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.
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393 Documents
<![CDATA[Analysis of Mathematical Problem Solving Ability Viewed by Students Learning Motivation in PBL Learning Model Hijri Calendar Textbooks-Assisted ]]>
<![CDATA[Rahmawati, Lusi]]>;
<![CDATA[Munahefi, Detalia Noriza]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.67655
<![CDATA[This study aims to examine classical mastery, average differences, and differences in proportions between PBL learning assisted by hijri calendar textbooks and PBL learning and describe mathematical problem-solving abilities in terms of students' learning motivation. This research is mixed method. The quantitative research samples were students of class X-8 (experimental group) and X-6 (control group) while in the qualitative research, the research subjects were taken from six students selected from the experimental group. Data collection was carried out by tests, questionnaires, interviews, and documentation. The results showed that (1) the ability to solve mathematical problems in the hijri calendar textbook-assisted PBL model achieved classical mastery, (2) the average mathematical problem-solving ability in the hijri calendar textbook-assisted PBL model was better than PBL learning, (3) the proportion of completeness of mathematical problem solving abilities in the PBL learning model assisted by hijri calendar textbooks is better than PBL learning, (4) a description of mathematical problem solving abilities in terms of students' learning motivation, namely: (a) students with high learning motivation have problem solving abilities very good, (b) students with medium learning motivation have fairly good problem-solving abilities, and (c) students with low learning motivation have poor problem-solving abilities.]]>
<![CDATA[How does student learn mathematics through traditional food? (a hypothetical learning trajectory) ]]>
<![CDATA[Tarida, Luthfiana]]>;
<![CDATA[Anjarsari, Elly]]>;
<![CDATA[Hasan, Buaddin]]>;
<![CDATA[Widayati, Farida Esti]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.71337
<![CDATA[This study aimed to design a hypothetical learning trajectory for a two-dimensional figure area (quadrilateral and triangle) using the geometric shape of traditional food, tempe mendoan as a learning context. This research was qualitative research with data collection methods using literature studies, interviews, and documentation. The subjects in this study were seventh-grade junior high school students in SMP IT Nurul Fikri Bogor. The results of this study are in the form of a hypothetical learning trajectory design in learning the two-dimensional figure area through exploration of Banyumas food tempe mendoan, students measure each side of the rectangle from the shape of tempe mendoan, students divide the rectangle into square units as many as the results of each measurement side, students counts the number of unit squares that cover the rectangular area, the student finds the formula for the area of a square and a rectangle. Next, students divide one rectangle into two right triangles of equal size, students find the formula for the area of a triangle. Students attach the triangles to the provided two-dimensional figure shapes, students record the number of right triangles needed to cover each shape and find these relationships so that students can find area formulas for other shapes such as parallelograms, trapezoids, and rhombuses.]]>
<![CDATA[Students' Mathematical Problem-Solving Ability Based on Cognitive Style in Flipped Classroom Learning Model Assisted by Sevima Edlink ]]>
<![CDATA[Mukarromah, Siti]]>;
<![CDATA[Junaedi, Iwan]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.73017
<![CDATA[This research aims were to (1) test the effectiveness of the Flipped Classroom learning model assisted by the Sevima Edlink on students' mathematical problem-solving abilities, and (2) describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. This research was a mixed methods type of sequential explanatory design. Quantitative methods were used to test the effectiveness of using the Flipped Classroom learning model on students' mathematical problem-solving abilities while qualitative methods were used to describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. Data collection was carried out using problem-solving ability tests, GEFT tests (cognitive style tests), and interviews. The population of this study were all class VIII students of SMP N 1 Pecangaan for the 2022/2023 school year. The samples used were students of class VIII E as the experimental group and class VIII G as the control group. The results of the research conducted showed that (1) the Flipped Classroom learning model was effective in increasing students' mathematical problem-solving abilities, (2) students' mathematical problem-solving abilities in terms of cognitive style were divided into two categories, namely FI (7) and FD (15). The FI category is divided into 3 patterns of problem-solving abilities while students with the FD category are divided into 5 patterns.]]>
<![CDATA[The Effectiveness of Math Magazine Assisted Problem Based Learning on Students’ Problem Solving Viewed from Learning Independence ]]>
<![CDATA[Azizah, Maharani Nuur]]>;
<![CDATA[Kartono, Kartono]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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<![CDATA[Problem solving ability is one of the abilities that must be possessed by students of the five abilities in mathematics education. The problem-solving ability and independent learning character of SMA Negeri 5 Semarang students still need to be improved. One of the efforts to enhance problem-solving skills and the character of learning independence is to apply Problem Based Learning with the help of Math Magazine. This research aims (1) to test the effectiveness of Problem Based Learning assisted by Math Magazine and (2) to describe problem solving abilities with Problem Based Learning assisted by Math Magazine in terms of learning independence. This research used a mixed method research method with a sequential explanatory research design. The population in this study were students of class XI SMA Negeri 5 Semarang for the 2022/2023 academic year. The selected sample was 33 students in the experimental group and 28 students in the control group. Data collection methods were carried out by tests, independent learning questionnaires, and interviews. The results showed that (1) Problem Based Learning assisted by Math Magazine on the ability to solve problems exceeds classical completeness by 91%, (2) The average problem solving ability in the Problem Based Learning model assisted by Math Magazine is better than the problem solving abilities of control class students, and (3) the average problem solving ability in the Problem Based Learning model assisted by the Math magazine is more than 70.]]>
<![CDATA[Development of Android-Based Interactive Learning Media with STEM Nuances to Improve Creative Thinking Skills of Grade VIII Students ]]>
<![CDATA[Hidayah, Fatimah Nurul]]>;
<![CDATA[Sutarto, Hery]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i2.75730
<![CDATA[This research aims to develop android-based interactive learning media with STEM nuances to improve students' creative thinking skills that are feasible and effective. The learning media was developed using iSpring software. This software is integrated with Microsoft Powerpoint which can make the learning media more interactive. The final form of learning media is an android application. The learning media is given STEM nuances and activities to facilitate students' creative thinking skills. STEM is a learning approach that connects science, technology, engineering, and mathematics. The indicators of creative thinking skills used are fluency, flexibility, originality, and elaboration. The development model used in this research is 4D (Define, Design, Development, Disseminate), but only up to the development stage. This research produces android-based interactive learning media with STEM nuances to improve the creative thinking skills of junior high school students in grade VIII that are feasible and effective. Media and material validation respectively obtained a score of 91.5% and 91.2% which included a very feasible category. The effectiveness of the media is shown in the improvement of students' creative thinking skills. The N-Gain test obtained shows that the increase in students' abilities has increased which is classified as moderate.]]>
<![CDATA[The Effectiveness of the Liveworksheet Assisted Project Based Learning Model on Mathematical Literacy in View of Student Learning Motivation ]]>
<![CDATA[Triningsih, Novi]]>;
<![CDATA[Amidi, Amidi]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.78880
<![CDATA[The mathematical literacy of students at SMP Negeri 26 Semarang is not yet optimal. This research aims to determine learning mastery, average student mathematical literacy, the influence of learning motivation on mathematical literacy, and describe students' mathematical literacy in terms of learning motivation in class using a project based learning model assisted by live worksheets. This research used a mixed-method explanatory sequential design. The quantitative method in this research used a true experimental design with a posttest-only control group design involving two groups as an experimental group and a control group.The population of this study was class VIII of SMP Negeri 26 Semarang. The sample for this research was class VIII-G as the experimental class and class VIII-E as the control class taken using simple random sampling techniques. The subjects of this research consisted of 2 students in each category of high, medium and low learning motivation who were selected using purposive sampling technique. The results of this research show that: (1) students' mathematical literacy in Project Based Learning with Liveworksheet assistance has reached the actual completion limit; (2) the average mathematical literacy of students in Project Based Learning assisted by Liveworksheets is better than the average mathematical literacy of students in Problem Based Learning; (3) There is an influence of learning motivation on students' mathematical literacy with a percentage of 42.8%; (4) Subjects with high learning motivation have high mathematical literacy abilities because they tend to be able to fulfill the three indicators well. Subjects with moderate learning motivation have moderate mathematical literacy abilities, because there are still indicators that have not been met properly. Subjects with low learning motivation have low mathematical literacy abilities, because they do not fulfill the three indicators well.]]>
<![CDATA[Mathematical Representation Ability in Terms of Students’ Learning Independence in Project Based Learning Model Assisted by Google Sites ]]>
<![CDATA[Wulandari, Inayah]]>;
<![CDATA[Isnarto, Isnarto]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.78881
<![CDATA[The purposes of this study were to analyze the quality of learning mathematics in the Project Based Learning model assisted by Google Sites on mathematical representation ability, to analyze the effect of learning independence on mathematical representation ability, and to describe the mathematical representation ability in terms of learning independence in the Project Based Learning model assisted by Google Sites. The research used mixed method with sequential explanatory design. The population in this study were all grade VIII students of SMP N 22 Semarang in the 2022/2023 academic year. The sample selected in this study consisted of class VIII E as the experimental class and class VIII F as the control class. Data collection techniques used in this study were tests, questionnaires, observations, and interviews. The results of the study showed that: (1) mathematics learning with Project Based Learning model assisted by Google Sites is qualified in developing students' mathematical representation ability; (2) there is a positive effect of learning independent on mathematical representation ability in Project Based Learning model assisted by Google Sites; (3) the description of the mathematical representation ability in terms of learning independence is divided into 3 categories, namely (a) students with high learning independence are able to fulfill all indicators of mathematical representation ability; (b) students with moderate learning independence are quite able to fulfill indicators of mathematical representation ability; and (c) students with low learning independence tend to be able to fulfill indicators of mathematical representation. However, it is necessary to pay attention to students' mathematical representation abilities, one of which is that students with low learning independence should be given guidance in processing information to be able to represent problems well to facilitate better problem solving.]]>
<![CDATA[Students' Mathematical Problem Solving Ability in View of Learning Motivation Through the MURDER Learning Model Assisted by Animation Videos ]]>
<![CDATA[Faza, Safana Aulia]]>;
<![CDATA[Wijayanti, Kristina]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.78882
<![CDATA[This research was carried out with the aim of analyzing the effectiveness of the MURDER learning model assisted by animated videos on students' mathematical problem solving abilities and describing mathematical problem solving abilities in terms of student learning motivation through the MURDER learning model assisted by animated videos. This research employed a mixed-method research approach with a sequential explanatory design model. The study population consisted of students from all Class VIII of SMP Negeri 6 Semarang for the academic year 2022/2023, comprising eight classes. The research sample was class VIII G, with 32 students, and class VIII F, with 32 students. The results of this research indicate that the MURDER learning model assisted by animated videos is effective for mathematical problem solving abilities. In addition, a description of students' mathematical problem solving abilities was obtained in terms of learning motivation. Students with high learning motivation meet all indicators of mathematical problem solving abilities. Students with moderate learning motivation tend to be able to meet the indicators of mathematical problem solving ability. Students with low learning motivation tend to be unable to meet indicators of mathematical problem solving ability.]]>
<![CDATA[Mathematical Critical Thinking Ability Viewed from Students' Habits of Mind in Problem Based Learning Assisted Sevima Edlink ]]>
<![CDATA[Zuliyanti, Ita]]>;
<![CDATA[Winarti, Endang Retno]]>;
<![CDATA[Permatasari, Gilang Anjar]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.78957
<![CDATA[The purposes of carrying out this research were to determine the role of the model Problem Based Learning assisted Sevima Edlink and influence Habits of Mind on the mathematical critical thinking skills of class XI students at SMA Negeri 1 Karanganyar on the basic material of indeterminate integrals. Problem Based Learning assisted Sevima Edlink applied in the learning process in the classroom and integrated into learning resources in the form of student worksheets developed by researchers. Student worksheets developed by researchers have also integrated with contextual approaches and learning models Problem Based Learning with the content of the material and the problems associated with the daily life of students. The research method used in this research was a Mixed Method with models Sequential Explanatory (derivative combination). Activities in this study included learning in class three times for the experimental and control groups, tests of mathematical critical thinking skills for the experimental and control groups, filling out questionnaires for the experimental group, and interviews for the experimental group. The results of this research are Problem Based Learning assisted Sevima Edlink can play a positive role in improving students' mathematical critical thinking skills as shown from the test results and students' mathematical critical thinking skills are also influenced by Habits of Mind. From the research results obtained the learning model Problem Based Learning assisted Sevima Edlink can be one way to improve students' mathematical critical thinking skills. Besides that, it also needs to improve Habits of Mind students, because the higher Habits of Mind students can think critically mathematically will be higher.]]>
<![CDATA[Mathematical Connection Ability Viewed from Self Efficacy in CONINCON Learning Model with Ethnomathematics Nuances ]]>
<![CDATA[Valenia, Rizza Fahira]]>;
<![CDATA[Zaenuri, Zaenuri]]>
<![CDATA[ Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education ]]>
Publisher : <![CDATA[Department of Mathematics, Universitas Negeri Semarang ]]>
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DOI: 10.15294/ujme.v12i3.78958
<![CDATA[This study aims to (1) find out whether the proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) find out whether students' mathematical connection abilities through CONINCON learning model with ethnomathematics nuances were better than students' connection abilities with Problem Based Learning model; (3) find out whether students' self efficacy influences mathematical connection abilities; (4) describe mathematical connection abilities through CONINCON learning model with ethnomathematics nuances viewed from students' self efficacy. The method used was a mixed method with a sequential explanatory design. In this research, 6 research subjects were taken based on the category of self efficacy in experimental group. Research results show that (1) proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) students' mathematical connection abilities in CONINCON learning model with ethnomathematics nuances were better than students' connection abilities in Problem Based Learning model; (3) students' self efficacy has a significant influence on mathematical connection abilities of 68.7%; (4) description of students' mathematical connection abilities with categories : (a) high category of self efficacy are able to fullfill all indicators of mathematical connection abilities; (b) medium category of self efficacy can fulfill two indicators and less able to fullfill two indicators; (c) low category of self efficacy only fulfill an indicator.]]>
