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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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Mathematical Reasoning Ability Based on Self Regulated Learning by Using The Learning of Reciprocal Teaching With RME Approach Astuty, Eny Sri Wiji; Waluya, St Budi; Sugianto, Sugianto
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 this study was (1) determine the quality of mathematics learning in the class taught with the RME-approached Reciprocal Teaching learning model, and (2) to find out the description of the mathematical reasoning ability based on self regulated learning. This study was mixed methods research with subject of this research was students of VII grade at SMPN 10 Semarang consist of three students from each self regulated learning (SR). Data in this research was the mathematical reasoning ability based on self regulated learning obtained from questionnaires, tests, observations, and interviews. The results of this study indicate that the quality of learning is good. (1) High SR subjects have mastered six reasoning indicators, (2) medium SR subjects are already mastering five reasoning indicators, and (3) low SR subjects are only able to master one reasoning indicator.
Mathematical Reasong and Math Anxiety on Connected Mathematics Project Based on Quantum Learning Wafirah, Milna; Asih, Tri Sri Noor
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research aims were (1) to know the quality of Connected Mathematics Project based on Quantum Learning and (2) to describe the reasoning patern based on math anxiety category. This study was a mixed method research with using concurrent embedded design. The population was VII grader students of SMPN 2 Salam, Magelang regency. The subjects was selected based on math anxiety category, such as low, middle, and high level. Data was collecting by questionnaire, observation, test, and interview. The result showed that (1) Connected Mathematics Project based on Quantum Learning was on good category (2) Students with low level of math anxiety satisfied six indicators of mathematical reasoning, students with middle level of math anxiety satisfied three indicators of mathematical reasoning, and students with high level of math anxiety satisfied the two indicators of mathematical reasoning.
Metacognition Development Through Stad Learning Assisted With Module by Using Diagnostic Assessment to Improve The Problem Solving Ability Setyawan, Arif Budi; Sukestiyarno, Sukestiyarno
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 STAD learning assisted with module by using a diagnostic assessment on the ability of mathematical problem solving, (2) describe the problem solving abilities reviewed from metacognition in the learning model of STAD assisted with module by using diagnostic assessment, (3) find out the results of diagnostic assessments follow up of students problem solving ability in the learning model of STAD assisted with modules. The type of this study was mixed method with concurrent embedded design. The subjects of this study were students of grade XI SMA Negeri 1 Weleri. The results obtained from the analysis were (1) STAD learning assisted with module by using diagnostic assessment is effective, (2) it was found on the pattern of problem-solving abilities that (1) students with high metacognition were able to solve problem in accordance to the step proposed by Polya, (2) most of students with moderate metacognition did not recheck the problem solving, (3) students with low metacognition could not perform the problem solving plan and recheck the problem solving, (3) after conducted summative test, obtained average value of 77.65, this result indicated that most of the students obtained higher score than minimum completeness score.
Analysis of Mathematic Creative Thinking Ability and Metacognition of Student on Probing Prompting Learning Models with Scaffolding Strategy Sulistyawati, Anita; Dwijanto, Dwijanto; Walid, Walid
Unnes Journal of Mathematics Education Research Vol 7 No 1 (2018): December 2018
Publisher : Universitas Negeri Semarang

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Abstract

This study aimed to: (1) examine the effectiveness of the learning probing prompting model with scaffolding strategy on mathematical creative and metacognitive thinking skills, (2) examine the effect of metacognition on mathematical creative thinking skills with probing prompting model learning with scaffolding strategy, (3) describing ability on mathematical creative thinking in terms of students' metacognition with probing prompting model learning with scaffolding strategy. This research was a mixed method type with concurrent embedded design. Population in this study were students of class VII SMP Negeri 7 Semarang in the academic year of 2017/2018. The results showed that probing prompting model learning with scaffolding strategies was effective for mathematical creative and metacognitive thinking skills. Metacognition had a positive effect on mathematical creative thinking ability by probing prompting models learning with scaffolding strategies. A student with high metacognition was able to meet four indicators maximally and perfectly, while another one met one indicator well, but for the other three indicators he is able to master well, there were only a few errors. Students with middle-metacognition ability were able to meet two indicators maximally, but cannot fulfill the other two indicators. Students with low metacognition were able to fulfill one indicator maximally and could not fulfill the other three indicators.
Mathematics Teaching Using Generative Learning Model with Character Building Content Aided by Interactive Learning Media Rahayu, Rita; Masrukhan, Masrukhan; Sugianto, Sugianto
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research is aimed at generating a Mathematics learning instrument using generative learning model with character building content aided by interactive learning media from the topic of Geometry for VIII graders, which is valid, effective for conceptual understanding, and descriptive in terms of learning instrument development characteristics. It is a developmental research using the 4-D model of Thiagarajan, which consists of defining, designing, developing, and disseminating. This research managed to finish three of those four stages. The learning instruments developed are the Syllabus, the Interactive Learning Media (Media Pembelajaran Interaktif/MPI), Plan for Teaching Execution (Rencana Pelaksanaan Pembelajaran/RPP), Students’ Worksheet (Lembar Kerja Peserta Didik/LKPD), and Learning Potential Test (Tes Prestasi Belajar TPB) Data collection was carried out using testing, documentation, and observational methods.Results of data analysis show lead to the conclusion that validation for Syllabus, MPI, RPP, LKPD, and TPB indicate fulfillment of all validity criteria. Effective learning for concept understanding skills is marked with (1) classical learning completion, in which students taught using the generative learning model with character building content aided by interactive media learning are 80% successful, or equals to 75 minimum score, (2) students involvement in learning that positively affects their achievement, and (3) better achievement attained by students taught using the generative learning model with character building content aided by interactive media learning, compared to conventional learning model. The characteristics developed for Mathematics teaching using the generative learning model with character building content aided by interactive media learning are aimed at improving students’ achievement in terms of concept understanding of Geometry, involving learning stages of generative learning model syntax, which consists of (1) introduction or exploration, (2) focusing, (3) challenge, and (4) application.
The Analysis of Problem Solving Ability in Terms of Cognitive Style in Problem Based Learning Model with Diagnostic Assessment Arifin, Samsul; Kartono, Kartono; Hidayah, Isti
Unnes Journal of Mathematics Education Research Vol 8 No 2 (2019): December 2019
Publisher : Universitas Negeri Semarang

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Abstract

The background of this research is the findings on learning difficulty by students in learning mathematics. The purposes of this research are (1) to describe the effectiveness of problem based learning model with diagnostic assessment in improving problem solving ability, (2) to describe follow-up activities from diagnostic assessment result toward the achievement of problem solving ability, and (3) to describe the pattern of mathematical problem solving ability of students in terms of cognitive style. This is a mixed method research type concurrent embedded. The population in this research is students grade XI MIPA (Mathematics and Natural Science) State Senioe High School 1 Bojong. Data sampling of cognitive style uses GEFT test, while sampling of mathematical problem solving ability uses a test. The effectiveness was analysed based on mean test, completeness test, difference of means test, and difference of proportions test. The result of this research shows that a learning using problem based learning model with diagnostic assessment is effective. Diagnostic assessment result is followed-up by providing appropriate treatment where students find difficulties which include repeating learning, giving particular guidance, giving assignments, asking and answering questions, and optimizing peer tutors. Problem solving ability owned by field independent students is better than that of field dependent students. Field independent subjects are able to master four problem solving indicators according to NCTM, which are: developing new mathematical knowledge through problem solving; solving problems in mathematics and other fields; applying and adjusting various appropriate strategies to solve problems; observing and enhancing mathematical problem solving process, while field dependent subjects are less able to master the indicators that have been mentioned.
Mathematical Literacy Ability Reviewed from Cognitive Style of Students on Double Loop Problem Solving Model with RME Approach Fajriyah, Euis; Mulyono, Mulyono; Asikin, M.
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

Mathematical literacy ability and students cognitive styles play important role in mathematics learning. The purpose of this study was to know the quality of learning and mathematical literacy ability reviewed from the students' cognitive style in learning by using Double Loop Problem Solving model with the RME approach. This study conducted on VIII grade students of SMP Negeri 40 Semarang in the academic year of 2017/ 2018. This study applied a mixed method with concurrent embedded designs. The results of the study showed that learning by using Double Loop Problem Solving model with RME approach on students' mathematics literacy abilities is good qualified. Students with reflective cognitive style were able to master communication, mathematizing, reasoning and argumentation, and devising strategies for solving problems very well, the components of representation, using symbolic, formal, and technical language and operation, and using mathematics tools were quite well mastered. Students with impulsive cognitive style were able to master communication very well, the components of mathematizing, reasoning and argumentation, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, were quite well mastered, and the component of using mathematical tools, have not been able to be mastered. Students with fast accurate cognitive style were able to master communication, mathematizing, representation, devising strategies for solving problems, using symbolic, formal, and technical language and operation, and using mathematics tools very well, the component of reasoning and argumentation were quite well mastered. Students with slow-inaccurate cognitive style were quite well to master communication, mathematizing, reasoning and argumentation, devising strategies for solving problems, and using symbolic, formal, and technical language and operation, the components of representation and using mathematics tools have not been able to be mastered.
Mathematical Literacy Ability Viewed From Student’s Learning Style Based on Gender Differences on PBL Assistance Project Assessment Aula, Maulida Fatma Reza; Suyitno, Hardi; Rosyida, Isnaini
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

This research was aimed to know the effectiveness of PBL assistance project assessments on mathematical literacy ability and to describe student’s mathematical literacy ability based on their learning style and gender. The type of research is the mixed method concurrent embedded design. The sample of this study were students of class VII A as the experimental class and VII E as control class. This research was conducted in SMP Negeri 6 Semarang in the academic year of 2017/2018. The result of this study showed that PBL assistance project assessments is effective on mathematical literacy ability. Male students with visual learning styles is able to master communication well, female students with visual learning styles are able to master communication, mathematising, and representation, male students with auditory learning styles are able to master communication, mathematising, reasoning and argument well, female students with auditory learning styles are able to master communication and mathematising, male and female students with kinesthetic learning styles each are able to master communication and mathematising well.
Mathematics Literacy based on Visual-Spatial Intelligence 7th Grade Students on Discovery Learning with Performance Assessment Khoir, Nisaul Lathifatul; Masrukan, Masrukan; Wiyanto, Wiyanto
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 determine the effectiveness of discovery learning with a performance assessment of students 'mathematical literacy and analyze students' mathematical literacy based on visual-spatial intelligence. This study used a mixed method with concurrent embedded. Subjects of this studi were 7th grade students of SMP An Nur Ungaran 2017/2018 school year. The results of the study show that discovery learning with performance assessment effective of students' mathematical literacy. Students with high visual-spatial intelligence can reach each indicator well, although some indicators have insignificant errors. Students with middle visual-spatial intelligence have significant errors on each indicator. Students with low visual-spatial intelligence cannot achieve every indicator of mathematical literacy. Found uniqueness in students with high visual-spatial intelligence, namely with the presence of images contained in the problem, students are helped to understand the problem presented. Understanding or communication is the main key for students to continue the next stage of mathematical literacy. However, students with high visual-spatial intelligence are constrained in algebraic material.
Analysis of Mathematical Problem Solving Ability Based on Self confidence in Creative Problem Solving Learning and Independent Learning Assisted Module . Maliya, Nur; Sukestiyarno, Sukestiyarno
Unnes Journal of Mathematics Education Research Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

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Abstract

The aim of this study are (1) to describe the quality of Creative Problem Solving learning, (2) to describe the problem solving ability based on self confidence in learning reative Problem Solving and independent learning assisted module, (3) to describe the ability to solve mathematical problems after applying Creative Problem Solving learning and independent learning. assisted by modules, (4) describe the influence of students' self knowledge on problem solving abilities. This study uses mixed methods with concurrent embedded models. The results of this study shown that the planning of learning to obtain the results is quite valid, the implementation of learning is in good category, and the average value of students' problem solving abilities in both classes reaches the minimum completenes criteria and the proportion of students who complete the minimum completenes criteria reaches 75%. Students with high Self confidence have been very good at solving problems with the right steps, students with Self confidence are already good enough in solving problems, students with low Self confidence still have difficulties in solving problems with the correct completion steps. Problem solving abilities after applied Creative Problem Solving learining and independent learning assisted mosules increased by 94,5% and 97,2%. There is an influence of Self confidence on both classes of 4.7% and 4.9%.

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