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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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Analysis of mathematical literacy ability on PjBL model assisted by observation independent task Nitasari, Ayu; Suyitno, Hardi; Isnarto, Isnarto
Unnes Journal of Mathematics Education Vol 7 No 2 (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.v7i2.26462

Abstract

Mathematical literacy ability is an important ability that possessed by students for understanding and solving problems in daily life. In fact, the student’s mathematical literacy ability is still low. Due to that fact, the purpose of this research are (1) to know the learning mastery of mathematical literacy ability on PjBL model assisted by observation independent task; (2) to know the increasing of mathematical literacy ability on PjBL model assisted by observation independent task; and (3) to know the student’s mathematical literacy ability on PjBL model assisted by observation task. This research uses mixed methods with the concurrent embedded model. The population of this research is students of 8th grade in SMP Negeri 29 Semarang academic year 2017/2018. In addition, the sampling technique in quantitative is random technique and the research subject determination is by using certain consideration. Eventually, the results of the research are (1) the mathematical literacy ability on PjBL model assisted by observation independent task achieves learning mastery; (2) there is an increase in mathematical literacy ability on PjBL model assisted by observation independent task; (3) upper group students have excellent mathematical literacy ability, middle group students have good mathematical literacy ability, and lower group students have less mathematical literacy ability.
Analysis of student’s mathematical problem solving ability based on responsibility learning with themed problem based learning model Dary, Novia Wulan; Wijayanti, Kristina; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 10 No 2 (2021): 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.v10i2.26516

Abstract

The purposes of this research are to examine the differences in problem-solving abilities of seventh-grade students in quadrilateral material with the Themed Problem Based Learning and Problem Based Learning model and to examine the effect of students' responsibility towards the students' problem-solving abilities in quadrilateral material with Themed Problem Based Learning. This research uses a quantitative method. The population is the seventh-grade students in one of Junior High School in Bekasi in amount of 198 students. The selected samples are students grade VII-9 as an experimental group and students grade VII-8 as a control group. The methods of collecting data in this study are the method of test and questionnaire. Data analysis uses t-test and regression analysis test. The results of this research show that the average problem-solving abilities of students on Themed Problem Based Learning is over than the model of Problem Based Learning and the responsibility of the students' learning give an impact to the problem-solving abilities of students on Themed Problem Based Learning model.
Enhancing mathematical problem solving ability through model eliciting activities Diyastanti, Arum; Dewi, Nuriana Rachmani; Sunarmi, Sunarmi
Unnes Journal of Mathematics Education Vol 7 No 3 (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.v7i3.26548

Abstract

The main purpose of this research was to comprehensively examine the achievement and improvement of mathematical problem solving ability through the use of Model Eliciting Activities and Problem Based Learning. The research method used was explanatory sequential mixed methods. The research design used was Pretest-Posttest Control Group Design. The research population was grade VII students one of Junior High School in Kudus except students in the favourite class. The sample was taken by simple random sampling technique, so that grade VII F was obtained as experiment class and grade VII E as control class. Qualitative research subject were taken 6 subjects based on the mathematical early ability category. The result of the research showed that (1) the achievement of mathematical problem solving ability of the students who got Model Eliciting Activities had not reach the completeness classically; (2) the achievement and improvement of mathematical problem solving ability of the students who got Model Eliciting Activities were better than the students who got Problem Based Learning; (3) the students who got Model Eliciting Activities tend to be active and brave rather than the students who got Problem Based Learning; and (4) some of the students’ difficulties, students with the high early mathematical ability in the experiment class did not face any difficulties, only the students were not careful in calculating, while in the control class faced the difficulty in making plans at number 4, thus influencing the next indicator. For students with the medium early mathematical ability in the experiment class faced the difficulty in determining the correctness of the answer and were not careful in calculating, while in the control class faced the difficulty in determining the correctness of the answer and making the plan at number 4 thus influencing the next indicator. Lastly, for students with low early mathematical ability in both experiment class and control class, they faced the difficulty in determining the truth of the answer and had not finished working on the four questions because the time provided has been exhausted.
The effect of the use of Differentiated Instruction-Based Module on students’ learning motivation Harmini, Triana; Effendi, Lukman
Unnes Journal of Mathematics Education Vol 7 No 3 (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.v7i3.26764

Abstract

The use of modules as teaching materials in the learning process is very important in order to improve the learning outcomes. The differentiated instruction based module is a learning module that differentiates instruction based on the differences of students ability level. Thereupon, the objectives of this study were: (1) to find out the differences of students' mathematics learning motivation before and after the use of differentiated instruction-based module, (2) to determine the effect of using differentiated instruction-based learning module on students’ mathematics learning motivation. This study used a quantitative approach and mathematics learning motivation questionnaire as the technique of collecting data. Also, to analyze the data this study used the T-Test (paired Samples T-Test) with the prerequisite of analysis, namely the normality and homogeneity test. Eventually, the results of analysis prerequisite analysis showed that both data were normally distributed and homogeneous. Meanwhile, the results of the t-test showed that there were significant differences between students’ mathematics learning motivation before and after the use of the differentiated instruction based learning module.
The analysis of students’ mathematical connection ability and responsibility in two stay two stray learning with problem cards Pebriyanti, Maria Metha Dwi; Dwidayati, Nur Karomah; Amidi, Amidi
Unnes Journal of Mathematics Education Vol 7 No 3 (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.v7i3.26964

Abstract

This research aims to discover mathematics learning on Two Stay Two Stray (TSTS) learning assisted by effective problem cards on students' mathematical connection abilities, describing students' mathematical connection skills based on responsibility for TSTS learning and describing students' responsibilities in TSTS learning. The method used in this research is a mixed method. The population in this research were students of class VII A - VII B on one of junior high schools in Semarang, based on random sampling technique, it was selected that class VII A as the experimental class and class VII B as the control class. The results of the research show that; Students 'mathematical connection ability by using the TSTS model can reach KKM (minimum criteria of mastery learning) and classical completeness, the mathematical connection ability of students by using TSTS learning is better than students' mathematical connection skills by using expository learning. (3) Subjects with high responsibility were able to achieve three indicators of mathematical connection ability well, subjects with moderate responsibility have differences in achieving mathematical connection indicators, subjects with low responsibility were able to achieve one of mathematical connection indicator.
The creative thinking ability in anchored instructions (AI) learning reviewed from mathematical disposition Soedjoko, Edy; Kurniati, Ika Tiara; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): 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.v8i1.27041

Abstract

The purposes of this research were to test the learning process using Anchored Instructions (AI) model to reach the learning mastery and to describe the ability of creative thinking use Anchored Instructions (AI) reviewed from Mathematical disposition. This research was mix methods research with triangulation concurrent model. The population in this research was VII grade students of SMP N 3 Ungaran academic year 2017/2018. The sample was the students of VII-I class. Particularly, the subject of this research was the students of VII-I class who have high, medium, and low mathematical disposition category. This research used quantitative data to test the average of one group and the proportion of the other group. Further, the qualitative data were analyzed by Miles and Huberman model. In the process of the interview, there were two subjects in each mathematical disposition category. Eventually, the result of this research showed that the learning process by using Anchored Instructions (AI) model reached the learning mastery and described the ability of students' creative thinking with Anchored Instructions (AI) model reviewed from mathematical disposition. It was proven through the students with high mathematical disposition who had all of the aspects of mathematical disposition ability namely fluency, flexibility, and novelty. The students with medium mathematical disposition had fluency and flexibility aspect of mathematical disposition ability. The last, the students with low mathematical disposition only had one aspect of creative thinking ability that was fluency.
The development of geometry concepts understanding based on NCTM reference in learning using discovery learning model Suyitno, Hardi; Utami, Eka Nurul; Veronica, Rahayu Budhiati
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): 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.v8i1.28683

Abstract

Mathematics Concepts Understanding is an important foundation for solving mathematical and everyday problems. In reality, students’ mathematics concepts understanding are not optimal. Learning based on NCTM standard is effective to help students in understanding mathematics material. Discovery Learning is suitable to be used to understand the development of students' conceptual understanding of geometry. The purpose of this study was to find out the development of geometry concepts understanding in Discovery Learning. The research was qualitative. The subjects of this study were 6 students. The 2 subjects were selected for each upper, middle and lower class based on the results of the initial test of understanding geometric concepts in one of the seventh grade in a junior high school in Rembang which had previously been ranked.The results showed that (1) both U-12 and U-17 subjects were able to fulfill all indicators of understanding geometry concepts 1 to 7 very well, (2) the two middle-class research subjects were U-19 subjects and U-24 have been able to fulfill all indicators of understanding geometric concepts well, (3) the two lower class research subjects namely U-30 and U-10 were finally able to fulfill all indicators of understanding geometric concepts from 1 to indicator 7 even though they were not good and rather slow compared to the upper and lower groups. They still experienced some difficulties, especially in the indicators of understanding the 4th, 5th and 7th concepts.
An analysis of mathematical problem solving ability based on hard work character in mathematics learning using connecting organizing reflecting extending model Purwati, Lina; Rochmad, Rochmad; Wuryanto, Wuryanto
Unnes Journal of Mathematics Education Vol 7 No 3 (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.v7i3.28977

Abstract

Mathematical problem-solving ability is one of the goals of mathematics learning. However, the mathematical problem-solving ability of students is still lacking. Therefore, this research was conducted (1) to observe whether students problem-solving ability on CORE-modeled mathematical learning passed the minimum criteria of mastery learning or called as KKM included average mastery and proportion mastery, (2) compare the application of CORE model and Jigsaw model on students problem solving ability, (3) increase the mathematical problems solving ability using CORE model and (4) analyze the mathematical problem solving ability observed from hard work character using CORE model. This research used a mixed method with the concurrent triangulation method. The population was VIII grade student of SMPN 12 Semarang. The results showed that: (1) the mathematical problems solving ability on CORE-modeled mathematical learning passed the minimum criteria of mastery learning included average mastery and proportion mastery, (2) students problem solving ability on CORE mathematics learning model and those on Jigsaw mathematics learning model are equal, (3) there was an increase in the mathematical problems solving ability on mathematics learning after CORE model being applied, (4) student who had worked hard trait in the 1st group on mathematics learning showed the ability to solve mathematical problems was better than those in 2nd and 3rd group on mathematics learning.
The ability of mathematical problem solving reviewed from goal orientation to learning model of problem based learning assisted by problem card Mulyono, Mulyono; Rahma Wati, Meca Indah; Amidi, Amidi
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): 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.v8i1.29134

Abstract

The aims of this study are to prove the problem solving abilities of students in the application of Problem based learning (PBL) models assisted by problem cards to achieve classical completeness. The research used mixed method. The sample in this study were students of class VII D and VII E. Quantitative data was done by simple random sampling technique. Quantitative data was obtained using tests. Qualitative data analysis is the analysis of interview data. The results showed that (1) problem solving ability of 7th grade students achieving classical completeness; (2) problem solving abilities of students with PBL models assisted by problem cards reach the Minimum Completeness Criteria; (3) the proportion test results of students' in experimental class is better than students in control class. (4) the average test results of students in experimental class are better than the average results of students in control clas; (5) students in the mastery goal group meet the indicators of problem solving abilities while the students in the performance goal group have not met the indicators of problem solving abilities
Mathematical creative thinking ability based on students’ characteristics of thinking style through selective problem solving learning model with ethnomatematics nuanced Zaenuri, Zaenuri; Nastiti, Putri Ambar; Suhito, Suhito
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): 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.v8i1.29192

Abstract

This study aimed to determine the effectiveness of the Selective Problem Solving (SPS) model with ethnomatematics nuances on students' mathematical creative thinking abilities and describe mathematical creative thinking abilities based on students' characteristics of thinking style by applying Selective Problem Solving model with ethnomatematics nuances. The study population were VII grade students one of Junior High School in Magelang in the academic year of 2017/2018. The study sample were students of class VII B with Selective Problem Solving learning model with ethnomatematics nuances and students of class VII G with Problem Based Learning (PBL) model. They were chosen through cluster random sampling technique. Quantitative data were analyzed using normality, homogeneity, proportion test, independent sample t-test, and paired sample t-test. Qualitative data were analyzed using data validation, data transcript, reduction, data presentation, and conclusions. The results showed that students 'mathematical creative thinking ability in Selective Problem Solving learning model with ethnomatematics nuances has not yet reached classical completeness, students' mathematical creative thinking ability in Selective Problem Solving learning model with ethnomatematics nuances was better than students' mathematical creative thinking ability in Problem Based Learning (PBL) model, there were differences of students interest on local culture before and after learning in Selective Problem Solving learning model with ethnomatematics nuances, sequential concrete thinking type, namely subjects fulfilled the indicator of fluency and the indicator of flexibility and were enough in fulfilling the indicator of novelty, sequential abstract thinking type showed that subjects fulfilled the indicator of fluency and less fulfilled the indicator of flexibility and novelty, random abstract thinking type revealed that subjects less fulfilled the indicator of fluency and not fulfill the indicator of flexibility and novelty, and random concrete thinking type showed that subjects less fulfilled the indicator of fluency and flexibility and did not fulfill the indicator of novelty.

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