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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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The Ability of Problem Solving for Tenth Grade Student on Problem Based Learning About Web-Assisted from Students Independence
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematics learning is very important given in order to the students can have problem solving skills. This study aims to test the effectiveness of PBL assisted by the web on students' problem solving abilities and describe problem solving abilities in terms of student independence. This research is a type of quantitative and qualitative. The study was conducted in Bangsri 1 Public High School SMA Negeri 1 Bangsri in the 2018/2019 academic year. The research subjects were tenth grade students consisting of one experimental class with web-based PBL treatment and one control class. Then two people were selected for the category of high, medium and low independence. Hypothesis testing uses one-party t-test and average difference test. The results of the study showed that PBL was assisted by the web effective against students' problem solving abilities. Students with high independence criteria do not always have good problem solving skills, but they show a significant increase after working on practice questions. Students with moderate independence criteria also showed an increase in problem solving skills after working on practice questions. Whereas in the low independence criteria there are students with good cognitive abilities but the problem solving ability improvement is low.
The Student’s Errors in Mathematical Problem Solving Based on NEA Judging from the Self Efficacy on Learning CORE
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 were (1) to describe the quality of learning with models CORE of the errors made by students in solving mathematical problems and (2) to describe the students' errors in solving math problems by NEA in terms of self-efficacy categories of high, medium, low on the model of CORE. This study uses concurrent design embeddes. The population in this study was all students of class VIII SMP Negeri 1 Kalikajar, Wonosobo. Data collected through the data collection of quantitative and qualitative data collection. The results showed that (1) the quality of learning through CORE model of good category, and (2) the student category higher self-efficacy has a pattern of phase transformation and encoding errors. Student’s category of self-efficacy was a pattern transformation phase error, process skills and encoding. Student self-efficacy lower category still make errors at this stage of reading, transformation, process skills, and encoding, but there is increased when writing down all the stages in detail.
Problem-Solving Ability in terms of Adversity Quotient On SFE Learning Based on Firing Line
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the effectiveness of Student Facilitator and Explaining (SFE) learning based on Firing Line and mathematical problem-solving abilities in terms of Adversity Quotient (AQ). The method used is a mixed method with a sequential explanatory design. The study was conducted on class VIII of SMP Teuku Umar Semarang in the academic year 2018/2019 with class VIII 2 as the experimental class and class VIII 3 as the control class. Quantitative data collection with a problem-solving ability test and qualitative data collection is done by interview, observation, questionnaire, and documentation. The results of the problem-solving ability test were analyzed to determine the effectiveness of mathematics learning with the average completeness test, classical completeness test, proportional t-test, average t-test, and improvement test. Students are grouped according to the AQ category which consists of Quitters, Campers, and Climbers to then select three subjects from each category to be interviewed. The results of the study were obtained (1) effective SFE based on Firing Line learning; (2) mathematical problem-solving skills, Quitters students are able to understand problems and plan problem-solving. Campers students are able to understand problems, plan problem-solving and implement solutions. Student Climbers are able to understand problems, plan problem-solving, implement solutions, and re-examine the results of resolution.
Student’s Mathematical Reasoning Ability Viewed from Self-Confidence in Mathematical Modeling with Open-ended Approach Learning
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

The objectives of this study are (1) to examine the quality of learning with Open-ended Mathematical Modeling towards mathematical reasoning ability; (2) describe the achievement of mathematical reasoning abilities in terms of self-confidence. The research method used is a mix method with concurrent embedded design. The research subjects were students of 1st Public High School in Payung class Science of 11th grade. The quantitative research is true experimental research with Pretest-Posttest Control Group design. Quantitative data were tested with the z test, while qualitative data were analyzed descriptively. The results showed that (1) learning with Mathematical Modeling with Open-ended approach gave good quality; (2) students with low self-confidence can estimate the allegations and check the truth of the statement well but cannot draw conclusions logically, students with self-confidence are able to check the truth of the statement, provide an explanation of the picture and estimate the allegation but still make a little mistake in drawing conclusions logically, students with high self-confidence can check the truth, draw conclusions, estimate allegations very well, but make a few mistakes in giving explanations from images, the indicators of giving explanations from images are the most difficult indicators to be achieved by students in all categories of self-confidence.
Student Mathematical Communication Ability Viewed from Self-Confidence in the ARIAS Model Nuanced Ethnomathematics
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) find out whether the mathematical communication abilities of students in ethnomathematics-nuanced ARIAS learning can reach the actual completeness limit, and (2) describe students' mathematical communication abilities based on self-confidence in ARIAS learning with nuanced mathematics. This study uses a mixed-method with sequential explanatory type. The population of this study is class VIII of Junior High School 1 Karangampel 2018/2019. The research subjects were selected based on self-confidence categories, namely high, medium, and low. Data collection techniques used tests of mathematical communication abilities, self-confidence questionnaires, and interviews. The results showed that (1) students in the class with ethnomathematics ARIAS learning had reached the actual completeness limit, and (2) the description of students' mathematical communication abilities in the high self-confidence category, moderate self-confidence and low self-confidence had the same able to listen, discuss, and write about mathematics, all three are also able to read with an understanding of a written presentation, but have not been able to formulate a definition, for students with moderate self-confidence and low self-confidence also have the same that is able to express objects - real objects, situations, and everyday events in the form of mathematical models (images, tables, diagrams, graphs, algebraic expressions) and able to make mathematical questions according to the information contained in the questions, and only students in self-confidence are who is able to explain mathematical ideas and models into ordinary languages.
Mathematical Communication Ability Based On Cognitive Style in PBL With Tutor Feedback Assisted by Triangle Calculator
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This research’s purposes are to (1) verify the effectiveness of Problem Based Learning (PBL) with tutor feedback assisted by triangle calculator towards the mathematical communication ability of 10th grade students, and (2) describe it based on cognitive style. This research used mixed method with concurrent embedded type as a methodology. The population of this research are 10th grade students of the Senior High School 1st Kadugede Kuningan (2018/2019). The result shows that (1) PBL with tutor feedback assisted by triangle calculator is effective toward the mathematical communication ability, and (2) the depiction of the mathematical communication ability based on Field Dependent (FD) cognitive style is able to complete four indicators, but unable to illustrate the image well and compete it correctly, on the other side based on Field Intermediate (FDI) cognitive style it is able to complete four indicators but not in a correct way, whilst based on Field Independent (FI) cognitive style it is able to complete for indicators correctly.
Connected Mathematics Ability Seen from Student Cognitive Style on STAD – Peer Tutoring Learning Model
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

Connected mathematics ability of students and students’ cognitive style are important in learning mathematics. This research aims to (1) find out effectiveness of STAD (Student Team Achievement Division) – Peer Tutoring learning model to connected mathematics ability of students, and (2) describe connected mathematics ability of students seen from cognitive style. This research was done for eighth graders of one of Islamic JHS in Cirebon within academic year 2018/2019. This mixed method research with concurent embedded design used observation, cognitive style test, student connected mathematics ability test, and interview as techniques of collecting data. The technique of analyzing data was quantitative data analysis: parametric statistic and descriptive-qualitative analysis technique. The findings showed: (1) STAD-Peer Tutoring was effective to connected mathematics ability of the students; (2) students with Field Independent (FI) cognitive style were able to connect each topic in mathematics, to connect mathematics concept to other discipline of knowledge, and to connect mathematics to daily life based on the given facts. Students with Field Dependent (FD) were able to connect mathematics concept to other diciplines of knowledge and to connect mathematics to daily life.
Mathematical Reasoning Ability On PACE Learning Model assisted by Ispring
Unnes Journal of Mathematics Education Research Vol 9 No 1 (2020): June 2020
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) analyze the effectiveness of the PACE learning model assisted by Ispring media on students' mathematical reasoning ability; (2) describe the pattern of students' mathematical reasoning on the PACE learning model assisted by Ispring media. The method was mixed method with embedded concurrent design. The population in this study were eighth grade students of SMP Negeri 2 Cilimus 2018/2019 and the sample were two selected classes namely VIII F and VIII G. Quantitative data collection was done by mathematical reasoning ability tests and students’ worksheets, While the qualitative data was done by the results of testing mathematical reasoning ability. The results of the mathematical reasoning ability test were analyzed to know the effectiveness of mathematics learning by using individual completeness test, classical completeness test, influence test, and achievement test. Students are grouped based on groups I, II, and III, which each of them got the scores 80-87, 73-79, and 68-72. The results of the study were (1) the PACE learning model assisted by Ispring media was effective; (2) the students in Group I were able to change the problems into a mathematics model, there was no difficulty in connecting mathematical situations, were able to compile evidence directly and then explain although there were still difficulties in connecting mathematical situations, and were able to compile evidence directly, and examine arguments to provide an explanation even though there were still shortcomings. The students in Group II have not been able to convert real problems into mathematical form, but were able to connect mathematical situations and compile evidence directly, were able to explain arguments quickly and precisely even though there were still some difficulties. The students in Group III were able to change it into the mathematical model, the students in this group still faced difficulties.
Mathematical Connection Ability Based on Self-Efficacy in IDEAL Problem Solving Model Assisted by ICT
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical connection ability and self-efficacy are important for students possess in learning mathematics. A learning model is needed that can help students improve their mathematical connection ability and self-efficacy, namely IDEAL Problem Solving assisted by ICT. The research aims (1) to determine the quality of IDEAL Problem Solving assisted by ICT on students’ mathematical connection ability and (2) to determine students' mathematical connection ability based on self-efficacy. The study used a mixed method with a quantitative first stage and continued qualitatively. The student population is students of class X SMA N 6 Semarang with two sample classes. The results showed that (1) IDEAL Problem Solving learning assisted by ICT is quality for students' mathematical connection ability; (2) students with high self-efficacy have mathematical connection ability in all four indicators, students with medium self-efficacy, almost have all indicators of mathematical connection ability but on indicators connecting mathematical concepts with daily life, students have not fulfilled these indicators well, while students with low self-efficacy do not yet have complete mathematical connection ability for all indicators.
The Ability of Problem-Solving for Eighth Grade Student on Cooperative Problem Solving Learning Assisted by GeoGebra 3D
Unnes Journal of Mathematics Education Research Vol 9 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

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Abstract

Mathematics learning is very important given in order to the students can have problem-solving abilities. This study aims to test the effectiveness of cooperative problem solving (CoPS) learning assisted by the GeoGebra 3D on students' problem-solving abilities and describe problem solving abilities in terms of students' GeoGebra 3D usage. This research is a type of quantitative and qualitative. The study was conducted in a junior high school named SMP Islam Al Azhar 14 Semarang in the 2018/2019 academic year. The research subjects were eighth grade students consisting of one experimental class with cooperative problem solving learning assisted by GeoGebra 3D treatment and one control class. Then two students were selected for each of the high, medium, and low GeoGebra 3D usage categories. Hypothesis testing uses one-party proportion test and average difference test. The results of the study showed that cooperative problem solving (CoPS) learning assisted by GeoGebra 3D was effective on students' problem-solving abilities. Students with medium and high usage categories of GeoGebra 3D can reach all indicators of problem-solving even though several indicators of problem-solving are achieved with insignificant errors. Students with medium and high GeoGebra 3D usage categories can implement the steps of problem-solving according to Polya's steps, even they are as good at the carry out the plan step. Students with low GeoGebra 3D usage category cannot carry out the Polya's steps well. Students with low GeoGebra 3D usage category faced difficulties to devise problem-solving plan, carry out problem-solving plan, and looking-back step is not done.

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