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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 6 Documents
 1 
Search results for , issue "vol. 2 no. 2 (2024): learning innovation" : 6 Documents clear
 Literature Study: Mathematical Metacognition Ability In Terms Of Self-Efficacy In The PBL Model  Nisrina Fatin Fatin
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.26186

Abstract

Learning mathematics requires good metacognition skills to solve problems through a series of critical, rational, and logical thinking activities. Students' lack of understanding and confidence during the learning process shows the importance of self-efficacy. The problem-based learning model helps students' thinking process in solving problems with confidence in their abilities. This study aims to analyze, review, and draw conclusions from the literature relevant to mathematical metacognition skills in terms of self-efficacy in problem-based learning models. The literature study method was used to review previous journal articles as the main reference source relevant to students' mathematical metacognition skills in terms of self-efficacy in PBL models. Based on the research results, it can be concluded that students' mathematical metacognition ability and self-efficacy in problem-based learning (PBL) model learning have a relationship with each other whereas mathematical metacognition ability affects students' self-efficacy. Students with high mathematical metacognition skills will have good self-efficacy and vice versa.
Mathematical Communication Reviewed from Students' Self-Efficacy in Problem Based Learning Assisted by Google Site Muhammad Ichwan Anshori; Emi Pujiastuti; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.28244

Abstract

Mathematical communication is one of the very important skills possessed by students to support the process of understanding in learning mathematics. However, in fact, the level of students' mathematical communication skills is less than optimal, so quality learning is needed. The purpose of this study was to test the quality of Problem Based Learning model learning by utilizing Google Site on students' mathematical communication skills; to test the influence of students' self-efficacy on mathematical communication skills; and to describe mathematical communication skills in terms of students' self-efficacy. This study used a mixed method of sequential explanatory type. The use of Google Site was applied in this study during the learning process. The results of the study showed that problem-based learning assisted by Google Site was of high quality towards students' mathematical communication skills, as indicated by (1) the results of the validation of learning tools in the good category; (2) the results of learning observations in the good category; (3) effective learning, namely a) the average mathematical communication skills of students in the experimental group reached KBM; b) the proportion of mathematical communication skills completion of students in the experimental group reached classical learning completion of 75%; c) the average mathematical communication ability of students in the experimental group is greater than the average of students in the control group; d) the proportion of mathematical communication ability completion of students in the experimental group is greater than the proportion of students in the control group; e) there is an increase in the mathematical communication ability of students in the experimental group. Self-efficacy of the experimental group has a positive effect on students' mathematical communication skills. Description of mathematical communication skills in terms of high self-efficacy meets all indicators of mathematical communication; students with moderate self-efficacy meet three indicators of mathematical communication; and students with low self-efficacy meet two indicators of mathematical communication.
Numeracy Literacy Based on Learning Styles Through Differentiated Problem-Based Learning with Performance Assessment dewi
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.32497

Abstract

This study investigates students’ numeracy literacy skills from the perspective of learning styles through differentiated Problem-Based Learning (PBL) assisted by performance assessment. Numeracy literacy is a crucial competency in 21st-century education, enabling students to interpret, analyze, and apply mathematical concepts in real-life contexts. However, preliminary observations at SMP Negeri 4 Jepara revealed low numeracy literacy levels, with students struggling to solve contextual mathematical problems. This research employed a mixed-methods sequential explanatory design, combining quasi-experimental and qualitative approaches. The experimental group received differentiated PBL with performance assessment, while the control group received conventional PBL. Data were collected through pretests, posttests, questionnaires on learning styles, and interviews, and were analyzed using statistical tests and thematic analysis. The results indicate that differentiated PBL with performance assessment significantly improved students’ numeracy literacy, with posttest scores surpassing the minimum mastery criteria and achieving classical completeness above 75%. Furthermore, learning style analysis revealed distinct patterns in problem-solving strategies among visual, auditory, and kinesthetic learners. The findings highlight the importance of integrating differentiated instruction with authentic assessment to address students’ diverse learning needs and enhance their mathematical literacy in meaningful contexts
The Effect of Treffinger Learning Based on Teaching at the Right Level (TaRL) Assisted by Modules in Improving Mathematical Literacy Muna; Wardono; Iqbal Kharisudin
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.32676

Abstract

This study investigates the effect of Treffinger learning based on Teaching at the Right Level (TaRL) assisted by modules on students’ mathematical literacy. The research employed a quantitative approach with a quasi-experimental design, specifically the nonequivalent control group design. The participants were two tenth-grade classes of a Madrasah Aliyah, with one class assigned as the experimental group, which received Treffinger learning combined with TaRL and supported by modules, and the other class as the control group, which received conventional learning. Instruments used in the study included a mathematical literacy test adapted from PISA tasks, observation sheets on lesson implementation, and a student response questionnaire. Data analysis consisted of normality and homogeneity tests, an independent sample t-test, a proportion test, and normalized gain (N-Gain). The results showed that the experimental class achieved better outcomes in mathematical literacy compared to the control class. The mean posttest score of the experimental class was 76.5, while the control class obtained 65.2, with the t-test indicating a significant difference (sig. 0.001 < 0.05). Furthermore, the experimental class reached a higher level of mastery with a mean N-Gain of 0.58 (medium-high) compared to 0.39 (medium) in the control class. These findings suggest that Treffinger learning based on TaRL assisted by modules is effective in improving students’ mathematical literacy.
Mathematical Writing Skills Reviewed From the Habits of Mind of Students in a Problem-Based Learning Model on Teaching at The Right Level Assisted by Liveworksheet Akbar Dakha Prabowo; Iwan Junaedi; Ardhi Prabowo
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.33976

Abstract

This study aims to analyze students’ mathematical writing skills in terms of habits of mind through the implementation of the Teaching at the Right Level (TaRL)-based Problem Based Learning (PBL) model assisted by Liveworksheet. The research employed a mixed-methods approach with a sequential explanatory design, starting with quantitative data collection using a quasi-experimental posttest control design, followed by qualitative analysis. The participants were seventh-grade students at SMP Negeri 2 Sayung, selected through cluster random sampling and purposive sampling. The instruments included a mathematical writing skills test, a habits of mind questionnaire, observation sheets, interview guidelines, and documentation. The results indicate that the TaRL-based PBL model with Liveworksheet met the criteria for quality learning, with excellent implementation (average student engagement of 89.58%) and the achievement of learning mastery. The t-test (tcount = 3.658 > ttable = 1.670) and proportion difference test (zcount = 11.184 > ttable = 1.67) confirmed significant differences in mathematical writing skills between the experimental and control groups. Qualitative findings further revealed variations in achievement across different habits of mind categories. In conclusion, the TaRL-based PBL model assisted by Liveworksheet is effective in enhancing students’ mathematical writing skills.
ANALISIS PENGARUH KEAKTIFAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR tiara zeti zeti
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.42069

Abstract

Hasil belajar merupakan indikator penting untuk menilai keberhasilan proses pembelajaran di sekolah. Salah satu faktor yang memengaruhi hasil belajar siswa adalah keaktifan belajar selama proses pembelajaran berlangsung. Keaktifan belajar mencerminkan keterlibatan siswa baik secara fisik maupun mental dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh keaktifan belajar terhadap hasil belajar matematika siswa sekolah dasar. Metode penelitian yang digunakan adalah penelitian kuantitatif dengan pendekatan asosiatif. Subjek penelitian adalah siswa kelas V yang berjumlah 32 siswa. Teknik pengumpulan data menggunakan angket untuk mengukur keaktifan belajar dan dokumentasi nilai untuk mengetahui hasil belajar matematika. Analisis data menggunakan regresi linier sederhana. Hasil penelitian menunjukkan bahwa keaktifan belajar berpengaruh signifikan terhadap hasil belajar matematika siswa.

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