Unnes Journal of Mathematics Education
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.
Articles
393 Documents
<![CDATA[Development process of mathematical representation ability and cultural love on RME learning using Wayang Kulit ]]>
<![CDATA[Lukmana, Chandra Prasetia]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Zaenuri, Zaenuri]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 2 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i2.49484
<![CDATA[The development of science and technology in the current era of globalization can have a positive and negative impact on human life. Mathematical ability and cultural love need to be possessed by students. The methodology applied the qualitative method and collecting data using a written test and interview. This study used media wayang kulit with RME learning model applied to grade VII students SMP. The ability of mathematical representation in schools is less developed by subject teachers. Conventional learning results in students only being able to have the mathematical representation capabilities provided by the teacher. The process of developing a student's mathematical representation consists of the initial activity with sample observations and finding the concept of matter. Then students look at various examples and discover the concept of matter. When faced with problems, students can go through the stages of identifying problems, developing plans for the use of representation, and the use of representations to solve problems or communicate ideas they have. The cultural love that the students have during the learning process is described as finding the material concept. But when faced with a choice between the use of traditional media and technology, students prefer to use the media technology.]]>
<![CDATA[Analysis numeracy literacy skills in terms of standardized math problem on a minimum competency assessment ]]>
<![CDATA[Megawati, Luthfiana Aristia]]>;
<![CDATA[Sutarto, Hery]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 2 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i2.49540
<![CDATA[The quality of education in Indonesia as seen from the results of PISA, TIMSS and Indonesian Student Competency Assessment is still relatively low. The Indonesian government issued a new policy to improve the quality of education in Indonesia. One of the policies implemented was the abolition of the National Examination, which is a tool for evaluating learning outcomes at the end of each level of education with a national standard, replaced by the National Assessment. In AN, there are two things that will become national standards in the field of education, namely the Minimum Competency Assessment and the Character Survey. The Minimum Competency Assessment focuses on measuring students' thinking competence when reading texts (literacy) and numeracy literacy. Numerical literacy is needed to deal with Minimum Competency Assessment and is also needed for 21st century skills. Numerical Literacy is also important for everyday life. Therefore, this study focused on analyzing the numeracy literacy skills of students in solving Minimum Competency Assessment math problems and knowing the factors that influence the level of numeracy literacy skills of students in solving Minimum Competency Assessment standard math problems. Collecting data using a questionnaire and testing the Minimum Competency Assessment standard mathematics questions on students. In this study, the results of the analysis of students' numeracy literacy skills were obtained in terms of Minimum Competency Assessment standard math problems and factors that affect students' numeracy literacy skills.]]>
<![CDATA[Metacognition ability of grade X students in mathematical problem solving through a digital project-based learning with Edmodo ]]>
<![CDATA[Misa’adah, Fedriana]]>;
<![CDATA[Mariani, Scolastika]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.53606
<![CDATA[This study aims to determine how the description of problem-solving abilities supported by metacognition skills in digital learning Project Based Learning assisted by Edmodo. This study used a qualitative method. The population taken in this study were students of class X SMA N 1 Jekulo Kudus. This study used a true experimental design with a pretest-posttest control group design. The sampling technique used in this study was a randomized class technique. Data collection was carried out by means of written tests and interviews. Indicators of problem-solving abilities in this study include (1) identifying problems, (2) planning problems, (3) implementing problem solving in accordance with the plan, and (4) interpreting the results obtained. The results of this study indicate (1) the problem solving abilities of students who have high metacognition abilities meet the four problem solving indicators, (2) the problem solving abilities of students who have moderate metacognitive abilities meet the three problem solving indicators, (3) the problem solving abilities of students who have low metacognition ability only fulfills two problem solving indicators.]]>
<![CDATA[Learning media development to improve students' spatial mathematical ability assisted by mobile phones using Augmented Reality ]]>
<![CDATA[Yunianto, Yunianto]]>;
<![CDATA[Cahyono, Adi Nur]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.53607
<![CDATA[The purpose of this study was to describe the development of learning media to improve the Students' Spatial Mathematical Ability assist mobile phones using augmented reality and to determine the effectiveness of learning media assisted by mobile phones using augmented reality in team assisted individualization learning to improve students' mathematical spatial abilities. The development model used in this study is the ADDIE development model. ADDIE development stages are to Analyze, Design, Development, Implementation, and Evaluation. The population of this study was students of 8th grade at MTs Negeri 5 Magelang. The sample was taken from two classes with a random sampling technique from the population of 8th grade at MTs Negeri 5 Magelang. The results are: (1) a learning media has been developed in the form of an android application that uses augmented reality, which is named Bangun Ruang AR as a support for learning mathematics in build flat side space material. After going through the review and evaluation stage by media and material experts, the AR application is suitable to be used as a support for learning mathematics in build flat side space material with an eligibility percentage of 91.5% and included in the very good criteria and (2) The use of application learning media Bangun Ruang AR in Team Assisted Individualization learning effectively to improve students' mathematical spatial abilities, which is aimed at (a) Students' mathematical spatial abilities in team assisted individualization learning with learning media assisted by mobile phone using augmented reality achieve completeness; (b) There is an increase in students' mathematical spatial abilities in team assisted individualization learning with learning media assisted by mobile phone; (c) Students 'mathematical spatial abilities in team assisted individualization learning with learning media assisted by mobile phone are better than students' mathematical spatial abilities in conventional learning.]]>
<![CDATA[The development of student worksheets based on guided discovery with STEM-nuances to improve mathematical reasoning ability of class VII students ]]>
<![CDATA[Tyas, Virga Rosa Arumning]]>;
<![CDATA[Waluya, Stevanus Budi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.53633
<![CDATA[The research aims to develop student worksheets based on guided discovery with STEM-nuances to improve mathematical reasoning ability. The type of this research is Research and Development (R&D) by modification models from Sugiyono. The research was carried out through the analysis of potentials and problems, data collection, product design, validation, revision, product trial, and final product. The result of validity test show that student worksheets based on guided discovery with STEM-nuances to improve mathematical reasoning ability are valid with average score 4,67 and practical with average score 3,79. The analysis of pretest and posttest data showed that student worksheets effective to improve mathematical ability with the n-gain score 0,63 on medium category. Therefore, the student worksheets based on guided discovery with STEM-nuances to improve mathematical reasoning ability are valid, practical, and effective.]]>
<![CDATA[The effectiveness of the CTL learning model using REACT strategy with the mind map and the influence of learning independence on students' mathematical connection ability ]]>
<![CDATA[Nurhayati, Khomsatun Dwi]]>;
<![CDATA[Sukestiyarno, Yohanes Leonardus]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.53634
<![CDATA[This study aims to determine the effectiveness of the CTL learning model using REACT Strategy with the mind map and the influence of learning independence on students' mathematical connection abilities. The research was conducted at Tran Nhan Tong Senior High School, Ho Chi Minh City, Vietnam. The research sample were students of class XA1 as the experimental class that applied the CTL learning model using REACT strategy with mind map and class XA2 as the control class that applied the expository learning model selected based on cluster random sampling. The research data were obtained through tests, questionnaires, and observations. The results showed that 1) the mathematical connection ability of the students that use CTL with the mind map-assisted REACT strategy reached the completeness criteria, 2) the mathematical connection ability of students that use CTL with mind map-assisted REACT strategy higher than the mathematical connection ability of students that use expository learning, and 3) there is a positive effect of student learning independence on the mathematical connection ability of students that use CTL with mind map-assisted REACT strategy.]]>
<![CDATA[Analysis of the Mathematical Representation Ability of Class VIII Students in terms of Self Regulated Learning with the Inductive Discovery Learning Model ]]>
<![CDATA[Putri, Arbai Syahidarahma]]>;
<![CDATA[Veronica, Rahayu Budhiati]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.54039
<![CDATA[The aim of this study was to determine the mathematical representation ability of class VIII students in terms of self regulated learning with the Inductive Discovery Leraning Model. This type of research is a mix methods research with a concurrent embedded desaign (unbalanced mix). The population in this study were class VIII students of SMP Negeri 40 Semarang in the academic year 2020/2021. The data collection technique used triangulation, comparing the data obtained from interviews, obsservations, and final tests of mathematical representation abilities. The research subjects selected were 6 students, consisting of 2 students with high self regulated learning, 2 students with medium self regulated learning, and 2 students with low self regulated learning. The results of the study indicate that students with high self regulated learning have high mathematical representation abilities, students with medium self regulated learning have medium mathematical representation abilities, and students with low self regulated learning have low mathematical representation abilities.]]>
<![CDATA[Mathematical Communication Ability with Brain-Based Learning Model in Terms of Gender ]]>
<![CDATA[Pertiwi, Hana]]>;
<![CDATA[RD, Nuriana]]>;
<![CDATA[Veronica, Rahayu Budhiati]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.54140
<![CDATA[Mathematical communication ability is one of the basic skills standards in mathematics. However, mathematical communication ability with students is still low. This can be seen from the work of students who still have difficulty expressing mathematical problems with mathematical symbols and have difficulty interpreting mathematical ideas in writing. It seems that students find it difficult to express mathematical ideas into writing. This study aims to (1) determine the attainment of the classic dimension of the ability of mathematics students to communicate through the Brain-Based Learning model (2) compared the ability of mathematics based on gender through the Brain-Based Learning model (3) to describe the ability of mathematics students to communicate through gender. This study uses a mix method with a sequential Explanatory. The population is the eighth grade high school student of State 31 at the same time. The sample in this study is a class VIII B student determined by random sampling techniques. The subject of this study was taken on the basis of the student gender. There are six students, three male students and three female students. The results of this study show that: (1) the ability of students to communicate mathematically in Pythagorean matter through the Brain-Based Learning model reaches the classical dimension (2) there is no significant difference in the ability of students to communicate mathematically between men and women through the Brain-Based Learning model (3) Women are better at explaining the idea of the situation and the mathematical relationship in writing with real things, images, graphics, and algebra, and also women are better at creating concepts, formulating arguments, and generalization than men. But in terms of connecting real things, images, and diagrams to the idea of mathematics and also in terms of expressing everyday events in language or the symbol of mathematics between students and girls there is no significant difference.]]>
<![CDATA[The Development of Science, Technology, Engineering, Arts and Mathematics Nuanced Mathematics Teaching Materials to Improve Mathematical Conceptual Understanding Ability ]]>
<![CDATA[Putri, Ade Andani]]>;
<![CDATA[Asikin, Muhammad]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.54143
<![CDATA[This research is a development research that aims to develop mathematics teaching materials related to Science, Technology, Engineering, Arts, and Mathematics (STEAM). This study uses the stages of Research and Development (R&D) covering potential and problems; data collection; product design; design validation (potential test and feasibility test); product test (readability test and attractiveness test); use trials (effectiveness test) and the final product. The results of the study indicate that teaching materials have the potential to improve the ability of mathematical conceptual understanding; valid, easy to understand, attractive in appearance, and effectively improve the ability of mathematical conceptual understanding. The test results show that teaching materials have the potential to increase the ability of mathematical conceptual understanding with a percentage of 86.5%. The results of the feasibility test show that the teaching materials are valid for use with a percentage of 86.07%. The results of the readability test showed that the teaching materials were easily understood by students with a percentage of 92.26%. The results of the response test showed that the teaching materials were attractive in appearance with a percentage of 90.15%. Then, the results of the effectiveness test showed that the teaching materials were effective in increasing the ability of mathematical conceptual understanding.]]>
<![CDATA[Analyzing the Influence of Concept Understanding and Self Efficacy on Student’s Algebraic Thinking Ability in Flipped Classroom Learning Model ]]>
<![CDATA[Kurniawan, Muhammad Rizcky]]>;
<![CDATA[Mashuri, Mashuri]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v10i3.54144
<![CDATA[The concept understanding and self efficacy are needed in mathematics learning. One of the student’s skills in mathematics learning is the ability to think. The aims of this study is an analyzing the influence of concept understanding and self-efficacy on students' algebraic thinking abilitys and describe the algebraic thinking ability in the flipped classroom learning model based on concept understanding and self efficacy. This research is included in the mix-method research with sequential explanatory design. The results showed that (1) the average concept understanding and algebraic thinking ability of students who were given the flipped classroom learning model achieved learning completeness; (2) the average concept understanding and algebraic thinking ability of students who were given the flipped classroom learning model were better than those given the direct instruction learning model; (3) there is an influence between concept understanding and self-efficacy on students' algebraic thinking ability both simultaneously and partially; (4) i) students who have high concept understanding and high self efficacy tend to have high algebraic thinking ability; ii) students who have high concept understanding and moderate self efficacy than moderate concept understanding and moderate and low self efficacy tend to have moderate algebraic thinking ability; and iii) students who have low concept understanding and self efficacy tend to have low algebraic thinking ability.]]>
