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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 algebraic thinking ability viewed from the mathematical critical thinking ablity of junior high school students on problem based learning Harti, Laela Sih; Agoestanto, Arief
Unnes Journal of Mathematics Education Vol 8 No 2 (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.v8i2.32060

Abstract

The aims of this research are (1) find out students critical ability in learning problem based learning achieves the minimal mastery criteria; (2) find out students algebraic ability in learning problem based learning achieves the minimal mastery criteria; (3) to describe the algebraic ability of 8th grade students of SMP Negeri 6 semarang viewed by students critical ability (high, middle, and low). The method of this research is mix method with concurrent embedded design. The population in this researchwere class 8thSMP Negeri 6 Semarang The research sample was class VIII G and the subjects were taken 9 out of 34 students of class VIII G. The results of the research showed that: (1) students critical thinking ability in problem based learning achieved the minimal mastery criteria; (2) students algebraic thinking ability in problem based learning achieved the minimal mastery criteria; (3) students who belonging to the high-critical thinking ability group, have high generationaland global meta-level capabilities, while transformational capabilities that moderate to high.Studentswho belonging to the middle-critical thinking ability group, have generational, transformational, and global meta-level capabilities that tend to be moderate. Studentswho belonging to the low-critical thinking ability group, have generational and transformational capabilities that tend to be low, while global meta-level capabilities that low to moderate.
Analysis of students mathematics communication ability based on Keirsey personality type through accelerated learning model Wulansari, Indah; Walid, Walid
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.v10i2.32178

Abstract

Mathematics communication ability needs to be improved so that students can solve math problems well. The purpose of this research was to: (1) determine whether the average students' mathematics communication ability are taught using Accelerated Learning (AL) model reached 65 and finished the classical; (2) describe the mathematics communication ability of students based on personality types Keirsey through the AL model. This research method using mixed methods with sequential explanatory design. Sampling with cluster random sampling technique, the determination of the subject by using purposive sampling. The population in this study is a class VIII student in one of the Junior High Schools in Semarang by taking a class sample. The results showed that the average students' mathematics communication ability are taught using a model of the AL reached 65 and completed the classical with the percentage reached 75%. Description of mathematics communication abilities of students based on Keirsey personality types: (a) Artisan students able to two indicators; (b) Guardian students able to two indicators; (c) Idealist students able to two indicators; and (d) Rational students able to two indicators.
[Retracted] The mathematical representation ability based on student's learning independence on problem based learning with scaffolding approach Rosayanti, Salma Mauludyah; Mulyono, Mulyono
Unnes Journal of Mathematics Education Vol 8 No 2 (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.v8i2.32210

Abstract

The article has been retracted [THIS ARTICLE HAS BEEN RETRACTED] Following a rigorous, carefully concerns and considered review of the article published in Unnes Journal of Mathematics Education to article entitled “AThe mathematical representation ability based on student's learning independence on problem based learning with scaffolding approach” Vol 8, No 2, pp. 105-110, August 2019, DOI: https://doi.org/10.15294/ujme.v8i2.32210. The document and its content has been removed from Unnes Journal of Mathematics Education, and reasonable effort should be made to remove all references to this article.
An Analysis of Problem Solving Ability using mathematical modeling strategies in Brain-Based Learning Rahman, Alif Aulia; Kharisudin, Iqbal
Unnes Journal of Mathematics Education Vol 8 No 3 (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.v8i3.32218

Abstract

Problem-solving ability learning (PSA) is a fundamental problem that needs to be developed in learning mathematics at school. In this research mathematical modeling strategies (MMS) are developed for problem solving. This study aims to investigate how the implementation of MMS for problem-solving in mathematics learning. This study was conducted at SMP Negeri 34 Semarang. This research used sequential explanatory design. The quantitative research design is a quasi experimental design with the nonequivalent posttest-only control group design. Data collection techniques used in this study are documentation, tests, scale, interview, and observation, then processed with a classical completeness test, t-test, and proportion test. The results of this study indicate that (1) PSA on the application of mathematical modelling strategies on Brain-Based Learning (BBL) has achieved classical mastery learning; (2) the PSA of the experimental class by applying mathematical modeling strategies to Brain-Based Learning is better than the control class that uses the Problem Based Learning; and (3) two subjects with high category self-efficacy (SE) have high PSA, two SE subjects are categorized having middle PSA, and two low SE subjects have a low PSA.
Mathematical representation ability viewed from the students' cognitive style in Two Stay Two Stray with product assessment Khairunnisa, Muthia; Masrukan, Masrukan
Unnes Journal of Mathematics Education Vol 9 No 2 (2020): 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.v9i2.32224

Abstract

The mathematical representation ability in Junior High School 1 Bojong is still not optimal. For this reason, one of the methods that can be used to increase the ability of mathematical representation is cooperative learning type Two Stay Two Stray with product assessment. This research aims to obtain the effectiveness of learning and analyze students' mathematical representation abilities in terms of the reflective-impulsive cognitive style. This research used Mixed Methods with Explanatory Sequential Design. The population in this study was all 8th graders of Junior High School 1 Bojong, while two classes were obtained as samples using cluster sampling techniques. For the qualitative analysis, four students were selected purposively. Data collection techniques used observation, documentation, tests, and interviews. The results showed that: (1) Two Stay Two Stray learning with product assessment is effective on the achievement of students' mathematical representation abilities, (2) subjects showed various mathematical representation ability.
Mathematical writing ability in Problem Based Learning observed from the level of logical-mathematical intelligence Virgonanto, Titis Hari; Pujiastuti, Emi; Prabowo, Ardhi
Unnes Journal of Mathematics Education Vol 8 No 3 (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.v8i3.32254

Abstract

The purpose of this study were to (1) prove the students' mathematical writing ability in the application of PBL achieve classical mastery criteria; (2) describe the mathematical writing ability of students in PBL observed from the level of logical-mathematical intelligence. The research used a mixed-method. The population of this study was 278 VIIth grade students in SMP 4 Kudus. The sample in this study was 32 students of VII-A class. Quantitative data sampling was done using simple random sampling technique. Quantitative data were obtained using tests. Quantitative data analysis used the normality test, homogeneity test, t-test, and z-test. The subjects in this study were 6 students. Qualitative data analysis was the analysis of data from interviews. The results showed that (1) the mathematical writing ability of VIIth grade students observed from the level of logical-mathematical intelligence achieved classical mastery criteria; (2) Students with high, moderate and low logical- mathematical intelligence levels met all three aspects of their mathematical writing ability, such as written text, drawing, and mathematical expression.
The problem solving ability of 7th grade students on problem based learning assisted by mathematics mobile learning application Santoso, Fitrah adindaru; Sedjoko, Edy
Unnes Journal of Mathematics Education Vol 8 No 2 (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.v8i2.32284

Abstract

Developments in mobile technology and mobile phone have significantly improved. Learning using multimedia and networking becomes a mindset that must be applied. The low level of problem solving abilities of students requires educators to apply new approaches on learning. For this reason, this research aims to develop and determine the feasibility of android product based mobile learning application on Problem Based Learning and investigate individual completeness and classical completeness on students' problem solving abilities on Problem Based Learning assisted by Mathematics Mobile Learning Application. This research used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The technique of collecting data uses tests, questionnaires, documentation, observation. The technique of analysis data uses a Likert scale, average test, and proportion test. The product of application was tested on 4 groups of respondents according to the research flow, namely material experts, media experts, teachers, and students of Junior high school 16 Semarang. The android-app products are named learning rectangle. Results 1) Based on the research that has been carried out, mobile learning applications have been developed to support mathematics learning in square and rectangular sub-material for junior high school students. This application is named Learning Rectangle which can be run on an Android smartphone. After going through the feasibility test phase, learning rectangle application is worthy of being used as a support for mathematics learning in square and rectangular sub-material for junior high school students with a percentage of eligibility of 93,68% and included in the criteria of very feasible. 2) Problem solving ability of 7th Grade Students in quadrilateral with rectangular and square sub-material in the PBL model Assisted by MMLA reached the learning completeness criteria. 3) Students' responses to the application have a positive effect on students' problem solving abilities in PBL assisted by MMLA, with a determination coefficient of 0,132 or an influence of 13,2% on students' problem solving abilities
The mathematical communication ability based on student's self-confidence in Problem Based Learning models with brainstorming techniques Maysaroh, Wiwit; Mulyono, Mulyono; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 10 No 3 (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.v10i3.32286

Abstract

The mathematical communication ability is an important aspect that every student must have. The Facts show that mathematical communication ability and student confidence are still not optimal. One effort to overcome that is by applying PBL models with brainstorming techniques. The purpose of this study was to test the effectiveness of the PBL model with brainstorming techniques on students' mathematical communication ability, describing mathematical communication ability on PBL models with brainstorming techniques in terms of student confidence. This research uses mix method approach with a concurrent embededded model. The population of this study was class VIII of SMP Negeri 1 Ungaran in the 2018/2019 school year. The results showed that: PBL models with effective brainstorming techniques for learning as indicated by learning outcomes in aspects of mathematical communication ability achieve mastery learning individually and classically as well as the average learning outcomes in classes using PBL models with brainstorming techniques more than average learning outcomes in the classroom using the PBL model, subjects with high self-esteem can meet all indicators of mathematical communication ability, on subjects with moderate self-confidence only able to meet indicators explaining ideas, situation and mathematical relationship at writing and indicators listening, discussing and writing about mathematics. Whereas for subjects with low levels of self confidence have not been able to meet all indicators of students' mathematical communication ability.
Algebraic thinking ability of VIIth grade students in mathematics using SAVI learning model Silviani, Siti Aminah; Mashuri, Mashuri; Wijayanti, Kristina
Unnes Journal of Mathematics Education Vol 9 No 2 (2020): 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.v9i2.32380

Abstract

Algebraic Thinking has become a research trend to be developed in secondary and elementary schools. Algebraic Thinking, according to Kieran (2004), includes generational ability, transformational ability, and global meta ability. Permendikbud No. 58 of 2014 indirectly states mathematics is being taught to hone the algebraic thinking ability. The SAVI learning model (Somatic, Auditory, Visual, Intellectual) combines physical movement, five senses, intellectual activity. The purpose of this study was to analyze the classical mastery of algebraic thinking ability of VIIth grade students, one of junior high school in Ungaran in the SAVI learning model, to analyze the algebraic thinking ability of VIIth grade students in the SAVI learning model and PBL (Problem Based Learning), to describe the algebraic thinking ability of VIIth Grade students in the SAVI learning model. The results showed that (1) Algebraic thinking ability of VIIth Grade students in SAVI learning did not achieve classical mastery; (2) The algebraic thinking ability in SAVI learning was better than in PBL; (3) Algebraic thinking ability of VIIth in SAVI learning showed that generational ability reached 47.84%; transformational ability reached 51%, and global meta ability reached 33.8%.
Creative thinking mathematical ability of students in Treffinger learning based on cognitive style Nurzulifa, Siti; Dwijanto, Dwijanto
Unnes Journal of Mathematics Education Vol 10 No 1 (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.v10i1.32402

Abstract

This study aimed to test the thoroughness of learning Treffinger for mathematical creative thinking abilities of students, tes the mathematical creative thinking abilities of students in the learning Treffinger compared conventional, and analyze the mathematical creative thinking abilities of students in Treffinger based cognitive style. This study uses a mixed methods design sequential explanatory. The subjects of this study were six students of class VII J SMP Negeri 1 Godong in the even semester of the academic year 2018/2019. Data collection techniques used include: observation, documentation, test, and interviews. The result showed that (1) learning Treffinger due to the ability of creative thinking mathematically, (2) ability to think creatively mathematical students in learning Treffinger higher than the ability to think creatively mathematical students in learning conventional, (3) the ability to think creatively mathematically students on cognitive style is (a) field independent students less able to work on question smoothly and flexibly; can work on new problem correctly ; can write in detail and correctly what is known in the problem, can develop ideas that are owned by being able to draw geometric flat shapes well; (b) intermediet field students less able to work on question smoothly and flexibly; less able to work on new problem correctly; can develop ideas that are owned by being able draw geometry well; (c) field dependent student less able to work on question smoothly and flexibly; less able to work on new problems correctly; less able to develop ideas that have to work on a problem.

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