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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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An Analysis Of Thinking Process In Solving Mathematical Problems Looking From The Personality Type In Blended Learning
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to test the effectiveness of mathematical solving problems in a Blended Learning environment and to describe the students’ thinking process of mathematical problem solving is looked from the personality type. This research is a mixed methods research with concurrent triangulation design. The results showed that : (1) Learning is implemented effectively with the fulfillment of criteria testing for the achievement of the Minimum Completion Criteria and classical completeness; (2) A student with ESTJ (Extrovert Sensing Thinking Judging) and INTJ (Introvert Intuition Thinking Judging) personality types tend to use the thinking process of forming understanding and opinions with the right and consistent and forming conclusions with precise but inconsistent. The types of ESTP (Extrovert Sensing Thinking Perceiving), ESFJ (Extrovert Sensing Feeling Judging) and ESFP (Extrovert Sensing Feeling Perceiving) tend to use the thinking process of forming understanding, opinions, and conclusions with the right and consistent results. ENFJ (Extrovert Intuition Feeling Judging) types tend to use the thinking process of forming understanding, opinions, and conclusions with precise but inconsistent results. ISTJ (Introvert Sensing Thinking Judging) types tend to use the thinking process of forming understanding and opinions with the right and consistent but have not used the thinking process of forming conclusions correctly. The personality types ISTP (Introvert Sensing Thinking Perceiving) and ISFJ (Introvert Sensing Feeling Judging) tend to use the thinking process of forming an understanding with the right and consistent, forming opinions with the right but have not used the thinking process of forming conclusions correctly.
Mathematics Critical Thinking Ability Based on Student’s Cognitive Style in Whole Brain Teaching in Ethnomathematics
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research is aimed to (1) investigate the effectiveness of student learning in the application of the Whole Brain Teaching in ethnomathematic in improving mathematics critical thinking ability, and (2) explain the mathematics critical thinking ability in the application of Whole Brain Teaching in ethnomathematic in terms of student’s cognitive style. Mixed method with sequential explanatory was applied in this research. Critical Thinking Ability Test, observation, and interview were employed in obtaining the data. Selection of research subjects were according to cognitive by using GEFT. The data analysis appeared to prove that (1) WBT learning model in ethnomathematic effective to the achievement of student’s mathematics critical thinking ability, and (2) the achievement of student’s mathematics critical thinking ability of FD were capable and fluent in three indicators, FIL student capable and fulfill four indicators, and FIK student capable and fulfill all the indicators. Based on this research, the WBT model in ethnomathematic can be choice to improve student’s learning outcomes, particularly the mathematics critical thinking ability. Student interest in local culture will facilitate the understanding of the learning material.
Mathematical Communication Ability Reviewed from Student’s Self-Esteem on MiC Learning Process with Nuance of Jepara Culture
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical communication ability is a term for solving problems, and self-esteem is a factor that determine student’s success to get achievements. A good mathematical communication ability and self-esteem can help students to solve a problem. The aim of this research are (1) to know the quality of MiC learning process with nuance of Jepara culture to improve student’s mathematical communication ability, and (2) to know the student’s mathematical communication ability reviewed from self-esteem on MiC learning process with nuance of Jepara culture. The type of this research is mixed methods model concurrent embedded. The population of this research is the students of grade X MIA Pecangaan Senior High School, Jepara. The subject of this research determined based on the low and high self-esteem category. Data collection technique are questionnaire, observation, test, and interview. The result of this research showed that (1) MiC learning process with nuance of Jepara culture has a high quality both qualitative and quantitative, (2) mathematical communication ability on students with low self-esteem can describe mathematic ideas in visual form well. Beside, mathematical communication ability on students with high self-esteem can describe mathematic ideas in visual form well, can state the daily events to language or mathematic symbols, can understand and evaluate the mathematic ideas on solving problems in writing, and they also can communicate the conclusion of an answer problem suitable with the question.
Students’ Mathematical Literacy Ability in Learning Using Rally Coach-Schoology 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

Students’ low mathematical literacy ability causes the need for a learning using the right model. media and assessment to fix it. One of the alternatives is Rally Coach-Schoology model with diagnostic assessment. This research aims (1) to know the quality of learning using Rally Coach-Schoology model with diagnostic assessment towards the students’ achievement of mathematical literacy ability. and (2) to describe the results and follow-ups of diagnostic assessment in such learning. This quantitative research was done by quasi experimental design. The population was the students grade VIII of SMPN 4 Semarang in 2017/2018 academic year with the students of VIII D and VIII E as samples. The data were collected by documentation. observations. giving tests and questionnaire. and validations by experts. Data analysis was done both empirically and statistically using one-sample t test. proportion test. independent-samples t test and proportions comparison test. Results showed that (1) the learning using Rally Coach-Schoology with diagnostic assessment was qualified towards the achievement of students’ mathematical literacy ability. and (2) both students with low and moderate mathematical literacy ability had difficulties in relating problems to the useful concepts for problem solving. while students with high mathematical literacy ability were careless in doing mathematical operations. The follow-ups were done by peer tutoring and giving certain assignments according to students’ difficulties. therefore students’ mathematical literacy ability could be developed which can be seen from the average score of their final test results 74.58 and 88% of them got scores above the minimal completeness criteria.
Conceptual Understanding of Class V Students Judging from Curiosity on Learning Models Group Investigation with Hands on Activity Assisted by Teaching Aids.
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study (1) to test the effectiveness of the Group Investigation learning model with Hands on Activity assisted by teaching aids on conceptual understanding (2) to describe the understanding of the concept of class V students in terms of students' curiosity. The method used is the research Mix Method, and the design Concurrent Embedded. This research was conducted at the Semarang Elementary School Lab. The population of this study was the fifth grade students of the SD Lab School Semarang in the academic year 2017/2018. From the V classes at the Semarang Elementary School Lab 2 classes were randomly selected to get the VA class as the experimental class subjected to the learning model Group Investigation with Hands on Activity assisted by teaching aids and the VB class as the control class subjected to the expository learning model. Learning Group Investigation assisted by Hands On Activity with teaching aids on volume material and beam surface area in class V students proved effective. Students with high categories with high curiosity have been able to reach all four aspects of the ability to understand mathematical concepts; students with curiosity are able to achieve three aspects. the ability to understand mathematical concepts, and for students with low curiosity can only achieve one aspect of the ability to understand mathematical concepts.
Mathematical Connections Based on Self regulated learningon MEAs Learning and Independent Learning with Module Assisted
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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This study aims to determine the effectiveness Eliciting Activities Models learning and independent learning with module assisted on mathematical connections of students and to know mathematics connection based on self regulated learning. This study uses mixed method with concurrent embedded. Subjects of this study were 7th grade students of MTs Islamiyah Blingoh 2018/2019 school year. In the quantitative stage. random sampling consisted of three classes. Two classes are used for the experimental class and one class is used for the control class. The results showed that the Eliciting Activities Models and independent learning with module assisted was effective against mathematical connection skills. Students with high self regulated learninghave very good connections by fulfilling three indicators. namely the connection between topics in mathematics. the connection between mathematical material and science other than mathematics and the connection between mathematics and everyday life even though there are insignificant errors in connection indicators between mathematical topics. Students with moderate self regulated learninghave good connections by fulfilling two indicators. namely connections between topics in mathematics are mastered with good categories and connections between mathematics and science other than mathematics are mastered by sufficient categories while connections between mathematics and everyday life are controlled in good categories. Students with low self regulated learning cannot attain a good mathematical connection indicator. connections between topics in mathematics and connections between mathematics and science other than mathematics are mastered by fewer categories while connections between mathematics and everyday life are controlled insufficient categories. In Eliciting Activities Models learning and independent learning with modules assisted are better equipped with apperception activities in order to be able to help students in terms of mathematical connections. especially to improve mathematical connection skills. especially students who have low self regulated learning.
Imitative and Creative Reasoning Abilities Viewed from Locus of Control on Guided Inquiry Model React Strategy
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The aims of this study were (1) to know the quality of guided inquiry learning with REACT strategy on imitative and creative reasoning abilities, (2) to describe imitative and creative reasoning abilities viewed by internal locus of control on guided inquiry models REACT strategy, and (3) to describe imitative and creative reasoning abilities viewed by external locus of control on guided inquiry model REACT strategy. This study was a mixed method research with using convergent design. The population was 7th grade students of SMP N 3 Ungaran academic year 2017/2018. The subjects was selected based on internal locus of control and eksternal locus of control. The result showed that (1) guided inquiry learning with REACT strategy towards imitative and creative reasoning abilities was on good quality, (2) imitative and creative reasoning abilities of internal locus of control students can be achieved well, (3) imitative reasoning abilities of external locus of control students can be achieved well on indicators bearing in mind the facts, definitions and formulas used, while other indicators have not been achieved, student’s creative reasoning ability of external locus of control can be achieved well on indicators explaining the reasons for selection procedures . By knowing the locus of control of students, the teacher can design a learning model that is appropriate to the circumstances of the students. The existence of a guided inquiry learning model REACT strategy can train student’s imitative and creative reasoning abilities.
Critical Thinking Ability in terms of Adversity Quotient on DAPIC Problem Solving Learning
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The research aims to explain and analyze students' critical thinking ability in DAPIC (Define, Asses, Plan, Implement, and Communicate) Problem Solving learning in terms of Adversity Quotient. The research method is descriptive qualitative research. Sampling technique used purposive sampling method and based on three categories of Adversity Quotient, namely quitter, camper, and climber. The research subjects were nine students of class VIII B State Junior High School 3 Sindang Indramayu. Data collection used five questions of critical thinking ability, 30 items of adversity quotient questionnaire, and triangulation to check data validity. The results showed (1) critical thinking ability of the quitter students had been completed by four indicators; (2) critical thinking ability of the camper students has completed five indicators but does not solve them correctly and; (3) critical thinking ability of the climber students has completed five indicators correctly.
Mathematical Literacy Ability Reviewed from Cognitive Style of Students on Mind mapping Learning Model with Constructivism Approach
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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This 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 Mind mapping Learning Model with Constructivism approach. The method in this study used a mixed method with concurrent embedded design. This research conducted on VII grade students of SMP Negeri 40 Semarang in the academic year 2017/2018. To collecting data was done by tests, interviews, and observation sheets. The quality of learning reviwed by few stages were planning, implementation and assessment. The result of test matematical literacy ability were analyzed by quantitatively with a mean test, classical completeness test, proportion difference test and mean difference test. Students were grouped based on their cognitive style characteristics consisting of field dependent and field independent which chose four students to be interviewed. The results of the study showed; (1) learning with mind mapping model with constructivism approachs on mathematical literacy ability is good qualified which were indicated by; (a) learning tools that have been compiled are valid, (b) the level of implementation in the learning process is a good category; and (c) the assessment of learning outcomes takes place effectively (2) The mathematical literacy ability with field dependent cognitive style were able to master four indicators from the six indicators of mathematical literacy abilities and the other two indicators include representation and reasoning and argumentation have been less able to be mastered. Students with a field independent cognitive style were able to master all indicators of mathematical literacy ability and did not have constraints on indicators.
Mathematical Literacy in Discovery Learning with Scaffolding Strategy Reviewed from Self Efficacy
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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The purpose of this study was to determine the quality of learning with Discovery Learning scaffolding strategies to students' mathematical literacy. This research uses mixed method research with embedded concurrent design of the method of research that combines the use of quantitative and qualitative research methods simultaneously or together but different weighting methods. The instrument used in this study in the form of instrument tests and interviews. Data analysis included data reduction, data presentation, draw conclusions and validity of the data. Mathematical literacy as measured in this study is limited to the domain that is communication, mathematising, representation, reasoning and argument, devising strategies for solving the problem of as, using symbolic, mathematics tools. Indicators to measure self efficacy, namely magnitude, strength, generality. The results showed that: (1) Learning Discovery Learning scaffolding strategy of good quality at the planning, implementation and evaluation of learning, (2) Students at a low self efficacy group can not achieve good indicator of mathematical literacy, namely communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, reasoning and argument, and using symbolic, formal and technical language (3) Students who have medium self efficacy was can achieve good indicator of communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, and reasoning and argument. But still there is a mistake in using symbolic, formal and technical language.(4) Students who have high self efficacy can achieve good indicator of communication, mathematising, representation, devising strategies for solving problems and using mathematics tools, and reasoning and argument.

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