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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 Communication Skill Analysis Seen from Emotional Quotient on Fast Feedback in Missouri Mathematics Project Learning
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This research aimed to find out mathematics communicaiton skill pattern of students seen from emotional quotient on Missouri Mathematics Project learning with fast feedback. This mix method research used sequential explanatory design. The population consisted of VIII graders of SMP N 1 Kedung Tahunan in academic year 2018/2019. The subjects were from VIII C of the school. The findings showed that mathematics communicaiton skill seen from emotional quotient was varied. As for example, students with sensitivity type emotional quotient consisted of 4 high categorized students, 11 moderate students, and 1 poor level student. The competency typed students consisted of 1 high category student, 10 moderate, and 1 with poor level.
Mathematical Literacy Reviewed from Student’s Metacognition On the PJBL Learning with RME Approach Assisted Edmodo
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to find patterns in the learning of mathematics literacy skills on the PJBL learning with RME approach assisted edmodo reviewed from student’s metacognition. This type of research is concurrent mixed methods. The study design non-equivalent (pretest-posttest) Control Group Design. The data collection technique by using tests, observation, documentation, and interviews. This research subject is class VII N 36 Semarang. Based on the results that the mathematics literacy skills reviewed from students' metacognition are distinct, that students with higher mathematical literacy skills has 5 students with high category metacognition, 8 students with medium category metacognition. Students with medium mathematical literacy skills has 4 students with high category matecognition, 8 students with medium category metacognition and 1 student with low category metacognition. Furthermore, students with low category mathematical literacy skills has 5 students with low category metacognition.
Mathematical Communication Skills in Terms of Self Efficacy Through Guided Discovery Learning Assisted Immediate Feedback
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study to find patterns of mathematical communication skills in terms of self efficacy of guided discovery learning design assisted immediate feedback. The research method used is mixed method while the design is sequential explanatory. The research subjects consisted of thirty-two students of class VIIF SMP Negeri 1 Mijen, Demak. The techniques of collecting data were mathematical communication skills test and self-efficacy questionnaire. The results of this study are mathematical communication skills of students through guided discovery learning assisted immediate feedback effective, described mathematical communication skills in terms of self efficacy were categorized high, medium and low level of guided discovery learning design assisted immediate feedback.
Mathematics Literacy Skill Seen from Self-Regulated Learning (SRL) in SQ4R Learning with Mathematics Realistic Approach
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This research aimed to describe mathematics literacy sill seen from SRL at students categorized high, moderate, and poor. This research was done at VII grade of SMP Negeri 13 Semarang in academic year 2018/2019. This mix method research used sequential explanatory strategy. It is a procedure to collect quantitative and qualitative data respectively. The findings showed that mathematics literacy skill of the students on each category had different indicator of mastery and when it was seen from SRL. The differences were due to they had various developments. Therefore, the learning implementation should be in line with understanding which could be achieved by students and there was a need of self-regulation of students which were supported by environment.
Mathematics Communication Skill of Students on Project Blended Learning (PB2L) with Moodle
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to analyse effectiveness of Project Based Blended Learning (PB2L) to mathematics communication skill of students and to describe the skill on PB2L learning with moodle. This mixed method research with sequential explanatory design took XMIPA of SMA N Garawangi, Kuningan, in academic year 2018/2019 as the population. The subjects consisted of 33 XMIPA4 students. The techniques of collecting data were test, observation, documentation, and interview. Based on the findings, the mathematics communication skill on PB2L with moodle was effective. Students with poor mathematics communication skill consisted of 2 persons, the moderate students consisted of 24 persons, while the high category students consisted of 7 persons.
Mathematics Connections Based on Self Regulated Learning Through Project Based Learning with Ethnomathematics nuances and independent learning with assisted of Module and Whatsapp
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

The study aims to describe the mathematical connections ability in project based learning nuanced ethnomatematic and independent learning module-assisted and whatsapp in terms of self-regulated learning. This study uses a mixed method with explanatory sequential design. Subjects of this study were 7th grade students of SMP Negeri 1 Bae Kudus 2018/2019 school year. The subjects in this study were students of class VIIF and VIIG selected based on three categories of self regulated learning, namely high, medium, and low. Data collection techniques using tests of students' mathematical connection ability, self regulated learning questionnaire, observation of self regulated learning and interviews. The results showed that the project-based learning nuanced ethnomatematics and independent learning with modules and whatsapp was effective against mathematical connection ability, and the description of the ability of mathematical connections in terms of self regulated learning in the high, medium, and low learning in the project-based learning nuanced ethnomatematics and independent learning with modules and whatsapp gets varied results.
The Ability Solve Geometry Problems in Spatial Intelligence Through Project Based Learning-Ethnomathematics Assisted by Augmented Reality Apk
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to find patterns of students' geometry problem-solving abilities after applying learning based on augmented reality-based learning-ethnomatemics apk in terms of spatial intelligence. This study uses a mixed method with explanatory sequential design. The population is students of class VIII Al-Madina Islamic junior high School Semarang 2018/2019 school year. The subjects in this study were students of class VIII selected based on three categories of spatial intelligence, namely high, medium and low. Data collection techniques using tests of students' geometry problem solving abilities, spatial intelligence tests and interviews. The results of this study are learning using project-based learning-ethnomatematics and learning using effective project-based learning-ethnomatatics assisted with augmented reality apk, averaging the three different sample classes, and description of geometry problem solving abilities in terms of students' spatial intelligence in the high, medium, and low categories in project-based learning-ethnomatematics assisted with augmented reality apk obtained the result that the level of spatial intelligence of students may not necessarily describe the level of problem solving ability.
Mathematics Communication Skill Seen from Self Efficacy on Project Based Learning Model with Realistic Approach Assisted by Web - Video
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to describe mathematics communication skill seen from self-efficacy on Project Based Learning model with realistic approach assisted by web-video. This mixed method research used sequential explanatory. The population of this research consisted of VII graders of SMP N 1 Bae Kudus, in academic year 2018/2019. The subjects were VII B students, selected based on three self-efficacy categories: high, moderate, and poor. The techniques of collecting data were mathematics communication skill test, self-efficacy questionnaire, and interview. The findings showed that learning by using PjBL model with realistic approach assisted by web video was effective. The descriptions of the skill seen from self-efficacy of the students within high, moderate, and poor categories on PjBL with realistic approach assisted by web – video were varied on each category. Based on 5 high self – efficacy students, there were 4 of them having high communication skill and 1 moderate communication skill. From 21 students with moderate self – efficacy showed 7 of them having high communication skill, 10 moderate communication skill, and 4 poor skill. From 6 students with poor self-efficacy, there were 2 students with moderate communication skill, and 4 with poor communication skill.
Mathematical Creative Thinking Ability in Term of Learning Independence in Creative Problem Solving Assisted Learning with Mobile Learning
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to describe the mathematical creative thinking ability in terms of students learning independence in learning Creative Problem Solving (CPS) assisted by mobile learning. The design of this study is squential explanatory. The population in this study was grade VIII of SMP Negeri 6 Salatiga consisting of eight classes. Determination of the subject grouped based on the learning independence of students with high, medium, and low categories using purposive. The results of the study show that Creative Problem Solving (CPS) learning assisted by mobile learning with certain quality because at the planning stage all devices are used valid, at the stage of implementing Creative Problem Solving (CPS) learning assisted by mobile learning in minimal good criteria, and at the assessment stage effective of Creative Problem Solving (CPS) assisted by mobile learning. Description of mathematical creative thinking ability in terms of learning independence of students varies. This is indicated by the following results; from 10 students with high learning independence obtained 2 people with mathematical creative thinking ability in the high category and 8 in the medium category. From 15 students with moderate learning independence, the results are obtained 1 person creative mathematical thinking ability in the high category and 13 people in the medium category and 1 person in the low category. The result of the research show that from 3 students with low learning independence, all are having low mathematical creative thinking skill.
Mathematical Communication Skills Reviewed From Mathematical Resilience in Independent Learning and Discovery Learning Assisted by E - Learning
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to describe mathematical communication skill from mathematical resilience in independent learning assisted by module and discovery learning assisted by e-learning. This mixed – method research took population from X graders of SMA N 6 Cirebon. The sampling technique was purposive sampling. The results were X MIPA 4 as experimental group 1 (intervened by independent learning assited by module) and X MIPA 6 as experimental group II (intervened by discovery learning assited by e-learning). The subject categorization was based on mathematical resilience with high, moderate, and low categories. The instruments of this research were mathematical resilience questionnaire, mathematical communication skill test, and interview. The results showed that independent learning assited by module and discovery learning assisted by e-learning were effective. There was no difference mathematical communication skill between independent learning assisted by module and discovery learning assisted by e-learning on average. The descriptions of the students’ mathematical communication skills reviewed from mathematical resilience were varied.

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