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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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Mathematical communication ability viewed from mathematical anxiety in Team Assisted Individualization using Edmodo Amalia, Dhea; Dwidayati, Nur Karomah
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.v9i3.42925

Abstract

This study aims to find out that mathematics learning using Edmodo-assisted TAI learning effectively affects students 'mathematical communication skills and describes students' mathematical communication skills through Edmodo-assisted TAI learning in terms of mathematical anxiety. The method used in this study is a mixed-method with a sequential explanatory design. Data collection methods used were tests, observations, questionnaires, and interviews. This study's population were students in grade 8 from one of the State Junior High School in Semarang for the 2019/2020 school year, using a random sampling technique that selected two classes, namely 8A class students as the experimental class and 8B class students as the control class. The results showed that: (1) students' mathematical communication skills using the Edmodo-assisted TAI model exceeded minimum completeness criteria and classical completeness; (2) the mathematical communication skills of students who use the Edmodo assisted TAI model is better than the mathematical communication skills of students who use Edmodo assisted direct instruction learning; (3) students with a low level of mathematical anxiety can meet all indicators; (4) students with medium mathematical anxiety can meet five of the six indicators; (5) students with high mathematical anxiety are only able to meet four of the six indicators of mathematical communication skills.
Students' mathematical connection ability reviewed from learning style on Auditory, Intellectually, Repetition learning model Abdul Hakim, Nailul Fuad; Mulyono, Mulyono
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.v9i3.42948

Abstract

The aims of this study are to (1) comprehensively analyze the achievement of learning completeness of students' mathematical connection ability with the AIR learning model, (2) to find out the improvement in mathematical connection ability with the AIR learning model, (3) to comprehensively analyze the students’ mathematical connection ability with the AIR and DL learning model. , (4) to analyze the difference in the proportion of completeness on the students’ mathematical connection with the AIR and DL learning model, (5) to describe students’ mathematical connection ability on the AIR learning model based on learning style. This research used descriptive quantitative method and class 7 SMP Negeri 16 Semarang for the academic year 2019/2020 became the population of this research. The results showed that (1) the students’ mathematical connection ability on the AIR learning model achieved learning completeness, (2) There was an improvement in the mathematical connection ability of the class on the AIR learning model, (3) the students' mathematical connection ability on AIR learning was better than DL, (4) the proportion of completeness on the test results of students’ mathematical connection ability on the AIR learning was better than DL, (5) the mathematical connection ability reviewed from learning styles was (a) students with the visual learning style met all mathematical connection indicators (b) students with the auditory learning style met three mathematical connection indicators (c) students with the kinesthetic learning style met three mathematical connection indicators
The use of set magnetic teaching aids to improve mathematical communication ability Pujiastuti, Heni; Haryadi, Rudi; Rosyana, Rizki Fitriani
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.v10i1.43588

Abstract

Mathematical teaching aids are a set of concrete objects designed, created, collected, or arranged on purpose that is used to help instill or develop concepts or principles in mathematics—the purpose of this study to improve students' mathematical communication skills by using teaching aids. The method in this research is a quantitative approach. This type of research is experimental research, where the purpose of this study to examine the effect of teaching aids on students' mathematical communication skills. The study was conducted on 26 students randomly. Students are selected based on scores from the highest to the lowest on their mathematical abilities. The instruments used were the pretest and posttest of the set material in the form of students' mathematical communication skills. Based on the analysis results, set magnetic teaching aids in learning selected material shows a good category. This was obtained from the posttest average score of 86.73. From these results, in general, mathematics learning using set magnetic teaching aids received a positive response; this was seen through the posttest results of students' good communication skills with a percentage of 84.62%.
Readability test for basic mathematics textbook integrated challenge based on blended learning to develop skills in the industrial revolution era Ardiansyah, Adi Satrio; Ferianto, Andika Nur; Dinasari, Arum
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.v10i1.44322

Abstract

The development of technology and information requires education providers to keep up with the times. One of them is the implementation of blended learning which is the challenge for universities. This condition requires lecturers to make learning innovations for the continuity of learning and to achieve learning outcomes. To answer these problems, a Basic Mathematics Textbook will be developed which is integrated with the Challenge Based on Blended Learning (CB-BL) model. This study aims to assess the readability test of the Basic Mathematics Textbook integrated with the CB-BL. Development research was carried out to develop textbook products using the 4D model where one of the stages is Develop through the readability test. The results showed that the Basic Mathematics Textbook integrated with the CB-BL model met the readability test with a score of 94 (Very Good criteria). The readability test results show that the Basic Mathematics Textbook integrated with the CB-BL model can be implemented in the classroom to develop student skills.
The analysis of mathematical connections ability reviewed from student’s curiosity in themed problem based learning Asmuransah, Ayu Irania; hidayah, Isti; Winarti, Endang Retno
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.v9i3.44330

Abstract

The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of JHS Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.
Mathematical reasoning ability of students based on learning style using Missouri Mathematics Project learning model Wahyudi, Indra Dana; Walid, Walid
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.v9i3.44538

Abstract

The purpose of this study is to (1) determine whether student learning outcomes in aspects of mathematical reasoning ability using the Missouri Mathematics Project learning model achieve classical completeness criteria, (2) describe the mathematical reasoning ability in terms of learning styles using the Missouri Mathematics Project learning model. The method used is mixed methods explanatory sequential design with a population of students in one of senior high school in Demak in the academic year 2019/2020. Samples were taken by cluster random sampling and obtained XI Mathematics dan Science 4 as an experimental class. The research subjects were taken with a purposive sampling technique selected based on the learning style category and obtained 6 subjects. The research data was taken by using test, questionnaire, and interview techniques. The results showed (1) The ability of mathematical reasoning on the application of the Missouri Mathematics Project learning model achieved classical completeness; (2) Two types of visual learning style subjects have mathematical reasoning abilities at the medium and low levels; (3) Two types of auditory learning style subjects have mathematical reasoning abilities at high and low levels; (4) Two types of kinesthetic learning style subjects have mathematical reasoning abilities at high and low levels; (5) The average results of the ability tests for each learning style show that students with auditory learning styles have the highest average.
Qualitative analysis on mathematical literacy ability and student responsibility with realistic mathematics education learning models of ethnomathematics nuance Kurniati, Chrisvonela Neri; Mariani, Scolastika
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.v9i3.44539

Abstract

The purpose of this research is to know the ability of mathematical literacy and the responsibility of students with an ethnomathematics-style Realistic Mathematics Education learning model. This type of research is a qualitative research that is descriptive. To establish the validity of qualitative data then the inspection techniques used in this research using the triangulation of the source, that is to compare the suitability of data obtained from the results of interviews and tests. The study was conducted on one of the junior high schools in Semarang, and there are 6 research subjects representing each of the 2 students for the group of high responsibility categories, 2 students for the category of medium responsibility groups, and 2 students for the group of low liability categories. In this study it was found that there were students representing the responsibilities of being granted results from mathematical literacy skills tests with the same results as students representing high responsibility groups. The factors influencing the findings are the thoroughness of the students representing the group of responsibilities being in Corrected their work.
Analysis of students' mathematical literacy skills in TAPPS model learning with metaphorical thinking approach assisted by Class Dojo Yanto, Muhammad Dwi; Wardono, Wardono
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.v9i3.44540

Abstract

This research aims to describe students' mathematical literacy skills in the Think Aloud Pair Problem Solving learning model with a metaphorical thinking approach assisted by Class Dojo. The research method used in this study is qualitative. The research subjects were selected by purposive sampling technique based on students’ level of mathematical literacy skills. In this study, data were obtained using triangulation of techniques including test methods, interview methods, and observation methods, as well as using triangulation of sources with 6 research subjects consisting of 2 upper-class students, 3 moderate class students, and 1 lower-class student. Qualitative data analysis includes data validity, data reduction, data presentation, and concluding. The results showed that upper-class students were able to master the six components, there are communication, mathematizing, representation, reasoning and argument, devising strategies for solving problems, and using mathematical tools. Moderate class students are quite capable of mastering the five components, there are communication, mathematizing, representation, devising strategies for solving problems, and using mathematical tools. Lower-grade students were able to master the three components well, there are communication, mathematizing, and using symbolic, formal, and technical language, and operations.
Students' mathematical communication skill in co-op co-op type of cooperative learning model reviewed by productive disposition Utami, Ika Wahyu Putri; Veronica, Rahayu Budhiati
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.v10i1.46130

Abstract

The purpose of this study are examine the effectiveness of co-op co-op type of cooperative learning model on the mathematical communication skill of 8th grade students, determine the effect of productive disposition on students' mathematical communication skill in co-op co-op type of cooperative learning model, and describe students' mathematical communication skill reviewed by productive disposition in co-op co-op type of cooperative learning model. The research method used is mixed method. The results showed that: 1) the mathematical communication skill of 8th grade students in co-op co-op type of cooperative learning model achieved classical completeness criteria, 2) the average of mathematical communication skill of 8th grade students in the co-op co-op type of cooperative learning model achieved minimum completeness criteria, 3) there is an effect of productive disposition on mathematical communication skill in the co-op type of cooperative learning model, 4) subjects with high productive disposition are able to achieve one indicator well and five indicators are achieved imperfectly. Subjects with medium productive disposition are able to achieve all indicators of mathematical communication skill imperfectly. Subjects with low productive disposition are able to achieve four indicators of mathematical communication skill imperfectly.
Mathematical communication ability of 7th grade Junior High School students by using Knisley’s model assisted by textbook supplements Putri, Dian Kartika; Rochmad, Rochmad
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.v10i2.49483

Abstract

Mathematical communication ability needs to be improved so that students can solve math problems well. This study aims to determine the effectiveness of Knisley’s learning model assisted by textbook supplements on achieving mathematical communication ability. The type of this research was quantitative method research with a Quasi-Experimental design. The population was the students of class VII A, and VII B at SMP Muhammadiyah Pangkalan Bun Kalimantan year 2019/2020. Data collection techniques used are tests. The results showed that Knisley’s learning model assisted by textbook supplement is effective in achieving students’ mathematical communication ability, namely (1) the proportion of student’s mathematical communication ability reaches more than 75% classical completeness, and (2) the average test results of the students’ mathematical communication ability who follow Knisley’s learning model assisted by the textbook supplement are better than the students’ mathematical communication ability who follow Knisley’s learning model without textbook supplement.

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