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Unnes Journal of Mathematics Education Research
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Unnes Journal of Mathematics Education Research
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25024507     DOI : https://doi.org/10.15294/ujmer
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The Unnes Journal of Mathematics Education Research publishes scientific articles on research results and a conceptual study of innovation in education / learning mathematics. This journal is published by Postgraduate, Universitas Negeri Semarang.
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Articles 29 Documents
 1   2   3 
Mathematical Critical Thinking of Students Viewed from Independent Learning in PBL with Problem Cards Muh. Arif Furqon; Mulyono Mulyono; Susilo Bambang Eko
Unnes Journal of Mathematics Education Research Vol. 2 No. 1 (2023): June 2023
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i1.11627

Abstract

Critical thinking skills are one of the important components that students must have in learning mathematics. In addition, student learning success is also inseparable from internal factors of students, one of which is student learning independence. To support this, an appropriate learning model is needed. Problem Based Learning assisted by problem cards can be applied to train students' mathematical critical thinking skills. This study aims to determine the description of students' critical thinking skills in terms of student independence. Sampling was carried out by cluster sampling, obtained class XI MIPA 1 as the experimental class and XI MIPA 2 as the control class. The subjects of the study were taken two each from students who had high, medium, and low learning independence, then analyzed the students' critical thinking skills in depth. The results showed that students with high independence were good in all aspects of critical thinking indicators, students with medium independence were good in the critical thinking indicators Clarification, Assessment, Inference, and still lacking in the Strategies indicator, and students with low independence were good in the critical thinking indicators Clarification, Assessment, while for the Inference and Strategies indicators they were still lacking in mastering
Kemampuan Komunikasi Matematis Siswa Ditinjau dari Linguistik Matematika  pada Problem Based Learning Bernuansa Etnomatematika Budaya Bima Yuningsih Yuningsih
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2025): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.12328

Abstract

Kemampuan komunikasi matematis  merupakan salah satu kompetensi  yang di anggap penting dan harus dikuasai oleh seluruh siswa. Indikator kemampuan komunikasi matematis yang dibahas pada penelitian ini adalah (1) menyajikan masalah matematematika dalam bentuk objek (gambar, diagram dan tabel); (2) menyusun argumen dalam penyelesaian masalah matematika; (3) menerapkan rumus matematika dalam menyelesaikan masalah. Linguistik matematika adalah salah satu pendekatan yang dapat menghubungakan kemampuan matematis terutama dalam kemampuan komunikasi matematis. Linguistik matematika dapat mempengaruhi  tingkat kemampuan  komunikasi matematis siswa berdasarkan linguistik matematika rendah, sedang dan tinggi. Model pembelajaran yang mendukung  dalam peningkatan kemampuan komunikasi matematis siswa salah satunya adalah model pembelajaran Problem Based Learning bernuansa etnomatematika budaya Bima. Penelitian ini bertujuan untuk (1) menganalisis  kualitas pembelajaran  dengan model Problem Based Learning  bernuansa etnomatematika budaya Bima dalam meningkatkan kemapuan komunikasi matematis siswa, dan (2) menganalisis kemampuan komunikasi matematis siswa ditinjau dari linguistik matematika siswa pada pembelajaran Problem Based Learning bernuansa etnomatematika budaya Bima. Metode penelitian ini adalah  metode mixed method dengan model sequantial eksplanatory. Penelitian ini dilaksanakan di MTs Negeri 3 Bima dengan sampel  penelitian kelas VIII A sebagai kelas eksperimen  dan kelas VIII B sebagai kelas kontrol. Subjek penelitian kualitatif ditentukan berdasarkan linguistik matematika siswa. Teknik analisis data menggunakan uji t dan uji z, sedangkan untuk analisis data kualitatif menggunakana uji keabsahan data, reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian  diperoleh informasi  bahwa pembelajaran berkualitas  dengan perangkat pembelajaran  dan instrumen penelitian  dengan kategori baik dan keterlaksanaan pembelajaran   dengan kategori sangatt baik.  Penilaian hasil pembelajaran  dengan model  Problem Based Learning bernuansa etnomatematika budaya Bima lebih dari KKM 75, tuntas klasikal > 75%, rata-rata kemampuan komunikasi matematis siswa  dan proporsi ketuntasan  siswa kelas eksperimen  lebih tinggi dari kelas kontrol, dan terjadi peningkatan kemampuan komunikasi matematis pada kelas eksperimen. Siswa dengan linguistik matematika rendah dan sedang hanya mampu menguasai 2 indikator kemampuan komunikasi matematis. Sedangkan siswa dengan linguistik matematika tinggi mampu menguasai semua inikator kemampuan komunikasi matematis siswa.
IMPACT OF RELEVANT COMPUTER SOFTWARES ON OSUN STATE SECONDARY SCHOOL STUDENTS AND ITS LEARNING EFFECTIVENESS IN MATHEMATICS Mutahir ABANIKANNDA; Oluwayemi Enoch OLOYEDE
Unnes Journal of Mathematics Education Research Vol. 2 No. 1 (2023): June 2023
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i1.13852

Abstract

The study investigated the relevant of computer software on Osun State high school students learning effectiveness in mathematics. The study is a descriptive study; a sample of 300 students from Osogbo Local Government, Osun State formed the participants for the study. The instrument for data collections was questionnaire and checklist and reliability level was 0.75. Data collected were analyzed using descriptive statistics specifically using percentage, mean, t-test and Pearson Moment Correlation Co-efficient. The findings of the study revealed that the use of computer instruction improves students’ achievement in mathematics at high schools’ level. Application software available for teaching and learning of mathematics as 3D grapher, advanced grapher software, curve fitting, algae programming, autograph, 3d shaped figure, rotation and reflection, vectors, graphs, graphic calculator, data fit software, math type, probability and statistics, brain builder math edition and efofex. Hence, there is a significant difference in the achievement of student target with application software tools in mathematics and those not target with application software tools. The following recommendation were made such as: digital classroom that will contain adequate computer instructions should be put in place for mathematics teachers, students should be encouraged by teachers on the benefits of computer instruction for learning, strategies should be designed on how students can be discouraged from undue commitment to computer software use for purposes other than education, employers of teachers should give sufficient technical skills to their employees on computer instruction so as to make them competent with the use of computer software.      
Students' Mathematical Literacy Viewed from Self-Renewal Capacity and Gender in Project Based Learning Assisted by GeoGebra Fatkhiya An-Nisa Raharani; Iwan Junaedi; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 2 No. 1 (2023): June 2023
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i1.14162

Abstract

Factors that influence students' Mathematical Literacy (ML) can be caused by Self-Renewal Capacity (SRC) and gender. This research aims to determine the quality of the implementation of the GeoGebra-assisted Project Based Learning (PjBL) model on ML and to obtain a description of students' ML in terms of SRC and gender in the GeoGebra-assisted PjBL model. This research is a mixed research with a sequential explanatory model starting with a quantitative method to test the effectiveness of the PjBL model assisted by GeoGebra and a qualitative method to describe ML in terms of SRC and gender. The techniques used are the ML test, SRC scale, interviews, documentation, and triangulation. The population of this research is all students in class IX of SMP Negeri 9 Semarang for the 2023/2024 academic year with samples of classes IX F and IX G. The results are, (1) GeoGebra-assisted PjBL is of good quality for ML(2) students' MLis viewed from the SRC in the model GeoGebra-assisted PjBL is divided into three categories. Students with high SRC generally have good mathematical literacy because they are able to master the seven indicators well. Students with moderate SRC generally tend to have fairly good mathematical literacy because they are able to master three to seven indicators well. Meanwhile, students with low SRC generally tend to have less ML because they only master two to five indicators well. (3) Male and female students get high scores on the communication indicator, while male and female students tend to score low on representation. Female students outperform male students on four indicators, namely mathematising, representation, reasoning and argument, and devising strategies for solving problems. Meanwhile, both of them have been able to meet the communication indicators; using symbolic, formal, and technical language, and operations; using mathematical tools. Based on the research results, it was found that male students had lower scores on the indicators of reasoning and argumentation and devising strategies due to less motivation, interest and participation, so further research and the development of effective teaching strategies to accommodate gender differences are needed. and other individual factors. Apart from that, low ML in students needs to be guided more intensively and given varied and challenging exercises, for example through questions such as PISA
Literasi Matematika Peserta Didik Pada Model Problem Based Learning (PBL) Berpendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Berbasis Math Trail Lutfi Siva Fauziyah; Kartono; Ardhi Prabowo
Unnes Journal of Mathematics Education Research Vol. 2 No. 1 (2025): ICT: Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i1.14459

Abstract

Penelitian ini dilatar belakangi oleh rendahnya hasil literasi matematika peserta didik kelas VIII SMP di Kabupaten Cirebon. Upaya untuk memperbaiki hal tersebut yaitu dengan menggunakan model PBL berpendekatan PMRI berbasis Math Trail. Tujuan penelitian ini adalah menganalisis: 1) kualitas model PBL berpendekatan PMRI berbasis Math Trail terhadap literasi matematika peserta didik kelas VIII SMPN 1 Depok, 2) literasi matematika peserta didik kelas VIII SMPN 1 Depok setelah menerapkan model PBL berpendekatan PMRI berbasis Math Trail. Penelitian ini menggunakan jenis penelitian mixed method dengan sequential exsplanatory design. Penelitian ini dilaksanakan di SMP Negeri 1 Depok, Kabupaten Cirebon. Hasil penelitian menunjukkan bahwa model Problem based learning (PBL) berpendekatan Pembelajaran Matematika Realistik Indonesia (PMRI) berbasis Math Trail terhadap literasi matematika peserta didik kelas VIII SMP Negeri 1 Depok adalah berkualitas. Berdasarkan analisis jawaban dan wawancara yang dilakukan diperoleh informasi bahwa peserta didik yang tergolong Literasi Matematika Tinggi (LMT) mampu memenuhi enam indikator literasi matematika yaitu mengidentifikasi aspek-aspek matematika dalam permasalahan, menerjemahkan soal ke dalam bahasa matematika, merancang strategi penyelesaian, menerapkan konsep matematika, menafsirkan hasil penyelesaian, dan menjelaskan alasan di balik hasil. Peserta didik dengan Literasi Matematika Sedang (LMS) mampu memenuhi tiga indikator literasi matematika yaitu mengidentifikasi aspek-aspek matematika dalam permasalahan, menerjemahkan soal ke dalam bahasa matematika, merancang strategi penyelesaian. Sedangkan pada peserta didik dengan Literasi Matematika Rendah (LMR) hanya mampu memenuhi satu indikator literasi matematika dengan tepat yaitu pada indikator mengidentifikasi aspek-aspek matematika dalam permasalahan.    
Students' Mathematical Literacy in Problem Based Learning (PBL) Model with Indonesian Realistic Mathematics Education (PMRI) Based on Math Trail Lutfi Siva Fauziyah; Kartono; Ardhi Prabowo
Unnes Journal of Mathematics Education Research Vol. 2 No. 1 (2023): June 2023
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i1.14650

Abstract

This study is motivated by the low mathematical literacy results of VIII grade junior high school students in Cirebon Regency. The effort to improve this is by using the PBL model with PMRI approach based on Math Trail. The purpose of this study was to analyse: 1) the quality of the PBL model with PMRI-based Math Trail approach to the mathematical literacy of VIII grade students of SMPN 1 Depok, 2) the mathematical literacy of VIII grade students of SMPN 1 Depok after applying the PBL model with PMRI-based Math Trail approach. This research uses mixed method research with sequential explanatory design. This research was conducted at SMP Negeri 1 Depok, Cirebon Regency. The results showed that the Problem-based learning (PBL) model with the Indonesian Realistic Mathematics Learning (PMRI) approach based on Math Trail on the mathematical literacy of VIII grade students of SMP Negeri 1 Depok is qualified. Based on the analysis of answers and interviews conducted, it is obtained that students who are classified as High Mathematical Literacy (LMT) are able to fulfil six indicators of mathematical literacy, namely identifying mathematical aspects in problems, translating problems into mathematical language, designing solution strategies, applying mathematical concepts, interpreting solution results, and explaining the reasons behind the results. Learners with Moderate Mathematical Literacy (LMS) were able to fulfil three indicators of mathematical literacy, namely identifying mathematical aspects in problems, translating problems into mathematical language, designing a solution strategy. Meanwhile, students with Low Mathematical Literacy (LMR) were only able to fulfil one mathematical literacy indicator correctly, namely the indicator of identifying mathematical aspects in problems. 
Mathematical Communication Ability in SAVI Learning Model with Mathematics Board Game in terms of Mathematical Resilience Fitrania Ainurrachmani
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2025): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.20120

Abstract

This study aims to: examine the quality of SAVI learning model implementation with board game on mathematical communication skills, analyze the effect of mathematical resilience on mathematical communication skills, describe mathematical communication skills in terms of mathematical resilience. This study used a mixed method of sequential explanatory type. The population of this research is 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 on mathematical communication skills. Students' mathematical resilience has a positive effect on students' 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, 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.
The Influence of Self-Confidence on Higher-Order Thinking Skills through Project Learning with Minecraft Education Support Dania Cahyanti Rukmana
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.20545

Abstract

This study analyzes the quality of learning through PjBL assisted by Minecraft Education on HOTS and examines HOTS of grade IX students based on self-confidence. The method used is a mix method with a sequential explanatory model, involving quantitative at the beginning, followed by qualitative. The population of the study was grade IX students of SMP Islam Sultan Agung 1 Semarang, with class IX B as the experiment and IX C as the control. Subjects were selected using purposive sampling, with two students per self-confidence category. Quantitative data analysis used statistical tests through IBM SPSS 26, while qualitative data were analyzed through reduction, presentation, and drawing conclusions. The results showed that the learning devices and instruments were categorized as good to very good, with teacher suitability reaching 92.8% and positive student responses of 80.23%. PjBL-based learning with Minecraft Education was effective in increasing HOTS, with significant statistical test results. The increase in high-order thinking skills and self-confidence were both in the moderate category (g = 0.51). HOTS patterns vary: students with high self-confidence do not always meet all HOTS indicators, while students with medium or low self-confidence are able to meet the same indicators as students with high self-confidence
Implementation of Problem-Based Learning with Module Assistance to Enhance Mathematical Literacy in Terms of AQ Khanifah
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.20546

Abstract

The current issue in education in Indonesia is the low quality of education, particularly reflected in students' struggles with mathematics literacy. This study aims to analyze the quality of Problem-Based Learning (PBL) with module assistance and examine how students' mathematics literacy profiles are influenced by their Adversity Quotient (AQ) in PBL. This mixed-methods research was conducted with eighth-grade students at SMP Islam Unggulan Fastabiq, involving two classes: experimental and control. The qualitative subjects were selected from the experimental class based on AQ test results, representing three AQ types: climber, camper, and quitter, with two students from each type. Quantitative data analysis was performed using IBM SPSS Statistics, while qualitative data analysis followed steps of data reduction, presentation, and conclusion. The results indicate that the quality of PBL with module assistance is rated as good, as evidenced by: (1) valid teaching materials during planning, (2) effective implementation with positive student feedback, and (3) successful evaluation of students' mathematics literacy. Students with the AQ climber type achieved all six mathematics literacy indicators, while camper-type students met four indicators, and quitter-type students only reached two.
Development Of The SPLTV Geogebra Book In Mathematics Learning To Improve Students' Critical Thinking Ability Bambang setiawan Bams
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.20830

Abstract

This research aims to determine the process of developing the Geogebra Book SPLTV mathematics learning media to improve students' critical thinking skills. The research method used in this research is Research and Development with the ADDIE model, namely Analysis, Design, Development, Implementation and Evaluation. The research results refer to each stage of ADDIE. In the analysis stage, researchers analyzed the material and students' needs to find out the problems and determine appropriate media development solutions to overcome these problems. In the Design Stage, researchers design development products from learning outcomes to linking material to critical thinking indicators. Development stage, researchers start designing the cover, creating the contents of the geogebra book and ending with the media that will be developed. Next, the media is validated by media experts and material experts. The assessment from media experts received a percentage of 83.6%. The assessment from material experts received a percentage of 85.2% so that the media was declared ready to be used in the Implementation stage. In the Implementation Stage, the media is used in the learning process and then its suitability is measured through a student response questionnaire, getting a percentage of 85.78%, which means the media is suitable for use. The Evaluation stage measured the effectiveness of Geogebra media, getting an N-Gain score of 1.17157 and learning completeness exceeding 80% so that the media was considered effective in improving students' critical thinking skills.

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