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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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Fraction Triangle Cards (FTC) game as learning media for multiplying fractions in fifth-grade elementary school Trimurtini, Trimurtini; Astuti, Fatma Dwi; Nugraheni, Nursiwi
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.v8i3.34523

Abstract

Learning media can help in improving the students’ skills, so they can achieve the learning objectives effectively. This research is development research that aims to create learning media that is feasible and valid. This research uses concrete objects in the form of cards for multiplying fraction materials in grade 5 Public Primary School of Tambakaji 04 Semarang. The research was conducted by using Sugiyono’s development method. The techniques of data collection conducted in this study were (1) questionnaire, to evaluate the media validity, obtained through validation by the validators, (2) test, to measure the media effectiveness obtained through students’ learning outcomes. The results show that the average score of media validity is 90%, and media effectiveness from students’ learning outcomes is 0.4. Therefore, this learning media is practical and feasible so that it can be used in multiplying fractions learning in the fifth grade of elementary school.
The influence of the Inquiry Learning Model on students mathematical critical thinking skill Pujiastuti, Heni; Haryadi, Rudi; Ayatullah, Fahmi
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.v8i3.34640

Abstract

This research is motivated by the low ability of mathematical critical thinking. So that a learning model is needed to enhance this ability. Inquiry learning model is believed to be able to improve mathematical critical thinking ability on students. This research was conducted in State Junior High School 1 Ciruas 2018/2019 academic year which aims to see the influence of inquiry learning models on students’ mathematical critical thinking ability. The research method used in this study is quasi-experimental with the non-equivalent pre-test post-test control group design. This study involved two groups consisting of the experimental and control group. The population in this study were all seventh grade students in SMPN 1 Ciruas. The sample of this study was the VII A class as the experimental group and VII E as the control group. The instrument used in this study was a mathematical critical thinking ability test. The results of the study provide the conclusion that there is an influence of inquiry learning model on students’ mathematical critical thinking ability.
Analysis of the ability to interpreting information in algebraic critical thinking Agoestanto, Arief; Sukestiyarno, YL; Isnarto, Isnarto; Rochmad, Rochmad
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.v8i3.35224

Abstract

This research aimed to describe the ability to interpret the information in the student's algebraic critical thinking. The type of research is a mixture of quantitative and qualitative. Methods of data collection are tests and interviews. The results of the algebraic critical thinking test referring to Watson-Glaser were analyzed descriptively quantitatively, then 6 subjects were selected each of 2 subjects including the upper, middle, and lower groups for interviews. Triangulation was carried out using 2 different subjects for each level and comparison of test results and interview results. The results of this research indicate the average Algebraic Critical Thinking ability of 31 students was 50.14 and the standard deviation was 9.09, with the lowest average inference ability was 32.64, and the highest average argument was 62.63; the correlation coefficient of algebraic critical thinking skills with indicators of inference, recognition assumptions, deductions, interpretations, evaluations of arguments, each of which amounted to 0.3264, 0.5126, 0.5417, 0.4602, 0.6263; and that the upper group subjects were able to interpret information in the medium category, the middle group subjects were able to interpret information in the medium category, and the lower group subjects were able to interpret the information in the low category.
Problem solving ability with mathematical modeling strategy in term of mathematics self-efficacy on Generative Learning Model Sutrisno, Hendrik; Kharisudin, Iqbal
Unnes Journal of Mathematics Education Vol 9 No 1 (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.v9i1.35674

Abstract

Problem Solving Ability (PSA) is the ability of students to determine how to solve a mathematical problems that have not yet been known how to solve it. Abstract mathematical concepts become obstacles in solving mathematical problems. Mathematical Modeling Strategy (MMS) is one ways that can be used to improve students' problem solving ability. In addition, one learning model that can improve students' problem solving ability is Generative Learning Model (GLM). The purpose of this study is to (1) find out whether the results of the PSA test achieve mastery learning, (2) find out whether the results of the PSA test have improved, (3) find out the relationship between the level of Mathematics Self-Efficacy (MSE) on students' PSA, and (4) describe the PSA in terms of students' MSE. The research method that used is mixed methods with quantitative methods using Pre-Experimental Design that modela is One-Group Pretest-Posttest Design. The research sample was taken with a multistage cluster sampling technique and research subjects were selected with a purposive sampling technique. The results showed that; (1) students' PSA achieve a mastery learning, (2) students' PSA have increased, (3) there is a positive influence between the level of MSE on students' PSA, (4) students with high levels of MSE tend to have better PSA than students with moderate and low levels of MSE.
Mathematical communication of 7th-grade students viewed from the attitude of curiosity in Guided Discovery Learning assisted by educational props Sabani, Mas'ud; Isnarto, Isnarto
Unnes Journal of Mathematics Education Vol 9 No 1 (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.v9i1.36350

Abstract

The purpose of this study is (1) to find out the mastery learning achievement of students mathematical communication ability in Guided Discovery learning assisted by educational props, (2) know the improvement of mathematical communication ability in Guided Discovery learning supported by educational props (3) describe students mathematical communication ability for each category curiosity in Guided Discovery learning assisted by educational props. This research method is mixed methods with sequential explanatory design. The population in this study were all students of class VII SMP N 33 Semarang in 2019/2020; sampling was done by random sampling selected to be a sample is class VII-F. The research subjects were taken by using a purposive sampling technique. The research subjects consisted of 9 students. Subjects were interviewed based on mathematical communication ability test results. The results showed that (1) students mathematical communication ability in Guided Discovery learning assisted by educational props reached mastery learning, with an average grade reaching 80 and classical completeness exceeding 75%, (2) there was an increase in students' mathematical communication ability in Guided Discovery learning assisted by educational props. Improved mathematical communication ability is medium. (3) Subjects with high curiosity have four indicators of mathematical communication ability; subjects with curiosity have three indicators of mathematical communication ability; subjects with low curiosity only have two indicators of mathematical communication ability.
The problem-solving ability in terms of self-efficacy with Creative Problem-Solving Learning Wulandari, Meidila; Asikin, Mohammad
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.v8i3.36591

Abstract

This study aims to determine the quality of learning with the CPS model on PSA, the CPS learning model to achieve learning mastery and to describe PSA in terms of self-efficacy. The research method used in this study was a mixed or combination method. The population in this study were eighth-grade students of Junior High-School 1 Moga in the academic year of 2018/2019, and by using random sampling the class VIII H was chosen as the experimental class. The data collection methods used in this study were documentation, observation, tests, interviews, and self-efficacy scale. The results of this study indicate that (1) The quality of learning with the CPS model on students’ PSA is very good; (2) Students’ PSA in the CPS learning model achieve learning mastery; (3) Students with high problem-solving ability are able to achieve all indicators of problem-solving ability and self-efficacy perfectly, students with moderate problem-solving ability have not been able to achieve all indicators of problem-solving ability and self-efficacy perfectly, and students with low problem-solving ability has not been able to reach all indicators of problem-solving ability and self-efficacy.
Student’s creative thinking ability in problem-posing activities viewed from self-efficacy Husna, Insana Akmalul; Kurniasih, Ary Woro
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.v8i3.36593

Abstract

This study aims to determine the completeness of students' creative thinking abilities in knowing students' creative thinking processes in terms of self-efficacy, knowing students' responses to creative problem-solving learning with problem-posing activities, and knowing the obstacles experienced in learning. This research is a mixed-method with councurrent-embedded strategy. The sample of this study was one of class VIII in a Junior High School in Blora. The results showed that: (1) students' creative thinking skills with creative problem solving learning achieve mastery learning; (2) the description of the stages of students' creative thinking in terms of the level of self-efficacy that is on subjects who are in level of creative thinking ability 1 at the level of low and moderate self-efficacy is only able to pass the stage of synthesizing ideas and building ideas. Subjects at the level of creative thinking ability 2 at moderate and low levels of self-efficacy synthesize ideas and build ideas. Subjects at level of creative thinking ability 3 at moderate and high levels of self-efficacy are able to go through all stages of creative thinking, namely synthesizing ideas, building ideas, planning the application of ideas and applying ideas; (3) The use of creative problem solving learning models in which there are problem-posing activities get positive responses from students; (4) The obstacle experienced in this study is that this study when learning is used too much for group discussions.
Student's Problem-Solving Ability through the Realistic Mathematics Education with Fun Card Windari, Puput; Winarti, Endang Retno
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.v8i3.36596

Abstract

The purpose of this study is to test: (1) classical mastery of problem-solving abilities in Realistic Mathematics Education Learning assisted with fun cards, (2) whether problem-solving abilities in Realistic Mathematics Education Learning Approach is better than learning with PBL, (3) the influence of students' learning responsibility towards problem-solving skills with the Realistic Mathematics Education approach, and (4) describe students' problem-solving abilities in terms of learning responsibility. This study uses a mixed method of sequential explanatory design, the population in this study was the seventh-grade students of one of Junior High School 36 Semarang the academic year of 2018/2019. The results showed that (1) students' problem-solving abilities through the Realistic Mathematics Education Learning Approach assisted with fun cards met classical learning completeness criteria, (2) problem-solving abilities of students who obtained Realistic Mathematics Education Learning assisted with fun cards are better than students who learn with Problem-Based Models Learning, (3) learning responsibilities have a positive effect on students' problem-solving skills in Realistic Mathematics Education Learning assisted with fun cards, (4) students' problem-solving abilities in terms of responsibility through the RME learning approach assisted with fun cards.
The effectiveness of Numbered Heads Together towards the mathematical problem-solving ability Istiqlal, Muhammad; Kustianingsih, Tri
Unnes Journal of Mathematics Education Vol 9 No 1 (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.v9i1.36851

Abstract

This study aims to determine whether the cooperative learning model type Numbered Heads Together (NHT) is more effective than the conventional learning model towards the mathematical problem-solving ability of VII grade of Salatiga State Junior High School 5 students the academic year 2019/ 2020. This research was Quasi-Experimental type with Non-Equivalent Control Group Design. The instrument of this study was a problem-solving ability test, which consisted of pre-test and post-test. Post-test results obtained an average of 73.24 in the experimental class and 58.62 in the control class. In other words, the average experimental class was higher than the control class. This result was confirmed by the Mann-Whitney U test that obtained a sig (2-tailed) value of 0.00 < 0.05, so H0 was rejected, while H1 was accepted; it meant that there was a difference in the average mathematical problem-solving ability of students between the experimental and the control class. Additionally, the average N-Gain of the experimental class was 0.54, and the control class was 0.29. The average increase in the experimental class was higher than the control class, and there were differences. As the Mann-Whitney U N-Gain test confirmed that obtained sig (2-tailed) value of 0.00 <0.05 so H0 was rejected, and H1 was accepted. Thus there was a difference in the average increase of students' mathematical problem-solving ability between experimental and control classes.
The practicality of Problem Based Learning tools with a scientific approach to improve students’ critical thinking ability Kusuma, Adi Candra
Unnes Journal of Mathematics Education Vol 9 No 1 (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.v9i1.37081

Abstract

The aim of this study was to obtain the practicality of Problem Based Learning (PBL) tools with a scientific approach to improve students’ critical thinking ability (KKBKM). This study was a quantitative type with research subjects of 2D class as the control class and 2F as the experimental class. Both classed consisted of 32 students in the even semester of the academic year 2018/2019. The control class was treated by using an expository learning model, while the experimental class was treated by PBL with a scientific approach. This study carried out the interview, observation, and questionnaires to collect data. Then the practicality test analysis was obtained by observation of the implementation of learning according to RPP, questionnaire for lecturers and students’ response, and observation of KKBKM activities. Afterward, the average score of learning implementation observation according to RPP was 74.2%, questionnaire of lecturers’ response was 4.17, students’ response was 86.10%, and KKBKM observation was 4.14 with an excellent predicate. Thus, the learning tool prepared positively could be used in learning.

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