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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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Discovery Learning - PMRI in Improving Mathematics Literacy of Junior High School Students
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The lack of mathematical literacy is a worrying thing. It must be noticed that the literacy is an important ability that must be owned by students as future stakeholders. The objective of this study is to analyze the discovery learning - PMRI which effectively improve students' mathematical literacy. The type of research used was quantitative research, experimental research with quasi-experimental design nonrandomized control group, pretest – posttest design. The determination of control and experiment class was by using random sampling technique. The experimental class was treated in the form of discovery learning - PMRI while the control class is given discovery learning - scientific learning. The data were collected using mathematical literacy test, observation, and interview. The data from the data analysis of the final score of mathematical literacy, it is found that (1) the proportion of students in discovery learning-PMRI that fulfills the Minimum Criteria of Mastery Learning is 70, it reaches 70%; (2) the average of students’ mathematical literacy on discovery learning - PMRI is better than the average of students' mathematical literacy on discovery learning, and (3) The improvement of mathematics literacy of discovery learning class - PMRI is higher than discovery learning - scientific class . So it can be concluded that discovery learning – PMRI is effective in improving students' mathematical literacy.
a Realistic Mathematics Education Model Includes Characteristic to Improve the Skill of Communication Mathematic
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The type of this study is development by using Plomp model with 5 phase that is modified into Preliminary investigation, Design, and realization/ contruction, test, evaluation, and revision. The developed instrumen includes: Syllabus, Lesson Plan, Student Test Book, Worksheet, and Mathematic Communication Skill Test.The field experiment is undertaken to the VII graders students of Al Azhar 23Junior High School Semarang. The data is gained through the observation sheet, interview and test. The result is processed descriptively, using completeness experiment, effect experiment, comparison experiment and development experiment to find out the lesson effectivity.The implementation of this instrumen are (1) the average score of classroom mathematic communication skill of the experimental class students reaching more than the passing grade so the average experimental class is complete, with t = 13.82 > 1.72 = ttable and completely classical, with Z = 2.35 > 1.64 = Ztable, (2) mathematic communication skill, attitude and curiosity effect to mathematic communication skill equal to 89.2%, (3) the experiment of classroom problem solving is better than control class with score 84.86 and 79.9, (4) the average of mathematic communication skill is improved 0.41 so the lesson and the instrumen is efective.
Mathematical Reasoning Based on Belief in PBL with Dyadic Interaction Approach
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The purposes of this research were (1) to describe the learning quality of PBL through dyadic interaction approach to mathematical reasoning ability of grade X students of IT Al Irsyad Purwokerto High School (2) to find pattern of students reasoning ability based on mathematical belief. This study uses a mixed method. Data analysis started from the analysis of test items. The analysis uses the prerequisite test and then hypothesis testing uses rara average (t-test), then the proportion of comparative tests (test-z) is to calculate the classical completeness. Further testing of determining the difference between the two classes uses different test average (t-test right side). Qualitative data analysis uses qualitative description. The results of quantitative research shows that learning class with PBL and dyadic interaction approach reached classical total 80%. The average difference test showed class’ results with PBL dyadic interaction approach better than a class activity with PBL. Subjects with very low belief can only fulfill 1 reasoning indicator well. Subjects with low belief can fulfill 3 reasoning indicators well and have not been able to fulfill 1 other indicator. Subjects with high belief can fulfill 4 indicators where 1 indicator is imperfect and subject with very high belief can fulfill all the indicators of reasoning well and complete.
Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Creativity, belief in math, and adversity quotient play a significant role in mathematics. This study aims (1) to know the quality of mathematics learning settings Challenge Based Learning on student’s creative thinking skill and belief in math; (2) to examine the influence of belief in math to creative thinking skill; (3) to describe student’s creative thinking skill in settings Challenge Based Learning viewed by Adversity Quotient; and (4) to describe student’s belief in math in settings Challenge Based Learning viewed by Adversity Quotient. The design of this study was mixed methods of concurent embedded type. The study subjects were students of SMP Negeri 1 Semarang grade VIII who selected by Adversity Quotient. The result showed that (1) mathematics learning setting Challenge Based Learning is qualified to student’s creative thinking skill and belief in math; (2) there was the influence of belief in math to student’s creative thinking skill amount 12,8%; (3) camper’s students were only able to satisfy flexibility and climber’s students were able to satisfy fluency, flexibility, and novelty; and (4) there was a camper’s students was able to satisfy belief about self and climber’s students were able to satisfy belief about mathematics education, belief about the self, and belief about the social context.
Analysis of Mathematical Connection Ability Based on Student Characteristics Thinking on Discovery Learning Scientific Approach
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Student’s mathematical connections ability at SMK Syubbanul Wathon Tegalrejo Magelang is still low. Students are not able to relate concepts in, link the mathematical concepts to other subjects, and to problems in daily life. The study aims to describe the process of discovery learning model with scientific approach, find out the effectiveness of discovery learning of scientific approach to the student’s mathematical connection ability, and to describe the mathematical connection ability of XII graders of SMK Syubbanul Wathon on differential functions based on the characteristics of student’s way of thinking. This study used mixed method of concurrent embedded design. The sample was chosen by random sampling, XII-G3 (control class, XII-G4 (experiment class 1), and XII-G6 (experiment class 2) as quantitative data sources. Meanwhile, for the source of qualitative data, it was obtained by taking two CS students, two AS students, two CR students, two AR students. The result of the research shows that (1) the discovery learning scientific approach process in improving the students’ mathematical connection ability is good, (2) the discovery learning model with the scientific approach is effective, and (3)The characteristics student’s way of thinking also affects the students' mathematical connections ability.
Mathematical Literacy Skills Reviewed From Mathematical Resilience in The Learning of Discovery Learning Assisted by Schoology
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study has purpose to describe the quality of learning of Discovery Learning assisted by Schoology toward the mathematical literacy skills of students of grade X SMA Negeri 1 Blora and found the patterns of mathematical literacy skills that were analyzed based on the students' mathematical resilience. This study applied mixed method type of research with embedded concurrent embedded design. The subjects of this study were the students of grade X SMA Negeri 1 Blora. The result showed that. (1) the learning of Discovery Learning assisted with Schoology toward the mathematical literacy of students is considered good qualified. (2) found the patterns mathematical literacy skills such that (1) students with high mathematical resilience were able to master the five aspects of literacy skills, and master the two other aspects very well, (2) students with moderate mathematical resilience were able to master three aspects very well, and can master the four other aspects well, (3) students with low mathematical resilience, two aspects of literacy skills can be mastered well, average on one aspect of the literacy skills, and less well in mastering the other four aspects of literacy skills.
PMRI Learning With Blended Learning Strategy to Improve Mathematical Literacy Skill
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The mathematics literacy of students in State Junior High School 5 Semarang is still low. Students face difficulties when they are solving stories related to daily life. The objective of this study is to determine the effectiveness of PMRI learning assessed similarly to PISA with Blended Learning strategy towards students' mathematical literacy skills. The learning includes face-to-face activities and the use of computer technology (online or offline). The population in this study was the students of VIII graders of State Junior High School 5 Semarang in the academic year of 2015/2016. This research used quantitative method. The sample was chosen by random sampling and it was obtained class og VIII E, VIII F, and VIII G as experiment and control classes. The data were obtained by mathematical literacy skill test method. The data analysis used was proportion test, Anova test and Gain test. The results show that (1) the average of mathematics literacy skill on the PMRI learning with Blended Learning has reached the classical completeness that is at least 75% of students reach a minimum score of 70; (2) the average of mathematics literacy skill of class with PMRI learning with Blended Learning is better than class with expository learning.
Analysis of Mathematical Connection Ability in Geometry at MEA Learning Based on Spatial Intelligence
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Problem solving activities require students to apply mathematics rules on non-routine problems. Mathematical connection ability is required so that students can relate real problems to mathematical model nor relate the interrelationships between the concepts that required to solve problems. This study aims to examine the effectiveness of MEA in geometry and to analyze the mathematical connections ability of students in geometry based on upper, middle, and lower spatial intelligence categories on MEA. The research method is Mixed Methods and research design is Sequential Explanatory Design. The subjects of the study is the 9th grade students. The study started by first spatial intelligence test in experimental class, then followed by MEA learning in experimental class and expository learning in control class. The study ended by mathematical connection ability test in experimental and control classes and last spatial intelligence test in experimental class. The results showed that MEA learning in geometry were effective. The result of mathematical connection ability in geometry of upper spatial intelligence category students has reached five indicators of mathematical connection ability well. Students of middle spatial intelligence category on first, second and fourth indicators have been maximized, but third and fifth indicators have not been maximized. Students of lower spatial intelligence category on first indicator have been maximized, second indicator has not been maximized, while third, fourth and fifth indicators can not be achieved well. Teachers should know the spatial intelligence of students so that the learning process especially in geometry achieve maximum results.
Constructtivism Mathematics Learning with Search, Solve, Create, and Share (SSCS) Model to Improve Mathematics Disposition and Student Concept Understanding of Limit Function Materials of XI Natural Science Class
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

The objectiveof this study is to determine the implementation of constructivism learning throughsearch, solve, create, and shareto improve concept comprehension ability in limit function of XI graderswhich is effective with a valid and practical instrument and refers to the modified Plomp model. The concept comprehension ability testdatawere processed by using t-test, proportion z, sample t-test, regression, and Gain test. The results of learning instrument development are as follows: (1) The averageof syllabus is 4.38, Lesson Plan 4.42, book 3,98, Students’ Worksheet 4.35, and concept comprehension ability test4,00; (2) this learning is effective, it is marked by achieving: a) the concept comprehension ability of experiment class fulfillsthe Minimum Mastery Criteria, b) the disposition and activeness respectively have a positive effect on KPK, c) KPK experimental class with an average of 81.24 better than control class is 71.18, d) Increasing the experiment test class by 59%. Based on the validation results, it is obtained by a valid instrument and test results, it is obtained effective learning, then the objective of the development of the instrument is achieved.
The Mathematical Critical Thinking Ability of Students in CTL Learning Based on Cognitive Style
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 the study was to produce a study of the effectiveness of CTL learning on mathematical critical thinking skills and describe students' mathematical critical thinking skills in CTL learning based on their cognitive style. The type of research used is a mixed method concurrent embedded model. The subjects of this study were eighth-grade students of SMP Ekarini Semarang. Retrieval of data in the form of cognitive style using the GEFT test and mathematical critical thinking skills through tests. The results of analysis of individual completeness data using one sample t-test sign value 0.588> 0.05, classical completeness with test proportion z count = 1.67> z table = 1.64, and simple linear regression test with the help of SPSS produces a sign value of 0,000 <0,005 with R2 = 0.684 which means that the application of effective CTL learning to mathematical critical thinking skills and cognitive style has an influence on mathematical critical thinking skills of 68.4%. The cognitive style of FDI has the best mathematical critical thinking ability by mastering the ability in aspects of conclusions, assumptions, deductions, and interpretations. The cognitive style of FI masters the ability in aspects of conclusions, deductions, interpretations, and evaluate arguments. The cognitive style of FD controls the ability to draw conclusions, assumptions, and deductions. Educa need to pay attention to the application of learning that can be received by all students despite having different styles such as cognitive the CTL models.

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