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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
 48   49   50   51   52 
Self Regelated Through Mathematics in Contexts (Mic) Approach Based on Local Culture Module to Improve Math Representation
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 is to describe the mathematical representation ability of students based on self regulated and module-based learning with a Mathematics In Contexts (MIC) approach with local culture. This research is a mixed method type of concurrent embedded design, with the subject of the research being the VIII MTs grade students. Negeri 1 Lamongan. The results obtained are Mentoring with a module-based MIC approach containing local culture effective towards mathematical representation with an average completeness above 70 with a value of 77.96; there is a positive influence of self regulated on the ability of representation of 73.1%; The mathematical representation ability of students has increased by 0.48 with the medium category. The ability of student representation can be classified into three aspects including visual aspects, symbolic aspects and verbal aspects. Students with high self regulated are able to master the three aspects of representation very well indicated by the average value obtained in the visual aspect of 100 then in the symbolic aspect 91.07 and in the verbal aspect 79.17. Students with self regulated are mastering visual and verbal aspects that stand out by getting an average rating of 87.50 in the visual aspect and 79.17 in the verbal aspect, while in the symbolic aspect getting an average score of 66.07. Students with low self regulated are able to master the verbal and visual aspects well, namely by obtaining a verbal average value of 70.83 and a mean visual value of 67.50 while the symbolic aspect obtains an average score of 51.79. Based on the results of the study, it is suggested in doing assistance with students who have moderate and low self regulated more intensively so that students are more independent, enthusiastic, and recognize their own potential for their mathematical representation abilities.
Mathematical Spatial Ability Reviewed from Students’ Self-Confidence in the PBL Model with Teacher and Peer feedbacks Assisted by Geogebra
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 spatial skill reviewed from the self-confidence of students in high, moderate, and low categories. This research was conducted in the eighth grade JHS Hasannudin 6 Semarang, in the academic year 2018/2019. This mixed-method research used a sequential explanatory strategy. It is a procedure to collect quantitative and qualitative data orderly. The technique of collecting quantitative data was done by mathematics-spatial skill test. Meanwhile, the qualitative data was done by documentation, questionnaire, and interview. The findings showed mathematics-spatial skill of each-category student’s self-confidence had various mastery indicators. The students with high-self-confidence tended to be more consistent in mastering spatial visualization, spatial relation, and mental rotation. The spatial-orientation and spatial-perception aspects of high self-confidence students were sometimes successful and sometimes not successful. The moderate-self-confidence students tended to master spatial visualization, spatial relation, and spatial orientation aspects. However, there were several subjects with moderate-self confidence in the five aspects. Subjects with low-self-confidence tended to be more consistent in mastering spatial visualization and spatial perception. There were subjects with low-self-confidence who only mastered four aspects of mathematics-spatial skills.
Concept Understanding Skill of 8th Grade Junior High School Students in Missouri Mathematics Project Learning Based Curiosity With Scaffolding
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 concept understanding of 8th grade students at various levels of student curiosity in learning the Missouri Mathematics Project with the Scaffolding approach based on diagnostic assessments. The research method used is a concurrent embedded type mix method. The population was taken from 8th grade students at SMP N 5 Pati. Subjects were chosen based on each category of level of curiosity. This category consists of high, medium and low using purposive sampling to determine the sample. The findings show that the understanding of concepts from various categories of curiosity has diverse understanding of concepts. Each category of curiosity can apply the concept or algorithm to solve the problem properly. So curiosity does not absolutely influence the ability to understand concepts.
The Implementation of Comic Supplementary Tutor Feedback In Contextual Teaching Hybrid Learning on The Achievement of Higher Order Thinking Skill Viewed From Students’ Mathematics Disposition
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 determine the quality of learning by applying comic supplementary tutor feedback in contextual teaching hybrid learning in order to achieve students' higher order thinking skills in mathematics. The method used in this study is mixed methods with sequential design. The results of this study showed that the implementation of comic supplementary tutor feedback in the contextual teaching hybrid learning had a certain quality on achieving students' higher order thinking skills in mathematics. In subjects with higher category disposition, it revealed that the answers of subject 1 and subject 2 have reached the indicator of analyzing and evaluating, but the indicator of creating has not been seen yet. Moreover, subjects with moderate disposition category showed that the answers of subject 1 and subject 3 have reached the indicator of analyzing and evaluating but the indicators of creating have not been seen yet. Whereas subject 2 showed that indicators of analyzing, evaluating, and creating have not been achieved yet. However, subjects with low category disposition showed that the answers of subject 1 did not show the achievement on the indicator of analyzing, evaluating and creating, but at the evaluating stage, there was already a correct answer until the end
Mathematical Literacy Ability in Experiential Learning with Performance Assessment Based on Self-Efficacy
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy skills and self-efficacy are important for students to have in learning mathematics. To be able to help improve mathematical literacy and self-efficacy skills, a learning model is needed, namely experiential learning with performance assessment. This study aims to (1) analyze the quality of experiential learning models with performance assessment based on self-efficacy on mathematical literacy abilities, (2) describe students' mathematical literacy abilities on experiential learning with performance assessment based on self-efficacy. The method in this study is mixed methods with a concurrent embedded strategy, namely the qualitative method as the primary method. The population in this study were all students of class VII MTs N 2 Semarang by taking a sample of students VII-D as an experimental class and VII-E as a control class. Research data were analyzed by t test. The results showed that the average mathematics literacy ability of students in the experiential learning model learning class based on self-efficacy was more than the average mathematics literacy ability of students in the Discovery Learning class. Students who have low self-efficacy have not mastered the components of the mathematics literacy process to the maximum, students who have moderate self-efficacy are only able to master the ability to use mathematic tools and the other components of the mathematical literacy process are quite good. Students who have high self-efficacy are able to master the seven components of the process of mathematical literacy even though there are still two components whose completion is less than optimal.
Mathematics Literacy Ability in Terms Of Self Efficacy in Cooperative Learning Type of Group Investigation Model With Humanism Approach Assisted by Schoology
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 is to describe the ability of students' mathematical literacy in terms of self efficacy in group investigation learning with humanism approach assisted by schoology. This research is a type of qualitative research. The research approach used is a descriptive approach. Data collection is done by self efficacy assessment scale, interview guidelines and observation. The subject of the research was class X MIPA 6 of SMAN 1 Juwana. The results showed that the qualitative data analysis at the planning and preparation stages, syllabus, lesson plans, teaching materials, worksheets, mathematics literacy ability tests, interview guide sheets and student response sheets were categorized as very good. At the classroom enviroment stage, the implementation of learning that has been delivered in the category of very good quality and at the professional responsibility stage, more than 75% of the majority of students assess that learning has been carried out properly. Based on the analysis of the interview data, it was found that each type of self efficacy has different mathematical literacy abilities. This is indicated from 5 students in the category of self efficacy magnitude, there are 2 categories of high and 3 categories of medium, from 6 students category of strenght there are 1 category of medium and 5 categories of low, from 22 students the category of generality there are 7 categories of high, 12 categories of medium and 3 categories of low
Problem-Solving Skill Based on Learning Independence Through Assistance in Independent Learning with Entrepreneurial-nuanced Modules
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 aimed to describe the ability of problem solving in terms of the students’ learning independence with module-assisted independent learning. This research was conducted at MTs Negeri 1 Kudus 2019/2020 school year. The type of research used mix methods with concurrent embedded. The research data was taken by using questionnaire, observation, and test then processed by completeness test, comparative test, influence test, and improvement test. The results showed that the problem-solving ability was influenced by the students' learning independence. So independent learning by assisting students was able to make them to be more mature in science.
Problem-Solving Ability of Seventh Grade Students Viewed From Locus of Control in Tapps 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

Problem-solving ability is one of the internal factors of students that can affect mathematics learning achievement. This study aimed to describe students' problem-solving ability pattern based on Locus of Control on Think Aloud Pair Problem Solving (TAPPS) learning model. This study used mixed method with concurrent embedded design. This study subjects were seventh grade students of SMP Negeri 2 Jatibarang Brebes. Class VII-A students as an experimental group and class of VII-B students as a control group. Each Locus of Control category participants as qualitative study subjects. Quantitative data were tested using z-test and t-test, while qualitative data were analyzed descriptively. This study obtained data that: learning with Think Aloud Pair Problem Solving (TAPPS) model has a good quality for problem-solving abilities. Students with Internal Locus Of Control type can solve the problem properly until the re-checking stage. Students with Internal-External Locus Of Control type can solve the problem but still had difficulty at the re-checking stage. Students with External Locus Of Control type can only solve the problem at problem understanding stage, students had difficulty at planning problem-solving stage, carry out their problem-solving plans, and re-checking their answers.
Problem Solving Ability of Senior High School Students Based on Self-Regulation in Instagram-Assisted Brain-Based 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

The main objective of this study was to describe the mathematics problem solving abilities of senior high school students based on self-regulation in Instagram-assisted Brain-Based Learning. This research is a mixed methods model concurrent embedded. The population was 10th grade students of SMA N 1 Nalumsari in the 2016/2017 school year. The selection of research subjects based on self-regulation was done purposively using the Self-Regulation of Learning Self-Report Scale (SRL-SRS). Subjects were categorized into four categories: students with self-regulation dominant planning, self-monitoring, evaluation, and reflection. Subjects were 11 students consisting of 3 students each for the planning, self-monitoring, and reflection categories, and 2 students for evaluation. The findings show that in an effective Instagram-assisted Brain-Based Learning setting, the problem solving abilities of subjects from various categories of self-regulation were diverse. Most subjects are able to master indicators of problem solving abilities in easy and medium difficulty problems. On problem with a high difficulty level, 1 planning student, 2 self-monitoring students, 2 evaluation students, and 3 reflection students have not been able to apply and adapt a variety of appropriate strategies to solve problems.
Mathematical Connection Ability viewed from Cognitive Style and Gender in the CONINCON Learning (Constructivism, Integrative & Contextual)
Unnes Journal of Mathematics Education Research Vol 10 No A (2021): January, 2021 (Special Edition)
Publisher : Universitas Negeri Semarang

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Abstract

Students have different characteristics both in gender and cognitive style. This difference also has an impact on students' mathematical abilities, especially mathematical connection abilities. Mathematical concepts are related to each other. Mathematical connection skills can help students to link between mathematical concepts so that students do not learn them separately. The purpose of this study is to describe the ability of students' mathematical connections in terms of cognitive and gender styles in the CONINCON learning model. This research is a mixed-method type sequential exploratory research, which is a sequential combination of qualitative to quantitative. The population of this study was all students of class VIII of SMP Negeri 18 Semarang. The subject of this research is class VIII D as the experimental class using the CONINCON learning model and class VIII C as the control class. Taking research subjects based on reflective & impulsive cognitive style categories and male & female. The results showed that the results of mathematical connection ability in terms of cognitive and gender styles varied. This is shown from the 8 students studied, namely 2 students in the reflective male category, 2 students in the reflective female category, 2 impulsive male students, and 2 impulsive female students.

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