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<![CDATA[Didactical Situations of Students’ Mathematical Reasoning Based on the Learning Obstacle on Quadrilateral Areas ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to: (1) identify some learning obstacles experienced by students related to the topic of rectangular areas, (2) find out the didactical design of mathematical reasoning to develop a didactical situation, (3) describe the didactical situation of mathematical reasoning in learning process, and (4) increase mathematical reasoning ability through the learning of didactical design. The method employed in this study was a qualitative method with Didactical Design Research (DDR) approaches consisting of three formal stages. The results showed that (1) there were four types of learning obstacles experienced by students about the concept of quadrilateral area, (2) the didactical design that has been prepared facilitated the students construct the area of quadrilateral through the triangle areas approach, (3) the didactical situation developed consisted of 12 didactical situations along with predictions of student’s responses and anticipation, (4) students’ learning obstacle could be minimized and students’ mathematical reasoning abilities had been increased. Thus, it could be concluded that the didactical design of mathematical reasoning could be used as a guideline for educators to design a didactical situation in mathematics learning activities.]]>
<![CDATA[Student Critical Thinking Viewed from Mathematical Self-efficacy in Means Ends Analysis Learning with the Realistic Mathematics Education Approach ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This research aimed to determine the effectiveness of learning by using the MEA model RME approach to the students’ critical thinking skills, and analyzedthe students’ critical thinking skills based on students’ mathematical self-efficacy.The research was conducted at SMP 1 Wedarijaksa, Pati, Central Java. Method used in this reaserch is mix method with concurrent embedded model. The sample in this research were the students ofVII I and VII C. Research findings showed learning by using the MEA model approach to the RME was effective to the students’ critical thinking skills. Critical thinking skills of mathematics towards mathematical self-efficacy, students with high mathematical self-efficacy were able to achieve the five aspects of critical thinking skills, namely drawing conclusions, assumptions, deductions, interpreting information and analyzing arguments. Students with mathematical self-efficacy have been able to achieve four aspects of critical thinking skills namely drawing conclusions, deductions, interpreting information and analyzing arguments. Students with low mathematical self-efficacy were only able to achieve two aspects of critical thinking skills, namely drawing conclusions and analyzing arguments.]]>
<![CDATA[An Ability of Mathematical Representation And Independence of Student Learning in Reciprocal Teaching With Resitation and Self Assesement ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to: (1) find out the quality of reciprocal teaching with recitation and self assessment on the achievement of mathematical representation abilities, (2) describe the ability of mathematical representation in terms of student learning independence, and (3) determine the effect of learning independence on students' mathematical representation abilities in reciprocal teaching with recitation and self assessment. This research is a mixed method type of concurrent embedded design type. The subject of this study was determined based on the learning independence score using a learning independence questionnaire in the eighth grade students of MTs Urwatil Wutsqo Jepara. Data collection techniques are using tests, questionnaires, and interviews. The quality of learning is analyzed based on three quality categories, namely planning, implementation and assessment. The effect of learning independence on mathematical representation ability was analyzed based on simple linear regression test. The results showed that (1) the three domain qualities of learning were categorized as good, so it was concluded that the quality of reciprocal teaching with recitation and self-assessment of mathematical representation abilities was good. (2) students with high learning independence are able to master all mathematical representation indicators well compared to students with moderate and low learning independence; (3) learning independence has a positive effect on the ability of mathematical representation on reciprocal teaching with recitation and self assessment.]]>
<![CDATA[Analysis of Mathematical Problem About Mathematics Students in Class Xi and Self-Efficacy Learning in 7e-Learning Cycle ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to testing and analyze the effectiveness of the 7E-learning cycle learning model on the derived function learning. The research design used was a combination of qualitative and quantitative methods, also known as mixed methods. The model combines quantitative and qualitative methods unbalanced and in one time. Then do the overall interpretation of data analysis to get a conclusion and suggestions. Quantitative research in phase 2, the research used is experimental research using quasi-experimental designs. The researcher chose quasi-experimental designs with non-equivalent control group design. This study there are two groups selected at random. The first group was the experimental group where the 7E-learning cycle was implemented and the second group was the control group received no special treatment or regular treatment. Based on the research results obtained conclusion as learning Cycle 7E model of learning quality to solving problems of class XI students in solving problem solving problems included in either category.]]>
<![CDATA[K Problem Solving Ability on Independent Learning and Problem Based Learning with Based Modules Ethnomatematics Nuance ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose of this study was 1) to know the effectiveness of independent learning and Problem Based Learning models with the nuances of Malay culture based modules in improving students' problem solving abilities in quadrilateral material, 2) to know problem solving abilities of students taught by using independent learning and Problem Based Learning with the nuances of Malay culture based modules on the development of character of love for local culture. This study applied mixed methods method. The study was conducted in grade VII of SMP N 1 Bintan 1 and SMP N 2 Bintan in the academic year of 2017/ 2018 school, where both of them was taken as the experimental classes on triangular and quadrilateral material. Data collection was done by using tests, questionnaires and interviews. The results showed that 1) independent learning and Problem Based Learning with the nuances of Malay culture based modules were effective in improving the problem solving abilities indicated by (a) students problem solving abilities achieving the minimum classical completeness criteria, (b) the average of students' problem solving abilities exceeded the KKM which are given. (c) there is no difference between independent learning and Problem Based Learning models with Malay culture nuances on average. (d) there is an increase in the problem solving ability of students and a sense of love of students on culture after learning. 2) There is an increase in the character of cultural love that can improve students' problem solving abilities.]]>
<![CDATA[The Analysis of Student’s Problem Solving Difficulty Viewed From Adversity Quotient on Means-Ends Analysis Learning ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose of this study is (1) to describe the quality of Means-Ends Analysis (MEA) learning in contextual nuances and (2) to analyze students' difficulties in Zalina's problems solving in terms of adversity quotient. The type of research used is mixed concurrent embedded model methods. The population of this study were students of class X MIPA SMA N 1 Gubug, Grobogan. The research subject was determined based on the adversity quotient category, namely quitter, camper, and climber. Data collection techniques in the form of questionnaires, observation, tests, and interviews. The results showed that (1) contextual MEA learning is qualitatively and quantitatively qualified (2) students' problem solving abilities quittered to the point of understanding the problem and achieving the first problem solving indicator, the student camper could solve the problem until the stage of expressing the answer and achieving all solving indicators problem, climber students can solve the problem until the stage states the answer and reaches all the problem solving indicators.]]>
<![CDATA[Mathematical Reasoning Ability Based on Self Regulated Learning by Using The Learning of Reciprocal Teaching With RME Approach ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose of this study was (1) determine the quality of mathematics learning in the class taught with the RME-approached Reciprocal Teaching learning model, and (2) to find out the description of the mathematical reasoning ability based on self regulated learning. This study was mixed methods research with subject of this research was students of VII grade at SMPN 10 Semarang consist of three students from each self regulated learning (SR). Data in this research was the mathematical reasoning ability based on self regulated learning obtained from questionnaires, tests, observations, and interviews. The results of this study indicate that the quality of learning is good. (1) High SR subjects have mastered six reasoning indicators, (2) medium SR subjects are already mastering five reasoning indicators, and (3) low SR subjects are only able to master one reasoning indicator.]]>
<![CDATA[Mathematical Reasong and Math Anxiety on Connected Mathematics Project Based on Quantum Learning ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This research aims were (1) to know the quality of Connected Mathematics Project based on Quantum Learning and (2) to describe the reasoning patern based on math anxiety category. This study was a mixed method research with using concurrent embedded design. The population was VII grader students of SMPN 2 Salam, Magelang regency. The subjects was selected based on math anxiety category, such as low, middle, and high level. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) Connected Mathematics Project based on Quantum Learning was on good category (2) Students with low level of math anxiety satisfied six indicators of mathematical reasoning, students with middle level of math anxiety satisfied three indicators of mathematical reasoning, and students with high level of math anxiety satisfied the two indicators of mathematical reasoning.]]>
<![CDATA[Metacognition Development Through Stad Learning Assisted With Module by Using Diagnostic Assessment to Improve The Problem Solving Ability ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study has purpose to (1) determine the effectiveness of STAD learning assisted with module by using a diagnostic assessment on the ability of mathematical problem solving, (2) describe the problem solving abilities reviewed from metacognition in the learning model of STAD assisted with module by using diagnostic assessment, (3) find out the results of diagnostic assessments follow up of students problem solving ability in the learning model of STAD assisted with modules. The type of this study was mixed method with concurrent embedded design. The subjects of this study were students of grade XI SMA Negeri 1 Weleri. The results obtained from the analysis were (1) STAD learning assisted with module by using diagnostic assessment is effective, (2) it was found on the pattern of problem-solving abilities that (1) students with high metacognition were able to solve problem in accordance to the step proposed by Polya, (2) most of students with moderate metacognition did not recheck the problem solving, (3) students with low metacognition could not perform the problem solving plan and recheck the problem solving, (3) after conducted summative test, obtained average value of 77.65, this result indicated that most of the students obtained higher score than minimum completeness score.]]>
<![CDATA[Analysis of Mathematic Creative Thinking Ability and Metacognition of Student on Probing Prompting Learning Models with Scaffolding Strategy ]]>
<![CDATA[ Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to: (1) examine the effectiveness of the learning probing prompting model with scaffolding strategy on mathematical creative and metacognitive thinking skills, (2) examine the effect of metacognition on mathematical creative thinking skills with probing prompting model learning with scaffolding strategy, (3) describing ability on mathematical creative thinking in terms of students' metacognition with probing prompting model learning with scaffolding strategy. This research was a mixed method type with concurrent embedded design. Population in this study were students of class VII SMP Negeri 7 Semarang in the academic year of 2017/2018. The results showed that probing prompting model learning with scaffolding strategies was effective for mathematical creative and metacognitive thinking skills. Metacognition had a positive effect on mathematical creative thinking ability by probing prompting models learning with scaffolding strategies. A student with high metacognition was able to meet four indicators maximally and perfectly, while another one met one indicator well, but for the other three indicators he is able to master well, there were only a few errors. Students with middle-metacognition ability were able to meet two indicators maximally, but cannot fulfill the other two indicators. Students with low metacognition were able to fulfill one indicator maximally and could not fulfill the other three indicators.]]>
