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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 students error in global meta-level algebraic thinking on problem proving on CORE learning assisted by scaffolding Ihtiani, Ana; Agoestanto, Arief
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.v10i1.32419

Abstract

The aims of this study are to identifies the quality of mathematics learning used CORE model assisted by scaffolding, examine whether students' ability in global meta-level algebraic thingking pass the minimun completeness criteria, describes the type and the causes of students error in global meta-level algebraic thingking, and type of scaffolding for lower group students. This is a mixed-method research. The population of this research are students of class XI-IPA at SMAN 1 Bojong. The sample of this research are students of class XI-IPA 3 as many as 32 students. The research subjects were taken 9 students, each of 3 students from the uuper, middle, and lower groups. Data collection methods used documentation, interviewies, and test. Teh validity of the data is done by triangulating the result of test and interviews. Data is analyzed by doing data reduction, data presentation, and verificatiton. The results of this research showed that (1) the quality of mathematics learning used CORE model assisted by scaffolding in very good criteria; (2 students' ability in global meta-level algebraic thingking on CORE learning assisted by scaffolding pass the minimun completeness criteria; (3) upper group students tend to make some error in the process skill and encoding steps, middle group students tend to make some error in the process skill steps, while lower group students tend to make some error in the transformation and process skill steps; (4) the cause of the error are lack of students’ accuracy in writing problem information modeling, inaccurate in calculation process, not able to complete the proving process, and inaccurate in writing down the variables in conclusion sentences; (5) scaffolding reviewing is given for transformation and encoding errors, scaffolding explaining, reviewing, and restructuring are given for process skill errors.
Mathematical literacy ability of 8th graders in Problem Based Learning with Think Talk Write approach Warniatun, Warniatun; Junaedi, Iwan
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.v9i2.32421

Abstract

The purposes of this study were to explore how the Problem-Based Learning model with the Think Talk Write approach affect mathematical literacy ability. This study used mixed methods with concurrent embedded models. The subjects of this study were a class in a Junior High School in Margasari. Observation, documentation, tests, and interviews were used to collect data. The design used in this study was a randomized pretest-posttest control group design. The method of data collection in this study is the method of documentation, tests, observation, and interviews. The purpose of the interview is to find out students' mathematical literacy abilities. The data analysis in this study was an analysis of the initial data test, analysis of the results of tests of mathematical literacy ability, and qualitative data analysis. Test data includes the normality and homogeneity test. The normality was checked using the Kolmogorov-Smirnov Test, the homogeneity was checked using the Levene test, and the similarities between the two class was checked using the Independent-Sample T-Test. The students' mathematical literacy abilities were analyzed based on the results of the post-test using the Miles and Huberman Model. The study revealed the profile of mathematics literacy abilities of students in the setting of Problem-Based Learning.
Mathematical communication ability of 7th grade students viewed from indonesian language ability in experiential learning model Sari, Intan; Suyitno, Hardi
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.v8i2.32451

Abstract

Communication ability need to be improved so that students can solve math problems well. This study aims to determine 1) the completeness of learning mathematics communication 7th grade students with experiential learning models; 2) the influence of Indonesian language ability on mathematical communication ability; 3) mathematical communication ability of students who have very high Indonesian language ability; 4) mathematical communication ability of students who have high Indonesian language ability; 5) mathematical communication ability of students who have medium Indonesian language ability. This study uses a combination method. The population in this study is 7th grade students in one of the junior high schools in the city of Semarang year 2018/2019. Sampling by random sampling technique and subject selection with purposive sampling technique. The results show that (1) mathematical communication ability of 7th grade students with experiential learning models can achieve learning completeness; (2) there is an influence of Indonesian language ability on students' mathematical communication ability in the experiential learning model; (3) students with very high Indonesian language ability have been able to reach all indicators of written communication ability; (4) students with high Indonesian language ability have been able to reach all indicators of written mathematical communication ability even though there are still errors in making conclusions; (5) students with medium Indonesian language ability are only able to master two indicator of written mathematical communication ability.
The mathematics connection ability of 8th grade students’ in terms of cultural capital in brain-based learning Nugraheni, Maulina Dhyan; Junaedi, Iwan
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.v8i2.32480

Abstract

The main objective of this study was to determine the pattern of students’ mathematics connection ability as a result of the application of Brain-Based Learning on experimental class and conventional learning on control class in grade 8 SMP Negeri 32 Semarang. This research using mix method concurrent embedded design with quantitative as the primary method. The results of this study indicate that: (1) Brain-Based Learning is effective in students’ mathematics connection ability grade 8; and (2) the description of students’ mathematics connection ability grade 8 in terms of cultural capital in mathematics learning with Brain-Based Learning.
Mathematical creative thinking ability of 7th grade student observed from self-confidence in learning RTTW with open ended approach Prasetyowati, Nugraheni; Dwijanto, Dwijanto
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.v8i2.32628

Abstract

The purpose of this research is to test students' creative thinking abilities in RTTW learning with open ended approach to achieve individual and classical learning completeness, to test the mathematical creative thinking abilities of students taught in RTTW learning with open ended approach better than Discovery Learning, to describe thinking skills students' mathematical creativity observed from self-confidence in RTTW learning with open ended approach. The method used is mixed method. Quantitative methods are used to determine students' mathematical creative thinking abilities using tests, while the qualitative method used documentation and interviews. The study population was students of Junior High School Grade 7th, with class VII F as the experimental class and VII E as the control class. The research subjects were 6 subjects chosen based on the self-confidence category of class VII F. The results showed that (1) the results of RTTW learning with open ended approach to completing individual learning completeness, (2) the results of the RTTW learning had an open ended approach to achieving classical learning completeness, (3 ) the mathematical creative thinking abilities of students in RTTW learning with open ended approach better than Discovery Learning, (4) subjects of the upper self-confidence group are able to meet 4 indicators, the middle group is able to meet 2 indicators, the lower group is able to meet 1 indicator.
Mathematical representation ability based on learning styles of students on Anchored Instruction assisted Problem Card Lastriani, Kartika Septina; Safa'atullah, Muhammad Fajar
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.v8i3.32638

Abstract

Learning outcomes and abilities of class VIII students of SMP Negeri 1 Banyubiru on the aspects of mathematical representation are not optimal. Each student has a different learning style that influences the process of representing mathematical problem solving. In this study, the application of the Anchored Instruction model assisted by Problem Card aims to find out students 'classical completeness and describe the students' mathematical representation abilities for each type of learning style, namely Visual, Auditorial, and Kinesthetic (V-A-K). This research method is mixed methods or combination methods. The research design used was explanatory sequential design. The subjects of this study were 9 students of class VIII B of SMP Negeri 1 Banyubiru who were selected using the purposive sampling method. Data collection techniques in this study used the test method, questionnaire method, and interview method. The results showed (1) the learning outcomes on the aspect of mathematical representation ability in the Anchored Instruction model achieved classical; (2) learning outcomes on aspects of mathematical representation ability for classes using the Anchored Instruction learning model aided by Problem Card are better than classes that use the Anchored Instruction learning model; (3) description of students' mathematical representation abilities for each type of learning style, namely visual, auditorial and kinesthetic.
The ability of mathematical representation on problem based learning of Krulik and Rudnick strategies Yulianawati, Dewi Nova; Safa'atullah, Muh. Fajar
Unnes Journal of Mathematics Education Vol 9 No 3 (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.v9i3.32639

Abstract

In learning mathematics, students still find it difficult to simplify a problem in the form of a problem description into a picture or symbol of mathematics correctly. This relates to students' mathematical representation ability which is still lacking and also its self efficacy. One effort to improve students' mathematical representation ability is through learning through the PBL model of Krulik and Rudnick's strategies. This study aims to examine the classical completeness of students in the aspects of mathematical representation ability, the average mathematical representation ability of students in the learning model Problem Based Learning of Krulik and Rudnick strategies and Problem Based Learning, and describe the ability of mathematical representation of students based on high self-efficacy, moderate, and low. This research uses a mixed method. The research class was taken by simple random sampling. The subjects of this study were 6 students of class VII A of SMP 1 Jambu who were selected by purposive sampling. Data collection using tests, questionnaires, and interviews. The results showed (1) The ability of mathematical representation with the Problem Based Learning model of the Krulik and Rudnick strategies achieving classical learning completeness; (2) The ability of mathematical representation of students in a class that uses Problem Based Learning Krulik and Rudnick strategies is better than the ability of mathematical representation of students in a class that uses Problem Based Learning; (3) Subjects with high self efficacy are able to meet all indicators of mathematical representation ability although there is still a lack of rigor in the work, subjects with moderate self efficacy are sufficiently able to meet the indicators of mathematical representation ability, while with low self efficacy there are still some indicators that have not yet been achieved namely indicators the ability of students to make mathematical equations or models from other given representations and write the steps for solving and solving mathematical problems correctly.
Problem solving ability based on Newman procedure in Team Games Tournament learning Alhara, Zepta Habib; Asikin, Mohammad; Amidi, Amidi
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.v10i1.32922

Abstract

The purpose of this research were to describe about how was the learning quality of Team Games Tournament (TGT) in students' mathematical problem solving abilities, and to describe about how were students' problem solving abilities based on Newman's procedures. The research method used was a mixed method where students are subjected to TGT learning models. The population used in this study were students of class VIII in one of junior high school in Pekalongan in the even semester of the 2018/2019 academic year distributed in four classes and the sample used was class VIIIC. The subjects in this study was selected by using purposive sampling techniques with consideration that the selected subjects can represent each category of mathematical problem solving abilities. Based on the results of the analysis, it can be concluded that learning process of TGT that have been conducted in the research class is in accordance with the lesson plan and other support devices or tools that has been made by researchers. Based on observations made by the observer, the criteria obtained for students and teacher activities were very good. The average learning outcomes of class VIIIC students that were subjected to TGT learning model in students' mathematical problem solving abilities have reached mastery learning. Research subjects that have high problem solving ability generally know the location and cause of the error when working on a problem, research subjects that have problem solving ability are partially aware of the location and cause of the error when working on a problem, and research subjects who have low problem solving ability generally do not know the location and cause of the error when working on a problem.
Mathematical representation ability on geometry material viewed from interest for learning in jigsaw cooperative learning performance assessment Elmagustilla, Sheila Rosita; Masrukan, Masrukan
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.v10i2.33660

Abstract

This research aimed to test whether Jigsaw cooperative learning on geometry material with performance assessment achieve mastery learning, test whether the ability of the mathematical representation of students with Jigsaw cooperative learning on geometry material with the assessment of the performance is better than the ability of the representation of the students on the model of Discovery Learning, a description of the ability of the mathematical representation students on Jigsaw cooperative learning with the assessment of performance in terms of student interest. This study is mixed-methods research. The subjects were students of class VIII-A, one of Junior High School in Kaliwungu. The data collection method with tests, questionnaires and interviews. The results showed that: mathematical representation abilities of students who receive Jigsaw cooperative learning on geometry material with performance assessment fulfil the completeness of learning, mathematical representation abilities of students on geometry material in Jigsaw cooperative learning with performance assessments better than mathematical representation abilities of students on Discovery Learning, and descriptions of students' mathematical representation abilities in the Jigsaw cooperative learning with performance assessments in terms of students interest learning that students with high learning interest are able to fulfil indicators of mathematical representation ability is very well, students with learning interest are able to fulfil indicators of mathematical representation ability well and students with low learning interest are less able to fulfil the indicators of mathematical representation ability.
Analysis of mathematical representation ability based on students' thinking style in solving open-ended problems Hadiastuti, Dita Indah; Soedjoko, Edy
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.v8i3.34189

Abstract

This study aimed to know whether students’ mathematical representation ability reach the classical completeness and to describe students’ mathematical representation based on their thinking style, namely Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR). This study used mixed methods as the research design. Population in this study was 10th graders in one vocational school in Pati. The sample was a class chosen randomly. The subjects of this research were 8 students consisted of 2 of every thinking style type. The methods of data collection of this research were questionnaires of thinking style, mathematical representation ability test, interviews, and documentation. The results showed that: (1) students’ mathematical representation ability reached the classical completeness and (2) the students’ mathematical representation ability based on their thinking style are (a) the CS students have moderate visual ability, excellent symbolic ability, and poor verbal ability; (b) the AS students have moderate visual ability, excellent symbolic ability and less verbal ability; (c) the AR students have moderate visual and verbal ability, and good symbolic ability; and (d) the CR students have moderate visual ability, excellent symbolic ability, and poor verbal ability.

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