cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bambang Eko Susilo
Contact Email
bambang.mat@mail.unnes.ac.id
Phone
-
Journal Mail Official
bambang.mat@mail.unnes.ac.id
Editorial Address
D7 Building 1st Floor, Sekaran Campus, Gunungpati, Semarang, Central Java, Indonesia 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
Unnes Journal of Mathematics Education
Published by Universitas Negeri Semarang
ISSN : 22526927     EISSN : 24605840     DOI : https://doi.org/10.15294/ujme
Core Subject : Education,
Mathematics
Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of didactic development research (DDR), research and development (RnD) in mathematics education, ethnomathematics, realistic mathematics education, psychology of mathematics education and technology in mathematical instruction. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 393 Documents
 15   16   17   18   19 
Keefektifan Implementasi CTL berbantuan Komik Matematika dan Langkah Penyelesaian Krulik dan Rudnick untuk Meningkatkan Kemampuan Pemahaman dan Disposisi Matematis Siswa Widayanti, Christina; Dwidayati, Nurkaromah; Hendikawati, Putriaji
Unnes Journal of Mathematics Education Vol 5 No 3 (2016): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v5i3.12417

Abstract

This study aims to know the effectiveness of the CTL models aided by mathematical comics and Krulik and Rudnick’s steps in problem solving to improve the ability of student’s mathematical understanding and disposition. Population in this study were VIIIA grade students up to VIIIE of SMP Negeri 1 Pulokulon year 2015/2016 with a true experimental design types posttest­only control design and samples are chosen randomly. Data analysis that used in this study were an average of completeness test, the proportion test, the average difference test, and Mann­Whitney test. The results showed that (1) the ability of student’s mathematical understanding of the subject that have gained CTL models aided by mathematical comics and Krulik and Rudnick’s steps in problem solving have achieved the completeness in groups and classical; (2) the ability of student’s mathematical understanding of students who have gained CTL models aided by mathematical comics and Krulik and Rudnick’s steps in problem solving more than students with expository models aided by LKS, (3) the mathematical disposition of student’s who have gained CTL models aided by mathematical comics and Krulik and Rudnick’s steps in problem solving more than students with expository models aided by LKS.
Analisis Kemampuan Representasi Matematis Ditinjau dari Karakteristik Cara Berpikir Peserta Didik dalam Pembelajaran dengan Pendekatan Saintifik Kholiqowati, Heni; Sugiarto, Sugiarto; Hidayah, Isti
Unnes Journal of Mathematics Education Vol 5 No 3 (2016): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v5i3.12493

Abstract

Penelitian ini bertujuan untuk mengetahui ketuntasan hasil belajar peserta didik dan mendeskripsikan kemampuan representasi matematis ditinjau dari karakteristik cara berpikir peserta didik tipe Sekuensial Konkret (SK), Sekuensial Acak (SA), Acak Abstrak (AA), dan Acak Konkret (AK). Subjek penelitian ini adalah peserta didik kelas VIII C SMP Negeri 1 Kunduran. Metode pengumpulan data menggunakan angket karakteristik cara berpikir, tes ketuntasan materi kubus dan balok, tes kemampuan representasi matematis, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) hasil belajar peserta didik pada materi kubus dan balok dalam pembelajaran dengan pendekatan saintifik mencapai ketuntasan klasikal dan (2) kemampuan representasi matematis ditinjau dari karakteristik cara berpikir peserta didik adalah (a) peserta didik tipe SK mempunyai kemampuan representasi visual dan simbolik sangat baik dan kemampuan representasi verbal kurang sekali; (b) peserta didik tipe SA mempunyai kemampuan representasi visual dan simbolik sangat baik, dan kemampuan representasi verbal kurang sekali; (c) peserta didik tipe AA mempunyai kemampuan representasi visual dan simbolik baik dan kemampuan representasi verbal kurang sekali; dan (d) peserta didik tipe AK mempunyai kemampuan representasi visuali baik, kemampuan representasi simbolik cukup, dan kemampuan representasi verbal kurang sekali. This purpose of this research is to determine the students’s thoroughness of the study and describes mathematical representation ability viewed from students’s way of thinking characteristic Concrete Sequential, Abstract Sequential, Abstract Random, and Concrete Random types. The subjects of this research are students of 8th-C grade Junior High School 1 Kunduran. The methods of data collection of this research are questionnaires of way of thinking characteristic, cubes and blocks completeness test, mathematical representation ability test, and interviews. The results showed that: (1) the learning outcomes of students on the cubes and blocks that implement learning with the scientific approach achieve mastery of classical and (2) the students’s mathematical representation ability with way of thinking characteristic are (a) the students with Concrete Sequential type have very good visual and symbolic representation ability and less verbal representation ability; (b) the students with Abstract Sequential type have very good visual and symbolic representation ability and less verbal representation ability; (c) the students with Abstract Random type have good visual and symbolic representation ability and less verbal representation ability; and (d) the students with Concrete Random type have good visual representation ability, enough symbolic representation ability, and less verbal representation ability.
Analysis of Students Ability on Creative Thinking Aspects in terms of Cognitive Style in Mathematics Learning with CORE Model Using Constructivism Approach Konita, Mita; Sugiarto, Sugiarto; Rochmad, Rochmad
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12496

Abstract

Tujuan penelitian ini adalah untuk menguji hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme dapat mencapai ketuntasan klasikal; mengetahui rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme lebih dari 75; mendeskripsikan gaya kognitif siswa dalam menjawab masalah dan kemampuan siswa pada aspek berpikir kreatif dalam pembelajaran matematika. Penelitian ini merupakan penelitian kombinasi (mixed methods). Populasi penelitian ini adalah siswa kelas X SMAN 6 Semarang. Hasil penelitian ini menunjukkan: (1) hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme mencapai ketuntasan klasikal; (2) rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme lebih dari 75; (3) catatan waktu karakterikstik gaya kognitif reflektif terlambat namun frekuensi menjawab paling sedikit, sedangkan catatan waktu karakterikstik gaya kognitif implusif tercepat namun frekuensi menjawab paling banyak; (4) Kelompok siswa gaya kognitif reflektif memenuhi komponen berpikir kreatif yaitu fleksibilitas dan kebaruan serta kelompok siswa gaya kognitif implusif memenuhi komponen berpikir kreatif fleksibel dalam menjawab masalah. The purpose of this research is to determine learning outcomes in the aspect of creative thinking abilities with CORE model use a constructivist approach achieve mastery of classical, determine the mean result of learning on aspect of creative thinking abilities with CORE learning model use a constructivist approach is more than 75, to describe the characteristics of the cognitive styles of students in answering problems, and describe the creative thinking abilities based on cognitive style. This research is combined (mixed methods). The study population was class X SMAN 6 Semarang. The result of this research showed that : (1) learning outcomes in the aspect of creative thinking abilities with CORE learning model use a constructivist approach achieve mastery of classical; (2) the mean result of learning on aspect of creative thinking abilities with CORE learning model use a constructivist approach is more than 75; (3) the record time of reflective cognitive style characteristics is least so that it has less answering frequency, while the record time of implusive cognitive style characteristics is fast, it has more answering frequency; (4) the students’ group in implusive cognitive learning fulfill the creative thinking indicator of flexibility and novelty, while the students’ group in implusive cognitive learning fulfill the indicator of flexible creative thinking in overcoming the problems.
Problem Solving Ability and Student Independence Viewed from Cognitive Style on 4K Learning Model Hendriani, Batul Fatin; Masrukan, Masrukan; Junaedi, Iwan
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12500

Abstract

Penelitian ini bertujuan untuk mengetahui (1) kualitas pembelajaran matematika dengan model 4K terhadap kemampuan pemecahan masalah dan karakter mandiri siswa, (2) kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif FD dan FI, dan (3) karakter mandiri siswa ditinjau dari gaya kognitif FD dan FI. Subjek penelitian adalah siswa kelas VII-E SMP Negeri 13 Semarang. Teknik pengumpulan data dalam penelitian ini adalah tes, wawancara, dan observasi. Analisis data dilakukan dengan langkah-langkah yaitu tahap reduksi data, tahap penyajian, dan tahap kesimpulan. Hasil penelitian menunjukkan bahwa (1) kualitas pembelajaran model 4K dalam kategori baik, (2) subjek dengan gaya kognitif FD memenuhi satu indikator kemampuan pemecahan masalah yaitu, membangun pengetahuan matematika baru melalui pemecahan masalah, (3) subjek dengan gaya kognitif FI memenuhi seluruh indikator kemampuan pemecahan masalah, (4) subjek dengan gaya kognitif FD memiliki karakter mandiri yang kurang baik, (5) subjek dengan gaya kognitif FI memiliki karakter mandiri yang baik. This research aims were determine, (1) the quality of mathematics learning with the 4K model towards problem­solving ability and self regulated learning, (2) problem­solving ability of students in terms of cognitive style FD and FI, and (3) the character of independent students in terms of cognitive style FD and FI. The research subjects are students of VII­E SMP Negeri 13 Semarang. Data collection techniques are test, interview, and observation. Data analysis was performed with steps are data reduction stage, presentation stage, and conclusion stage. The results showed that (1) the learning quality of 4K model in good category, (2) subjects with cognitive style FD only meet one indicator of problem­solving abilities, it is to build knowledge of the new mathematics through problem­solving, (3) subjects with cognitive styles FI meet all indicators of problem­solving abilities,(4) subjects with cognitive style FD have not quite good independent character, (5) subjects with cognitive styles FI have a good independent character.
KEEFEKTIFAN IMPLEMENTASI MODEL PEMBELAJARAN MEANS-ENDS ANALYSIS DENGAN BRAINSTORMING TERHADAP HASIL BELAJAR Pratiwi, Dyah Ayu; Dwidayati, Nurkaromah; Veronica, Rahayu Budhiati
Unnes Journal of Mathematics Education Vol 5 No 3 (2016): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v5i3.12553

Abstract

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran means-ends analysis dengan brainstorming efektif terhadap hasil belajar peserta didik SMP kelas VII materi pokok segiempat. Penelitian ini merupakan penelitian kuantitatif. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 2 Kaliori tahun ajaran 2015/2016. Menggunakan teknik simple random sampling terpilih kelas VII-3 sebagai kelas eksperimen dan kelas VII-4 sebagai kelas kontrol. Data diperoleh dengan metode dokumentasi, tes dan observasi. Analisis data yang digunakan adalah uji ketuntasan klasikal, uji kesamaan rata-rata, dan presentase keaktifan. Hasil penelitian menunjukkan bahwa: (1) hasil belajar peserta didik kelas VII SMP Negeri 2 Kaliori menggunakan model pembelajaran means-ends analysis dengan brainstorming mencapai ketuntasan belajar; (2) hasil belajar peserta didik kelas VII SMP Negeri 2 Kaliori menggunakan model pembelajaran means-ends analysis dengan brainstorming lebih baik dari hasil belajar peserta didik menggunakan pembelajaran langsung dengan peta konsep; (3) keaktifan peserta didik kelas VII SMP Negeri 2 Kaliori menggunakan model pembelajaran means-ends analysis dengan brainstorming lebih baik dari keaktifan peserta didik menggunakan pembelajaran langsung dengan peta konsep.The purpose of this study was to determine whether the model of means-ends analysis with brainstorming effective to the student learning outcomes of seven grade Junior High School subject matter quadrilateral. This study is quantitative. The population in this study were students of seven grade Juior High School 2 Kaliori in the academic year 2015/2016. By simple random sampling technique, VII-3 class eas selected as the experimental class and the clas VII-4 was selected as the control class. The data collected by the method of documentation, test methods, and observation methods. Test data are analyzed using mathematichal communication of mastery test clasical average, average comparisons, and percentage of liveliness. The result showed taht: (1) student learning outcomes of seven grade Juior High School 2 Kaliori using model of means-ends analysis with brainstorming mastery learning; (2) student learning outcomes of seven grade Juior High School 2 Kaliori using model of means-ends analysis with brainstorming better than student learning outcomes using direct learning with concept maps; (3) liveliness of seven grade Juior High School 2 Kaliori using model of means-ends analysis with brainstorming better than liveliness using direct learning with concept maps.
Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems Isti, Nur Aisyah; Agoestanto, Arief; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12593

Abstract

The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.
Creative Problem Solving Learning to Fix Errors Eighth Grader In Problem Solving Matter Irsyad, Yofa Muhammad; Suhito, Suhito; Suyitno, Amin
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12603

Abstract

Penelitian ini dilatarbelakangi oleh temuan kesalahan siswa dalam menyelesaikan soal pemecahan masalah. Tujuan penelitian ini adalah mendiagnosis tipe kesalahan siswa berdasarkan prosedur Newman, kesulitan belajar siswa, dan mengetahui keefektifan pembelajaran Creative Problem Solving untuk mengatasi kesalahan siswa. Subjek penelitian adalah 9 siswa kelas VIII D di SMP Negeri 18 Semarang, yaitu masing-masing 3 siswa dari kelompok atas, kelompok tengah, dan kelompok bawah. Pembelajaran dengan metode pemecahan masalah diajarkan kepada siswa untuk mengajarkan kemampuan pemecahan masalah. Hasil penelitian ini yaitu (1) tipe kesalahan yang dilakukan siswa kelas VIII D adalah comprehension errors (tipe C), transformation errors (tipe T), process skills errors (tipe P), dan encoding errors (tipe E); (2) letak kesulitan belajar paling banyak adalah menentukan nilai panjang, lebar, atau tinggi yang sesungguhnya dan sifat kesulitan belajar paling banyak adalah psikologis; dan (3) pembelajaran Creative Problem Solving efektif untuk mengatasi kesalahan siswa sebagai subjek penelitian berdasarkan prosedur Newman dalam menyelesaikan soal pemecahan masalah. This research was motivated by findings students’ mistakes in solving the problem-solving exercises. The purpose of this research is to diagnose students’ error type based on Newman’s procedure, students’ learning difficulties, and to know the effectiveness of Creative Problem Solving learning in solving students’ mistakes. The subjects of the research are taken from the 9 students of grade VIII D SMP Negeri 18 Semarang, respectively 3 students from the top group, middle group, and lower group. Learning process using problem-solving methods taught the students about the problem-solving skills. The results of this research are (1) the type of errors made by students in grade VIII D are comprehension errors (type C), transformation errors (type T), process skills errors (type P), dan encoding errors (type E); (2) the learning difficulties are mostly in determining the value of the length, width, or height of the real and the characteristics of learning difficulties are mostly in psychological; and (3) Creative Problem Solving learning effectively overcome the mistakes of research subjects based on Newman’s Procedure in solving the problem-solving exercises.
Analysis of Concept Understanding Ability in Contextual Teaching And Learning in Quadrilateral Materials Viewed from Students Personality Type Purwaningsih, Kiky; Zaenuri, Zaenuri; Hidayah, Isti
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12642

Abstract

The purpose of this research was to description mathematical understanding of concept ability in learning CTLbased on personality types. This type of research is qualitative. The subjects of this research consists of 8 students VII H grade in state Junior High School 1 Sumpiuh are two srudents for each personality types Artisan, Idealist, Guardian, and Rational. The techniques to collect data of this research are mathematical understanding of concept test and interviews. Test result and interviews are analyzed based on the mathematical understanding of concept ability indicator by Dirjen Dikdasmen Depdiknas regulation Number 506/C/PP/2004 date 11 November 2004. Data analysis was done with the steps as follows: reduction step, data presentation step, make conclusion step. The result of this research showed that: (1) The result of personality types in a class VII H of 32 students there 4 Artisan students, 15 Idealist student, 3 Guardian student, 9 Rational student, and 1 Artisan and Rational student; (2) Artisant subject tend to be good, competent K1, 2, 3, 5, 6, and 7, but less competent K4. Idealist subject competent K1, 2, 3, 4, 5, 6, and 7. Guardian subject competent K1, 2, 3, and 4, but less competent K5, 6, and 7. Rational subject competent K1, 2, 3, 5, 6, and 7, but less competent K4.
Analysis of Mathematical Communication Skills and Confidence of 10th Grader of SMK in Geometry Material Viewed from Cognitive Style Putri, Elanda Laksinta; Dwijanto, Dwijanto; Sugiman, Sugiman
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12643

Abstract

The purpose of this study were to describe the mathematical communication skills and the confidence of grade X SMK students on Van Hiele model geometry learning based on their cognitive styles. It was a qualitative descriptive research. The subjects were 2 impulsive students and 2 reflective students which were selected with MFFT instrument. The data collection techniques were mathematical communication skills tests (written and orally), interviews, documentation, attitude scale and activity observation sheets. The results showed that both written and orally, reflective students were able to meet 5 indicators of mathematical communication skills, and less meet another indicators. While, impulsive students less meet all of the mathematical communication skills indictors. The impulsive students confidence was in the medium category. In contrary, the reflective students confidence was in the high category.
Diagnosis and Efforts to Overcome Learning Difficulties in Mathematics with Induced Fit Remedial Teaching Strategy with Participative Learning Approach Yunita, Windha; Soedjoko, Edy; Wuryanto, Wuryanto
Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v6i1.12693

Abstract

Tujuan penelitian ini adalah untuk mengetahui letak dan faktor penyebab kesulitan siswa SMK kelas X dalam menyelesaikan soal program linear dan mengetahui keefektifan Induced Fit Remedial Teaching dengan pendekatan Participative Learning dalam mengatasi kesulitan belajar siswa. Penelitian ini adalah penelitian kualitatif. Pengumpulan data dilakukan dengan metode tes dan wawancara. Subjek penelitian diambil 9 dari 34 siswa kelas X Garmen 1 SMK Bina Nusantara, masing-masing 3 subjek dari kelompok atas, kelompok tengah dan kelompok bawah. Selanjutnya dilakukan wawancara terkait hasil tes diagnostik. Uji keabsahan data dilakukan dengan teknik triangulasi. Simpulan yang diperoleh (1) letak kesulitan belajar siswa adalah mengubah soal cerita ke model matematika, menentukan daerah penyelesaian dan titik pojok serta titik potong dari grafik dengan faktor penyebab kesulitan pada program linear adalah kurang memahami soal, tidak teliti, dan belum memahami langkah penyelesaian; (2) Induced Fit Remedial Teaching dengan pendekatan Participative Learning efektif mengatasi kesulitan belajar matamatika. The goal of this research is to know difficulties and factors that cause trouble for Students of SMK Grade 10 in solving linear program question, and to know the effectiveness of Induced Fit Remedial Teaching Strategy to solve the cause of students’ learning difficulties. This Reasearch is Qualitatif Research. Data collection was conducted sing Tes Method, Questionnaire and Interview. The Subjects were taken 9 from 34 students from SMK Bina Nusantara Grade 10 Garmen Class, each three subject from upper group, middle group and lower group. Then, the next step is interview related the result of diagnostic test. Test the validity of the data is done by the technique of triangulation. Conclusion obtained are (1) the cause of students’ learning difficulty is how to change the story question into math model, to determine settlement area and the corner point and and also the point of intersection of a graph. And factors that cause trouble in solving linear program question is lack of understanding of the question, not carefully and don’t understand the solution step by step (2) Effective Induced Fit Remedial Teaching Strategy with approaching Participative Learning students overcome learning difficulties.

Page 17 of 40 | Total Record : 393

 15   16   17   18   19 

Filter by Year

2012 2023


Reset
Filter By Issues
All Issue Vol 12 No 3 (2023): Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education Vol 12 No 1 (2023): Unnes Journal of Mathematics Education Vol 11 No 3 (2022): Unnes Journal of Mathematics Education Vol 11 No 2 (2022): Unnes Journal of Mathematics Education Vol 11 No 1 (2022): Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education Vol 10 No 2 (2021): Unnes Journal of Mathematics Education Vol 10 No 1 (2021): Unnes Journal of Mathematics Education Vol 9 No 3 (2020): Unnes Journal of Mathematics Education Vol 9 No 2 (2020): Unnes Journal of Mathematics Education Vol 9 No 1 (2020): Unnes Journal of Mathematics Education Vol 8 No 3 (2019): Unnes Journal of Mathematics Education Vol 8 No 2 (2019): Unnes Journal of Mathematics Education Vol 8 No 1 (2019): Unnes Journal of Mathematics Education Vol 7 No 3 (2018): Unnes Journal of Mathematics Education Vol 7 No 2 (2018): Unnes Journal of Mathematics Education Vol 7 No 1 (2018): Unnes Journal of Mathematics Education Vol 6 No 3 (2017): Unnes Journal of Mathematics Education Vol 6 No 2 (2017): Unnes Journal of Mathematics Education Vol 6 No 1 (2017): Unnes Journal of Mathematics Education Vol 5 No 3 (2016): Unnes Journal of Mathematics Education Vol 5 No 2 (2016): Unnes Journal of Mathematics Education Vol 5 No 1 (2016): Unnes Journal of Mathematics Education Vol 4 No 3 (2015): Unnes Journal of Mathematics Education Vol 4 No 2 (2015): Unnes Journal of Mathematics Education Vol 4 No 1 (2015): Unnes Journal of Mathematics Education Vol 3 No 3 (2014): Unnes Journal of Mathematics Education Vol 3 No 2 (2014): Unnes Journal of Mathematics Education Vol 3 No 1 (2014): Unnes Journal of Mathematics Education Vol 2 No 3 (2013): Unnes Journal of Mathematics Education Vol 2 No 2 (2013): Unnes Journal of Mathematics Education Vol 2 No 1 (2013): Unnes Journal of Mathematics Education Vol 1 No 2 (2012): Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education More Issue