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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 568 Documents
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Students’ Creative Thinking Abilities and Self Regulated Learning on Project-Based Learning with LMS Moodle Sudianto, Sudianto; Dwijanto, Dwijanto; Dewi (Nino Adhi), N.R.
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 is to examine the effectiveness of project-based learning with LMS Moodle towards the students’ achievement of creative thinking abilities and self regulated learning, and describe how to students’ achievement of creative thinking abilities and self regulated learning. This study uses mixed methods research with concurrent embedded designs. The population in this study were students of senior high school class X at Putra Nirmala Cirebon of 2017/2018 academic year. Data collection techniques used in this study are observation, tests, and interviews. The research subjects were taken based on students’ early mathematical abilities categories, namely above, middle and bottom categories. The findings showed that project-based learning with LMS Moodle was effective to the students’ achievement of creative thinking abilities and self regulated learning. Overall, the students’ achievement of creative thinking abilities and self regulated learning who using project-based learning with LMS Moodle is better than students who using conventional learning. As for contribution (Effect Size) project-based learning with LMS Moodle towards the students’ achievement of creative thinking abilities which are equal to 0.85 while self regulated learning is 0.95. The category of achievement of creative thinking ability and self regulated learning are included in the high category.
Mathematical Literacy Ability and Mathematical Disposition on Team Assisted Individualization Learning with RME Approach and Recitation Lestari, Septi Dini; Kartono, Kartono; Mulyono, Mulyono
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
Problem Solving Ability Based Curiousity Through Assistance and CPS Learning Assisted with Ethnomathematics Nuanced Modules Barata, Agriat; Mastur, Zaenuri; Sukestyarno, Y.L
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) determine the effectiveness of creative problem solving (CPS) learning assisted with Ethnomathematics nuanced modules on problem solving abilities (2) find out the differences in problem solving abilities of students with CPS learning assisted with Ethnomathematics nuanced modules (experiment 1), CPS module assistance classes Ethnomathematics nuance and control class (experiment 2), (3) describe problem solving ability based on curiosity of students in CPS learning class assisted with Ethnomathematics nuanced modules. This study applied a mixed method with concurrent embedded design. Quantitative data was obtained through questionnaires and tests that were analyzed by using the t-test and regression. Qualitative data was obtained through documentation and interviews of subjects selected based on the level of curiosity. Based on the results of the study obtained (1) CPS learning assisted with Ethnomathematics nuanced modules effectively improve the problem solving abilities. (2) there are differences in problem solving abilities in experimental class 1, experiment 2 and control class (3) Qualitative analysis of this study explained that students with high curiousity were able to complete 4 stages of problem solving, meanwhile, students with low and moderate curiosity have varying abilities but less good in completing the implementation phase of the completion plan. Students with low curiosity are not good at planning completion plans.
Creative Thinking Ability based on Students’ Metacognition in Creative Problem Solving Learning Model With Recitation and Self-Assessment in Ethnomatematics Kusuma, Dani; Kartono, Kartono; Zaenuri, Zaenuri
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 to (1) investigate the learning quality of the implementation of Creative Problem Solving model with recitation and self-assessment based on Ethnomatematics in students’ creative thinking ability; and (2) explain the creative thinking ability on Creative Problem solving model with recitation and Creative Problem Solving model with recitation and self-assessment based on Ethnomatematics in students’ metacognition. Mixed method with Sequential explanatory was applied in this research. The subject of the research was determined by students’ metacognition scores in VII C class in SMP N 1 Getasan academic year 2017/2018. Observation, test and interview were employed in obtaining the data. The data analysis appeared to prove that (1) Creative Problem Solving learning model with recitation and self-assessment based on Ethnomatematics has good quality in the stage of planning, learning process, and the final result of learning; (2) low metacognition subjects were able to fulfill the fluency an elaboration indicators, but flexibility indicator, novelty indicator and elaboration indicator had not been fulfilled yet; then moderate metacognition subjects were able to fulfill fluency indicator and elaboration indicator but the flexibility indicator and novelty indicator had not been fulfilled yet, high metacognition subjects were able to fulfilled the whole indicators includes fluency indicator, flexibility indicator, novelty indicator and elaboration indicator.
Algebraic Thinking Ability Based on Mathematics Disposition in Learning Cycle 7E Model Rahmawati, Anis; Kartono, Kartono; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The aim of this study are to determine the quality of the Learning Cycle 7E model and found a pattern of algebraic thinking ability of 7th grade students’ in solving algebra problem viewed by disposition mathematics. The research uses mixed methods study with concurrent embeded design. The subjects of this research were 7th grade students. Quantitative data was tested with the z test and Independent t-test, whereas qualitative data were analyzed descriptively. Learning quality is assessed from the planning, implementation and evaluation stage. The result of this research shows that Learning Cycle 7E model in good criteria. Students in the high mathematical disposition category were able to solve the algebraic problem from the generalization level, the transformational level until the meta-global level. Students in the medium mathematical disposition category were able to solve the algebraic problem from the generalization level and the transformational level. And students in the low mathematical disposition category were able to solve the algebraic problem only at the the generalization level.
Analysis of Mathematical Representation Skills Based on Student Learning Activities in Hands on Activity Assisted Pbl Learning Model Meilon, Beny; Mariani, Scolastika; Isnarto, Isnarto
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 Ricky Fahmy, Ahmad Faridh; Sukestiyarno, Sukestiyarno; Mariani, Scolastika
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

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.
Problem Solving Ability of Class VIII Students Viewed from Cognitive Style in Attention Relevance Confidence Satisfaction Model Assisted by Problem Cards Sapto, Argiyanto Dwi; Suyitno, Hardi; Kartono, Kartono
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) find out the description of the quality of ARCS learning assisted by problem cards on mathematical problem solving abilities of students (2) obtain a profile description of students 'mathematical problem solving abilities with field dependent cognitive style (3) obtain a profile description of students' mathematical problem solving abilities with field independent cognitive style. This research is a mix method research with concurrent embedded design. The study population was VIII grade students of SMPN 22 Semarang. The research subjects were determined based on weak, moderate, strong field dependent categories and weak, moderate, strong field independent categories. Data collection techniques of this research were observations, tests, and interviews. The results of this study indicate that (1) ARCS learning assisted by problem cards is appropriate both quantitatively and qualitatively on students' problem solving ability (2) students with field dependent cognitive styles in solving mathematics problem are still globally and less detailed in writing information according to the questions, write the answers incorrectly, do not check the correctness of the work and do not compile the steps of solving problems in different ways (3) students with field independent cognitive style in solving mathematics problem are understand the problems more analytically and do not write the same thing contained in the question, simplify the problem using their own sentences, apply the planned problem solving steps and obtain the correct answer, check the correctness of the work but do not compose the problem solving steps in different ways.
Students’ Mathematical Connection Ability and Self Regulated Learning on MiC Learning with Recitation and Peer Assessment Based on Semarang Culture Millaty, Vita Nur; Kartono, Kartono; Karomah Dwidayati, Nur
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research was aimed (1) to know the effectiveness of MiC learning with recitation and peer assessment based on Semarang Culture to students’ mathematical connection ability and (2) to analyze students’ mathematical connection ability and self regulated learning. This study was a mixed method research with a sequential explanatory design. The population was 7th grade students of SMP N 32 Semarang academic year 2017/2018. The subjects was selected based on the students’ initial matehamtical ability which is categorized as upper, middle and lower group students. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) MiC learning with recitation and peer assessment based on Semarang Culture is effective on students’ mathematical connection ability, (2) students in the upper group category can connect between topics in mathematics, connect mathematical concepts with other diciplines, connect mathematics with daily life well and have a high level of self regulated learning, students in the middle group category can connect mathematical concepts with other diciplines and connect mathematics with daily life well and have a moderate level of self regulated learning, and for students in lower group category can connect mathematical concepts to other diciplines well and have a low level of self regulated learning.
Mathematical Problem Solving Ability Viewed from Extrovert Introvert Personality Types on Cooperative Learning Models Type Rally Coach Sari, Dian Kartika; Mulyono, Mulyono; Sri Noor Asih, Tri
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research aims were (1) to know the quality of cooperative learning models type Rally Coach, (2) to describe students’ mathematical problem solving ability based on introvert personality type, and (3) to describe students’ mathematical problem solving ability based on extrovert personality. This study was a mixed method research with using sequential explanatory design. The population was 8th grade students of SMP N 1 Sumbang academic year 2017/2018. The subjects was selected based on extrovert personality type and introvert personality type. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) Cooperative learning models type Rally Coach was on good category (2) student with type personality introvert resolve the problem solving able to understand a problem well, plan problem solving well, carry out the problem will according to plan, and looking back for the against answer (3) student with type personality extrovert resolve the problem solving able to understand a problem well, plan problem solving well, in carry out a plan student cannot sit in an implement well that will not find correct answer, student cannot check their answer.

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