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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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Student Mathematical Communication Ability Viewed from Self-Confidence in the ARIAS Model Nuanced Ethnomathematics Nurhaqiqi Noviyana, Ika; Rochmad, Rochmad; Dewi (Nino Adhi), Nuriana Rachmani
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) find out whether the mathematical communication abilities of students in ethnomathematics-nuanced ARIAS learning can reach the actual completeness limit, and (2) describe students' mathematical communication abilities based on self-confidence in ARIAS learning with nuanced mathematics. This study uses a mixed-method with sequential explanatory type. The population of this study is class VIII of Junior High School 1 Karangampel 2018/2019. The research subjects were selected based on self-confidence categories, namely high, medium, and low. Data collection techniques used tests of mathematical communication abilities, self-confidence questionnaires, and interviews. The results showed that (1) students in the class with ethnomathematics ARIAS learning had reached the actual completeness limit, and (2) the description of students' mathematical communication abilities in the high self-confidence category, moderate self-confidence and low self-confidence had the same able to listen, discuss, and write about mathematics, all three are also able to read with an understanding of a written presentation, but have not been able to formulate a definition, for students with moderate self-confidence and low self-confidence also have the same that is able to express objects - real objects, situations, and everyday events in the form of mathematical models (images, tables, diagrams, graphs, algebraic expressions) and able to make mathematical questions according to the information contained in the questions, and only students in self-confidence are who is able to explain mathematical ideas and models into ordinary languages.
Mathematical Communication Ability Based On Cognitive Style in PBL With Tutor Feedback Assisted by Triangle Calculator Fadillah, Lukky; Kartono, Kartono; Supriyadi, Supriyadi
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This research’s purposes are to (1) verify the effectiveness of Problem Based Learning (PBL) with tutor feedback assisted by triangle calculator towards the mathematical communication ability of 10th grade students, and (2) describe it based on cognitive style. This research used mixed method with concurrent embedded type as a methodology. The population of this research are 10th grade students of the Senior High School 1st Kadugede Kuningan (2018/2019). The result shows that (1) PBL with tutor feedback assisted by triangle calculator is effective toward the mathematical communication ability, and (2) the depiction of the mathematical communication ability based on Field Dependent (FD) cognitive style is able to complete four indicators, but unable to illustrate the image well and compete it correctly, on the other side based on Field Intermediate (FDI) cognitive style it is able to complete four indicators but not in a correct way, whilst based on Field Independent (FI) cognitive style it is able to complete for indicators correctly.
Connected Mathematics Ability Seen from Student Cognitive Style on STAD – Peer Tutoring Learning Model Amin, Moh. Saiful Bakhril; Kartono, Kartono; Dewi (Nino Adhi), Nuriana Rachmani
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Connected mathematics ability of students and students’ cognitive style are important in learning mathematics. This research aims to (1) find out effectiveness of STAD (Student Team Achievement Division) – Peer Tutoring learning model to connected mathematics ability of students, and (2) describe connected mathematics ability of students seen from cognitive style. This research was done for eighth graders of one of Islamic JHS in Cirebon within academic year 2018/2019. This mixed method research with concurent embedded design used observation, cognitive style test, student connected mathematics ability test, and interview as techniques of collecting data. The technique of analyzing data was quantitative data analysis: parametric statistic and descriptive-qualitative analysis technique. The findings showed: (1) STAD-Peer Tutoring was effective to connected mathematics ability of the students; (2) students with Field Independent (FI) cognitive style were able to connect each topic in mathematics, to connect mathematics concept to other discipline of knowledge, and to connect mathematics to daily life based on the given facts. Students with Field Dependent (FD) were able to connect mathematics concept to other diciplines of knowledge and to connect mathematics to daily life.
Mathematical Reasoning Ability On PACE Learning Model assisted by Ispring Fadlurreja, Robbi; Ridlo, Saiful; Dewi (Nino Adhi), Nuriana Rachmani
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) analyze the effectiveness of the PACE learning model assisted by Ispring media on students' mathematical reasoning ability; (2) describe the pattern of students' mathematical reasoning on the PACE learning model assisted by Ispring media. The method was mixed method with embedded concurrent design. The population in this study were eighth grade students of SMP Negeri 2 Cilimus 2018/2019 and the sample were two selected classes namely VIII F and VIII G. Quantitative data collection was done by mathematical reasoning ability tests and students’ worksheets, While the qualitative data was done by the results of testing mathematical reasoning ability. The results of the mathematical reasoning ability test were analyzed to know the effectiveness of mathematics learning by using individual completeness test, classical completeness test, influence test, and achievement test. Students are grouped based on groups I, II, and III, which each of them got the scores 80-87, 73-79, and 68-72. The results of the study were (1) the PACE learning model assisted by Ispring media was effective; (2) the students in Group I were able to change the problems into a mathematics model, there was no difficulty in connecting mathematical situations, were able to compile evidence directly and then explain although there were still difficulties in connecting mathematical situations, and were able to compile evidence directly, and examine arguments to provide an explanation even though there were still shortcomings. The students in Group II have not been able to convert real problems into mathematical form, but were able to connect mathematical situations and compile evidence directly, were able to explain arguments quickly and precisely even though there were still some difficulties. The students in Group III were able to change it into the mathematical model, the students in this group still faced difficulties.
Mathematical Connection Ability Based on Self-Efficacy in IDEAL Problem Solving Model Assisted by ICT Ningrum, Herlina Ulfa; Mulyono, Mulyono; Isnarto, Isnarto
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical connection ability and self-efficacy are important for students possess in learning mathematics. A learning model is needed that can help students improve their mathematical connection ability and self-efficacy, namely IDEAL Problem Solving assisted by ICT. The research aims (1) to determine the quality of IDEAL Problem Solving assisted by ICT on students’ mathematical connection ability and (2) to determine students' mathematical connection ability based on self-efficacy. The study used a mixed method with a quantitative first stage and continued qualitatively. The student population is students of class X SMA N 6 Semarang with two sample classes. The results showed that (1) IDEAL Problem Solving learning assisted by ICT is quality for students' mathematical connection ability; (2) students with high self-efficacy have mathematical connection ability in all four indicators, students with medium self-efficacy, almost have all indicators of mathematical connection ability but on indicators connecting mathematical concepts with daily life, students have not fulfilled these indicators well, while students with low self-efficacy do not yet have complete mathematical connection ability for all indicators.
The Ability of Problem-Solving for Eighth Grade Student on Cooperative Problem Solving Learning Assisted by GeoGebra 3D Nursasongko, Aditya; Mariani, Scolastika; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 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 abilities. This study aims to test the effectiveness of cooperative problem solving (CoPS) learning assisted by the GeoGebra 3D on students' problem-solving abilities and describe problem solving abilities in terms of students' GeoGebra 3D usage. This research is a type of quantitative and qualitative. The study was conducted in a junior high school named SMP Islam Al Azhar 14 Semarang in the 2018/2019 academic year. The research subjects were eighth grade students consisting of one experimental class with cooperative problem solving learning assisted by GeoGebra 3D treatment and one control class. Then two students were selected for each of the high, medium, and low GeoGebra 3D usage categories. Hypothesis testing uses one-party proportion test and average difference test. The results of the study showed that cooperative problem solving (CoPS) learning assisted by GeoGebra 3D was effective on students' problem-solving abilities. Students with medium and high usage categories of GeoGebra 3D can reach all indicators of problem-solving even though several indicators of problem-solving are achieved with insignificant errors. Students with medium and high GeoGebra 3D usage categories can implement the steps of problem-solving according to Polya's steps, even they are as good at the carry out the plan step. Students with low GeoGebra 3D usage category cannot carry out the Polya's steps well. Students with low GeoGebra 3D usage category faced difficulties to devise problem-solving plan, carry out problem-solving plan, and looking-back step is not done.
Mathematical Literacy Ability in Learning Problem-Based Learning with Ethnomatic Mathematics Based on Student Learning Styles Imam, Fathul; Zaenuri, Zaenuri; Eko Nugroho, Sunyoto
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to determine the effectiveness of the problem-based learning model with nuances of ethnomatatics on the ability of mathematical literacy and determine patterns of mathematical literacy ability in terms of the students’ leaning styles. The study was conducted at SMA Negeri 1 Mranggen. The research method used is a combination research method with a concurrent embedded model. The sampling technique uses cluster random sampling. Data collection uses documentation, questionnaires, test results, and interviews. The results showed (1) the model of problem-based learning nuanced effective ethnomatematics against students' mathematical literacy abilities; (2) The mathematical literacy ability of students with visual learning styles can choose and apply simple problem-solving strategies, students with audio learning styles can work effectively with concrete but complex models and situations, and students kinesthetic learning styles can conceptualize and generalize using information based on complex problems and situations.
Analysis of Problem Solving Capabilities in Problem Based Learning Contextual Approaches Based on Metacognitive Awareness Achsin, Muchammad Achsin; Kartono, Kartono; Wibawanto, Hari
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to test the effectiveness of PBL contextual approaches to problem solving abilities, analyze the problem solving abilities that are subjected to PBL contextual approaches based on metacognitive awareness. The research method used is mixed methods with a concurrent embedded model. The population in this study were students of class VIII SMP N 1 Mejobo Kudus in the 2018/2019 school year. Data collection uses documentation, questionnaires, test results and interviews. Using the cluster random sampling technique, one experimental class and one control class were obtained. The results showed that PBL learning was an effective contextual approach to students' problem solving abilities. Students with high, moderate and low metacognitive awareness experience the same mathematical problem solving abilities. Students with high metacognitive awareness after learning are able to master all stages of problem solving. Students with metacognitive awareness are able to master the stage of understanding the problem and implementing the plan while the stage of making plans and checking back tends to be able. Students with low metacognitive awareness before learning are less able in all stages of improvement. After learning to be able to understand the problem, tend to be able to carry out plans, make plans and check again.
Mathematical Literacy Ability And Self-Efficacy Students In Search Solve Create And Share (SSCS) Learning With Contextual Approaches Lestari, Dewi Indah; Waluya, S B; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

The objectives of this study are to test the quality of SSCS learning with a contextual approach and describe the mathematical literacy skill in terms of students’ self-efficacy levels. This research was a type of mixed quantitative and qualitative research. This research was conducted at State Senior High School 1 Kendal in the academic year of 2015/2016. The research subjects were X grade students consisting of one experimental class with the SSCS learning treatment with a contextual approach and one control class. In the experimental class, it was chosen 2 students in the high, medium, and low categories based on students’ self-efficacy. Testing the quality of learning was seen from 3 stages, namely the stages of planning, implementation, and assessment. The results were obtained that SSCS learning with contextual approach is in good quality. Students with high categories for high self-efficacy and low self-efficacy can fulfill the seven components of mathematics literacy well. Students with categorization for high self-efficacy and low self-efficacy are able to fulfill the six components of mathematics literacy well but they are still lacking in the reasoning and argument components. Students with low categories for high or low self-efficacy both have good skills in the communication component but are lacking in the other six components of mathematical literacy.
Problem-Solving Ability and Self-Efficacy Based On Geometry Thinking Level In Van Hiele Learning Widiyaningsih, Endang; Zaenuri, Zaenuri; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

The objectives of this study are to test the effectiveness of van Hiele's learning of students; problem-solving ability and describe their problem-solving ability and self-efficacy based on the level of geometrical thinking. This research was a type of mixed quantitative and qualitative research. The study was conducted at MTs Asy-Syarifah in the 2015/2016 academic year. The research subjects were eighth grade students consisting of one experimental class with treatment using van Hiele learning and one control class. Hypothesis testing used a one-tailed proportion test and an average difference test. The results are obtained that van Hiele learning is effective in students' problem-solving ability. The average score of students who get van Hiele learning is higher than students who get expository learning. Students at level 2 (informal deduction) can reach all indicators of problem-solving. Students at level 2 can carry out the stages of problem-solving according to Polya's steps. Students at level 1 (Analysis), the students have not been able to carry out the completion plan appropriately. Students have difficulty in implementing a problem-solving plan. Students at level 0 (visualization) have not been able to plan properly. The results of the analysis of the three dimensions of students’ initial self-efficacy show that students: (1) still have difficulties and try to avoid difficult tasks, (2) give up easily when facing difficulties.

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