cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 16   17   18   19   20 
Mathematics Connective Skill Reviewed based on Adversity Quotient on CORE Learning Konita, Mita; Asikin, Mohammad; Asih, Tri Sri Noor
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.146 KB)

Abstract

This research aims to describe mathematics connective skill reviewed based on adversity quotient of students on CORE learning model of X graders in learning geometry. This concurrent triangulation mixed method used quantitative data technique by mathematics connective skill test and the qualitative data was obtained by documentation, questionnaire, and interview. The subjects were selected by purposive sampling and consisted of 6 students, each of three students were categorized as camper and climber adversity quotients. The findings showed that different AQ categories would have different mathematics connective skills. It was shown by three climber students met 5 indicators of mathematics connective skills. Meanwhile, 3 camper students met three mathematics connective skill indicators.
Proporsional Reasoning Matematics Student 4th Grade on Learning Cycle 5e Nuanced Ethnomatematics Estanto, Doni; Zaenuri, Zaenuri; Junaedi, Iwan
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.8 KB)

Abstract

The purpose of this study is to find the stages of students' mathematical proportional reasoning in learning cycle 5e nuanced ethnomathematics. The type of research used is mixed methods with concurrent embedded design. The population of this research is the students of SD IT Bunayya 2019/2020 Academic Year. The research subjects were students in grade IV, amounting to 20 children. Data collection techniques in the form of tests, interviews and documentation. The results showed that students' mathematical proportional reasoning in learning with learning cycle 5e nuanced ethnomathematics was grouped into three namely, students in the recognition of multiplicative relationships group, students in accommodating covariance and invariance groups, and students in functional and scalar relationships groups. In this study, students found obstacles in mathematical proportional reasoning that students have not been able to recognize additive and multiplicative relationships in understanding the similarity of ratios, recognizing rational plausibility, and have not been able to do unitizing. To address this, students need to be trained and understood about the concept of fractions worth and discuss about ratios that make sense.
Problem Solving Ability Viewed from Students’ Cognitive Style on Brain-Based Learning Model Based on Self-Assessment Uji, La Toni; Asikin, Mohammd; Mulyono, Mulyono
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.079 KB)

Abstract

This study aimed to describe the ability of problem solving based on students' cognitive styles. This study used a mixed method with explanatory sequential design. The population was the students of XI-IPS class from SMA 4 Buru in academic year 2019/2020. The subjects in this study were students of class XI-IPS 1 which were selected based on cognitive style analysis using the Group Embedded Figure Test (GEFT). Data collection techniques used observation, tests and interviews. The results showed that the students 'mathematical problem solving abilities in the cognitive style category had different mastery of indicators in solving students' mathematical problems. This difference does not depend on the cognitive style category of students, yet because of student learning activities.
Mathematics Critical Thinking Skills based on Learning Styles and Genders on Brain-Based Learning Assisted by Mind-Mapping Arifah, Umi; Suyitno, Hardi; Dewi, Nuriana Rachmani
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.29 KB)

Abstract

Critical thinking skill in mathematics aims to sharpen calculating skill. It is also to develop higher order critical thinking, such as critical thinking skill. This research aims to find mathematics critical thinking skill patterns based on gender and learning styles: visual, auditory, and kinesthetic. This qualitative method research used sampling technique by using purposive sampling based on gender and high score achievement from each learning style classification of eighth graders of a Junior High School in Semarang. The research instruments cover learning style assessment, mathematics critical thinking skill test, and interview guideline. The findings concluded that male and female students’ mathematics critical thinking skills with visual, auditory, and kinesthetic styles were varied. There were found male and female students with visual, auditory, and kinesthetic styles whose different critical thinking skills in interpreting, analyzing, evaluating, concluding with excellent, sufficiently excellent, and poor categories.
Mathematics Critical Thinking Skills Reviewed by Cognitive Styles and IQ on Discovery Learning with SPUR Approach Riyadhotul Janah, Siti; Suyitno, Hardi; Rosyida, Isnaini
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.766 KB)

Abstract

The role of mathematics is to prepare students facing fast - growing challenges of 21st century. The required competence to master is such as critical thinking skill. This research aims to find out mathematics critical thinking skill pattern reviewed by cognitive styles and IQ on Discovery Learning with SPUR approach. This mixed method research used sequential explanatory. The population of this research consisted of seventh graders of Junior High School 2 Demak in academic year 2018/2019. The technique of sampling is purposive sampling based on cognitive styles and IQ of seventh graders from A class at Junior High School 2 Demak. The findings showed that mathematics critical thinking skills of students of categories, such as reflective, impulsive, slow and inaccurate, quick and accurate with normal, beyond normal and brilliant IQ levels showed various results. It was found reflective - impulsive, slow and inaccurate, quick and accurate with normal, beyond normal, and brilliant IQ levels whom in interpreting, analyzing, evaluating, and concluding did it very excellently, excellently, sufficiently excellent, and insufficiently. Thus, teacher must consider students’ cognitive styles in learning mathematics because there are several discrepancies of students’ problem solving ways.
Students’ Mathematics Creative Thinking Skills Reviewed by Habits of Mind on Probing-Prompting Learning with Open-Ended Approach Arifah, Nazihatun; Asikin, Mohammad; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.342 KB)

Abstract

This research aims to describe mathematics creative thinking skill reviewed by habits of mind on probing-prompting learning with open-ended approach. The used research method is mixed method with concurrent embedded design. The population of this research consisted of X grade SMA N 1 Sumpiuh, in academic year 2019/2020. The subjects consisted of seven selected students based on high, moderate, and low habits of mind. The technique of collecting the data used mathematics creative thinking skill test, habits of mind questionnaire, and interview. The results showed that the description of students' mathematics creative thinking skills in each category of high, moderate, and low habits of mind had different mastery of mathematics creative thinking skills. This difference does not depend on the category of students' habits of mind, but because of students’ learning activities.
Mathematics Literacy Skill Seen from Learning Style in Discovery Learning Model with Realistic Approach Assisted by Schoology Madyaratri, Dewi Yanwari; Wardono, Wardono; Kartono, Kartono
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.258 KB)

Abstract

The purpose of this research is to describe students' mathematics literacy skill seen from learning styles in discovery learning with realistic approach assisted by schoology. This type of research used in this study is mixed methods model of sequential explanatory. The population in this study were VII graders of SMP Negeri 1 Bae. The subject of the research was from VII H of the school. The results showed that the discovery learning model with realistic approach assisted by schoology effective to mathematics literacy skill. Based on the analysis of written test data, observations and interviews, it was found that each type of learning style has different mathematics literacy skill. This is shown from 2 students diverger learning style categories there are 1 high category and 1 poor category, from 8 students assimilator category there are 3 high category, 3 moderate category and 2 poor category, from 9 students the converger category there are 4 high category and 5 moderate category and from 12 students accommodator category there are 1 high category, 5 moderate category and 6 poor category.
Self Regelated Through Mathematics in Contexts (Mic) Approach Based on Local Culture Module to Improve Math Representation Ardhana Kisno Saputra, Rifky; Sukestiyarno, Sukestiyarno; Karomah Dwidayati, Nur
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.83 KB)

Abstract

The purpose of this study is to describe the mathematical representation ability of students based on self regulated and module-based learning with a Mathematics In Contexts (MIC) approach with local culture. This research is a mixed method type of concurrent embedded design, with the subject of the research being the VIII MTs grade students. Negeri 1 Lamongan. The results obtained are Mentoring with a module-based MIC approach containing local culture effective towards mathematical representation with an average completeness above 70 with a value of 77.96; there is a positive influence of self regulated on the ability of representation of 73.1%; The mathematical representation ability of students has increased by 0.48 with the medium category. The ability of student representation can be classified into three aspects including visual aspects, symbolic aspects and verbal aspects. Students with high self regulated are able to master the three aspects of representation very well indicated by the average value obtained in the visual aspect of 100 then in the symbolic aspect 91.07 and in the verbal aspect 79.17. Students with self regulated are mastering visual and verbal aspects that stand out by getting an average rating of 87.50 in the visual aspect and 79.17 in the verbal aspect, while in the symbolic aspect getting an average score of 66.07. Students with low self regulated are able to master the verbal and visual aspects well, namely by obtaining a verbal average value of 70.83 and a mean visual value of 67.50 while the symbolic aspect obtains an average score of 51.79. Based on the results of the study, it is suggested in doing assistance with students who have moderate and low self regulated more intensively so that students are more independent, enthusiastic, and recognize their own potential for their mathematical representation abilities.
Mathematical Spatial Ability Reviewed from Students’ Self-Confidence in the PBL Model with Teacher and Peer feedbacks Assisted by Geogebra Puspitasari, Elsa; Kartono, Kartono; Junaedi, Iwan
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.327 KB)

Abstract

This research aims to describe mathematics spatial skill reviewed from the self-confidence of students in high, moderate, and low categories. This research was conducted in the eighth grade JHS Hasannudin 6 Semarang, in the academic year 2018/2019. This mixed-method research used a sequential explanatory strategy. It is a procedure to collect quantitative and qualitative data orderly. The technique of collecting quantitative data was done by mathematics-spatial skill test. Meanwhile, the qualitative data was done by documentation, questionnaire, and interview. The findings showed mathematics-spatial skill of each-category student’s self-confidence had various mastery indicators. The students with high-self-confidence tended to be more consistent in mastering spatial visualization, spatial relation, and mental rotation. The spatial-orientation and spatial-perception aspects of high self-confidence students were sometimes successful and sometimes not successful. The moderate-self-confidence students tended to master spatial visualization, spatial relation, and spatial orientation aspects. However, there were several subjects with moderate-self confidence in the five aspects. Subjects with low-self-confidence tended to be more consistent in mastering spatial visualization and spatial perception. There were subjects with low-self-confidence who only mastered four aspects of mathematics-spatial skills.
Concept Understanding Skill of 8th Grade Junior High School Students in Missouri Mathematics Project Learning Based Curiosity With Scaffolding Rakhim, Ari Annisa; Kartono, Kartono; Supriyadi, Supriyadi
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.925 KB)

Abstract

This study aims to describe the concept understanding of 8th grade students at various levels of student curiosity in learning the Missouri Mathematics Project with the Scaffolding approach based on diagnostic assessments. The research method used is a concurrent embedded type mix method. The population was taken from 8th grade students at SMP N 5 Pati. Subjects were chosen based on each category of level of curiosity. This category consists of high, medium and low using purposive sampling to determine the sample. The findings show that the understanding of concepts from various categories of curiosity has diverse understanding of concepts. Each category of curiosity can apply the concept or algorithm to solve the problem properly. So curiosity does not absolutely influence the ability to understand concepts.

Page 18 of 57 | Total Record : 568

 16   17   18   19   20 

Filter by Year

2012 2023


Reset
Filter By Issues
All Issue Vol 12 No 1 (2023): June 2023 Vol 11 No 2 (2022): December 2022 Vol 11 No 1 (2022): June 2022 Vol 10 No 2 (2021): December 2021 Vol 10 No 1 (2021): June 2021 Vol 10 No A (2021): January, 2021 (Special Edition) Vol 9 No 2 (2020): December 2020 Vol 9 No 1 (2020): June 2020 Vol 8 No 2 (2019): December 2019 Vol 8 No 1 (2019): June 2019 Vol 7 No 1 (2018): December 2018 Vol 7 No 1 (2018): June 2018 Vol 6 No 2 (2017): December 2017 Vol 6 No 1 (2017): Juni 2017 Vol 6 No 1 (2017): Juni 2017 Vol 5 No 2 (2016): December 2016 Vol 5 No 2 (2016): December 2016 Vol 5 No 1 (2016): June 2016 Vol 5 No 1 (2016): June 2016 Vol 4 No 2 (2015): November 2015 Vol 4 No 1 (2015): June 2015 Vol 3 No 2 (2014): November 2014 Vol 3 No 1 (2014): June 2014 Vol 2 No 2 (2013): November 2013 Vol 2 No 1 (2013): June 2013 Vol 1 No 2 (2012): November 2012 Vol 1 No 1 (2012): June 2012 More Issue