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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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Jurnal The Ability to Complete Story Problems Reviewed from Van Hiele's Theory in Problem Based Learning
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to find the pattern of the ability to solve geometrical story questions for fourth grade students in terms of Van Hiele's theory in the problem-based learning model. The research method used was a mixed method. The research was conducted at SDN 2 Pamulihan Cirebon. The data collection techniques used were test techniques and non-test techniques. The analysis was carried out qualitatively. The results of the study were found as follows: (a) the ability of grade IV students in solving story questions is still at the level 1 or analysis level, the students have not yet reached the level of abstraction, formal deduction, and rigor, (b) the subject of the visualization level has a pattern to identify elements. -the element that is known, but cannot mention the element in question; unable to compile mathematical models, unable to plan solving problems; (c) the analysis level subject has a pattern that can identify the known and questionable elements; be able to compile a mathematical model even though it is incomplete, be able to plan solving the problem of the story problem correctly but not systematically; can state the formulas to be used to solve the problem correctly but not systematically can answer the problem of the story correctly but the arrangement is not yet systematics.
The Implementation of Ttw With Mic Approach and Verbal Feedback Via Lms Toward the Mathematics Representation Based on Metacognition
Unnes Journal of Mathematics Education Research Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

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Abstract

Learning with a teacher-centered model had not been able to optimize students’ higher-order thinking ability. It made the students’ metacognition were not maximum especially dealing with the mathematical representation ability. This research aimed to describe the mathematics representation ability based on the metacognitive categories. This research applied a combination method of sequential explanatory with regression test for the quantitative data. The results showed the metacognition influenced mathematics representation ability. Students with reflective use categories could identify and analyze the questions properly. They could also evaluate the answers although some of them did not write the questions into correct mathematics sentences. Students with strategic use categories could identify and analyze the questions properly but they did not evaluate their answers. Students with aware use could identify but they were a lack in analyzing and evaluating. Then, students with the tacit use category were not found. Teachers should direct the students with more development and counseling in a personal manner to overcome the gaps.
Mathematical Critical Thinking Ability in terms of Student Learning Independence Character in SQ4R Learning Model with Project Assessment
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this research was to describe critical mathematical thinking in terms of the character of students learning independence. The method used in this research is mixed metholds using a concurrent embedded model. The population in this study were students of class XI MA Mu'allimat NU Kudus Academic Year 2018/2019. The data in this study were obtained by using a character questionnaire for independent learning, observation, mathematics critical thinking tests and interviews. The subjects in this study were based on the character category of student learning independence, namely the category of students with high, medium, and low student learning independence characteristics. The result of the research is that SQ4R learning with a project assessment is effective in improving students critical mathematical thinking and enhancing the character of students learning independence. Students who have high learning independence character and moderate learning independence will create excellent critical thinking skills. Students who have low learning independence are classified as good.
Mathematics Literacy of Class Ix Students of Smp Pelita 1 Jakarta from Learning Style and English Ability
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

In this research to analyze differences in learning styles and English language ability on the mathematical literacy of grade IX students of SMP Pelita 1 West Jakarta. The methodology used in this research is sequential mixed methods type explanatory sequential. Data collection techniques used is Documents, Questionnaires, Tests, and Interviews. One Way Anova test is used to determine the difference in mathematical literacy between learning styles. Correlation analysis was used to determine the correlation between English language ability and mathematical literacy. The analysis to find out the differences in learning styles and English language skills on mathematical literacy was carried out by conducting a two-way analysis and deepened by data triangulation. Based on the results of the study, the subject of Assimilation group I had mathematical literacy which included the seven components of mathematical literacy. Students' understanding of learning styles and their English language ability will make it easier for students to understand the seven components of mathematical literacy.
Critical Thinking Ability Reviewed from Epistemic Curiosity Interest Type in Comic-Assisted Learning
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

Students’ different ability in receiving information indicates that they have varying critical thinking skills. This study aims to describe the ability to think critically in terms of epistemic curiosity type of interest in learning models of Problem Based Learning class VIII about two-variable linear equation system material. The research design is a method of mixed triangulation-concurrent with the type of Mix-Method research. The findings in this study showed that teaching-learning process in this study was not qualified. Poor quality of learning results was caused by several obstacles during research, such as technical implementation, time allocation, learning preparation and have implications for the research results that do not have good quality, so descriptions of students' critical thinking skills with epistemical curiosity of high, medium, and low categories are invalid and mathematical critical thinking skills of students with each of these categories can not be measured.
(Critical Thinking Ability of Class VIII Students in terms of Conceptual Knowledge and Mathematical Dispositions)
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to describe the critical thinking skills (CT) of grade VIII A Madrasah Stanawiyah (MTs.) Sultan Agung Sukolilo students in terms of conceptual knowledge (CK) and mathematical disposition (MD). This research is qualitative research. The subjects of this study were students of class VIII A MTs. Sultan Agung Sukolilo which is divided into nine categories based on CK and MD. The results of this study are two students in the category of sufficient conceptual knowledge and high mathematical disposition have good CT abilities. Both students can analyze, develop, and create well. Twenty-six students from nine categories had moderate CT abilities. Meanwhile, six students from the categories of good conceptual knowledge and low mathematical disposition, sufficient conceptual knowledge and moderate mathematical disposition, sufficient conceptual knowledge- low mathematical disposition, and poor conceptual knowledge and moderate mathematical disposition were included in the category of students with poor CT abilities. the results above, most students have moderate critical thinking skills, namely 76% of students, it is necessary to improve critical thinking skills both in analyzing, based, and creating. Based on the results of tests, some students think critically in analyzing, namely determining relations, domains, codomains, and ranges, and finding sets and re-coordinating sets that are good. Meanwhile, in making new associations related to everyday life and determining the relations of an image and about stories, it is still lacking.
Problem Solving Ability Judging from Adversity Quotient on Problem Based Learning Model Assisted by Ethnomathematics Module
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to characterize students' problem-solving skills based on the adversity quotient in the PBL model learning supported by the ethnomathematics module. This form of research is an explanatory sequential model with mixed methods. The participants in this study were eighth graders from SMP Negeri 1 Nita during the 2020/21 academic year. The experimental class employs a problem-based learning model with an ethnomathematics module, while the control class employs a problem-based learning model alone. Before beginning the study, students in the experimental class were given a questionnaire to establish their adversity quotient category: quitter, camper, or climber. Two students were chosen for qualitative analysis of each category. Results from problem-solving aptitude tests, interviews, questionnaires, and documentation were used to collect data. The average completeness test, classical completeness test, average difference test, different percentage test, and influence test were used to analyze quantitative data. The results of the study reveal that the adversity quotient of pupils influences their problem-solving skills. The ability of research volunteers from each adversity quotient category to solve problems differs. Q1 subjects achieved two problem-solving indicators, while Q2 subjects achieved three problem-solving indicators. CA1 subjects attained three problem-solving indicators, while CA2 subjects attained four problem-solving indicators. Subjects CL1 and CL2 obtained four problem-solving indications in the climber category.
Mathematical Representation Ability of XI Grade Students of Vocational High School (SMK) in Connected Mathematics Project with Schoology Based on Student’ Independence
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

The present study aimed to describe the mathematical representation ability of vocational high school (SMK) students based on students’ autonomy. This research applied a mixed method with concurrent embedded design. The subject was accounting, and institution students grade XI of SMK N 2 Pekalongan 2020/ 2021 academic year. The result showed high self-reliance students achieved three ability aspects in mathematizing representing ability. The medium students’ ability created and used the representation to organize, take a note, communicate, and mathematize ideas. However, the two other aspects got ample category. The low students’ ability was not able to choose, apply, and represent the material to solve the problem, while the two other aspects were categorized as capable.
Mathematics Literacy Based on Students’ Self-efficacy By DAPIC Problem-Solving Realistic Approach With EDMODO-assisted
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy is one of the important fundamental life skills, therefore mathematics teaching must lead to mathematical literacy. Realistic Approach, using real-world problems as a starting point for learning and developing mathematical concepts. The collaborative learning of DAPIC Problem-Solving Realistic approach with Edmodo-assisted to improve mathematical literacy, gives students the opportunity to build their own mathematical knowledge through teacher guidance. This study aims to describe the ability of mathematical literacy in terms of students' self-efficacy in learning DAPIC Problem-Solving Realistic approach assisted by Edmodo. This type of research is a mixed method type of concurrent embedded design. The research subjects were students of class IX SMP Eka Sakti Semarang. The results obtained from the DAPIC Problem-Solving Realistic approach assisted by Edmodo on mathematical literacy, that students with high self-efficacy can master the seven components of the literacy process well, students with moderate self-efficacy are able to achieve well the components of communication, mathematizing, and mathematical using skills. tools, but weak in other literacy process skills. While students with low self-efficacy, five aspects can be mastered although not optimally, but have not been able to master the Communication and Mathematizing aspects.
Mathematical Reasoning Ability from Student Learning Independence Side in Problem Based Learning Assisted Ethnomathematical Comics Module
Unnes Journal of Mathematics Education Research Vol 11 No 1 (2022): June 2022
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to analyze the ability of mathematical reasoning in terms of learning independence at problem-based learning with the ethnomathematical comic module. The research population was seventh grade students of SMP Ma'arif Kyai Gading. The technique of selecting the sample cluster is random sampling. VIIA as experimental class with problem-based learning with the ethnomathematics comic modules, VIIB as control class with discovery learning. Data collection used documentation, test and non-test. Analysis of quantitative data using completeness test, average difference test, regression test. Qualitative data analysis using validity test, data reduction, data presentation, conclusion drawing. The results of the study of students with high learning independence achieved indicators of mathematical reasoning ability with few errors, so that they were declared good, students with low learning independence only achieved several indicators of mathematical reasoning ability, so that they were declared less good.

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