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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 2 (2019): December 2019" : 30 Documents clear
Students Mathematical Literacy ability Judging from the Adversity Quotient and Gender in Problem Based Learning Assisted Edmodo Hairunnisah, Hairunnisah; Suyitno, Hardi; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the effectiveness of PBL assisted by Edmodo on students' mathematical literacy skills and find the mathematical literacy patterns of students reviewed adversity quotient (AQ) and Gender. This study uses a mixed method with embedded concurent design. Sample of this study were 8th grade students of SMP IT Insan Cendekia 2017/2018 school year. The results showed that students with Edmodo-assisted PBL learning achieved better and better than students on PBL. The pattern of literacy ability of male climber type students is able to master the aspects of communication, mathematics, representation, reasoning and giving reasons, designing strategies for problem solving, use of symbols, formal language, practice and operations. Climber type female students are able to master aspects of communication, mathematics, representation, reasoning and giving reasons, designing problem solving strategies. Camper type male students master the aspects of communication, mathematics, representation, reasoning and giving reasons, designing strategies to solve problems, use symbols, formal language, practice and operate well. Camper type female students master aspects of communication, reasoning and giving reasons and designing problem solving strategies. Quitter type students are only able to master the aspects of communication, reasoning and giving reasons. Quitter type female students master aspects of communication, representation, reasoning and giving reasons.
Mathematical Literacy Based On Entrepreneurial Character Students on Problem Based Learning Nuance of Mathematics In Context Endramawati, Tyas Ayun; Mastur, Zaenuri; Mariani, Scolastika
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the effectiveness of Problem Based Learning with the nuances of Mathematics in Context on mathematical literacy and describe mathematical literacy in terms of the entrepreneurial character of students. This study uses a mixed method with concurrent embedded. Subjects of this study were Xth grade students of SMK Pelayaran Semarang 2017/2018 school year. The subject of the study was based on the categories of students' initial entrepreneurial character, namely students with the characteristics of high, middle and low entrepreneurs. Qualitative data were analyzed by the average completeness test, classical completeness test, average difference test and improvement test. Quantitative data were analyzed using data triangulation techniques. The results of the study show that Problem Based Learning with nuances of Mathematics in Context is effective for students' mathematical literacy. Students with high entrepreneur character can achieve indicators of Communication, Mathematising, Representation, Reasoning and Argument and Devising Strategies for Solving Problems, although indicators Using mathematics tools and Using symbolic, formal, and technical language have insignificant errors.
Mathematics Critical Thinking Ability Based on Student’s Cognitive Style in Whole Brain Teaching in Ethnomathematics Rahayu, Uswatun Khasanah Dwi; Zaenuri, Zaenuri; Walid, Walid
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research is aimed to (1) investigate the effectiveness of student learning in the application of the Whole Brain Teaching in ethnomathematic in improving mathematics critical thinking ability, and (2) explain the mathematics critical thinking ability in the application of Whole Brain Teaching in ethnomathematic in terms of student’s cognitive style. Mixed method with sequential explanatory was applied in this research. Critical Thinking Ability Test, observation, and interview were employed in obtaining the data. Selection of research subjects were according to cognitive by using GEFT. The data analysis appeared to prove that (1) WBT learning model in ethnomathematic effective to the achievement of student’s mathematics critical thinking ability, and (2) the achievement of student’s mathematics critical thinking ability of FD were capable and fluent in three indicators, FIL student capable and fulfill four indicators, and FIK student capable and fulfill all the indicators. Based on this research, the WBT model in ethnomathematic can be choice to improve student’s learning outcomes, particularly the mathematics critical thinking ability. Student interest in local culture will facilitate the understanding of the learning material.
Students’ Mathematical Literacy Ability in Learning Using Rally Coach-Schoology Model with Diagnostic Assessment Pertiwi, Rizki Dian; Kartono, Kartono; Wardono, Wardono
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

Students’ low mathematical literacy ability causes the need for a learning using the right model. media and assessment to fix it. One of the alternatives is Rally Coach-Schoology model with diagnostic assessment. This research aims (1) to know the quality of learning using Rally Coach-Schoology model with diagnostic assessment towards the students’ achievement of mathematical literacy ability. and (2) to describe the results and follow-ups of diagnostic assessment in such learning. This quantitative research was done by quasi experimental design. The population was the students grade VIII of SMPN 4 Semarang in 2017/2018 academic year with the students of VIII D and VIII E as samples. The data were collected by documentation. observations. giving tests and questionnaire. and validations by experts. Data analysis was done both empirically and statistically using one-sample t test. proportion test. independent-samples t test and proportions comparison test. Results showed that (1) the learning using Rally Coach-Schoology with diagnostic assessment was qualified towards the achievement of students’ mathematical literacy ability. and (2) both students with low and moderate mathematical literacy ability had difficulties in relating problems to the useful concepts for problem solving. while students with high mathematical literacy ability were careless in doing mathematical operations. The follow-ups were done by peer tutoring and giving certain assignments according to students’ difficulties. therefore students’ mathematical literacy ability could be developed which can be seen from the average score of their final test results 74.58 and 88% of them got scores above the minimal completeness criteria.
Conceptual Understanding of Class V Students Judging from Curiosity on Learning Models Group Investigation with Hands on Activity Assisted by Teaching Aids. Rini, Zulmi Roestika; Kartono, Kartono; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study (1) to test the effectiveness of the Group Investigation learning model with Hands on Activity assisted by teaching aids on conceptual understanding (2) to describe the understanding of the concept of class V students in terms of students' curiosity. The method used is the research Mix Method, and the design Concurrent Embedded. This research was conducted at the Semarang Elementary School Lab. The population of this study was the fifth grade students of the SD Lab School Semarang in the academic year 2017/2018. From the V classes at the Semarang Elementary School Lab 2 classes were randomly selected to get the VA class as the experimental class subjected to the learning model Group Investigation with Hands on Activity assisted by teaching aids and the VB class as the control class subjected to the expository learning model. Learning Group Investigation assisted by Hands On Activity with teaching aids on volume material and beam surface area in class V students proved effective. Students with high categories with high curiosity have been able to reach all four aspects of the ability to understand mathematical concepts; students with curiosity are able to achieve three aspects. the ability to understand mathematical concepts, and for students with low curiosity can only achieve one aspect of the ability to understand mathematical concepts.
The Analysis of Student’s Problem Solving Difficulty Viewed From Adversity Quotient on Means-Ends Analysis Learning
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is (1) to describe the quality of Means-Ends Analysis (MEA) learning in contextual nuances and (2) to analyze students' difficulties in Zalina's problems solving in terms of adversity quotient. The type of research used is mixed concurrent embedded model methods. The population of this study were students of class X MIPA SMA N 1 Gubug, Grobogan. The research subject was determined based on the adversity quotient category, namely quitter, camper, and climber. Data collection techniques in the form of questionnaires, observation, tests, and interviews. The results showed that (1) contextual MEA learning is qualitatively and quantitatively qualified (2) students' problem solving abilities quittered to the point of understanding the problem and achieving the first problem solving indicator, the student camper could solve the problem until the stage of expressing the answer and achieving all solving indicators problem, climber students can solve the problem until the stage states the answer and reaches all the problem solving indicators.
The Analysis of Problem Solving Ability in Terms of Cognitive Style in Problem Based Learning Model with Diagnostic Assessment
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The background of this research is the findings on learning difficulty by students in learning mathematics. The purposes of this research are (1) to describe the effectiveness of problem based learning model with diagnostic assessment in improving problem solving ability, (2) to describe follow-up activities from diagnostic assessment result toward the achievement of problem solving ability, and (3) to describe the pattern of mathematical problem solving ability of students in terms of cognitive style. This is a mixed method research type concurrent embedded. The population in this research is students grade XI MIPA (Mathematics and Natural Science) State Senioe High School 1 Bojong. Data sampling of cognitive style uses GEFT test, while sampling of mathematical problem solving ability uses a test. The effectiveness was analysed based on mean test, completeness test, difference of means test, and difference of proportions test. The result of this research shows that a learning using problem based learning model with diagnostic assessment is effective. Diagnostic assessment result is followed-up by providing appropriate treatment where students find difficulties which include repeating learning, giving particular guidance, giving assignments, asking and answering questions, and optimizing peer tutors. Problem solving ability owned by field independent students is better than that of field dependent students. Field independent subjects are able to master four problem solving indicators according to NCTM, which are: developing new mathematical knowledge through problem solving; solving problems in mathematics and other fields; applying and adjusting various appropriate strategies to solve problems; observing and enhancing mathematical problem solving process, while field dependent subjects are less able to master the indicators that have been mentioned.
Mathematical Literacy Ability and Mathematical Disposition on Team Assisted Individualization Learning with RME Approach and Recitation
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) determine the quality of Team Assisted Individualization learning with RME approach recitation on students' mathematical literacy abilities; and (2) describe the mathematical literacy abilities viewed from students' mathematical dispositions. This study applied a mixed method research type with concurrent embedded designs. Subjects in this study were determined based on the score of the mathematical disposition questionnaire of students in grade VIIB SMP N 40 Semarang in the academic year of 2017/ 2018. The data collection techniques were observation, tests and interviews. The results of the study showed that (1) Team Assisted Individualization learning with RME approach recitation has good quality; (2) students with high mathematical dispositions master the components of communication, mathematising, reasoning & argument, and devising strategies very well, the components of using symbolic, formal, and technical language and operation were well mastered, and the other two components are quite well mastered. Students with medium mathematical dispositions mastering well the components of communicaton, mathematising, and devising strategies for solving problems, the components of reasoning and argumentation and using symbolic, formal, and technical language and operation were mastered quite well but they have not been able to master the other two components. Students with low mathematical dispositions can only mastered three components quite well, they are communication, mathematising, and mathematics tools, while the other four have not been able to be mastered
Analysis of Mathematical Representation Skills Based on Student Learning Activities in Hands on Activity Assisted Pbl Learning Model
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical representation is an important aspect in learning mathematics. Problem based learning, one of the learning models that can be applied to improve the ability of mathematical representation and student learning activities. The objectives of this study were (1) to test and analyze the effectiveness of PBL learning assisted by hands on activity on students 'mathematical representation abilities, (2) to describe the ability of students' mathematical representation based on learning activities. This research uses mixed method research with concurrent embedded design. Quantitative research and qualitative research go hand in hand with quantitative research as the primary method. The research subjects were class X students of SMA 1 Wonotunggal. The results of the study show that the class with PBL learning assisted by hands on activity achieves an average, and complete classics reaching more than 75%. The mean difference test shows the students' mathematical representation of classes with PBL learning assisted hands on activity better than classes with expository learning methods. Subjects who have high and moderate activities are able to fulfill all indicators of mathematical representation ability. Subjects who have less activity have not been able to meet the indicators of mathematical representation ability. Indicators that have not been fulfilled are symbolic and verbal representations.
Mathematical Literacy Based On Student’s Self-Regulated Learning by Flipped Classroom with Whatsapp Module
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Mathematical literacy and self regulated learning are important for students to recognize the role of mathematics in life and effectively manage student’s abilities in learning. This study aims to (1) determine the effectiveness of flipped classroom with whatsapp module on student mathematical literacy, (2) describe mathematical literacy based on self regulated learning by flipped classroom with whatsapp module. This research is mixed method type Pre-Experimental Design type One-Group Pretest-Posttest Design. The research subjects were class VII students of Al Azhar Islamic Junior high school 23 Semarang. Based on the results of the study it was obtained that flipped classroom learning with whatsapp module was effective against mathematical literacy. Students with high self regulated learning experience stabilization in mastering the seven aspects of the mathematical literacy process very well. Students with medium self regulated learning, increased in communication, representation, using symbolic, formal and technical language and operation and using mathematic, and can be mastered very well, while other aspects are well mastered. Students with low self regulated learning, increased in mastering three aspects well, namely communication, representation, using symbolic, formal and technical language and operation and using mathematic tools. On the mathematising and devising aspects of strategies for solving problems can be mastered with sufficient categories. While the reasoning and argument aspects of students are still lacking in mastering it.

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