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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
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Mathematical Creative Thinking Ability of the Seventh Grade Students in Terms of Learning Styles to the Preview-Question-Read-Reflect-Recite-Review (PQ4R) Learning Istiqomah, Fiatun; Rochmad, Rochmad; Mulyono, Mulyono
Unnes Journal of Mathematics Education Vol 6 No 2 (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.v6i2.17201

Abstract

The purpose of this study are: (1) to know the effectiveness of PQ4R learning model in improving the creative thinking skills of the learners; (2) to know the classifications of the learners based on the levels of creative thinking skills; and (3) to describe the misconception which hampers the creative thinking skills at low level in from the learning styles of the learners. The population in this study is the seventh grade students of SMP N 21 Semarang. The method in this study is mixed method research. Quantitative data analysis uses t-test, z-test, and normalized gain test. Analysis of qualitative data using data reduction stages, data presentation, and conclusions. The results show: (1) PQ4R learning model is effective in improving the creative thinking ability of the learners; (2) the classifications of the learners based on the levels of creative thinking ability which have variations the are many of the learners who are different in each level; and (3) misconception which hampers the creative thinking skills at low level with the learning styles: (a) visual meets four misconception indicators, (b) auditorial meets three misconception indicators, and (c) kinesthetic meets six misconception indicators.
Influence of Jakri Game on Elementary School Students’ Understanding and Interests on Word Problem: Using Realistic Mathematics Education Peni, Nur Robiah Nofikusumawati
Unnes Journal of Mathematics Education Vol 6 No 2 (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.v6i2.17248

Abstract

This study aims to clarify the influence of Jakri game in improving students’ understanding and interest in learning word problem. By using Realistic Mathematics Education (RME) approach, the classroom is designed to support students to understand word problem. 81 students in Alor Regency, East Nusa Tenggara Province, were pointed out in order to reach the objectives of the data. This research used a quantitative method to measure students’ understanding and interest in learning word problem by playing Jakri. Based on the level of RME approach, many students are able to reach level 1, students easy to accustom with Jakri game (real situation level), but students have some difficult to shifting from level 2 to level 3 (model-of level to model-for level). No one of them can reach the formal mathematics level (level 4). Students also have difficulty to do computation but the students create new mathematics sentence based on their own story. The result based on the questionnaire which measures students’ interest in Jakri game shows that the students like the game which mean that they interested to this game and enjoy the mathematics class.
Analysis of Standard Process Implementation on Micro Teaching of Mathematics Education Students Nurdiansyah, Rikrik; Turmudi, Turmudi; Jupri, Al
Unnes Journal of Mathematics Education Vol 6 No 2 (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.v6i2.17253

Abstract

The purpose of this research was to determine implementing process standard, on planning and implementing which arranged and conducted by math education students. This research method was qualitative study. The research subject consisted of 37 students. The instruments were analysis of lesson plan and learning activity. The analysis technique used data collection, data reduction, data presentation and data verification. The result showed that : 1) overall lesson plan arranged by students has implemented standard process; 2) implementation of learning mathematics has been done by students was lack of implementing standard process. Particularly on student motivating aspect, implementation of learning method, utilization of learning media, management of student centered classroom and the role of teacher was more a source of learning and as an advisor than as a facilitator and motivator; 3) the compatibility level between lesson plan and learning activity were at low level.
Analysis of 7th Grade Students’ Inductive Reasoning Skill in PBL-Bertema Model Towards Responsibility Character Istikomah, Fajar; Rochmad, Rochmad; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 6 No 3 (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.v6i3.17600

Abstract

This study aims to (1) to test the PBLBertema effectiveness of students inductive reasoning abilities, (2) to analize students inductive reasoning abilities in terms of student responsibilities. This research is quantitative research followed by interview. The population is the class of VII SMP N 3 Ungaran as many as 343 students with the sample of the class students VII G as the experimental group of 35 students and the class students VII E as the control group of 33 students. The instrument used is a matter of inductive reasoning test, responsibility character questionnaire, student response questionnaire, and teacher activityobservation sheet. The data obtained were analyzed using proportion test, t-test, two propotion test, paired ttest, and normalized gain. The subjects of this reasearch are each of the two students with high responsibility, medium responsibility, and low responsibility. The results of this study indicated that PBLBertema learning is effective to improve students inductive reasoning abilities. Students with high responsibility are able to dominate all inductive reasoning indicators that is data ghatering, finding patterns, and making conclusions; Students with medium responsibility have not able to dominate indicator finding patterns; Students with low responsibility have not able to dominate indicator finding patterns and making conclusions.
Development Learning Instrument of Algebraic Structure based on Resitation Task to Improve Activities and Learning Procces Sholikhakh, Rizqi Amaliyakh; Utami, Wikan Budi
Unnes Journal of Mathematics Education Vol 6 No 3 (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.v6i3.17693

Abstract

The purpose of this research is to design an Algebra Structure learning instrument based on recitation task to improve the students' validity, practical, and effective student process and activeness skills. Through the learning tools is designed a learning that makes students repeat and reread the concepts and related theorems before the learning process Algebra Structure starts with a guide module and student duty sheet. This type of research is development research according to Borg and Gall. Data analysis was done based on validation, observation, questionnaire, interview and test. The result of this research is learning device that has developed validation value more than four. Learning tools are said to be practice & effective, there is a difference in learning achievement between the experimental class and the control class.
Mathematical Communication Ability Viewed from Problem Solving Ability in Learning SAVI Model with Flash Media Rini, Kurnia Setyo; Sugiarto, Sugiarto; Safa'atullah, Muhammad Fajar
Unnes Journal of Mathematics Education Vol 6 No 3 (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.v6i3.17957

Abstract

The aims of this research were (1) to test the mathematical communication ability of Junior High School 3 Salatiga in learning SAVI model with flash media achieved learning completeness classically, (2) to test the average of students’ mathematical communication ability in learning SAVI model with flash media compared with the average of students’ mathematical communication ability in learning DL model, and (3)to analyze the influences of learning SAVI model with flash media to group of students with low, medium, and high mathematical communication ability. The method used in this research is mixed method. Data analysis used included proportion test, averages difference test, and gain test. The results were (1) the mathematical communication ability of Junior High School 3 Salatiga in learning SAVI model with flash media achieved learning completeness classically, (2) the average of students’ mathematical communication ability in learning SAVI model with flash media higher than the average of students’ mathematical communication ability in learning DL model, and (3) learning SAVI model with flash media influenced to group of students with low, medium, and high mathematical communication ability.
Analysis of Mathematical Creative Thinking Ability Viewed from Students Learning Styles in Seventh Grader Through Treffinger Learning Model with Open-Ended Approach Triwibowo, Zanuar; Dwidayati, Nur Karomah; Sugiman, Sugiman
Unnes Journal of Mathematics Education Vol 6 No 3 (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.v6i3.17987

Abstract

Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran Treffinger dengan pendekatan open-ended dapat mencapai ketuntasan belajar dan dapat meningkatkan kemampuan berpikir kreatif matematis siswa kelas VII serta untuk mengetahui bagaimana deskripsi kemampuan berpikir kreatif matematis siswa ditinjau dari gaya belajar. Gaya belajar yang dimaksud adalah gaya belajar visual, auditorial, dan kinestetik. Metode penelitian yang digunakan adalah mixed methods. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 3 Ungaran dan pengambilan sampel dilakukan dengan random sampling. Sampelnya adalah kelas VII-F dan subjek penelitian dipilih dengan teknik purposive, diperoleh 6 subjek yang terbagi menjadi 2 subjek pada setiap tipe gaya belajar. Hasil penelitian menunjukkan bahwa (1) siswa yang menggunakan model pembelajaran Treffinger dengan pendekatan open-ended telah mencapai ketuntasan belajar, (2) Model pembelajaran Treffinger dengan pendekatan open-ended dapat meningkatkan kemampuan berpikir kreatif matematis kelas VII dengan indeks gain sebesar 0,47 kriteria sedang (3) kemampuan berpikir kreatif matematis siswa dengan gaya belajar visual mencapai level 4 (sangat kreatif), (4) kemampuan berpikir kreatif matematis siswa dengan gaya belajar auditorial dan gaya belajar kinestetik mencapai level 3 (kreatif).
Misconception as a critical and creative thinking inhibitor for mathematics education students Rochmad, Rochmad; Kharis, Muhammad; Agoestanto, Arief; Zahid, Muhammad Zuhair; Mashuri, Mashuri
Unnes Journal of Mathematics Education Vol 7 No 1 (2018): 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.v7i1.18078

Abstract

The accurate understanding of critical thinking and mathematical creativity in solving the current problem is still difficult to standardize. These two thinking skills are indispensable to anyone who is studying mathematics, especially for Undergraduate Mathematics students who are studying Linear Algebra. However, the difficulties in critical thinking discourage students to think creatively and mathematically. In linear algebraic subject matter, many problems require critical reasoning. It goes without saying that the difficulties in various reasoning aspects critically cause other difficulties in developing creative thinking aspects. Further, mathematical critical thinking skills in solving problems require a background in understanding the concepts related to the problem faced. In addition, the failure to understand and connect between concepts in solving linear algebra problems makes it worst and difficult to critically and creatively think.
The mathematical problem solving ability of student on learning with Thinking Aloud Pair Problem Solving (TAPPS) model in term of student learning style Mashuri, Mashuri; Nitoviani, Nindy Dwi; Hendikawati, Putriaji
Unnes Journal of Mathematics Education Vol 7 No 1 (2018): 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.v7i1.18870

Abstract

The purposes of this research were to find out the mathematical problem solving ability on learning with TAPPS model and to find out how the description of mathematical problem solving ability on TAPPS model in terms of learning style. This mixed methods research used concurrent embedded design. The population in this research was eighth-grade students of SMP N 4 Kudus in the academic year of 2016/2017. The sample was chosen by using random sampling technique, it obtained that VIIIA as experimental class and VIIIB as control class. The results of the research showed that (1) the mathematical problem solving ability on learning with TAPPS model achieved classical mastery, (2) the mathematical problem solving ability on learning with TAPPS model was better than expository model, (3) the students' ability in mathematical problem solving with a visual learning style had good category at the stage of devising a plan and the other stage had enough category, otherwise students with an auditorial learning style had enough category at the stage of looking back and another stage had good category, and students with a kinesthetic learning style had good category at the stage of understanding the problem and the other stage had enough category and less category.
The Role of Self Efficacy Towards Mathematical Problem Solving Ability in Terms of Positive Thinking Ability Yuliyani, Rahmawati; Handayani, Shinta Dwi; Somawati, Somawati
Unnes Journal of Mathematics Education Vol 6 No 3 (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.v6i3.19416

Abstract

This research aims to know the influence of the role of self efficacy towards solving math problems in terms of positive thinking. The method used was survey methods with quantitative approach and hypothesis testing using path analysis. Large sample as many as 140 students, with sampling the sampling technique used was saturated. The results of hypothesis testing indicate that: 1) there is a significant direct influence on self efficacy against the ability of solving math problems, with the line coefficient of 0.187 and contribute directly towards the ability of self efficacy the mathematical problem solving of 3.50%. 2) there are no significant direct influence positive thinking towards mathematical problem solving ability, with the line coefficient of 0.034 and direct contribution towards positive thinking ability of solving math problems very small even barely contribute, only amounted to 0.12%. 3) there is a significant direct influence on self efficacy against positive thinking, with a coefficient of line of direct contributions and 0.181 self-efficacy (self efficacy) toward positive thinking of 3.27%. 4) there were no significant effects of self efficacy against mathematical problem solving ability through positive thinking, with the line coefficient of 0.006.

Page 21 of 40 | Total Record : 393

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