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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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PMRI Learning With Blended Learning Strategy to Improve Mathematical Literacy Skill Dianawati, Rizki Nur; 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 mathematics literacy of students in State Junior High School 5 Semarang is still low. Students face difficulties when they are solving stories related to daily life. The objective of this study is to determine the effectiveness of PMRI learning assessed similarly to PISA with Blended Learning strategy towards students' mathematical literacy skills. The learning includes face-to-face activities and the use of computer technology (online or offline). The population in this study was the students of VIII graders of State Junior High School 5 Semarang in the academic year of 2015/2016. This research used quantitative method. The sample was chosen by random sampling and it was obtained class og VIII E, VIII F, and VIII G as experiment and control classes. The data were obtained by mathematical literacy skill test method. The data analysis used was proportion test, Anova test and Gain test. The results show that (1) the average of mathematics literacy skill on the PMRI learning with Blended Learning has reached the classical completeness that is at least 75% of students reach a minimum score of 70; (2) the average of mathematics literacy skill of class with PMRI learning with Blended Learning is better than class with expository learning.
Analysis of Mathematical Connection Ability in Geometry at MEA Learning Based on Spatial Intelligence Pranawestu, Aditya; Masrukan, Masrukan; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): June 2018
Publisher : Universitas Negeri Semarang

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Abstract

Problem solving activities require students to apply mathematics rules on non-routine problems. Mathematical connection ability is required so that students can relate real problems to mathematical model nor relate the interrelationships between the concepts that required to solve problems. This study aims to examine the effectiveness of MEA in geometry and to analyze the mathematical connections ability of students in geometry based on upper, middle, and lower spatial intelligence categories on MEA. The research method is Mixed Methods and research design is Sequential Explanatory Design. The subjects of the study is the 9th grade students. The study started by first spatial intelligence test in experimental class, then followed by MEA learning in experimental class and expository learning in control class. The study ended by mathematical connection ability test in experimental and control classes and last spatial intelligence test in experimental class. The results showed that MEA learning in geometry were effective. The result of mathematical connection ability in geometry of upper spatial intelligence category students has reached five indicators of mathematical connection ability well. Students of middle spatial intelligence category on first, second and fourth indicators have been maximized, but third and fifth indicators have not been maximized. Students of lower spatial intelligence category on first indicator have been maximized, second indicator has not been maximized, while third, fourth and fifth indicators can not be achieved well. Teachers should know the spatial intelligence of students so that the learning process especially in geometry achieve maximum results.
Constructtivism Mathematics Learning with Search, Solve, Create, and Share (SSCS) Model to Improve Mathematics Disposition and Student Concept Understanding of Limit Function Materials of XI Natural Science Class Rakhmi, Delta Aringga; Kartono, Kartono; Mastur, Zaenuri
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

The objectiveof this study is to determine the implementation of constructivism learning throughsearch, solve, create, and shareto improve concept comprehension ability in limit function of XI graderswhich is effective with a valid and practical instrument and refers to the modified Plomp model. The concept comprehension ability testdatawere processed by using t-test, proportion z, sample t-test, regression, and Gain test. The results of learning instrument development are as follows: (1) The averageof syllabus is 4.38, Lesson Plan 4.42, book 3,98, Students’ Worksheet 4.35, and concept comprehension ability test4,00; (2) this learning is effective, it is marked by achieving: a) the concept comprehension ability of experiment class fulfillsthe Minimum Mastery Criteria, b) the disposition and activeness respectively have a positive effect on KPK, c) KPK experimental class with an average of 81.24 better than control class is 71.18, d) Increasing the experiment test class by 59%. Based on the validation results, it is obtained by a valid instrument and test results, it is obtained effective learning, then the objective of the development of the instrument is achieved.
The Mathematical Critical Thinking Ability of Students in CTL Learning Based on Cognitive Style Kadarsono, Mohamad; Suyitno, Hardi; Waluya, St Budi
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of the study was to produce a study of the effectiveness of CTL learning on mathematical critical thinking skills and describe students' mathematical critical thinking skills in CTL learning based on their cognitive style. The type of research used is a mixed method concurrent embedded model. The subjects of this study were eighth-grade students of SMP Ekarini Semarang. Retrieval of data in the form of cognitive style using the GEFT test and mathematical critical thinking skills through tests. The results of analysis of individual completeness data using one sample t-test sign value 0.588> 0.05, classical completeness with test proportion z count = 1.67> z table = 1.64, and simple linear regression test with the help of SPSS produces a sign value of 0,000 <0,005 with R2 = 0.684 which means that the application of effective CTL learning to mathematical critical thinking skills and cognitive style has an influence on mathematical critical thinking skills of 68.4%. The cognitive style of FDI has the best mathematical critical thinking ability by mastering the ability in aspects of conclusions, assumptions, deductions, and interpretations. The cognitive style of FI masters the ability in aspects of conclusions, deductions, interpretations, and evaluate arguments. The cognitive style of FD controls the ability to draw conclusions, assumptions, and deductions. Educa need to pay attention to the application of learning that can be received by all students despite having different styles such as cognitive the CTL models.
Problem Solving Ability Viewed From The Adversity Quotient on Mathematics Connected Mathematics Project Learning (Cmp) With Etnomathematics Nuanced Suryapuspitarini, Betha Kurnia; Nino Adhi, Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study has purpose to (1) determine the effectiveness of learning by using Connected Mathematics Project with ethnomathematics nuanced to enhance the problem solving ability (2) to find out the increase of love local culture characters of students in the learning of Connected Mathematics Project, and (3) to describe the problem solving ability of students vied from the adversity quotient. This research applied mixed method research type with sequential explanatory design. Subjects in this study was determined by the score of the adversity quotient by using the Adversity Response Profile to the students of grade VIIA of SMP N 12 Semarang. Data collection techniques was done by using observation, test and interview. The effectiveness was analyzed based on (1) test of average similarity; (2) test of completeness, (3) test of proportion , (4) test of average different test. The increased of love local culture character wa analyzed by using paired sample t test. The results of the study showed that the learning model of Connected Mathematics Project with ethnomathematics nuanced is effective toward the problem solving ability. Students with Climber category tend to have a better problem solving abilities than students with Quitter category and Camper. Students wuth Quitter category can understand problem, but less able to plan a problem solving and complete the problem solving plan and not being able to crosscheck the problem solving. Students with Camper category can understand problems and devise a plan for the problem solving, but less able to carry out the problem solving plan and crosscheck the problem solving. Students with Climber category were able to understand a problem, plan the problem solving and implement the problem solving plan, as well as re-examine the problem solving obtained properly.
Analysis of Problem Solving Ability in Quadrilateral Topic on Model Eliciting Activities Learning Containing Ethnomathematics Ilyyana, Kharisma; Rochmad, Rochmad
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

The low ability to solve mathematics problems and the character of local cultural love is due to lack of habituation in problem-solving that is associated with everyday life situation and the learning model used is not in accordance with local cultural values. This study aims to analyze the validity, the practicality, the effectiveness of the learning tools implementation, and the characteristics of the problem-solving ability of learners on the learning of MEA with ethnomathematics. The research method used was mixed method of concurrent embedded model. At the beginning of the study was given an initial problem-solving test in experiment and control classes as well as giving a questionnaire of the love of local culture in the experimental class, then the experimental MEA learning was carried out on the experimental class and the PBL learning in the control class. At the end of the study, final tests on the problem-solving ability was conducted in experimental and control classes as well as giving a local love questionnaire in the experimental class. The results showed that the MEA learning containing ethnomathematics on quadrilateral topics is valid, practical, and effective. The results of the characteristics of the problem-solving abilities analysis of the upper group, students have been able to solve the problem properly according to Polya's steps, the problem-solving ability of students in the middle group is still difficult in the step of calculating, while the students in the lower group have difficulty in planning a solution.
Analysis of Mathematical Problem Solving Skills using Meta-Cognitive Strategy from The Perspective of Gender-Based Self-Efficacy Mufida, Aina; Suyitno, Hardi; Marwoto, Putut
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to analyze the effect improved self-efficacy in students’ ability to solve mathematical problems from the gender perspective with the implementation of meta-cognitive strategy for the topic of prism and pyramid. It is a mixed method research using the concurrent embedded model. Subjects involved were students of Class VIII (eighth grade) of MTs Asy-Syarifah Mranggen (Islamic Junior High School of Mranggen). It is found in the field that when students have to deal with applied mathematics concerning everyday life problems of significant difficulty level, they are not confident about their own abilities to solve them. Results show that 1) Self-efficacy greatly influences students’ ability in solving mathematical problems; 2) At the same level of self-efficacy, boys and girls undergo the same process and get the same results in terms of mathematical problem solving skills; 3) Students have different levels of ability in solving mathematical problems based on self-efficacy; 4) There has been an increase in self-efficacy prior to and after the implementation of met-cognitive strategy for the topic of prism and pyramid.
The Analysis of Mathematical Literacy Skill and Respect to Local Culture toward Pogil Learning with Ethnomathematics Fakhruddin, Deni Fikri; Masrukan, Masrukan
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

The objective of this study is to determine the effectiveness of POGIL learning with ethnomathematics towards students’ mathematical literacy skills. The population in this study were X graders students of State Senior High School 6 Cirebon in the academic year of 2015/2016. This study used quantitative methods. The sample was chosen by random sampling and it was obtained the class of X 1 as a control class with conventional learning and X 2 as an experiment class with POGIL model learning with ethnomathematics. The data collection methods were tests of mathematical literacy skills. The data analysis used was completeness test and average difference test. The results show that (1) the average mathematical literacy skill in POGIL learning with ethnomathematics has achieved classical completeness, it is at least 75% of students achieve a minimum score of 70; (2) the average class of mathematics literacy ability in POGIL learning with ethnomathematics is better than conventional learning class. From these results, it is said that POGIL learning with ethnomathematics is effective.
An Analysis of Mathematical Problem Solving Ability in Terms of Students’ Cognitive Style in Learning PBL Includes Ethnomatematics Hartanto, Feri Dwi; Mariani, Sc
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to (1) analyze the students’ mathematics problem solving ability with cognitive style in learning PBL which contains Ethnomathematics; (2) analyze the students’ mathematics problem solving ability with cognitive style viewed from gender defferentiation. Type of the research is descriptive qualitative research. The data was taken from Group Embedded Figure Test (GEFT). The subjects of this research were given introduction of Polya problem solving steps and Problem Solving Test (TPM). The students’ answers in TPM were analyzed and the research subjects were interviewed as triangulation. The result of this research showed that (1) Field Dependent man (FDLk) subjects could write detected and questioned matters, not clear enough in making problem sketch, could not finish the problems in all Polya steps. Field Dependent woman (FDPr) subjects could write detected and questioned matters, could arrange the completion planning, could not implement the completion planning and recheck the result of completion; (2) Field Intermediate man (FDILk) and Field Intermediate woman (FDIPr) subjects could not be carefully and only could finish three of four steps in Polya problem solving; (3) Field Independence man (FILk) and Field Independence woman (FIPr) could finish all Polya steps. Teachers should be able to create learning activities that are adjusted to the students’ cognitive styles, correct preriquisite knowledge, give counting skill, and give open-ended questions so the students have good problem solving abilities. Keywords: Cognitive Style, Problem Solving Ability, Problem Solving
Difficulty Analysis of Mathematical Problem Solving in Accordance with Student Dependent Fields Based on Marzano Taxonomy for Grade VIII Students Prasetya, Yulian Rakhel; Mulyono, Mulyono; Rochmad, Rochmad
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Cognitive style is an individual characteristic in using cognitive function (solving problems). One of the widely studied cognitive styles are field dependent cognitive style and field independent cognitive style. Nowadays problem solving abilities are important to our life. Student difficulties in solving problems is very various. Students low abilities can be seen from how many students make the mistakes in solving the problems. Marzano Taxonomy is developed to break the limitation of Bloom Taxonomy. Marzano Taxonomy cognitive level can be divided into four components retrieval, comprehension, analysis, and utilization. The purpose of this observation is analyse the mathematics problem solving according to level cognitive Marzano Taxonomy viewed from students field dependent cognitive style and students field independent cognitive style.This observation was conducted with qualitative method. Population of this observation is 7th grade students from Junior High School 1 Donorojo Jepara District. The observation sampling technique is cluster random sampling which is random sampling. Based on the results of the research and discussion above, it was found tha t:1)the difficulties experienced by students with the Field Dependent cognitive style in solving mathematical problems based planning. 2).Students with the Field Dependent cognitive style lack the courage to solution. This observation was conducted with qualitative method. Population of this observation is 7th grade students from Junior High School 1 Donorojo Jepara District. The observation sampling technique is cluster random sampling which is random sampling. Based on the results of the research and discussion above, it was found tha t:1)the difficulties experienced by students with the Field Dependent cognitive style in solving mathematical problems based planning. 2). students with the Field Dependent cognitive style lack the courage to solution.3). )the difficulties experienced by students with the Field Independent cognitive style in solving mathematical problems based.4). students with the Field Independent cognitive style don’t have the courage to solution.

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