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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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Analysis of Mathematical Communication Ability and Curiosity Through Project Based Learning Models With Scaffolding Paruntu, Patrice Ester; Sukestiyarno, YL.; Budi Prasetyo, Andreas Priyono
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to: (1) test the effectiveness of project based learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the project based learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Techniques of collecting data by using tests, observations, questionnaires and interviews. Data were analyzed by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of project based learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category. This study aims to: (1) test the effectiveness of Project Based Learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the Project Based Learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Technique of collecting data by using tests, observations, questionnaires and interviews. Data were analyze by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of Project Based Learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category.
Analisis Analysis The Ability of Students Mathematical Literacy on The Realistic Mathematic Education Learning with The Loads of The Character of Islam Karyadi, Karyadi; Suyitno, Hardi; Karomah Dwidayati, Nur
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The ability of students mathematical literacy (KLM) in MTs is still low because problems related to daily life are not used as the source of concept formation. The purpose of this study was to find out whether the Realistic Mathematic Education (RME) learning with character of Islam effectively improves students KLM and analyzed. Type of research used mixed methods with concurrent embedded research design with two types of data. Quantitative data are the value KLM in pretest and posttest which is analysed by ttest, gaintest and qualitative through three procedures namely reduction, presentation and conclusion. The two classroom research subjects are experiment and expository. The result of this research experiment is effective, because (1) experiment KLM has reached classical completeness exceeding 75%; (2) improvement of student KLM on experiment higher than student expository. The ability of students mathematical literacy on the category is very good, good and good enough.
Problem Solving Ability Viewed by Learning Style on Whole Brain Teaching’s Learning Assisted Geogebra of 8th Grade Students Astutik, Desi Hijri; Junaedi, Iwan; Waluya, St Budi
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Problem solving ability is one of the goals in learning mathematics and it can be developed by paying attention to student’s learning style. The aim of this study are to determine the quality of the Whole Brain Teaching learning assisted geogebra and found a pattern of problem solving ability of 8th grade students in problem solving viewed by learning style. The research uses mixed methods study with concurrent embeded design. The type of quantitative research is experimental research with nonrandomized control group. The subject of the research were 2 students of VIII-F, who chosen from each learning style. Quantitative data were tested by z-test and t-test, while the qualitative data were analyzed descriptively. Learning by Whole Brain Teaching assisted geogebra is qualified. Students of visual type can solve the problem well until the looking back stage. Students of auditorial type can solve the problem but have difficulty to looking back. Students of kinesthetic type can solve the problem but have difficulty in planning stage.
Students’ Mathematical Literacy Based on Self-Efficacy By Discovery Learning With Higher Order Thinking Skills-Oriented Martalyna, Wihdati; Isnarto, Isnarto; Asikin, Mohammad
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Purposes of this research are to describe the quality of Discovery Learning with higher order thinking skills-oriented to students’ mathematical literacy, to describe students’ mathematical literacy based on their self-efficacy, and to analyze the influence of self-efficacy towards students' mathematical literacy. This research uses mixed method by concurrent embedded design type. The subjects are the students of first grade of SMA Negeri 1 Slawi. Based on the three stages of learning quality, Discovery Learning with higher order thinking skills-oriented is qualified to student's mathematical literacy. In the case of aspect of the process of mathematical literacy, students with high self-efficacy are able to master the four aspects excellently, and they able to master the other three aspects well with some mistakes. Students with medium self-efficacy are mastering one aspect well, and cannot mastering the other six aspects well. Students with low self-efficacy cannot master five aspects maximally, and cannot master two other aspects. Mathematical literacy are influenced by self-efficacy about 34.6%.
Discovery Learning - PMRI in Improving Mathematics Literacy of Junior High School Students Rosita, Anik; Wardono, Wardono; Kartono, Kartono
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The lack of mathematical literacy is a worrying thing. It must be noticed that the literacy is an important ability that must be owned by students as future stakeholders. The objective of this study is to analyze the discovery learning - PMRI which effectively improve students' mathematical literacy. The type of research used was quantitative research, experimental research with quasi-experimental design nonrandomized control group, pretest – posttest design. The determination of control and experiment class was by using random sampling technique. The experimental class was treated in the form of discovery learning - PMRI while the control class is given discovery learning - scientific learning. The data were collected using mathematical literacy test, observation, and interview. The data from the data analysis of the final score of mathematical literacy, it is found that (1) the proportion of students in discovery learning-PMRI that fulfills the Minimum Criteria of Mastery Learning is 70, it reaches 70%; (2) the average of students’ mathematical literacy on discovery learning - PMRI is better than the average of students' mathematical literacy on discovery learning, and (3) The improvement of mathematics literacy of discovery learning class - PMRI is higher than discovery learning - scientific class . So it can be concluded that discovery learning – PMRI is effective in improving students' mathematical literacy.
a Realistic Mathematics Education Model Includes Characteristic to Improve the Skill of Communication Mathematic Ruswanto, Ruswanto; Dwijanto, Dwijanto; Widowati, Widowati
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The type of this study is development by using Plomp model with 5 phase that is modified into Preliminary investigation, Design, and realization/ contruction, test, evaluation, and revision. The developed instrumen includes: Syllabus, Lesson Plan, Student Test Book, Worksheet, and Mathematic Communication Skill Test.The field experiment is undertaken to the VII graders students of Al Azhar 23Junior High School Semarang. The data is gained through the observation sheet, interview and test. The result is processed descriptively, using completeness experiment, effect experiment, comparison experiment and development experiment to find out the lesson effectivity.The implementation of this instrumen are (1) the average score of classroom mathematic communication skill of the experimental class students reaching more than the passing grade so the average experimental class is complete, with t = 13.82 > 1.72 = ttable and completely classical, with Z = 2.35 > 1.64 = Ztable, (2) mathematic communication skill, attitude and curiosity effect to mathematic communication skill equal to 89.2%, (3) the experiment of classroom problem solving is better than control class with score 84.86 and 79.9, (4) the average of mathematic communication skill is improved 0.41 so the lesson and the instrumen is efective.
Mathematical Reasoning Based on Belief in PBL with Dyadic Interaction Approach Kusumawardani, Dyah Retno; Isnarto, Isnarto; Junaedi, Iwan
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

The purposes of this research were (1) to describe the learning quality of PBL through dyadic interaction approach to mathematical reasoning ability of grade X students of IT Al Irsyad Purwokerto High School (2) to find pattern of students reasoning ability based on mathematical belief. This study uses a mixed method. Data analysis started from the analysis of test items. The analysis uses the prerequisite test and then hypothesis testing uses rara average (t-test), then the proportion of comparative tests (test-z) is to calculate the classical completeness. Further testing of determining the difference between the two classes uses different test average (t-test right side). Qualitative data analysis uses qualitative description. The results of quantitative research shows that learning class with PBL and dyadic interaction approach reached classical total 80%. The average difference test showed class’ results with PBL dyadic interaction approach better than a class activity with PBL. Subjects with very low belief can only fulfill 1 reasoning indicator well. Subjects with low belief can fulfill 3 reasoning indicators well and have not been able to fulfill 1 other indicator. Subjects with high belief can fulfill 4 indicators where 1 indicator is imperfect and subject with very high belief can fulfill all the indicators of reasoning well and complete.
Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient Satrio Ardiansyah, Adi; Junaedi, Iwan; Asikin, Mohammad
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Creativity, belief in math, and adversity quotient play a significant role in mathematics. This study aims (1) to know the quality of mathematics learning settings Challenge Based Learning on student’s creative thinking skill and belief in math; (2) to examine the influence of belief in math to creative thinking skill; (3) to describe student’s creative thinking skill in settings Challenge Based Learning viewed by Adversity Quotient; and (4) to describe student’s belief in math in settings Challenge Based Learning viewed by Adversity Quotient. The design of this study was mixed methods of concurent embedded type. The study subjects were students of SMP Negeri 1 Semarang grade VIII who selected by Adversity Quotient. The result showed that (1) mathematics learning setting Challenge Based Learning is qualified to student’s creative thinking skill and belief in math; (2) there was the influence of belief in math to student’s creative thinking skill amount 12,8%; (3) camper’s students were only able to satisfy flexibility and climber’s students were able to satisfy fluency, flexibility, and novelty; and (4) there was a camper’s students was able to satisfy belief about self and climber’s students were able to satisfy belief about mathematics education, belief about the self, and belief about the social context.
Analysis of Mathematical Connection Ability Based on Student Characteristics Thinking on Discovery Learning Scientific Approach Hidayati, Farida; Kartono, Kartono; Masrukan, Masrukan
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Student’s mathematical connections ability at SMK Syubbanul Wathon Tegalrejo Magelang is still low. Students are not able to relate concepts in, link the mathematical concepts to other subjects, and to problems in daily life. The study aims to describe the process of discovery learning model with scientific approach, find out the effectiveness of discovery learning of scientific approach to the student’s mathematical connection ability, and to describe the mathematical connection ability of XII graders of SMK Syubbanul Wathon on differential functions based on the characteristics of student’s way of thinking. This study used mixed method of concurrent embedded design. The sample was chosen by random sampling, XII-G3 (control class, XII-G4 (experiment class 1), and XII-G6 (experiment class 2) as quantitative data sources. Meanwhile, for the source of qualitative data, it was obtained by taking two CS students, two AS students, two CR students, two AR students. The result of the research shows that (1) the discovery learning scientific approach process in improving the students’ mathematical connection ability is good, (2) the discovery learning model with the scientific approach is effective, and (3)The characteristics student’s way of thinking also affects the students' mathematical connections ability.
Mathematical Literacy Skills Reviewed From Mathematical Resilience in The Learning of Discovery Learning Assisted by Schoology Afriyanti, Ice; Mulyono, Mulyono; Sri Noor Asih, Tri
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study has purpose to describe the quality of learning of Discovery Learning assisted by Schoology toward the mathematical literacy skills of students of grade X SMA Negeri 1 Blora and found the patterns of mathematical literacy skills that were analyzed based on the students' mathematical resilience. This study applied mixed method type of research with embedded concurrent embedded design. The subjects of this study were the students of grade X SMA Negeri 1 Blora. The result showed that. (1) the learning of Discovery Learning assisted with Schoology toward the mathematical literacy of students is considered good qualified. (2) found the patterns mathematical literacy skills such that (1) students with high mathematical resilience were able to master the five aspects of literacy skills, and master the two other aspects very well, (2) students with moderate mathematical resilience were able to master three aspects very well, and can master the four other aspects well, (3) students with low mathematical resilience, two aspects of literacy skills can be mastered well, average on one aspect of the literacy skills, and less well in mastering the other four aspects of literacy skills.

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