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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 49 Documents
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Analysis of Critical Thinking Ability in Artificial Intelligence-Assisted Guided Inquiry Model Based on Mathematical Disposition Putri, Sanianajiba Nugroho; Junaedi, Iwan; Kharisudin, Iqbal
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.v14i2.31544

Abstract

This research aims to analyze the quality of implementing the Guided Inquiry learning model assisted by Artificial Intelligence on students’ critical thinking abilities and to describe students' critical thinking abilities based on their mathematical disposition after being given the Guided Inquiry learning model assisted by Artificial Intelligence. This study employed a mixed-methods approach used a sequential explanatory design. The quantitative research involved a population of 10th-grade students at MA Annidlomiyah. The selected samples were class X B as the experimental group and class X A as the control group. Research instrument in the form of a test of mathematical critical thinking abilities, mathematical disposition questionnaires, an interview, and student worksheets with data analysis was used with IBM SPSS 16. The qualitative research described critical thinking abilities based on high, medium, and low mathematical dispositions. The research results show that 1) The quality of implementing the Guided Inquiry model assisted by Artificial Intelligence met valid criteria at the planning stage, achieved a very good category at the implementation stage, and fulfilled learning effectiveness at the evaluation stage of results. 2) The description of students' critical thinking abilities is as follows: (a) Students with a high mathematical disposition demonstrated very good critical thinking abilities and were able to meet all four indicators of critical thinking ability. (b) Students with a medium mathematical disposition had critical thinking abilities that were not as good as those with a high mathematical disposition. Most students only met two to three indicators of critical thinking ability. (c) For students with a low mathematical disposition, there were two differences in critical thinking ability observed in this study. Some met three indicators, while others only met one indicator.
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.
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.
Culturally Responsive Teaching in Differentiated Learning to Improve Mathematical Communication Ability Qurrotul Ainiyah; Ardhi Prabowo; Sri Hastuti Retno Handayani
Unnes Journal of Mathematics Education Vol. 15 No. 1 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i1.30014

Abstract

This study was motivated by the low mathematical communication ability observed among students, which is partly due to teaching approaches that have not fully accommodated students’ diverse cultural backgrounds and learning needs. The purpose of this classroom action research is to improve students’ mathematical communication ability in differentiated learning through Culturally Responsive Teaching (CRT). The data were collected using questionnaires, observation sheets, and tests in statistics topic, and were analyzed by comparing data from pre-test and post-test results. This study was conducted in 2 cycles in a class of Grade X students at SMAN 14 Semarang with procedures: (1) planning, (2) action, (3) observation, and (4) reflection. The first cycle is related to differentiated-process learning based on learning interests through CRT with the theme of Semarang City Culture, while the second cycle is related to differentiated-process learning based on learning styles through CRT with the theme of Javanese Culture. The results showed that CRT in differentiated learning can improve mathematical communication ability by  in the first cycle and  in the second cycle. The learning process became more inclusive, with students showing greater confidence in communicating mathematical ideas and engaging more actively in class discussion. This study contributes to the field of mathematics education by integrating cultural responsiveness with differentiated instruction, which can address diverse student needs, foster a meaningful learning environment, and improve mathematical competencies.
Development of STEAM-based Teaching Materials in Problem Based Learning Model to Improve Mathematical Reasoning Ahmad Ijlal Abdika; Arief Agoestanto; Sugiman Sugiman
Unnes Journal of Mathematics Education Vol. 15 No. 1 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i1.32606

Abstract

Mathematical reasoning is an important ability in using concepts and logic based on existing rules to solve various problems by making logical and accountable conclusions. However, based on a preliminary study by giving test questions to students, it was found that students' mathematical reasoning is still relatively low. This study was a development research that aims to develop and determine the quality of teaching materials based on Science, Technology, Engineering, Arts, and Mathematics (STEAM) in a problem-based learning model seen from the suitability of feasible characteristics consisting of valid, practical, and effective. This research was conducted using the Research and Development (R&D) stage with a modified 4-D model and implemented at SMP Negeri 2 Geyer in 2023. The data collection techniques used were tests and questionnaires. The results of the study indicate that the teaching materials have met the eligibility criteria. The validity results show a percentage of 90.1% with very valid criteria. Meanwhile, the practicality results obtained a teacher response of 95% and a student response of 85.2% which indicates very practical results. The results of the pretest and posttest analysis show that the teaching materials are effective in improving mathematical reasoning, where the teaching materials can help students achieve the minimum completeness criteria both individually and classically, and there is an increase in students' mathematical reasoning with an N-Gain value of 0.24. Therefore, Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based teaching materials can be used as an alternative in facilitating students to develop mathematical reasoning.
Mathematical Problem-Solving Ability Reviewed from Students' Learning Interest in Creative Problem Solving Learning Model Assisted by Liveworksheets Sekar Yanuar Indasari; Kartono Kartono
Unnes Journal of Mathematics Education Vol. 15 No. 1 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i1.63838

Abstract

This study aims to analyze the effectiveness of the Creative Problem Solving (CPS) learning model assisted by Liveworksheets, analyze mathematical problem-solving ability in terms of students' learning interest, and describe mathematical problem-solving ability in terms of students' learning interest in the Creative Problem Solving (CPS) learning model assisted by Liveworksheets. This research used a mixed-methods design; the design used was explanatory sequential in the form of a post-test-only control design. The study population was students of class VIII SMP Negeri 2 Getasan Semarang in the 2024/2025 academic year, spread over 4 classes. Quantitative research data were obtained from mathematical problem-solving ability tests and learning interest questionnaires. Quantitative data were analyzed using SPSS 25.0 software with the classical completeness test, two-proportion difference test, two-means difference test, and simple linear regression test. Qualitative research data were obtained through mathematical problem-solving ability tests and interviews. The results showed that the Creative Problem Solving (CPS) learning model assisted by Liveworksheets was effective on students' mathematical problem-solving ability. The description of students' mathematical problem solving ability in the Creative Problem Solving (CPS) model assisted by Liveworksheets in terms of students' learning interest is that students with high learning interest are able to fulfill the first, second, third, and fourth indicators, and tend to be able to fulfill the fifth indicator, students with moderate learning interest are able to fulfill the first and second indicators, tend to be able to fulfill the third indicator, and tend not to be able to fulfill the fourth and fifth indicators, students with low learning interest are unable to fulfill the first, third, fourth, and fifth indicators, and tend to be able to fulfill the second indicator.
Students' Mathematical Reasoning Ability in Terms of Cognitive Style on Guided Inquiry Assisted by Question Cards Najmah Fithria Qothrunnada; Kristina Wijayanti
Unnes Journal of Mathematics Education Vol. 15 No. 1 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i1.63841

Abstract

Mathematical reasoning ability and cognitive style are crucial topics in mathematics education. This study aims to analyze the effectiveness of the Guided Inquiry model assisted by Question Cards on students' mathematical reasoning and to examine reasoning ability in terms of students' cognitive styles, using a mixed-method approach with a Quasi-Experimental Design. The population of this study consists of ninth-grade students at SMP Negeri 22 Semarang for the 2024/2025 academic year, while the sample includes students from class IX G as the experimental group and class IX H as the control group. The subjects of this study are six students from class IX G, selected using purposive sampling based on the cognitive style categories of Field Dependent and Field Independent. The quantitative results show that the mathematical reasoning ability in the Guided Inquiry model assisted by Question Cards achieves classical mastery, with a higher proportion and average score of students compared to those in the PBL model. Additionally, cognitive style influences students' mathematical reasoning ability by 55.2%. Triangulated qualitative data further describe students' reasoning abilities in this model based on cognitive styles: students with a Field Dependent cognitive style can present mathematical statements, apply patterns to derive mathematical explanations, use fixed formulas, and draw conclusions, while those with a Field Independent cognitive style tend to be able to present mathematical statements, are less likely to apply patterns or use fixed formulas, but generally can draw conclusions.
Mathematical Problem-Solving Ability in Quantum Learning Model Assisted by Student Worksheets in Terms of Learning Motivation Sekar Auliany Nur'asyiyyah; Isnarto Isnarto
Unnes Journal of Mathematics Education Vol. 15 No. 1 (2026): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v15i1.63842

Abstract

Mathematical problem-solving skills are very important for learning and everyday life. One effort to improve students' mathematical problem-solving skills is to apply the Quantum Learning model assisted by Student Worksheets. This study aims to (1) examine the effectiveness of the Quantum Learning model assisted by Student Worksheets on mathematical problem-solving ability and (2) describe the mathematical problem-solving ability in the Quantum Learning model assisted by Student Worksheets in terms of learning motivation. This research used mixed methods with a sequential explanatory design. The samples in this study were students of class VII K as the experimental group and students of class VII J as the control group. The results showed that (1) the Quantum Learning model assisted by Student Worksheets is effective in improving the mathematical problem-solving abilities of seventh-grade students and (2) students in the high learning motivation category have high mathematical problem-solving abilities, students in the moderate learning motivation category have moderate mathematical problem-solving abilities, and students in the low learning motivation category have low mathematical problem-solving abilities.

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