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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
 51   52   53   54   55 
Mathematical Literacy Ability Viewed by Students’ Mathematical Habits of Mind Using Quick on the Draw Model With SPUR Approach
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

This study aims was describing students' mathematical literacy abilities based on mathematical habits of mind after being given Quick on the Draw learning with the SPUR approach. This research was a qualitative research. Subject of the research were students of class VII SMP Negeri 5 Borong.The results of the study show that (1) Quick on the Draw model with quality SPUR approach in improving students' mathematical literacy skills (2) Students with high mathematical habits of mind had excellent mathematical literacy skills, namely students were very capable of mastering the components of communication, mathematics, reasoning and argument, as well as formulating and solving problems. Students with mathematical habits of mind were showing good mathematical literacy skills. Students were able to master the components of communication, mathematics, and formulate and solve problems. Meanwhile, those that had not been mastering well are representation, reasoning and arguments, and the use of symbols, formal language, techniques, and operations. Students with low mathematical habits of mind show that literacy skills were still not good. Students only master the communication component well enough. Meanwhile, the other components had not been mastering properly.
Mathematic Problem Solving Abilities Based on Students' Self-Efficacy By Mmp Learning The Mic Approach With Local Culture
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

Problem-solving ability is the ability to solve mathematical problems and is one of the abilities that students must have in order to be skilled in working on math problems. There are factors that support student success in solving problems, including self-efficacy. This study aims to describe the problem solving abilities of students who have high, moderate, high self-efficacy and low seen from the dimensions of magnitude, strength, and generality in mathematics learning with the MMP model with the MiC approach with local cultural nuances.. This research uses a mixed method research type with a concurrent embedded design. Based on the three stages of learning quality, MMP learning with the MiC approach to local culture nuances is quality learning. In the problem solving aspect, students with high self-efficacy were able to understand problems, plan problem solving, implement problem solving plans, and re-examine them with true and complete. Students with moderate self-efficacy are able to understand problems, plan problem solving, but are less able to carry out problem-solving plans and re-check. Students with low self-efficacy are able to understand problems and plan problem solving correctly but incomplete, inadequate in implementing problem-solving plans, and in rechecking, unable to use other methods.
Algebraic Thinking Ability with Creative Problem Solving Integrated 4C Model Viewed from Mathematical 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

The purpose of this research is to describe the ability to think algebra with Creative Problem Solving (CPS) integrated 4C based on students' mathematical disposition levels. This research is a mix method with a sequential explanatory design. The population in this study were students of class XI MA Salafiyah Simbang Kulon Pekalongan in the academic year 2020/2021.The results showed that the Creative Problem Solving (CPS) integrated 4C was effective on students' algebraic thinking skills. The results of the descriptions of students with high mathematical disposition categories are able to complete generational, transformational and global meta-level algebraic thinking skills, students with moderate mathematical disposition categories are able to complete generational and transformational algebraic thinking skills, students with low mathematical disposition categories are only able to complete generational level algebra thinking skills
The Tenth Grade Vocational Students' Mathematical Communication Patterns based on Personality Types
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

The differences in individual’s personality create diversity in communication. This study is aimed to describe the students’ written mathematical communication patterns based on personality types. It is a qualitative descriptive study in X grade vocational high school students of SMK N Tengaran, Semarang Regency in 2019/2020. The data were obtained by documenting the results of students’ mathematical communication tests and interviews. The research findings show that there is no unique pattern for each personality type in the mathematical communication patterns associated with sequence of working on questions. However, in mathematical communication patterns that are related to the type of error performed, the Introvert - Neurotic personality type makes the most types of errors in using incorrect variables and calculation errors.
The Analysis of Mathematical Creative Thinking Skill and Independence in Problem-Based Learning With the Open-Ended Approach
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

The 21st century learning is required to develop 4C capabilities and one of them is creativity. The society that is with the rapid development of information technology needs critical, collaborative, communicative and creative thinking skills. This study aims to determine the characteristics of students' mathematical creative thinking skills in solving mathematical problems in the terms of independence in problem-based learning with the Open-Ended approach. The population in this study was class VII SMP Negeri 14 Semarang. The sampling in this study used cluster random sampling technique. The data obtained from tests of mathematical creative thinking skills, interviews and students’ learning independence questionnaires. The conclusion of this study is the independence of student learning in problem-based learning with the Open Ended approach has an influence on the ability to think creatively in mathematics.
Critical Thinking Ability of Senior High School Students in terms of Mathematical Self Efficacy in Project Based Learning with Project Assessment
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

This study has objectives to determine the effectiveness of project-based learning on critical thinking skills in terms of students 'mathematical self-efficacy and to find out critical thinking skills in terms of students' mathematical self-efficacy in project-based learning. This research was conducted at MAN 1 Semarang in academic year of 2019/2020. The researcher used mix methods with sequential explanatory. The research data were taken by means of questionnaires, observations, and tests then those were processed by completeness test, comparative test, influence test, and improvement test. The results showed that project-based learning was effective against critical thinking skills in terms of students' mathematical self-efficacy. Students with high mathematical self-efficacy have excellent critical thinking skills. Students with moderate ability in mathematical self-efficacy are having good critical thinking skills. Students with low mathematical self-efficacy have quite good critical thinking skills even though some of them did not achieved the minimum completeness criteria (KKM). The project-based learning model is suitable for improving students 'critical thinking skills in terms of students' mathematical self-efficacy with high, medium, and low dimensions with a different time allotment for each dimension.
Development of Web-Based Interactive Learning Multimedia with Contextual Approach to Facilitate Mathematical Critical Thinking Ability
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

Digital learning resources were indispensable in today's mathematics learning, both offline and online, to support abstract mathematical concepts and train critical thinking skills. This research was intended to produce web-based learning multimedia products with a contextual approach using Adobe Flash CS6 software to facilitate XI grade high school students' critical thinking skills and determine its feasibility. The research method was research and development (RnD) using the ADDIE (analysis, design, development, implementation, evaluation) model. The validation results of multimedia development products by material experts and media experts meet the valid criteria with an average score of 4.09. The practicality test by two teachers and six students showed an average score of 4.48 and was categorized as very practical. Evaluation of the practicality of implementing multimedia products found that the average critical thinking ability of students had exceeded the minimum completion limit, namely 64, and exceeded 75% of the number of students. The average difference test and the comparative proportion test showed that the students' critical thinking ability in the experimental class was better than in the control class. The results of this multimedia development could be feasible as a learning media because it meets the criteria of being valid, practical, and effective. Students' critical thinking skills increased after using multimedia with an average gain of 0.47. Web-based interactive multimedia learning is effective in facilitating students' critical thinking skills. Digital learning resources are indispensable in today's mathematics learning which can be combined offline and online to support abstract mathematical concepts and train critical thinking skills. This research is intended to produce web-based learning multimedia products with a contextual approach using Adobe Flash CS6 software to facilitate XI grade high school students' critical thinking skills and determine its feasibility. The research method was research and development (RnD) using the ADDIE (analysis, design, development, implementation, evaluation) model. The validation results of multimedia development products by material experts and media experts meet the valid criteria with an average score of 4.09. The practicality test by two teachers and six students showed an average score of 4.48 and was categorized as very practical. Evaluation of the practicality of implementing multimedia products found that the average critical thinking ability of students had exceeded the minimum completion limit, namely 64, and exceeded 75% of the number of students. The average difference test and the comparative proportion test showed that the students' critical thinking ability in the experimental class was better than in the control class. This multimedia development product could be feasible as a learning media because it meets the criteria of being valid, practical, and effective. Students' critical thinking skills increased after using multimedia with an average gain of 0.47. This multimedia can be used as an online learning resource and can be accessed via a computer or smartphone browser.
PISA Oriented Mathematics Literacy Reviewed from Self-Efficacy of Learners Taught by CORE Learning Model Assisted by Scaffolding Technique
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to find the PISA oriented mathematics literacy pattern of learners reviewed from the Insan Mulia JHS learners' self-efficacy with CORE learning model assisted by scaffolding technique. This research applied concurrent embedded design. The population consisted of seventh graders of Insan Mulia JHS Pati. The data were collected quantitatively and qualitatively. The findings showed that high-self-efficacy learner category had PISA oriented mathematics literacy patterns: mastering most of the indicators excellently except on representation indicator. The moderate-self-efficacy learners had three PISA oriented mathematics literacy patterns: averagely mastering the indicators of using mathematics tools, reasoning and arguing, and devising strategy to solve problems The low-self-efficacy learners had two PISA oriented mathematics literacy patterns: averagely mastering the indicators of communicating, representing, using mathematics tools, and reasoning and arguing; or reasoning and arguing, representing, using mathematics tools, and devising strategies to solve problems.
A The Analysis of Problem-Solving Ability by Considering Students’ Curiosities in the 7E Learning Cycle Model with Ethno-Mathematical Nuances
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to describe students' problem-solving abilities by considering their curiosities. The subjects in this study are determined based on the analysis of the results of the Curiosity Inventory in class VIIIA students of SMP N 1 Bandungan, Semarang Regency. Students are grouped into two types, namely the type of Epistemic Curiosity (EC) and the type of Perceptual Curiosity (PC). The EC group are taken by two students, namely a weak (Lemah) EC (ECL) and a strong (Kuat) EC (ECK), as well as the PC group taken by two students, namely a weak PC (PCL) and a strong PC (PCK). This research is a mixed method research with a sequential explanatory design. The data collection techniques use questionnaires, tests and interviews. The effectiveness is analyzed based on (1) the average similarity test; (2) completeness test and average difference test. Based on data analysis, the results of tests and interviews show that the ECL type students are able to understand problems, plan solutions and carry out the completion plans, but are unable to check again. ECK type students are able to understand the problem until it checks again properly. The PCL type students are able to understand the problem but are less able to plan solutions and carry out the completion plan and are unable to check again. The PCK type students are able to understand problems, plan completion plans and carry out completion plans but are less able to check again.
Mathematics Problem-Solving Skill Reviewed from Self-Regulated Learning of the Eleventh Graders
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to describe the learners’ problem-solving skills reviewed from the self-regulated learning of the eleventh graders. Self-regulated learning in this research did not function as a learning method. It was instead a self-planning and monitoring process toward the affective process to solve the academic tasks. The applied method in this research was descriptive qualitative. The data collection techniques in this research were observation, test, questionnaire, and interview. The subjects were determined by the purposive sampling technique. The subject selection resulted in six subjects. Every two subjects were categorized into high, moderate, and low self-regulated learning. The findings showed that (1) the eleventh graders with high self-regulated learning autonomously joined the online learning and had self-confidence in their skills; (2) the moderate-self regulated learners committed a few mistakes while calculating, writing the units, and reflecting their mathematics problem-solving process; (3) the low-self regulated learners had low-mathematics problem-solving skill since they could only apply and adjust the strategy to solve the problems.

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