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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 9 No 1 (2020): June 2020" : 30 Documents clear
An Analysis Of Thinking Process In Solving Mathematical Problems Looking From The Personality Type In Blended Learning Setiyaningrum, Desi; Kartono, Kartono; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to test the effectiveness of mathematical solving problems in a Blended Learning environment and to describe the students’ thinking process of mathematical problem solving is looked from the personality type. This research is a mixed methods research with concurrent triangulation design. The results showed that : (1) Learning is implemented effectively with the fulfillment of criteria testing for the achievement of the Minimum Completion Criteria and classical completeness; (2) A student with ESTJ (Extrovert Sensing Thinking Judging) and INTJ (Introvert Intuition Thinking Judging) personality types tend to use the thinking process of forming understanding and opinions with the right and consistent and forming conclusions with precise but inconsistent. The types of ESTP (Extrovert Sensing Thinking Perceiving), ESFJ (Extrovert Sensing Feeling Judging) and ESFP (Extrovert Sensing Feeling Perceiving) tend to use the thinking process of forming understanding, opinions, and conclusions with the right and consistent results. ENFJ (Extrovert Intuition Feeling Judging) types tend to use the thinking process of forming understanding, opinions, and conclusions with precise but inconsistent results. ISTJ (Introvert Sensing Thinking Judging) types tend to use the thinking process of forming understanding and opinions with the right and consistent but have not used the thinking process of forming conclusions correctly. The personality types ISTP (Introvert Sensing Thinking Perceiving) and ISFJ (Introvert Sensing Feeling Judging) tend to use the thinking process of forming an understanding with the right and consistent, forming opinions with the right but have not used the thinking process of forming conclusions correctly.
Mathematical Communication Ability Reviewed from Student’s Self-Esteem on MiC Learning Process with Nuance of Jepara Culture Riawati, Beti; Karomah Dwidayati, Nur; Rosyida, Isnaini
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical communication ability is a term for solving problems, and self-esteem is a factor that determine student’s success to get achievements. A good mathematical communication ability and self-esteem can help students to solve a problem. The aim of this research are (1) to know the quality of MiC learning process with nuance of Jepara culture to improve student’s mathematical communication ability, and (2) to know the student’s mathematical communication ability reviewed from self-esteem on MiC learning process with nuance of Jepara culture. The type of this research is mixed methods model concurrent embedded. The population of this research is the students of grade X MIA Pecangaan Senior High School, Jepara. The subject of this research determined based on the low and high self-esteem category. Data collection technique are questionnaire, observation, test, and interview. The result of this research showed that (1) MiC learning process with nuance of Jepara culture has a high quality both qualitative and quantitative, (2) mathematical communication ability on students with low self-esteem can describe mathematic ideas in visual form well. Beside, mathematical communication ability on students with high self-esteem can describe mathematic ideas in visual form well, can state the daily events to language or mathematic symbols, can understand and evaluate the mathematic ideas on solving problems in writing, and they also can communicate the conclusion of an answer problem suitable with the question.
Mathematical Connections Based on Self regulated learningon MEAs Learning and Independent Learning with Module Assisted Rahmawati, Luthfiana; Suyitno, Hardi; Sukestiyarno, Sukestiyarno
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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This study aims to determine the effectiveness Eliciting Activities Models learning and independent learning with module assisted on mathematical connections of students and to know mathematics connection based on self regulated learning. This study uses mixed method with concurrent embedded. Subjects of this study were 7th grade students of MTs Islamiyah Blingoh 2018/2019 school year. In the quantitative stage. random sampling consisted of three classes. Two classes are used for the experimental class and one class is used for the control class. The results showed that the Eliciting Activities Models and independent learning with module assisted was effective against mathematical connection skills. Students with high self regulated learninghave very good connections by fulfilling three indicators. namely the connection between topics in mathematics. the connection between mathematical material and science other than mathematics and the connection between mathematics and everyday life even though there are insignificant errors in connection indicators between mathematical topics. Students with moderate self regulated learninghave good connections by fulfilling two indicators. namely connections between topics in mathematics are mastered with good categories and connections between mathematics and science other than mathematics are mastered by sufficient categories while connections between mathematics and everyday life are controlled in good categories. Students with low self regulated learning cannot attain a good mathematical connection indicator. connections between topics in mathematics and connections between mathematics and science other than mathematics are mastered by fewer categories while connections between mathematics and everyday life are controlled insufficient categories. In Eliciting Activities Models learning and independent learning with modules assisted are better equipped with apperception activities in order to be able to help students in terms of mathematical connections. especially to improve mathematical connection skills. especially students who have low self regulated learning.
Imitative and Creative Reasoning Abilities Viewed from Locus of Control on Guided Inquiry Model React Strategy Sari, Niken Ramandha Wulan; Asikin, Mohammad; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The aims of this study were (1) to know the quality of guided inquiry learning with REACT strategy on imitative and creative reasoning abilities, (2) to describe imitative and creative reasoning abilities viewed by internal locus of control on guided inquiry models REACT strategy, and (3) to describe imitative and creative reasoning abilities viewed by external locus of control on guided inquiry model REACT strategy. This study was a mixed method research with using convergent design. The population was 7th grade students of SMP N 3 Ungaran academic year 2017/2018. The subjects was selected based on internal locus of control and eksternal locus of control. The result showed that (1) guided inquiry learning with REACT strategy towards imitative and creative reasoning abilities was on good quality, (2) imitative and creative reasoning abilities of internal locus of control students can be achieved well, (3) imitative reasoning abilities of external locus of control students can be achieved well on indicators bearing in mind the facts, definitions and formulas used, while other indicators have not been achieved, student’s creative reasoning ability of external locus of control can be achieved well on indicators explaining the reasons for selection procedures . By knowing the locus of control of students, the teacher can design a learning model that is appropriate to the circumstances of the students. The existence of a guided inquiry learning model REACT strategy can train student’s imitative and creative reasoning abilities.
Critical Thinking Ability in terms of Adversity Quotient on DAPIC Problem Solving Learning Wulandari, Ika Putri; Rochmad, Rochmad; Sugianto, Sugianto
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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The research aims to explain and analyze students' critical thinking ability in DAPIC (Define, Asses, Plan, Implement, and Communicate) Problem Solving learning in terms of Adversity Quotient. The research method is descriptive qualitative research. Sampling technique used purposive sampling method and based on three categories of Adversity Quotient, namely quitter, camper, and climber. The research subjects were nine students of class VIII B State Junior High School 3 Sindang Indramayu. Data collection used five questions of critical thinking ability, 30 items of adversity quotient questionnaire, and triangulation to check data validity. The results showed (1) critical thinking ability of the quitter students had been completed by four indicators; (2) critical thinking ability of the camper students has completed five indicators but does not solve them correctly and; (3) critical thinking ability of the climber students has completed five indicators correctly.
The Ability of Problem Solving for Tenth Grade Student on Problem Based Learning About Web-Assisted from Students Independence Winayus, Riyan Fikri; Mariani, Scolastika; Sukestiyarno, YL
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematics learning is very important given in order to the students can have problem solving skills. This study aims to test the effectiveness of PBL assisted by the web on students' problem solving abilities and describe problem solving abilities in terms of student independence. This research is a type of quantitative and qualitative. The study was conducted in Bangsri 1 Public High School SMA Negeri 1 Bangsri in the 2018/2019 academic year. The research subjects were tenth grade students consisting of one experimental class with web-based PBL treatment and one control class. Then two people were selected for the category of high, medium and low independence. Hypothesis testing uses one-party t-test and average difference test. The results of the study showed that PBL was assisted by the web effective against students' problem solving abilities. Students with high independence criteria do not always have good problem solving skills, but they show a significant increase after working on practice questions. Students with moderate independence criteria also showed an increase in problem solving skills after working on practice questions. Whereas in the low independence criteria there are students with good cognitive abilities but the problem solving ability improvement is low.
Mathematical Literacy Ability Reviewed from Cognitive Style of Students on Mind mapping Learning Model with Constructivism Approach Hairunisah, Hairunisah; Mulyono, Mulyono; Walid, Walid
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This 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 Mind mapping Learning Model with Constructivism approach. The method in this study used a mixed method with concurrent embedded design. This research conducted on VII grade students of SMP Negeri 40 Semarang in the academic year 2017/2018. To collecting data was done by tests, interviews, and observation sheets. The quality of learning reviwed by few stages were planning, implementation and assessment. The result of test matematical literacy ability were analyzed by quantitatively with a mean test, classical completeness test, proportion difference test and mean difference test. Students were grouped based on their cognitive style characteristics consisting of field dependent and field independent which chose four students to be interviewed. The results of the study showed; (1) learning with mind mapping model with constructivism approachs on mathematical literacy ability is good qualified which were indicated by; (a) learning tools that have been compiled are valid, (b) the level of implementation in the learning process is a good category; and (c) the assessment of learning outcomes takes place effectively (2) The mathematical literacy ability with field dependent cognitive style were able to master four indicators from the six indicators of mathematical literacy abilities and the other two indicators include representation and reasoning and argumentation have been less able to be mastered. Students with a field independent cognitive style were able to master all indicators of mathematical literacy ability and did not have constraints on indicators.
Mathematical Literacy in Discovery Learning with Scaffolding Strategy Reviewed from Self Efficacy Nugroho, Hartomo Adhi; mulyono, Mulyono; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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The purpose of this study was to determine the quality of learning with Discovery Learning scaffolding strategies to students' mathematical literacy. This research uses mixed method research with embedded concurrent design of the method of research that combines the use of quantitative and qualitative research methods simultaneously or together but different weighting methods. The instrument used in this study in the form of instrument tests and interviews. Data analysis included data reduction, data presentation, draw conclusions and validity of the data. Mathematical literacy as measured in this study is limited to the domain that is communication, mathematising, representation, reasoning and argument, devising strategies for solving the problem of as, using symbolic, mathematics tools. Indicators to measure self efficacy, namely magnitude, strength, generality. The results showed that: (1) Learning Discovery Learning scaffolding strategy of good quality at the planning, implementation and evaluation of learning, (2) Students at a low self efficacy group can not achieve good indicator of mathematical literacy, namely communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, reasoning and argument, and using symbolic, formal and technical language (3) Students who have medium self efficacy was can achieve good indicator of communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, and reasoning and argument. But still there is a mistake in using symbolic, formal and technical language.(4) Students who have high self efficacy can achieve good indicator of communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, and reasoning and argument.
The Student’s Errors in Mathematical Problem Solving Based on NEA Judging from the Self Efficacy on Learning CORE Cahyani, Hesti; Suyitno, Hardi; Junaidi, Iwan
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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The purpose of this study were (1) to describe the quality of learning with models CORE of the errors made by students in solving mathematical problems and (2) to describe the students' errors in solving math problems by NEA in terms of self-efficacy categories of high, medium, low on the model of CORE. This study uses concurrent design embeddes. The population in this study was all students of class VIII SMP Negeri 1 Kalikajar, Wonosobo. Data collected through the data collection of quantitative and qualitative data collection. The results showed that (1) the quality of learning through CORE model of good category, and (2) the student category higher self-efficacy has a pattern of phase transformation and encoding errors. Student’s category of self-efficacy was a pattern transformation phase error, process skills and encoding. Student self-efficacy lower category still make errors at this stage of reading, transformation, process skills, and encoding, but there is increased when writing down all the stages in detail.
Problem-Solving Ability in terms of Adversity Quotient On SFE Learning Based on Firing Line Limay Trisno Putra, Ari; Dwidayati, Nur Karomah; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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This study aims to determine the effectiveness of Student Facilitator and Explaining (SFE) learning based on Firing Line and mathematical problem-solving abilities in terms of Adversity Quotient (AQ). The method used is a mixed method with a sequential explanatory design. The study was conducted on class VIII of SMP Teuku Umar Semarang in the academic year 2018/2019 with class VIII 2 as the experimental class and class VIII 3 as the control class. Quantitative data collection with a problem-solving ability test and qualitative data collection is done by interview, observation, questionnaire, and documentation. The results of the problem-solving ability test were analyzed to determine the effectiveness of mathematics learning with the average completeness test, classical completeness test, proportional t-test, average t-test, and improvement test. Students are grouped according to the AQ category which consists of Quitters, Campers, and Climbers to then select three subjects from each category to be interviewed. The results of the study were obtained (1) effective SFE based on Firing Line learning; (2) mathematical problem-solving skills, Quitters students are able to understand problems and plan problem-solving. Campers students are able to understand problems, plan problem-solving and implement solutions. Student Climbers are able to understand problems, plan problem-solving, implement solutions, and re-examine the results of resolution.

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