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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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Mathematics Teaching Using Generative Learning Model with Character Building Content Aided by Interactive Learning Media
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 at generating a Mathematics learning instrument using generative learning model with character building content aided by interactive learning media from the topic of Geometry for VIII graders, which is valid, effective for conceptual understanding, and descriptive in terms of learning instrument development characteristics. It is a developmental research using the 4-D model of Thiagarajan, which consists of defining, designing, developing, and disseminating. This research managed to finish three of those four stages. The learning instruments developed are the Syllabus, the Interactive Learning Media (Media Pembelajaran Interaktif/MPI), Plan for Teaching Execution (Rencana Pelaksanaan Pembelajaran/RPP), Students’ Worksheet (Lembar Kerja Peserta Didik/LKPD), and Learning Potential Test (Tes Prestasi Belajar TPB) Data collection was carried out using testing, documentation, and observational methods.Results of data analysis show lead to the conclusion that validation for Syllabus, MPI, RPP, LKPD, and TPB indicate fulfillment of all validity criteria. Effective learning for concept understanding skills is marked with (1) classical learning completion, in which students taught using the generative learning model with character building content aided by interactive media learning are 80% successful, or equals to 75 minimum score, (2) students involvement in learning that positively affects their achievement, and (3) better achievement attained by students taught using the generative learning model with character building content aided by interactive media learning, compared to conventional learning model. The characteristics developed for Mathematics teaching using the generative learning model with character building content aided by interactive media learning are aimed at improving students’ achievement in terms of concept understanding of Geometry, involving learning stages of generative learning model syntax, which consists of (1) introduction or exploration, (2) focusing, (3) challenge, and (4) application.
The Analysis of Problem Solving Ability in Terms of Cognitive Style in Problem Based Learning Model with Diagnostic Assessment
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The background of this research is the findings on learning difficulty by students in learning mathematics. The purposes of this research are (1) to describe the effectiveness of problem based learning model with diagnostic assessment in improving problem solving ability, (2) to describe follow-up activities from diagnostic assessment result toward the achievement of problem solving ability, and (3) to describe the pattern of mathematical problem solving ability of students in terms of cognitive style. This is a mixed method research type concurrent embedded. The population in this research is students grade XI MIPA (Mathematics and Natural Science) State Senioe High School 1 Bojong. Data sampling of cognitive style uses GEFT test, while sampling of mathematical problem solving ability uses a test. The effectiveness was analysed based on mean test, completeness test, difference of means test, and difference of proportions test. The result of this research shows that a learning using problem based learning model with diagnostic assessment is effective. Diagnostic assessment result is followed-up by providing appropriate treatment where students find difficulties which include repeating learning, giving particular guidance, giving assignments, asking and answering questions, and optimizing peer tutors. Problem solving ability owned by field independent students is better than that of field dependent students. Field independent subjects are able to master four problem solving indicators according to NCTM, which are: developing new mathematical knowledge through problem solving; solving problems in mathematics and other fields; applying and adjusting various appropriate strategies to solve problems; observing and enhancing mathematical problem solving process, while field dependent subjects are less able to master the indicators that have been mentioned.
Mathematical Literacy Ability Reviewed from Cognitive Style of Students on Double Loop Problem Solving Model with RME Approach
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy ability and students cognitive styles play important role in mathematics learning. The purpose of this study was to know the quality of learning and mathematical literacy ability reviewed from the students' cognitive style in learning by using Double Loop Problem Solving model with the RME approach. This study conducted on VIII grade students of SMP Negeri 40 Semarang in the academic year of 2017/ 2018. This study applied a mixed method with concurrent embedded designs. The results of the study showed that learning by using Double Loop Problem Solving model with RME approach on students' mathematics literacy abilities is good qualified. Students with reflective cognitive style were able to master communication, mathematizing, reasoning and argumentation, and devising strategies for solving problems very well, the components of representation, using symbolic, formal, and technical language and operation, and using mathematics tools were quite well mastered. Students with impulsive cognitive style were able to master communication very well, the components of mathematizing, reasoning and argumentation, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, were quite well mastered, and the component of using mathematical tools, have not been able to be mastered. Students with fast accurate cognitive style were able to master communication, mathematizing, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, and using mathematics tools very well, the component of reasoning and argumentation were quite well mastered. Students with slow-inaccurate cognitive style were quite well to master communication, mathematizing, reasoning and argumentation, devising strategies for solving problems, and using symbolic, formal, and technical language and operation, the components of representation and using mathematics tools have not been able to be mastered.
Mathematical Literacy Ability Viewed From Student’s Learning Style Based on Gender Differences on PBL Assistance Project Assessment
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research was aimed to know the effectiveness of PBL assistance project assessments on mathematical literacy ability and to describe student’s mathematical literacy ability based on their learning style and gender. The type of research is the mixed method concurrent embedded design. The sample of this study were students of class VII A as the experimental class and VII E as control class. This research was conducted in SMP Negeri 6 Semarang in the academic year of 2017/2018. The result of this study showed that PBL assistance project assessments is effective on mathematical literacy ability. Male students with visual learning styles is able to master communication well, female students with visual learning styles are able to master communication, mathematising, and representation, male students with auditory learning styles are able to master communication, mathematising, reasoning and argument well, female students with auditory learning styles are able to master communication and mathematising, male and female students with kinesthetic learning styles each are able to master communication and mathematising well.
Mathematics Literacy based on Visual-Spatial Intelligence 7th Grade Students on Discovery Learning with Performance Assessment
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 determine the effectiveness of discovery learning with a performance assessment of students 'mathematical literacy and analyze students' mathematical literacy based on visual-spatial intelligence. This study used a mixed method with concurrent embedded. Subjects of this studi were 7th grade students of SMP An Nur Ungaran 2017/2018 school year. The results of the study show that discovery learning with performance assessment effective of students' mathematical literacy. Students with high visual-spatial intelligence can reach each indicator well, although some indicators have insignificant errors. Students with middle visual-spatial intelligence have significant errors on each indicator. Students with low visual-spatial intelligence cannot achieve every indicator of mathematical literacy. Found uniqueness in students with high visual-spatial intelligence, namely with the presence of images contained in the problem, students are helped to understand the problem presented. Understanding or communication is the main key for students to continue the next stage of mathematical literacy. However, students with high visual-spatial intelligence are constrained in algebraic material.
Analysis of Mathematical Problem Solving Ability Based on Self confidence in Creative Problem Solving Learning and Independent Learning Assisted Module .
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 (1) to describe the quality of Creative Problem Solving learning, (2) to describe the problem solving ability based on self confidence in learning reative Problem Solving and independent learning assisted module, (3) to describe the ability to solve mathematical problems after applying Creative Problem Solving learning and independent learning. assisted by modules, (4) describe the influence of students' self knowledge on problem solving abilities. This study uses mixed methods with concurrent embedded models. The results of this study shown that the planning of learning to obtain the results is quite valid, the implementation of learning is in good category, and the average value of students' problem solving abilities in both classes reaches the minimum completenes criteria and the proportion of students who complete the minimum completenes criteria reaches 75%. Students with high Self confidence have been very good at solving problems with the right steps, students with Self confidence are already good enough in solving problems, students with low Self confidence still have difficulties in solving problems with the correct completion steps. Problem solving abilities after applied Creative Problem Solving learining and independent learning assisted mosules increased by 94,5% and 97,2%. There is an influence of Self confidence on both classes of 4.7% and 4.9%.
Students’ Creative Thinking Abilities and Self Regulated Learning on Project-Based Learning with LMS Moodle
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
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
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
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.

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