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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 44 Documents
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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.
Reducing Math Anxiety and Strengthening STEM Pathways: A Conceptual-Pedagogical Approach Chowdhury, Pinaki
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.23263

Abstract

The development of skills among students in STEM fields is not only a pressing concern in countries like India and South Africa — it is a universal need. In an increasingly technology-driven world, building cognitive strength, attention capacity, and analytical reasoning from an early age has become a foundational requirement in education. While both India and South Africa have made progress in schooling, significant challenges remain, particularly in nurturing the critical thinking disposition among learners. This paper compares the two systems to observe visible gaps, especially in high school education, and examines how these gaps begin forming as early as childhood. The idea of learning through the body, particularly through the use of fingers, is explored with the support of Vedic mathematical techniques. A three-stage pedagogical approach is proposed, which not only introduces number concepts at an early age but also builds a bridge between the concrete and the abstract. This organic and tactile method reduces mathematics anxiety and fosters resilience. The Indian school system’s restriction on calculator use until Grade 12 is noted to preserve cognitive engagement, whereas early reliance on calculators in South Africa may unintentionally hinder analytical development. This paper ultimately suggests that using one’s own body as a natural learning tool not only improves numerical fluency but also cultivates a stronger critical thinking disposition, which is essential for solving the larger issue of STEM skill shortages in the future.
Relational Thinking Test Instrument Analysis: Transition from Arithmetic to Algebra Andini, Meri; Jupri, Al; Kusumah, Yaya S.
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.23360

Abstract

Relational thinking, a cognitive approach bridging arithmetic thinking and algebraic thinking, has been developed by numerous researchers through mathematics learning processes to address students' difficulties in learning algebra. This study aims to develop a relational thinking test instrument for students and conduct both quantitative and qualitative analyses to measure relational thinking abilities in a valid and reliable manner. The research methodology adapts the development model proposed by Gall and Borg (2003) regarding the process of developing and validating products (test instruments), involving 64 seventh-grade students. Data analysis involved validity and reliability tests as well as analysis of students' written responses. The results indicate that the test instrument is valid (except for test item P8) and reliable, with a coefficient of α = 0.69 (high). Revisions were made to several items that were invalid or less valid based on quantitative and qualitative analysis. The revised instrument can be considered a good relational thinking test instrument, though it is recommended to support it with non-test results (such as interviews) to enhance accuracy and observe students' thinking consistency.
From Perception to Error: A Study of Ghanaian Learners’ Errors in Solving Algebra Tasks Baidoo, Joseph
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.23433

Abstract

The nature of algebraic word problems can make such tasks daunting for learners, and this can be further exacerbated by factors including their perceptions. This study explored Ghanaian Junior High School learners’ perceptions of algebraic word problems, how these perceptions are reflected in their errors, and the factors influencing these perceptions and errors. A sequential explanatory mixed-method design was employed to collect data from 200 learners using a test, followed by semi-structured interviews with six learners: three high performers and three low performers. Stratified random sampling was used to recruit learners for the survey, while purposive sampling was applied in selecting learners for the interview. Data were analyzed using descriptive statistics and thematic analysis. The study found that many learners perceived algebraic word problems as “difficult,” “confusing,” or “tricky,” which lowered their confidence and willingness to engage with such tasks. These negative perceptions were closely linked to high rates of comprehension errors (misinterpreting unknowns, 77.5%), transformation errors (reversing subtraction order, 60.5%), and process skill errors (ignoring negative signs, 73.5%). Influential factors included inadequate individualized support from teachers, limited practice, unavailability of textbooks, and large class sizes. It is suggested that mathematics teachers use small-group learning to provide targeted attention and integrate algebraic word problems into daily lessons and assessments. Heads of schools should liaise with Parent-Associations (PAs) to provide adequate textbooks for learners and split classes into streams to reduce overcrowding.
Students' Mathematical Critical Thinking Reviewed from Gregorc's Thinking Style in Flipped Classroom Learning Assisted by Google Site Ramadhani, Dinda Puspa; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.24860

Abstract

Mathematical critical thinking is essential, especially for students. This study aims to describe students' mathematical critical thinking according to Facione, as reviewed from Gregorc's thinking style in Flipped Classroom learning assisted by Google Site. The research method used is qualitative descriptive. The subjects of this study were students in class X-D SMA Negeri 1 Padamara in Purbalingga who were selected using purposive sampling techniques, namely 2 students from each type of Gregorian thinking style, namely 2 Concrete Sequential (CS) students, 2 Abstract Sequential (AS) students, 2 Abstract Random (AR) students, and 2 Concrete Random (CR) students. The data collection techniques in this study are tests, questionnaires, interviews, observations, and documentation. The data analysis techniques used are data collection, data reduction, data presentation, and conclusion drawing. The results show that in Flipped Classroom learning assisted by Google Site, students' mathematical critical thinking varies based on Gregorc's thinking style. Concrete Sequential (CS) students can do interpretation and inference, not optimal in analysis and evaluation, and need to be explored in explanation. Abstract Sequential (AS) students can do interpretation, evaluation, inference, and explanation well, but they are not optimal in analysis. Abstract Random (AR) students can do interpretation and inference, but not optimally in analysis, evaluation, and explanation. Meanwhile, Concrete Random (CR) students can do interpretation and inference, which is not optimal in analysis, and need to be explored in evaluation and explanation. Flipped Classroom learning assisted by Google Site is expected to be applied in the classroom to help stimulate students' mathematical critical thinking.
Exploration of Ethnomathematics in Umpet Batu Game Hakim, Irsyad Malik; Soebagyo, Joko
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.25484

Abstract

Ethnomathematics is an interesting learning resource because it connects the surrounding culture with mathematical concepts. This research focuses on exploring ethnomathematics in one of the games from DKI Jakarta, namely the game of umpet batu. The ethnographic approach is used to reveal the mathematical concepts in the game of umpet batu with data collection techniques through observation, interviews, and documentation, then further discussion related to mathematical concepts with mathematics teachers who know the game of umpet batu. The results showed that the game of umpet batu has simple mathematical concepts, namely basic arithmetic, probability, and flat geometry at the elementary and junior high school levels in different phases. The existence of learning resources with traditional games can help students understand math concepts in a real form and can preserve the traditional game itself.
Exploration of the Implementation of Deep Learning Approach in Teaching Mathematics in Secondary Schools Pujawati, Fitria; Azkia, M. Naufal; Susilawati, Wati
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.27374

Abstract

This study explored how mathematics teachers interpret and implement deep learning approaches in classroom instruction and the challenges they encounter. Using a qualitative case study design, data were collected from five teachers through an open-ended online questionnaire and two in-depth interviews. Thematic analysis was conducted following the Miles, Huberman, and Saldaña framework. The findings revealed that teachers view deep learning as a student-centered approach that emphasizes conceptual understanding, critical thinking, and emotional engagement. Teachers employ various strategies such as group discussions, problem-based learning, contextual problem solving, discovery learning, open-ended math projects, game-based assessments, and the CORE model. However, challenges arose in tailoring strategies to meet diverse student needs, managing time constraints, and dealing with limited infrastructure. The study concludes that, although teachers value deep learning, its effective classroom application depends on stronger institutional support and flexible pedagogical models. These findings offer practical insights into how deep learning is interpreted and practiced in Indonesian mathematics classrooms.
Development of STEM-Nuanced Mathematics Teaching Materials to Enhance Critical Thinking in the Challenge Based Learning Model Listiani, Devi Ayu; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.28658

Abstract

This research aims to develop STEM-based mathematics teaching materials in the Challenge-Based Learning model to enhance students' critical thinking. This research used the Research and Development method with the 4D model, but up to the development stage. The research was conducted at SMP Negeri 3 Karanganyar. The data collection techniques used were interviews, tests, and questionnaires. The purpose of this research is to produce a product that meets the feasibility, readability, effectiveness, and positive student response. The results showed that the average percentage of feasibility of the mathematics teaching materials developed was 91.34% which is very feasible. The results of the readability test, obtained Q = 6.0967, show teaching materials that are easy for students to understand. The mathematics teaching materials developed are effective in improving students' critical thinking skills because they meet the five research hypotheses. The average score of students' responses to the developed teaching materials is a very good criterion. Based on the results of the research, STEM-nuanced mathematics teaching material products were obtained to improve critical thinking in 94% the Challenge-Based Learning model, which is feasible, easy to understand, effective in improving students' critical thinking skills, and received a very good response. Similar research can be done by applying learning styles in depth and maximizing the use of Padlet media to be active in discussions to hone analysis and inference skills.
Development of Digital Puzzle Based on Indonesian Traditional Houses as Virtual Manipulative Learning Media for Plane Geometry Rachman, Kufita; Mas’ud, Azza Ilvana; Vesya, Siti Raihani; Arbiyanti, Ade Putri; Rasyid, Ilham
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.29951

Abstract

The gap between the theory of plane geometry and real-life contexts occurs because the media often used only teach procedurally, resulting in weak conceptual understanding among students. Based on this, this research aims to develop a digital puzzle based on traditional houses that is suitable and practical for use as a virtual manipulative medium to bridge contextual understanding toward conceptual understanding. This research used a Research and Development (R&D) design and the 4-D model (define, design, develop, and disseminate) with interview guidelines and feasibility and practicality questionnaires as instruments, which were administered to 25 fourth-grade elementary school students. The results of validation by content and media experts indicate a very feasible category with feasibility percentages of 88% and 97.5%. This media is considered very practical to use, with a practicality percentage of 81.7%. These findings show that Digital Puzzle Media based on Traditional Houses is well-suited for teaching plane geometry in elementary school.
Ethnomathematical Exploration of Tegal Traditional Food as Source of Contextual Problems in Problem-Based Learning Model Fauziah, Salsa; Zaenuri, Zaenuri
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.30550

Abstract

This study aims to explore the ethnomathematical values found in traditional foods of Tegal and to identify their potential as alternative sources of contextual problems in mathematics learning based on Problem Based Learning (PBL). The research employed a qualitative approach with an ethnographic method through literature review and visual observation using secondary documentation. Data were collected from various written sources and relevant images, then analyzed to reveal the geometric shapes and mathematical concepts embedded within them. The exploration results indicate that six types of traditional Tegal foods, namely tahu aci, bogis poci, olos, alu-alu, kamir, and apem, possess geometric forms that can be linked to concepts of solid geometry, plane geometry, and algebra. These findings provide a foundation for designing contextual problems aligned with the principles of PBL, where students are presented with real-world problems, work collaboratively, and construct meaningful understanding. This study does not measure learning effectiveness but produces a thick description that can serve as a reference for teachers and curriculum developers in integrating local wisdom into mathematics learning.

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