal of Mathematics Education Research
Published by Universitas Negeri Semarang
ISSN : 22526455     EISSN : 25024507     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 30 Documents
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Search results for , issue "Vol 8 No 1 (2019): June 2019" : 30 Documents clear
The Mathematical Critical Thinking Ability of Students in CTL Learning Based on Cognitive Style Kadarsono, Mohamad; Suyitno, Hardi; Waluya, St Budi
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of the study was to produce a study of the effectiveness of CTL learning on mathematical critical thinking skills and describe students' mathematical critical thinking skills in CTL learning based on their cognitive style. The type of research used is a mixed method concurrent embedded model. The subjects of this study were eighth-grade students of SMP Ekarini Semarang. Retrieval of data in the form of cognitive style using the GEFT test and mathematical critical thinking skills through tests. The results of analysis of individual completeness data using one sample t-test sign value 0.588> 0.05, classical completeness with test proportion z count = 1.67> z table = 1.64, and simple linear regression test with the help of SPSS produces a sign value of 0,000 <0,005 with R2 = 0.684 which means that the application of effective CTL learning to mathematical critical thinking skills and cognitive style has an influence on mathematical critical thinking skills of 68.4%. The cognitive style of FDI has the best mathematical critical thinking ability by mastering the ability in aspects of conclusions, assumptions, deductions, and interpretations. The cognitive style of FI masters the ability in aspects of conclusions, deductions, interpretations, and evaluate arguments. The cognitive style of FD controls the ability to draw conclusions, assumptions, and deductions. Educa need to pay attention to the application of learning that can be received by all students despite having different styles such as cognitive the CTL models.
An Analysis of Mathematical Problem Solving Ability in Terms of Students’ Cognitive Style in Learning PBL Includes Ethnomatematics Hartanto, Feri Dwi; Mariani, Sc
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) analyze the students’ mathematics problem solving ability with cognitive style in learning PBL which contains Ethnomathematics; (2) analyze the students’ mathematics problem solving ability with cognitive style viewed from gender defferentiation. Type of the research is descriptive qualitative research. The data was taken from Group Embedded Figure Test (GEFT). The subjects of this research were given introduction of Polya problem solving steps and Problem Solving Test (TPM). The students’ answers in TPM were analyzed and the research subjects were interviewed as triangulation. The result of this research showed that (1) Field Dependent man (FDLk) subjects could write detected and questioned matters, not clear enough in making problem sketch, could not finish the problems in all Polya steps. Field Dependent woman (FDPr) subjects could write detected and questioned matters, could arrange the completion planning, could not implement the completion planning and recheck the result of completion; (2) Field Intermediate man (FDILk) and Field Intermediate woman (FDIPr) subjects could not be carefully and only could finish three of four steps in Polya problem solving; (3) Field Independence man (FILk) and Field Independence woman (FIPr) could finish all Polya steps. Teachers should be able to create learning activities that are adjusted to the students’ cognitive styles, correct preriquisite knowledge, give counting skill, and give open-ended questions so the students have good problem solving abilities. Keywords: Cognitive Style, Problem Solving Ability, Problem Solving
Difficulty Analysis of Mathematical Problem Solving in Accordance with Student Dependent Fields Based on Marzano Taxonomy for Grade VIII Students Prasetya, Yulian Rakhel; Mulyono, Mulyono; Rochmad, Rochmad
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Cognitive style is an individual characteristic in using cognitive function (solving problems). One of the widely studied cognitive styles are field dependent cognitive style and field independent cognitive style. Nowadays problem solving abilities are important to our life. Student difficulties in solving problems is very various. Students low abilities can be seen from how many students make the mistakes in solving the problems. Marzano Taxonomy is developed to break the limitation of Bloom Taxonomy. Marzano Taxonomy cognitive level can be divided into four components retrieval, comprehension, analysis, and utilization. The purpose of this observation is analyse the mathematics problem solving according to level cognitive Marzano Taxonomy viewed from students field dependent cognitive style and students field independent cognitive style.This observation was conducted with qualitative method. Population of this observation is 7th grade students from Junior High School 1 Donorojo Jepara District. The observation sampling technique is cluster random sampling which is random sampling. Based on the results of the research and discussion above, it was found tha t:1)the difficulties experienced by students with the Field Dependent cognitive style in solving mathematical problems based planning. 2).Students with the Field Dependent cognitive style lack the courage to solution. This observation was conducted with qualitative method. Population of this observation is 7th grade students from Junior High School 1 Donorojo Jepara District. The observation sampling technique is cluster random sampling which is random sampling. Based on the results of the research and discussion above, it was found tha t:1)the difficulties experienced by students with the Field Dependent cognitive style in solving mathematical problems based planning. 2). students with the Field Dependent cognitive style lack the courage to solution.3). )the difficulties experienced by students with the Field Independent cognitive style in solving mathematical problems based.4). students with the Field Independent cognitive style don’t have the courage to solution.
Analysis Metacognition and Communication Mathematics in Blended Learning Use Google Classroom Susilo, Joko; Kartono, Kartono; Mastur, Zaenuri
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Communication and metacognition ability of students in SMK N 11 Semarang is still low. Students have difficulties in presenting ideas with math language also their awareness of thinking is still low so that it difficult math problem solving .This study aims to know the effectiveness of blended learning use on communication and metacognition of students. The subject of the research is students class X AN 2 of SMK N 11 semarang 2018 / 2019 .The research uses qualitative and quantitative methods . Data is collected from filling out the questionnaires of metacognition and conducting metacognition ; also math communication test. The results show that ( 1 ) The awareness of metacognisi importance being masticated, students tend to be less optimal in using their experiences and knowledge to address the math issues . ( 2 ) Blended learning is significant on raising the awareness of metacognition .The majority of students having high metacognition because they tend to use their knowledge and experiences to finish math problems in high category . ( 3 ) Math communication ability of students on the linear equation system with two variables includes solved by average 80,1 .In terms of the indicators , the average of expressing math ideas (making math models) is 88,2 , the ability to count and understand is 79,2. Interpret and describe relations with math models or make inferences is 72;9.
Mathematical Reasoning Ability Based on Self Regulated Learning by Using The Learning of Reciprocal Teaching With RME Approach Astuty, Eny Sri Wiji; Waluya, St Budi; Sugianto, Sugianto
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was (1) determine the quality of mathematics learning in the class taught with the RME-approached Reciprocal Teaching learning model, and (2) to find out the description of the mathematical reasoning ability based on self regulated learning. This study was mixed methods research with subject of this research was students of VII grade at SMPN 10 Semarang consist of three students from each self regulated learning (SR). Data in this research was the mathematical reasoning ability based on self regulated learning obtained from questionnaires, tests, observations, and interviews. The results of this study indicate that the quality of learning is good. (1) High SR subjects have mastered six reasoning indicators, (2) medium SR subjects are already mastering five reasoning indicators, and (3) low SR subjects are only able to master one reasoning indicator.
Mathematical Reasong and Math Anxiety on Connected Mathematics Project Based on Quantum Learning Wafirah, Milna; Asih, Tri Sri Noor
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research aims were (1) to know the quality of Connected Mathematics Project based on Quantum Learning and (2) to describe the reasoning patern based on math anxiety category. This study was a mixed method research with using concurrent embedded design. The population was VII grader students of SMPN 2 Salam, Magelang regency. The subjects was selected based on math anxiety category, such as low, middle, and high level. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) Connected Mathematics Project based on Quantum Learning was on good category (2) Students with low level of math anxiety satisfied six indicators of mathematical reasoning, students with middle level of math anxiety satisfied three indicators of mathematical reasoning, and students with high level of math anxiety satisfied the two indicators of mathematical reasoning.
Mathematics Teaching Using Generative Learning Model with Character Building Content Aided by Interactive Learning Media Rahayu, Rita; Masrukhan, Masrukhan; Sugianto, Sugianto
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research is aimed at generating a Mathematics learning instrument using generative learning model with character building content aided by interactive learning media from the topic of Geometry for VIII graders, which is valid, effective for conceptual understanding, and descriptive in terms of learning instrument development characteristics. It is a developmental research using the 4-D model of Thiagarajan, which consists of defining, designing, developing, and disseminating. This research managed to finish three of those four stages. The learning instruments developed are the Syllabus, the Interactive Learning Media (Media Pembelajaran Interaktif/MPI), Plan for Teaching Execution (Rencana Pelaksanaan Pembelajaran/RPP), Students’ Worksheet (Lembar Kerja Peserta Didik/LKPD), and Learning Potential Test (Tes Prestasi Belajar TPB) Data collection was carried out using testing, documentation, and observational methods.Results of data analysis show lead to the conclusion that validation for Syllabus, MPI, RPP, LKPD, and TPB indicate fulfillment of all validity criteria. Effective learning for concept understanding skills is marked with (1) classical learning completion, in which students taught using the generative learning model with character building content aided by interactive media learning are 80% successful, or equals to 75 minimum score, (2) students involvement in learning that positively affects their achievement, and (3) better achievement attained by students taught using the generative learning model with character building content aided by interactive media learning, compared to conventional learning model. The characteristics developed for Mathematics teaching using the generative learning model with character building content aided by interactive media learning are aimed at improving students’ achievement in terms of concept understanding of Geometry, involving learning stages of generative learning model syntax, which consists of (1) introduction or exploration, (2) focusing, (3) challenge, and (4) application.
Mathematical Literacy Ability Reviewed from Cognitive Style of Students on Double Loop Problem Solving Model with RME Approach Fajriyah, Euis; Mulyono, Mulyono; Asikin, M.
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy ability and students cognitive styles play important role in mathematics learning. The purpose of this study was to know the quality of learning and mathematical literacy ability reviewed from the students' cognitive style in learning by using Double Loop Problem Solving model with the RME approach. This study conducted on VIII grade students of SMP Negeri 40 Semarang in the academic year of 2017/ 2018. This study applied a mixed method with concurrent embedded designs. The results of the study showed that learning by using Double Loop Problem Solving model with RME approach on students' mathematics literacy abilities is good qualified. Students with reflective cognitive style were able to master communication, mathematizing, reasoning and argumentation, and devising strategies for solving problems very well, the components of representation, using symbolic, formal, and technical language and operation, and using mathematics tools were quite well mastered. Students with impulsive cognitive style were able to master communication very well, the components of mathematizing, reasoning and argumentation, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, were quite well mastered, and the component of using mathematical tools, have not been able to be mastered. Students with fast accurate cognitive style were able to master communication, mathematizing, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, and using mathematics tools very well, the component of reasoning and argumentation were quite well mastered. Students with slow-inaccurate cognitive style were quite well to master communication, mathematizing, reasoning and argumentation, devising strategies for solving problems, and using symbolic, formal, and technical language and operation, the components of representation and using mathematics tools have not been able to be mastered.
Mathematical Literacy Ability Viewed From Student’s Learning Style Based on Gender Differences on PBL Assistance Project Assessment Aula, Maulida Fatma Reza; Suyitno, Hardi; Rosyida, Isnaini
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research was aimed to know the effectiveness of PBL assistance project assessments on mathematical literacy ability and to describe student’s mathematical literacy ability based on their learning style and gender. The type of research is the mixed method concurrent embedded design. The sample of this study were students of class VII A as the experimental class and VII E as control class. This research was conducted in SMP Negeri 6 Semarang in the academic year of 2017/2018. The result of this study showed that PBL assistance project assessments is effective on mathematical literacy ability. Male students with visual learning styles is able to master communication well, female students with visual learning styles are able to master communication, mathematising, and representation, male students with auditory learning styles are able to master communication, mathematising, reasoning and argument well, female students with auditory learning styles are able to master communication and mathematising, male and female students with kinesthetic learning styles each are able to master communication and mathematising well.
Mathematics Literacy based on Visual-Spatial Intelligence 7th Grade Students on Discovery Learning with Performance Assessment Khoir, Nisaul Lathifatul; Masrukan, Masrukan; Wiyanto, Wiyanto
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the effectiveness of discovery learning with a performance assessment of students 'mathematical literacy and analyze students' mathematical literacy based on visual-spatial intelligence. This study used a mixed method with concurrent embedded. Subjects of this studi were 7th grade students of SMP An Nur Ungaran 2017/2018 school year. The results of the study show that discovery learning with performance assessment effective of students' mathematical literacy. Students with high visual-spatial intelligence can reach each indicator well, although some indicators have insignificant errors. Students with middle visual-spatial intelligence have significant errors on each indicator. Students with low visual-spatial intelligence cannot achieve every indicator of mathematical literacy. Found uniqueness in students with high visual-spatial intelligence, namely with the presence of images contained in the problem, students are helped to understand the problem presented. Understanding or communication is the main key for students to continue the next stage of mathematical literacy. However, students with high visual-spatial intelligence are constrained in algebraic material.

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