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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 Creative Thinking Ability in REACT Learning Assisted by Dynamic Assessment in Terms of Student Learning Independence
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.v11i3.65156

Abstract

Creative and critical thinking abilities and self-directed learning are critical components of mathematical education. This study aimed to ascertain students' capacity to think creatively and mathematically while learning the REACT paradigm through dynamic assessments. This study used a mixed-method approach in conjunction with a sequential explanatory design. The research population consists of students in the seventh grade at SMP Negeri 8 Semarang. The instruments employed are assessments of mathematical creativity, surveys on learning independence, and interview procedures. The findings indicated that (1) students' mathematical creative thinking abilities improved significantly when REACT learning was supported by dynamic assessments; (2) the average mathematical creative thinking ability of students in REACT learning enabled by dynamic assessments is superior to that of students in REACT learning; (3) there is a positive correlation between learning independence and mathematical creative thinking ability; and (4) the description of mathematical creative thinking ability is accurate. Students who demonstrate high learning independence perform admirably on all mathematical creative thinking abilities indicators. Students who have a moderate level of learning independence perform pretty well on the indicators of mathematical creativity. Students with a low level of learning independence demonstrate only one of the three indicators of mathematical creativity.
Development of Hypercontent-Based Probability Teaching Materials with Problem-Based Learning Model
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.v11i3.65176

Abstract

This research focuses on developing hypercontent-based Probability teaching materials based on problem-based learning models. The purpose of this study was to determine the characteristics, feasibility, and readability of hypercontent-based teaching materials. This type of research is Research and Development (R&D). The procedure used in this research and development adopts the modified Sugiyono (2015) development model, namely (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product trial, and (7) product revision. This research produces a hypercontent-based Probability teaching material based on a problem-based learning model that has met the suitability of characteristics. The teaching materials were declared valid and suitable for use in learning mathematics with an average feasibility score of 85.82%. Based on the readability test, it was found that the hypercontent-based Probability teaching materials were easy to understand and could be used independently by students with an average readability score of 79.91%.
Development of Student Worksheets-Based Guided Discovery with a Scientific Approach to Improve Mathematical Connection 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.v11i3.65177

Abstract

The purpose of this study was to develop student worksheets-based on guided discovery with a scientific approach to improve students' mathematical connection ability. The criteria for developing student worksheets are valid, practical, and effective. Type of research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were grade 7A junior high school 2 Pulokulon. Data collection techniques include product assessment, questionnaires, observations, and tests. Data analysis techniques include validity test, practicality test, and effectiveness test. The results showed that: (1) the student worksheets met the expert validity with a score of 4.4 and were very good, (2) the student worksheets met practicality with a score of 3.16 with a very good category, and (3) the student worksheets are effective for improving students' mathematical connection ability with classical mastery learning outcomes by 77% and increasing abilities with N-Gain = 0.54 in the medium category.
The Moderating Effect of Technology Attitude on the Relationship between Math Self-Efficacy and Attitudes towards Mathematics
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.62791

Abstract

The study examined whether math self-efficacy significantly affects attitudes towards mathematics. It also explored the moderating effect of technology attitude on the link between mathematics self-efficacy and attitudes towards mathematics. A total of 174 Science, Technology and Engineering (STE) students (79 males and 95 females) of Tagum City National High School participated in the study. Three (3) valid and reliable instruments were used to assess students’ level of math self-efficacy, technology attitude, and attitudes towards mathematics. Results show that the level of math self-efficacy, and attitudes towards math of the STE students is moderate. Moreover, the level of technology attitude of the students is high. There is a significant relationship between math self-efficacy and attitudes towards math. However, there is no significant relationship between technology attitude and attitudes towards mathematics. The negative moderating effect of technology attitude on the relationship between math self-efficacy and attitudes towards math is established.
The Effectiveness of the Use of Assistive Technology Malitung for Learning Outcomes of Students with Mild Intellectual Disabilities
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.67415

Abstract

The purposes of this research were to test the effectiveness of the use of assistive technology malitung (manik, tali, hitung) for learning outcomes of students with mild intellectual disabilities in basic arithmetic operations topic and describe their learning outcomes when using assistive technology malitung at Ungaran Public Special School. The method used in this research was Single Subject Research (SSR) with A-B-A design followed by qualitative descriptive research. Data collection techniques used in this research were observation, interviews, questionnaires, and tests. The data analysis techniques used in this research were descriptive statistics, data reduction, data presentation, data interpretation, and conclusion drawing. There were 3 students as research subjects who were students of class IX-C at Ungaran Public Special School. The results of this study are that the learning outcomes of the three research subjects in terms of cognitive, affective, and psychomotor aspects increased and reached category pretty good, good, and very good categories in learning using assistive technology malitung. These results were reinforced by very positive responses from Research Subjects 1 and 3 and positive responses from Research Subjects 2. The conclusions obtained were 1) the use of assistive technology malitung effective on the learning outcomes of students with mild intellectual disabilities on basic arithmetic operations material at Ungaran Public Special School, 2) basic arithmetic operations ability, curiosity, accuracy, responsibility, never give up, enthusiasm for learning, confidence, and interest in learning, problem-solving skills related to addition, subtraction, multiplication, and division operations were achieved in pretty good, good, and very good categories in learning by using assistive technology malitung.
Students’ Mathematical Representation Ability in Cooperative Learning Type of Reciprocal Peer Tutoring from Learning Style
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.67545

Abstract

This study aims to analyze whether the Cooperative Learning type of Reciprocal Peer Tutoring (RPT) is effective in enhancing students' mathematical representation abilities, whether it is more effective than PBL in enhancing students' mathematical representation abilities, how learning styles influence students' mathematical representation abilities in Cooperative Learning type of RPT, and to describe the ability of mathematical representation in terms of learning styles in Cooperative Learning type of RPT. The research method used was a mixed method, and the design used was sequential explanatory. The sampling technique used was random sampling by class. The results showed that: (1) the ability of mathematical representation in the Cooperative Learning type of RPT achieved classical completeness; (2) the average mathematical representation ability in the Cooperative Learning type of RPT was higher than that of PBL; (3) the proportion of completeness of mathematical representation ability in Cooperative Learning type of RPT was higher than that of the PBL class, indicating that Cooperative Learning type of RPT is more effective in enhancing mathematical representation abilities; and (4) there is a positive influence of learning styles on students' mathematical representation ability in Cooperative Learning type of RPT. Subjects with visual learning styles are able to fulfill visual and verbal indicators and tend to be able to fulfill symbolic indicators. Subjects with auditory learning styles tend to be able to fulfill visual and symbolic indicators but tend to be less able to fulfill verbal indicators. Subjects with kinaesthetic learning styles are able to meet visual indicators.
Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.67553

Abstract

This research aims to (1) find out whether mathematical literacy through Problem-Based Learning with PMRI Approach (PBL-PMRI) achieves Actual Completion Limit (ACL); (2) find out whether mathematical literacy through PBL-PMRI is classically complete; (3) to find out whether the average and proportion of mathematical literacy through PBL-PMRI is more than the average and proportion of mathematical literacy through PBL; (4) knowing whether students' self-efficacy influences mathematical literacy through PBL-PMRI; (5) describe mathematical literacy through PBL-PMRI based on students' self-efficacy. The research method used is a mixed method with a sequential explanatory design. Sampling in this research with cluster random sampling. While taking the subject with purposive sampling. The results of this research are: (1) mathematical literacy through PBL learning with the PMRI approach achieves Actual Completion Limit (ACL); (2) mathematical literacy through PBL-PMRI learning achieves classical mastery; (3) the average and proportion of students' mathematical literacy through PBL-PMRI are more than the average and proportion of mathematical literacy through PBL; (4) self-efficacy affects mathematical literacy through PBL-PMRI; (5) description of students' mathematical literacy with categories: (a) self-efficacy on fulfilling the four indicators; (b) self-efficacy is in the moderate of fulfilling 3 indicators and tends not to fulfill 1 indicator; (c) lower self-efficacy tends to fulfill 2 indicators, tends not to fulfill 1 indicator, and does not fulfill 1 indicator.
Development of Entrepreneurship-Based Mathematical E-Module and Its' Learning with PBL to Improve Students' Mathematical Problem Solving Ability
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.62911

Abstract

The purpose of this study was to determine the validity of the entrepreneurship-based mathematics E-Module, the practicality and effectiveness of learning mathematics with the PBL model assisted by the entrepreneurship-based mathematics E-Module to improve students' mathematical problem solving abilities. This research is a development research with the ADDIE model which is applied to class XI of SMK Negeri 1 Lemahabang, Cirebon Regency. The results showed that the entrepreneurship-based mathematics E-Module was declared valid with a percentage of the E-Module value of 92.88% in the "Very Eligible" category. Mathematics learning with the PBL model assisted by the E-Module mathematics based on entrepreneurship is stated to be (1) practical with a percentage of 86.9% of students and 96% of teachers falling into the "Very Practical" category; (2) effective based on the results of the posttest which showed that the experimental class achieved individual learning mastery of 75% with and achieved 75% classical learning completeness compared to the control class which did not achieve individual and classical learning mastery with grades . In addition, through the independent sample t test, it was found that the posttest results of the experimental class were better than the control class.
Students' Mathematical Reasoning Ability Viewed from Self-Regulated Learning in the Missouri Mathematics Project Learning with Open-Ended Approach
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.66188

Abstract

The mathematical reasoning ability of class VIII students of SMP Negeri 1 Kedungwuni is still relatively low. The purpose of this study is to analyze and describe students' mathematical reasoning abilities in the MMP learning model with an open-ended approach in terms of students' self-regulated learning. The method used is a mixed method with an explanatory sequential design strategy. The results showed that: (1) students' mathematical reasoning abilities in the MMP learning model with an open-ended approach achieved classical mastery; (2) there is a positive influence of students' self-regulated learning on students' mathematical reasoning abilities in the MMP learning model with an open-ended approach, namely 17.1%; (3) the average mathematical reasoning ability of students in the MMP learning model with an open-ended approach is better than the average mathematical reasoning ability of students in learning with a scientific approach; (4) there are differences in students' mathematical reasoning abilities in terms of students' self-regulated learning in the MMP learning model with an open-ended approach; (5) a description of students' mathematical reasoning abilities in terms of self-regulated learning in the MMP learning model with an open-ended approach, namely (a) students with high levels of self-regulated learning are able to fulfill all indicators of mathematical reasoning abilities well; (b) students with intermediate level self-regulated learning tend to be quite capable in all indicators of mathematical reasoning ability; (c) students with a low level of self-regulated learning tend to be able to present mathematical statements, but tend not to be able to fulfill the other three stages.
Mathematical Representation Ability in the Implementation of Ethno-Flipped Classroom Model Assisted by Interactive Media Based on Self-Efficacy
Unnes Journal of Mathematics Education Vol 12 No 1 (2023): 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.v12i1.66362

Abstract

This study aims to (1) determine the effectiveness of the Ethno-Flipped Classroom model assisted by interactive media on students' mathematical representation abilities, and (2) describe the mathematical representation abilities of students who have high, medium and low self-efficacy. This study was mixed-methods with sequential explanatory design. Retrieval of quantitative data using a mathematical representation ability test, while collecting qualitative data using self-efficacy questionnaires and interview guidelines. The population in this study were students of class VIII SMP N 2 Susukan, Banjarnegara Regency. The samples of this study were 25 students from the experimental class and 26 students from the control class. The results showed that (1) Ethno-Flipped Classroom assisted by interactive media was effective on mathematical representation abilities, (2) subjects with high self-efficacy were able to fulfill all indicators of mathematical representation abilities, namely verbal, symbolic and visual representations, (3) subjects with medium self-efficacy can fulfill indicators of verbal and symbolic representation, (4) subjects with low self-efficacy only fulfill indicators of verbal representation.

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