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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 7 Documents
 1 
Search results for , issue "Vol. 14 No. 1 (2025): Reguler Issue" : 7 Documents clear
Development of Learning Media Assisted by Geogebra and Interactive Games on Cone Material Muazarah, Salma Farihah; Qohar, Abd.; Sisworo, Sisworo
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.19930

Abstract

The swift advancement of technology offers significant opportunities for the field of education. Technological progress serves as a tool to facilitate teaching and learning processes. One notable application is in the selection of learning media, which plays a crucial role in ensuring that educational activities align with current needs. The aim of this study is the researcher will develop learning media assisted by Geogebra and Interactive Games that are valid, practical, and effective on cone material. This study utilizes a research and development (R&D) approach, applying Thiagarajan’s 4-D model. The participants consisted of 26 students from class IX-B at the Laboratory Junior High School of Malang State University. The findings revealed that the media's validity scored an average of 80%, categorizing it as "Feasible," thus confirming its validity. Effectiveness was assessed by analyzing the test results of the 26 students, with an average score of 84, indicating strong effectiveness. Practicality was evaluated through a student feedback survey, which showed a practical rating of 80%. Based on these findings, the online interactive learning materials, utilizing GeoGebra and Construct 2 to create interactive games on cone volume, were deemed valid, practical, and effective, making them suitable for use in educational settings.
The Statistical Thinking Process of Senior High School Students in Solving Data Centralization Problems Shofi Farihah Muazarah; Nusantara, Toto; Sisworo, Sisworo
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.20106

Abstract

This study aims to describe the statistical thinking process of high school students in solving mathematics problems. The method used was descriptive explorative with a qualitative approach, which was conducted at Maarif Lawang High School. The research subjects consisted of 24 students in class X MIPA who had taken statistics material. After being investigated, there were 3 out of 24 students who had solved the problem correctly. Based on the statistical thinking process, it can be grouped into two, namely the complete group and the incomplete group. One person in each group was taken as a group representative. Students completed the test with one data centralization problem. Written exams and in-depth interviews were the means of data collection. The data were next subjected to analysis using data reduction techniques, data display, and the drafting and verification of conclusions. Triangulation techniques were used to assess the veracity of the data. Based on the study's findings, Subject 1 accurately solved the problem and demonstrated proficiency in all four stages of the statistical thinking process: describing data presentation, organizing and reducing data, representing data, and analyzing and interpreting data. Although Subject 2 is capable of finding the proper solution, they are lacking in three key areas of statistical thinking: explaining the presentation of data, organizing and decreasing data, and expressing data.
Students’ Mathematical Critical Thinking Ability Reviewed from Learning Motivation in Problem Based Learning Model Assisted by Google Sites Safaatullah, Muh. Fajar; Pangestu, Abdil Munir; Amidi, Amidi
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.22151

Abstract

This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.
Analysis of Students' Creative Thinking Skills Viewed from Learning Styles in Problem-Based Learning Assisted by Nadhom Risalah Fi Ilmi Hisab Muchammad Imron; Masrukan, Masrukan; Asih, Tri Sri Noor
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.19898

Abstract

This study aims to analyze students' creative thinking skills on integer material viewed from their learning styles in problem-based learning assisted by Nadhom Risalah Fi Ilmi Hisab. This study employs a qualitative research approach. The research subjects consisted of 6 students of class VII C of SMP Tahfidh Ma’had Yasin in the 2024/2025 academic year, namely 2 students with visual learning styles, 2 students with auditory learning styles, and 2 students with kinesthetic learning styles. Data collection techniques include tests, questionnaires, and interviews, with instruments such as a creative thinking skills test, a learning style questionnaire, and interview guidelines. The results of the study show that students with a visual learning style successfully meet the indicators of flexibility, originality, and elaboration well but are still lacking in fluency. Students with an auditory learning style successfully meet the indicators of fluency, flexibility, originality, and elaboration well. Meanwhile, students with a kinesthetic learning style successfully meet the indicators of fluency, originality, and elaboration well but still fall short on flexibility.
Mathematical Communication Ability in SAVI Learning Model with Mathematics Board Game in terms of Mathematical Resilience Ainurrachmani, Fitrania; Junaedi, Iwan; Dewi, Nuriana Rachmani
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.20125

Abstract

This study aims to examine the quality of SAVI learning model implementation with a board game on mathematical communication skills, analyze the effect of mathematical resilience on mathematical communication skills, and describe mathematical communication skills in terms of mathematical resilience. This study used a mixed method of sequential explanatory type. The population of this research was all seventh-grade students of SMPIT Nidaul Hikmah Salatiga. The results showed that the implementation of the SAVI learning model with a quality math board game improved mathematical communication skills. Students' mathematical resilience has a positive effect on their mathematical communication skills. Students with high mathematical resilience fulfill all indicators of mathematical communication. Medium resilience students met indicators 2 and 3, needed guidance for indicators 1 and 4, and had not yet met indicator 5. Low-resilience students are only able to achieve indicators 1 and 4 with guidance. A special case, a student with high resilience and a habitual background of studying for Olympiads, showed significant differences between verbal and written mathematical communication.
Analysis of the Preliminary Study of Mathematical Communication Ability of Grade VII Students Anjarwati, Eka; Mariani, Scolastika; Dewi, Nuriana Rachmani
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.19722

Abstract

This study aims to determine students' mathematical communication ability in solving mathematical problems. This was descriptive research. The research subjects comprised 32 students in class VII-I SMP Negeri 39 Semarang. Data collection consists of a written test and an interview. Written tests were conducted to measure the achievement of indicators of mathematical communication ability, and interviews were conducted to obtain more in-depth data from students regarding mathematical communication ability. The results showed that in the first indicator, namely the ability to write to explain ideas or solutions in their own language, students achieved the very good category with a percentage of 93.75%. The second indicator, the ability to describe an idea or solution in the form of a diagram, table, or graph, is in the sufficient category with a percentage of 62.5%. The third indicator, the ability to express problems into mathematical models, obtained a low category with a rate of 43.75%. The fourth indicator, the ability to identify known information, what is asked, and the completion step, is in the category of sufficient, with a percentage of 56.25%. Meanwhile, the fifth indicator, namely the ability to draw conclusions, is in the poor category with a rate of 37.5%. These findings indicate that although the ability to write mathematical ideas is excellent, improvements are still needed in the indicators of mathematical model preparation and the conclusions drawn.
Assessment of the Contributions of Different Teaching Methods to Students’ Mathematics Achievement Omole, Olutayo Toyin; Oladele, Babatunde Kasim; Ligali, Omotayo Kabiru
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.1866

Abstract

Students’ level of learning and knowledge of mathematics has been a great concern in recent times in secondary school education. This study, therefore, investigated how the teachers’ teaching approaches correlate and contribute to junior secondary school students’ mathematics achievement in Lagos State, Nigeria. The study adopted a correlational research design. The study adopted a stratified sampling technique to select 30 junior secondary schools from the six existing educational districts, and a simple random technique was used to sample 900 students from the selected schools.  Data was collected using the Teacher Teaching Methods Questionnaire (r = 0.76) and the Mathematics Achievement Test (r = 0.71). Data analysis was done using multiple regression with a significance level of less than 0.05. Combining all teachers' teaching methods (demonstration, group discussion/cooperative learning, lecture, discovery, and project) resulted in a multiple correlation coefficient (R) of 0.237. The combination of independent variables explained the variance in the dependent variable, as indicated by the adjusted R2 of 0.051. Among the teaching methods considered, the group discussion/cooperative learning method (β = 0.219, t = 5.217) and the lecture method (β = 0.094, t = 2.082) both contributed positively and significantly to students' mathematics achievement. It is therefore important for mathematics teachers to identify and adopt the best methods to teach the subject.

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