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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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Student’s mathematical connection reviewed from learning motivation in Advance Organizer Learning assisted by Schoology Pratama, Rizky Sandy; Mulyono, Mulyono
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.v9i1.37581

Abstract

Abstract The research aims to determine if advanced Organizer learning is effective with the ability of the student’s mathematical connection and describing the mathematical connection ability of students reviewed from the motivation to learn at Advanced Organizer Learning Assisted schoology. The research method used is mixed method with sequential explanatory design. The research population is class IX Junior High School 33 Semarang, while the sample is IX C class as the research class. Samples were taken using the random sampling cluster technique. Subjects of the study were taken using purposive sampling techniques, so obtained six research subjects were selected based on the category of motivational learning. Methods of collecting data using observations, tests, polls, and interviews. The results showed that (1) the proportion of the students ' mathematical connection ability to the study of Schoology advanced Organizer is achieving the classical, average mathematical connection ability of students in Advance Organizer learning With the help of schoology reaching the Minimum Submission Criteria (MSC), and the mathematical connection ability of students after receiving Advance Organizer learningassisted schoology increased by 0.8. The results showed that Advance Organizer learning assisted schoology effectively on the ability of student mathematical connection. (2) Subjects with high learning motivation tend to meet all mathematical connection indicators. Subjects with motivational learning are likely to meet two of the three mathematical connection indicators. Subjects with low learning motivation tend to meet one of three mathematical connection indicators.
The mathematical creative thinking ability of students viewed from learning motivation by using Treffinger learning model Amanoe, Zihni; Isnarto, Isnarto
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.v10i1.37759

Abstract

The purpose of this study were to (1) know the achievement of the guidance to learn the skills of mathematical creative thinking students in Treffinger learning, (2) know the increase of students ' mathematical creative thinking skills in Treffinger learning, and (3) describe students' mathematical creative thinking skills for each category of learning motivation in Treffinger learning. This research method is a mixed methods design with sequential explanatory. The population in the study were all students of class VII Junior High School 3 Semarang Year 2019/2020, and sampling was conducted by random sampling selected to be sampled is a class VII-H. The subject of research conducted by purposive sampling technique. Subjects consisted of 6 students. Subjects were interviewed by the results of tests of creative mathematical thinking skills and student motivation. The results showed that (1) students' mathematical creative thinking abilities in Treffinger learning achieve mastery learning. (2) There is an increase in students' mathematical creative thinking skills in Treffinger learning. Increased mathematical creative thinking skills are medium. (3) Subject to high learning motivation can meet the indicators flexibility, fluency, and novelty. Subject to being able to meet the learning motivation fluency and novelty or just fluency. Subjects with low learning motivation are only able to meet one indicator fluency.
Mathematical writing ability through Cooperative Learning with Think Talk Write (TTW) Anisah, Anisah; Asikin, Mohammad; Hidayah, Isti
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

Abstract

The objectives of this research are to test the efectiveness of cooperative learning with TTW strategy on mathematical writing ability and to analyze mathematical writing ability of eighth grade students based on self-esteem on cooperative learning with TTW strategy. This research is a mix methode research. The population is eighth grade students of SMP Negeri 1 Jeruklegi Cilacap at the year of academic 2018/2019. The selection of quantitative samples uses cluster random sampling while the qualitative subjects uses purposive sampling. The results showed that cooperative learning with TTW strategy is effective on mathematical writing ability, and students with low self-esteem level generally have mathematical writing ability with low criteria on written text and drawing aspect and moderate on mathematical expression aspect, while students with high self-esteem level have mathematical writing ability with high criteria on all aspects.
Mathematical Critical Thinking Ability in Solving Open-Ended Questions Viewed from Students’ Curiosity Afifah, Siti Atiatul; Agoestanto, Arief
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.v9i1.38099

Abstract

The purpose of this study was to determine the effect of the level of curiosity on students' mathematical critical thinking abilities in solving open-ended problems and describe the students' mathematical critical thinking skills in solving open-ended problems in terms of students' level of curiosity. This study was a mixed-methods study with sequential explanatory design. The results showed that (1) there was a significant influence between students 'curiosity on students' mathematical critical thinking abilities in solving open-ended problems, and (2) subjects at high levels of curiosity tended to be able to all the sub-indicators of critical thinking skills. Subjects at a moderate level of curiosity tend to be less able to sub-indicators to use facts to be applied in concepts/formulas appropriately, draw initial conclusions in each step of completion, and work on problems with coherent steps. Subjects at a low level of curiosity tend to be unable to sub-indicators to use facts to be applied in concepts or formulas appropriately and tend to be less able to sub-indicators formulate problem questions, draw initial conclusions in each step of the solution, work on problems with coherent steps, and write down the steps to solve the problems that have been found.
Mathematical reasoning ability based on students anxiety in STAD learning with performance assessment Zakaria, Ahmad; Amidi, Amidi
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.v9i1.38101

Abstract

Mathematical reasoning ability is very important for students in solving a problem, but the Indonesian student’s mathematical reasoning ability is still not optimal. The purpose of this research is (1) to test student’s mathematical reasoning abilities in Student Team Achievement Division (STAD) learning with Performance Assessment achieving learning completeness, (2) to describe mathematical reasoning abilities based on student anxiety in STAD learning with Performance Assessment. This research is a mixed methods research with concurrent embedded design. The population in this study were students of grade VIII Islamic Junior High School in Kendal Central Java in the 2018/2019 academic year. Random sampling technique is used as a sampling method and the subject is determined with a purposive sampling technique. The results showed that STAD learning with Performance Assessment achieved classical completeness, namely more than 75% of students who participated in STAD learning with Performance Assessment reached 70 scores. Mathematical reasoning ability of students with low anxiety described as very good in fulfilling all indicators of mathematical reasoning ability i.e. submitting guesses, doing manipulation/mathematical calculations, drawing conclusions, and giving reasons for solutions. Mathematical reasoning ability of students with medium anxiety described as fulfilling indicators submitting guesses, doing manipulation/mathematical calculations, and drawing conclusions. Description of mathematical reasoning abilities of students with high anxiety is only able to fulfill the indicator of submitting guesses. In other indicators of mathematical reasoning ability, students with high anxiety are less able to understand the problem well.
Mathematical creative thinking ability observed from student learning motivation in Jigsaw Cooperative Learning assisted by problem cards Diani, Anisa Hayu; Dwijanto, Dwijanto
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.v9i1.38102

Abstract

The study aims to test the completeness Jigsaw cooperative learning assisted by problem cards for student’s mathematical creative thinking ability, to test the mathematical creative thinking abilities of students in Jigsaw cooperative learning assisted by problem cards compared with conventional learning, and analyze mathematical creative thinking abilities of students in Jigsaw cooperative learning assisted by problem cards observed from student’s learning motivation. The study uses mixed methods sequential explanatory design. Subjects in this study are six students of Junior High School in Semarang of class VIII B represent each group of learning motivation. Data collection methods used as follows: questionnaire, test, and interview. The result shows that: (1) student’s mathematical creative thinking ability in Jigsaw cooperative learning assisted by problem cards reaches learning completeness, (2) student’s mathematical creative thinking ability in Jigsaw cooperative learning assisted by problem cards higher than mathematical creative thinking ability in conventional learning, (3) student’s mathematical creative thinking ability observed from learning motivation are: (a) student with high learning motivation able to achieve all mathematical creative thinking ability indicators; (b) student with average learning motivation able to achieve fluency and elaboration indicators, but not achieve the flexibility and originality indicators; (c) student with low learning motivation less able to achieve fluency, flexibility, originality, and elaboration indicators.
Mathematical creative thinking skills of eight grade in terms of learning styles on learning model Means-Ends Analysis (MEA) Octaviana, Dina; Kurniasih, Ary Woro
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.v9i1.38104

Abstract

This study aims to test whether learning with the Means-Ends Analysis (MEA) model achieves learning completeness and knows the description of the ability to think creative with the MEA model in terms of student leraning styles. Research is a research mixed methods model of concurrent triangulation. The population of this research is students of class VIII one of Junior High School in Pekalongan in the academic year 2018/2019, a sample of students of class VIII-F. Research subjects were students of class VIII-F selected with purposive sampling technique, selected 4 students from the type of visual and auditory learning styles, and 3 students from the type of kinesthetic learning style. Quantitative data were analyzed using the one-party average test and the one-party proportion test. Whereas qualitative data were analyzed using the Miles adnd Huberman model, namely making verbal data transcripts, data reduction, data analysis, and making conclusions. The result showed that: (1) learning with the MEA model achieved mastery learning; and (2) description of creative thinking abilities of students with models of MEA in terms of students learning styles that students with visual learning style meet three indicators of creative thinking that fluency fluency, originality, and elaboration; students with learning styles of auditory almost all meet the four indicators of creative thinking that fluency, flexibility, originality, and elaboration; students with kinesthetic learning style meets the four indicators of creative thinking that fluency, flexibility, originality, and elaboration.
Attitude towards problem-solving as the effect of problem-posing approach Agustyani, Anggit Reviana Dewi; Priatna, Nanang; Martadiputra, Bambang Avip Priatna
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.v9i2.38776

Abstract

This study aims to examine whether students’ achievement of attitude towards problem-solving by problem-posing approach better than by direct approach. This study was a quasi-experimental. The population was all students at Junior High School 8 Bandung, 8th-grade for a total of 8 classes, with two classes as the sample. The instrument used to get the data was a questionnaire with five indicators (patience, persistence, perseverance, willingness, and confidence). Data analysis was performed using the t-test and Mann-Whitney U. The results of this study revealed that overall the attitude of students towards problem-solving by problem-posing approach was not significantly better than by direct approach; more specifically, it was equally good, while for each indicator, the result was varied. Moreover, in the class of problem-posing approach, students had patience and persistence in solving problems that were more prominent than aspects of perseverance, willingness, and confidence.
The development of Augmented Reality-based learning media to improve students’ ability to understand mathematics concept Pujiastuti, Heni; Haryadi, Rudi; Arifin, Alif Maulana
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.v9i2.39340

Abstract

This research aims to develop an Augmented Reality-based learning media. This research is a type of development research. The development model used is the ADDIE model, which consists of five stages, namely, analysis, design, development, implementation, evaluation. The results of this study are in the form of cards that have been coded, Augmented Reality applications in Android, and student guide worksheets. The results of the validation of media and material experts indicate that this Augmented Reality-based learning media product is valid and feasible to use. The use of Augmented Reality based learning media in learning activities can improve students understanding of mathematical concept ability. This can be seen from the average n-gain obtained 0.61, which is included in the height category. Each indicator of the concept of understanding also shows big and medium improvement. This Augmented Reality based learning media also gets positive responses from students with an average percentage score of 87.50%.
The use of social arithmetic contextual modules on learning achievement in terms of interest in learning Winata, Rahmat; Permata, Jeliana Intan; Friantini, Rizki Nurhana
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.v9i2.39645

Abstract

This research aims to find out: (1) significant difference in students' mathematics achievement between the student who used the contextual social arithmetics module and who do not use it. (2) the difference in students' mathematics achievement among the student having high, medium, and low interest. (3) The interaction between contextual social arithmetics module and students' mathematics interest toward students' mathematics achievement. This research was quasi-experimental. The population of the study was the seventh grade of students of a Junior High School in West Borneo. The samples were 66 students. Data collection instruments using tests and questionnaires. The technique of analyzing the data was two-ways ANOVA. The results reveal that: (1) there is a significant difference in students' mathematics achievement between the student who used contextual social arithmetics module and students who do not use it. (2) there is a difference in students' mathematics achievement among students with high, medium, and low interest. (3) There is no interaction between the use of contextual social arithmetics module and students' mathematics interest toward students' mathematics achievement.

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