cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bambang Eko Susilo
Contact Email
bambang.mat@mail.unnes.ac.id
Phone
-
Journal Mail Official
bambang.mat@mail.unnes.ac.id
Editorial Address
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang. D7 Building 1st Floor, Sekaran Campus, Gunungpati, Semarang, Central Java, Indonesia 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
Unnes Journal of Mathematics Education
Published by Universitas Negeri Semarang
ISSN : 22526927     EISSN : 24605840     DOI : https://doi.org/10.15294
Core Subject : Education,
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 in mathematics education, realistic mathematics education, systematic reviews, meta-analyses, 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 8 Documents
 1 
Search results for , issue "Vol. 13 No. 3 (2024): Special Issue" : 8 Documents clear
Development of Mathematics E-Module to Improve Students' Mathematical Problem Solving Skills in Problem Based Learning Models Maghfiroh, Khikmatul; Dwijanto, Dwijanto; Cahyono, Adi Nur
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.2112

Abstract

E-modules are electronic teaching materials that are designed practically and systematically to help students learn independently. The purpose of this study is to determine the validity, and practicality of the mathematics e-module of System of Linear Equations in Three Variables material, as well as to determine the magnitude of the increase in students' mathematical problem solving abilities. This research was a research and development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection techniques use observation, interviews, questionnaires, tests, and documentation. The instruments in this study are learning implementation observation sheet, expert validation questionnaires and student response, list of interview questions, mathematical problem solving ability test questions, as well as documentation of research activities. The results showed that 1) media expert validation of 3.87 with very valid criteria and material expert validation of 3.71 with very valid criteria; 2) student response questionnaire of 3.26 with very practical criteria; and 3) the occurrence of an increase in students' mathematical problem solving ability by 0.49 with moderate criteria.
Exploration Mathematical Communication Skills: A Comprehensive Analysis of Students' HOTS Problem-Solving Based on Learning Styles Amany, Azzah; Rahmawati , Dian Davi; Setyaningsih, Nining
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.8159

Abstract

This research explores students' mathematical communication skills in solving Higher Order Thinking Skill (HOTS) problems, considering visual, auditory, and kinesthetic learning styles. The study aims to describe students' mathematical communication abilities and understand how learning styles influence these capabilities. A qualitative descriptive research method was employed, involving second-semester seventh-grade students at MTs Negeri 1 Pacitan. Data collection comprised learning style questionnaires, mathematical communication skills tests, and interviews. Results indicate that students with visual learning styles effectively conveyed situations and explained problem-solving strategies but lacked precision in validating arguments. Auditory learners demonstrated proficiency in all four indicators of mathematical communication skills, including argument validation. Kinesthetic learners, while capable of stating situations, encountered difficulties in elucidating problem-solving strategies and did not engage in argument validation.
Students' Mathematical Critical Thinking Ability in Term of Self-Confidence in CORE Model Learning with Open-Ended Approach Sari, Yunita Eka; Safaatullah, Muh. Fajar
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.11136

Abstract

The study aimed to: (1) to examine the effect of grade VII students' self-confidence on their the mathematical critical thinking ability of grade VII students in the CORE learning model with an open-ended approach achieved classical completeness; (2) to examine the mathematical critical thinking ability of grade VII students in the CORE learning model with an open-ended approach achieved classical completeness; (3) to examine the average mathematical critical thinking ability of grade VII students in the CORE model with an open-ended approach to that in the PBL model; and (4) to describe the mathematical critical thinking ability of grade VII students based on their self-confidence levels in the CORE learning model with an open-ended approach. This research employed a mixed-methods approach with a sequential explanatory design. The sampling technique used was simple random sampling, while subject selection applied purposive sampling. Data were collected through tests of mathematical critical thinking ability, self-confidence questionnaires, and interviews. The results showed: (1) self-confidence positively influenced mathematical critical thinking ability by 39.1%; (2) the mathematical critical thinking ability of grade VII students in the CORE model with an open-ended approach reached 81.25% classical completeness; (3) the average mathematical critical thinking ability in the CORE model was better than in the PBL model; (4) students with high self-confidence demonstrated all four stages of mathematical critical thinking (clarification, assessment, inference, and strategy/tactics), students with medium self-confidence fulfilled two stages (clarification and assessment), and students with low self-confidence achieved only the clarification stage.
Digital Didactics Embedded in Ethnomathematics Assessment of Online Mathematics Instruction Ali, Clement Ayarebilla
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.13292

Abstract

Online and e-learning programmes have shifted the power bloc to the learner within their cultural settings. In a case study-based qualitative design, the researchers sampled 40 student-teachers to produce and laminate works of prominent women scientists’ contributions. The data was collected through observations and unstructured interviews. The items were coded on four 7-point Likert scales to represent the planning and design (satisfaction), teaching and learning (reflection), as and through learning (priority), formative assessment (quality), and assessment of virtual class (satisfaction). In qualitative content analysis, the medians predominantly pooled 6 while the modes pooled between 5 and 8 (multimodal). In cases where the median was greater than the mode, we had positive skewness and the reverse was negative skewness. The Spearman’s correlation coefficients showed that only one pair recorded strong positive correlation and two to three pairs recorded strong negative correlations. The chi-square tests for independence showed the null hypothesis was rejected to mean that there were associations among the variables. It was concluded that digital didactics was the central point for the design and use of teaching and learning. It was therefore concluded that digital didactics innovated mathematics instruction and learning.
Solving Bernoulli’s Equations Using Python: Enhancing Student Understanding Through Inquiry-Based Learning Haarsa, Panyawat
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.14283

Abstract

This study explores using Python to solve Bernoulli’s equations with the goal of enhancing student understanding. Inquiry-Based Learning (IBL) is integrated into it. The research included second-year students majoring in mathematics from Srinakharinwirot University. The teaching approach began with an introduction to Bernoulli’s equations in theory. These equations were then converted into linear form and solved using Python programming. Among the practical tasks in which students took part were post-test assessments, group problem-solving, and pre-test evaluations. Group members used Bernoulli’s equations to real-world scientific problems including fluid mechanics and population dynamics using Python to generate solutions and present discoveries. Inquiry-based learning (IBL) principles were used in the study, where students posed questions, looked into problems, and assessed the solutions using Python. The results demonstrated a greater understanding of mathematical concepts as well as computational techniques. The decrease in standard deviation between the pre- and post-test data showed how well IBL and Python combine to foster critical thinking and practical problem-solving skills. This method has the potential to assist student teachers acquire computational abilities and a deeper understanding of mathematics, which will better prepare them for careers as teachers.
Exploration of Ethnomathematics in Traditional Javanese Cakes Azurah, Mei Tri Yennita; Maysarah , Siti
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.15812

Abstract

Mathematical concepts are used to explore the existence of mathematics in Javanese culture, expecially in traditional Javanese food. Given the current research that discusses traditional Javanese food/cakes is very rare and there is still a lack of public knowledge about ethnomathematics. This study aims to explore the concept of geometry contained in traditional Javanese cakes. This study is qualitative research was conducted in Prapat Janji Village, Buntu Pane District. The instruments used are human instruments. Researchers communicate directly with the object of research and actively participate in data collection, both in literature studies, interviews, documentation, surveys, and observations. The results of this study showed that the traditional Javanese cake there is the concept of flat Geometry on Getuk (Rhombus), Wajik (Parallelogram), Serabi (Circle), Lupis (Triangle), Kue Lumpur (Cylinder), Lemper (Cylinder), Kue Jadah (Cube), Klepon (Sphere), Kue Lapis (Cuboid). Ethnomathematics in traditional Javanese cakes can be used as a source of learning mathematics geometry material.
Integration of Challenge Based on STEM Learning Assisted by 2D Game Interactive Scratch to Numeracy Literacy Jauhari, Wahid; Alyana Aurellia Putri Arifadewi; Fatya Azizah; Adi Satrio Ardiansyah
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.16704

Abstract

This research is development research of 2D games based on Scratch integrated challenge based on STEM context learning in the context of weather station. The aims of developing learning media which is feasible in terms of material and media, and has a positive response from students. The media will facilitate learners in interesting 2D visualization, various interactive activities, and presentation of contextual materials and problems around the elements of STEM context themed weather station. The challenge based on STEM context learning model used will train learners in constructing their knowledge independently so that it can encourage the improvement of learners' numeracy literacy skills. The research method in the form of Research and Development with the ADDIE model has been carried out by considering the material feasibility test, media feasibility test, and learner response assessment. The results of descriptive statistical analysis were conducted after the data were collected using a questionnaire. The results show that the media learning media is said to be feasible in terms of material with a percentage of 91.02% and feasible in terms of media with a percentage of 90.23%. The media fulfils average completeness, proportion completeness, and excellent N-Gain value at 0.77. The media has a positive response of 89.54% from students. Thus, the media is said to be feasible in terms of material and media, effective, and has a positive learner response to improve the numeracy literacy skills of students to boost PISA results so that the ideals of “Indonesia Emas 2045” can be achieved.
Improving Numeracy Literacy Through the Integration of Challenge Based on Differentiated Learning with STEAM Based Website Ananda Verry Setiawan; Stefany Margaretha Hutauruk; Selva Ayu Meilina; Adi Satrio Ardiansyah
Unnes Journal of Mathematics Education Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i3.16705

Abstract

Numeracy literacy is essential for 21st-century skills, yet student proficiency remains low. Improving it requires enhancing learning quality through digital innovation, contextual learning, and personalized approaches. Digital platforms offer flexible resources, while STEAM disciplines foster problem-solving skills. Challenge-Based Learning (CBL) provides contextual, project-oriented experiences, supported by differentiation strategies (visual, auditory, kinesthetic). The purpose of this research is to develop a STEAM-based website integrated with challenges based on differentiated learning which is very valid and very practical to improve students' numeracy literacy. This research method used Research and Development (R&D) method with ADDIE model, the research involved junior high students, collecting data via interviews and questionnaires. Results showed product is very valid (89.95% expert validation) and very practical (93.80% from practitioners, 93.16% from students). Thus, differentiated, CBL-STEAM learning can significantly improve learning quality and support broader educational goals.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2025): Reguler Issue Vol. 14 No. 1 (2025): Reguler Issue Vol. 13 No. 3 (2024): Special Issue Vol. 13 No. 2 (2024): Reguler Issue Vol. 13 No. 1 (2024): Reguler Issue