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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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Development of Ethnomathematics-Based E-Module Using the Inquiry Learning Model to Improve Mathematical Problem Solving Ability
Unnes Journal of Mathematics Education Vol 11 No 2 (2022): 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.v11i2.59938

Abstract

The purpose of this research was to produce an ethnomathematics-based e-module development on an inquiry learning model that was valid, practical, and effective in improving students' mathematical problem-solving ability. This study used the Research and Development (R&D) method with the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used questionnaires and tests. The data analysis technique used a Likert scale, the one-sided average test, and the two-sided average difference test. The results of this study indicate that e-module have very valid criteria for use in the learning process with an average validity percentage of 88.54%, e-module have very practical criteria for use in the learning process with an average practicality percentage of 87.33%, and e-module are categorized as effective or can improve students' mathematical problem-solving ability, which is indicated by (a) students' mathematical problem-solving ability with ethnomathematics-based e-modules using the inquiry learning model to achieve mastery criteria; (b) students' mathematical problem-solving ability with ethnomathematics-based e-modules using inquiry learning models are better than students' mathematical problem-solving ability in conventional learning.
Development of STEM Based Mathematics Learning Instruments to Improve Students’ Critical Thinking Skills in PBL Model
Unnes Journal of Mathematics Education Vol 11 No 2 (2022): 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.v11i2.59939

Abstract

The research aim was to develop STEM-based learning instruments to improve students' critical thinking skills used in the PBL model that was valid, practical, and readable by students. The research used a simplified 4-D development model in the research and development research method, which consisted of three stages; define, design, and develop. It was because of the Covid-19 pandemic that the learning process was held online, and the effectiveness testing or dissemination stage couldn’t be held. The learning instruments consisted of a syllabus, lesson plan, learning material, and student worksheet. Learning instruments’ validation testing stated that the learning instruments were valid with the average scores for syllabus was 3.82 out of 4.00, for lesson plan was 3.79 out of 4.00, for learning material was 3.85 out of 4.00, and for student’ worksheet was 3.80 out of 4.00. Learning instruments’ practicality testing stated that the learning instruments were practical to be used during the learning process, with scores of it were 97.50% for syllabus, 96.43% for the lesson plan, 95.83% for learning material, and 93.06% for student worksheets. Learning instruments’ readability testing stated that the learning instruments were readable by students, with scores of it were 82.78% for learning material and 80.83% for students’ worksheets.
Analysis of Mathematical Reasoning Ability of Eight Grade on CORE Learning Model in terms of Thinking Style
Unnes Journal of Mathematics Education Vol 11 No 2 (2022): 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.v11i2.59940

Abstract

This study aimed to determine the effectiveness of the CORE learning model toward students’ mathematical reasoning ability and describe the students’ mathematical reasoning ability through the application of the CORE learning model in terms of students’ thinking styles. This study used a mixed method with a concurrent embedded strategy and posttest-only control group design. The population in this study were the eight grade students of SMP Negeri 2 Patebon. Samples were taken by using a simple random technique and obtained VIII A class as an experimental and VIII C as a control class. Subjects of this study were determined by using the purposive technique and obtained two students from each thinking style category. Data collection techniques in this study were a test, questionnaire, interview, and documentation. The quantitative data analysis of this study used both initial and research data. Research data analysis consists of individual completeness tests, classical completeness tests, average difference tests, and proportional difference tests. Before testing the effectiveness of learning, the prerequisite test is conducted first, namely the normality and homogeneity test. The qualitative data analysis technique was carried out by using qualitative descriptive methods, including data reduction, data display, and conclusion drawing. The results showed that (1) the implementation of the CORE learning model is effective towards students’ mathematical reasoning ability; and (2) subject with concrete sequential have good ability in mathematical reasoning; subject with abstract sequential tends to be very good in mathematical reasoning ability; subject with concrete random tends to be good in mathematical reasoning ability; subject with abstract random tends to have the low ability in mathematical reasoning.
Development of Teaching Materials of Flat Side Spaces Building Based on Problem Based Learning with Assemblr Assistance to Improve Students' Spatial Ability
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.60568

Abstract

This study aims to develop teaching materials for flat-side space buildings based on problem-based learning assisted by Assemblr to improve students' spatial abilities. The method used was Research and Development with a 4D development model modified to 3D, namely: define, design, and develop. The last stage (dissemination) was not carried out due to the limitations of energy, cost, time, and deployment space of the researcher. The data collection technique used a questionnaire, which consists of a feasibility test and a readability test. The results of the feasibility test obtained a percentage of 89% meaning that teaching materials were declared suitable for use in learning. The readability test results obtained a percentage of 87% meaning that the teaching materials were declared easy for students to understand. The results of the study obtained teaching materials that are valid and suitable for use in learning and are easy to understand by readers.
Development of Computer-Based Interactive Learning Media on Data Presentation Subject
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.60876

Abstract

21st century learning students is required to be more active in learning than teachers, therefore this study aims to develop computer-based interactive learning media tutorials. This research used Research and Development (R & D) models and adapted from Borg and Gall. The learning media was validated by three validators using a validation sheet and obtained an average score is 3.55 (very valid) from the maximum scale of 4. Furthermore, revisions are made according to the suggestions and input of the validator. The revised learning media was tested with a questionnaire technique using a student response questionnaire sheet. The trial was carried out in two stages, namely product trials and usage trials. The first stage was product testing on six students and the percentage of practicality was 96.03%. The second stage was trial use on 28 students and the percentage was 97.62 (very practical). Then the product was revised according to the students' suggestions in the usage trial). Based on the analysis, it can be concluded that this computer-based mathematics learning media is valid and practical and can be used for students’ learning.
Exploration of Student’s Mathematical Connection Ability in PjBL with Ethnomathematics Nuance
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.61001

Abstract

The Merdeka Curriculum is one of the government's efforts to recover education after being affected by the Covid-19 pandemic, through project-based learning and Pancasila student profiles. The purpose of this study was to explore students' mathematical connection skills through project based learning (PjBL) with ethnomathematics in the form of painting the motifs of batik or tenun on cartesian diagrams as the implementation of the Merdeka Curriculum. This research was qualitative research with data triangulation. The research data will be obtained through interviews, observations, and project activities carried out by 15 students of class XI IPA 2 at SMAN 11 South Tangerang City. The results showed that the use of weaving motifs in project-based learning can facilitate students' mathematical connection skills, create meaningful and contextual learning as an embodiment of the Merdeka Curriculum to restore teaching and learning activities due to the impact of COVID-19.
Analyzing the Effect of Using the Geoboard for Learning the Pythagorean Theorem
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.61100

Abstract

This research considered the need to implement didactic materials during learning the Pythagorean theorem as one of the topics present in mathematics curricula around the world. The objective was to analyze the effect of the use of the geoboard in the learning of the Pythagorean theorem with high school students. The contributions of the theory of figurative concepts and concrete didactic materials were considered. The method used was a case study design by applying a task with concrete material with ten students. Among the main results, the construction of figures on the geoboard was obtained by analyzing the students' mental images. It was also possible to demonstrate visual skills and reasoning development when implementing this material. In conclusion, the effect of use of the geoboard in the study of the Pythagorean theorem allowed the recognition of the difference in the unit of measurement between the legs and the hypotenuse. Also, the development of the skills allowed the students to build the concept of the relationship between the figures built within the square of the hypotenuse with the area of the squares corresponding to the legs.
Students’ Errors in Solving Mathematical Connection Problems on Quadrilateral Topics
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.61385

Abstract

The mathematical connection ability is the ability to use the relationship of ideas in mathematics and apply mathematical ideas in contexts outside of mathematics so that’s important because it can provide opportunities for meaningful learning. The background of this study was the wrong way of students' thinking and understanding so that causing errors in solving mathematical connection problems. This study aims to describe students' errors in solving mathematical connection problems on quadrilateral topics based on the Polya’s stages. This type of study was descriptive research with a qualitative approach. The data collection technique was carried out by giving participants tests and then conducting interviews with selected participants. The participants in this study were six students in junior high school, consisting of one student in class VIII and five students in class IX. Based on the results, some participants made several types of errors on the quadrilateral topics. The errors made by the participants occurred at the stage of understanding the problem, developing a plan, and implementing the plan. Students have not been able to optimize the use of knowledge related to mathematical ideas, procedures, or facts from a quadrilateral.
Mathematical Literacy in Terms of Cognitive Style With Pendidikan Matematika Realistik Indonesia Learning Assisted by Google Classroom
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.58492

Abstract

This study aims to (1) find out the difference in the mean increase in students' mathematical literacy with Pendidikan Matematika Realistik Indonesia learning assisted by Google Classroom (PMRI-GC learning) and with Scientific learning, and (2) find out the effect of cognitive style on students' mathematical literacy with PMRI-GC learning. The design in this study was experimental designs: true experimental design: pretest-posttest control group design. The population in this study were students of class VIII SMP N 2 Wedi. The samples were determined by random sampling technique and determined that class VIIIA as the experimental class was given PMRI-GC learning and class VIIIB as the control class was given Scientific learning. The results of the study were the mean increase of students' mathematical literacy with PMRI-GC learning is better than students with scientific learning, the mean increase of students' mathematical literacy with PMRI-GC learning is in the medium category, while the mean increase of students' mathematical literacy with Scientific learning is in the low category, and there is an effect of cognitive style on mathematical literacy of students who receive PMRI-GC learning, with an effect of , meaning that cognitive style has an effect of on mathematical literacy.
Analysis of Students’ Mathematical Thinking Ability in Terms of Self Efficacy
Unnes Journal of Mathematics Education Vol 11 No 3 (2022): 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.v11i3.58772

Abstract

Mathematical thinking ability must be owned by students to solve various problems. Students are considered capable of fulfilling the indicators of mathematical thinking ability properly if they are balanced with good self-efficacy abilities. This research method is qualitative which aims to find new indicators and describe mathematical thinking ability in terms of self-efficacy and provide recommendations for teachers. The research subjects were six students from the first year of senior high school using purposive sampling. Indicators of mathematical thinking ability, include 1) Reasoning: identifying concepts and problems; 2) Generalizing: demonstrating mathematical ideas in writing and using mathematical language to express ideas correctly; 3) Critical Thinking: using representations to create mathematical models; 4) Problem Solving: planning problem solving strategies, implementing and checking results. 5) Communicating: revealing the results of problem solving. The results: 1) low self-efficacy’s students were only able to master reasoning; 2) moderate self-efficacy’s students are able to master reasoning, generalizing, and critical thinking; 3) high self-efficacy’s students are able to master all indicators. Recommendations for teachers are by giving opportunity to low self-efficacy’s students to speak in public, give appreciation for their efforts and reprimand if it doesn’t lower their confidence when they make mistakes.

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