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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
Core Subject :
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.
Arjuna Subject : -
Articles 29 Documents
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Analysis of Students Mathematical Representation Skills in Relation to Self-Efficacy Laeli Utami; Putriaji Hendikawati
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.v2i1.49886

Abstract

Mathematical representation skills and self-efficacy are two important components that interact with one another in determining success in mathematics learning. This study aims to analyze differences in students mathematical representation skills in relation to their levels of self-efficacy, as well as to describe the characteristics of achievement in mathematical representation indicators at each level. The research method used was a mixed-methods approach with an explanatory sequential design. The sample consisted of 29 eighth-grade students from Class VIII I at SMP Negeri 2 Semarang. Data were collected using a self-efficacy questionnaire and a written test of mathematical representation skills, then analyzed using a One-Way ANOVA test and an analysis of students answer sheets. The results of the quantitative analysis indicate significant differences in mathematical representation ability among students with high, medium, and low self-efficacy. Tukey’s HSD post hoc test confirms that all pairwise comparisons between groups are statistically significant. Furthermore, the qualitative analysis reveals more complex dynamics through 7 combinations of self-efficacy categories with mathematical representation ability. The relationship between the two variables is not always directly proportional; it was found that students with high self-efficacy had high and medium levels of representational ability, students with medium self-efficacy had high,  medium, and low levels of representational ability, and students with low self-efficacy had medium and low levels of representational ability.
Development of MATHIK Learning Management System Integrating Purworejo and Semarang Batik Ethnomathematics with Problem-Based Learning Karinda Safitri
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.v1i1.58276

Abstract

The integration of digital technology and local culture has become an important approach to creating meaningful mathematics learning. However, Learning Management Systems (LMS) used in schools generally function only as platforms for delivering learning materials and have not optimally supported contextual learning through ethnomathematics. This study aimed to develop and validate the Google Sites-based MATHIK Learning Management System integrating Purworejo and Semarang batik ethnomathematics with the Problem-Based Learning model for teaching number patterns. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 28 eighth-grade students of SMP Tahfidzul Qur'an Pangeran Diponegoro Semarang. Data were collected through expert validation questionnaires, classroom observations, and pretest–posttest assessments. The expert validation results showed an average validity score of 90.41%, indicating that the developed LMS was very valid and feasible for classroom implementation with minor revisions. Students' mean scores increased from 44.73 on the pretest to 78.15 on the posttest, with an N-Gain score of 0.587, indicating a moderate improvement. In addition, the paired-sample t-test revealed a statistically significant difference between pretest and posttest scores (p < 0.001). These findings demonstrate that the developed MATHIK LMS is a valid, feasible, and sufficiently effective learning platform for improving students' understanding of number patterns through contextual mathematics learning integrating ethnomathematics and Problem-Based Learning.  
SENORA: Canvasite-Based Challenge Learning for Combinatorics Using MathCityMap and Lawang Sewu Ethnomathematics Adella Azra
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.v1i1.58360

Abstract

The integration of digital technology into mathematics education requires innovative learning media that promote active, meaningful, and student-centered learning. However, mathematics instruction remains predominantly teacher-centered, resulting in limited student engagement and difficulties in understanding combinatorics. This study aimed to develop SENORA, Canvasite-based Learning Management System (LMS) integrating Challenge Based Learning (CBL), MathCityMap, and Lawang Sewu ethnomathematics, and to evaluate its feasibility and effectiveness in supporting combinatorics learning. A Research and Development (RnD) approach based on the ADDIE model was employed, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were Grade XI students at SMA Negeri 12 Semarang. Data were collected through interviews, expert validation sheets, observations, and pretest-posttest tests. Product validity was analyzed using Aiken's V, while its effectiveness was evaluated using the Normalized Gain (N-Gain) test. The findings indicated that SENORA was highly feasible for classroom implementation and effectively improved students' understanding of combinatorics through contextual, interactive, and challenge-based learning activities. The integration of Challenge Based Learning, MathCityMap, and Lawang Sewu ethnomathematics also encouraged students' active participation, collaboration, and problem-solving during the learning process. This study contributes to mathematics education by providing an integrated web-based learning model that combines digital technology, contextual learning, and local cultural values to support meaningful mathematics learning.
Implementation and Effectiveness of the “Transformatiks” LMS Based on Indonesian Batik Culture for Geometry Transformations Reva Damara Evelyna; Naeli Amalia; Adi Laksono; Kamila Hanun Nabila; Khoirun Nisa
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.v2i1.58376

Abstract

The integration of technology and local culture in mathematics learning is essential to create meaningful and engaging learning experiences. This study aimed to implement and evaluate the effectiveness of the Transformatiks Learning Management System (LMS), which integrates Indonesian batik culture into geometry transformation learning. The LMS was developed using Google Sites and includes learning materials, instructional videos, interactive worksheets, and online quizzes designed to support students understanding of translation, reflection, and rotation concepts through ethnomathematical contexts. The study employed the ADDIE development model and involved validation by one mathematics education lecturer and two mathematics teachers. The implementation was conducted with grade XI senior high school students due to scheduling constraints in the intended target school. Data were collected through validation sheets, pre-tests, and post-tests. The validation results indicated that the LMS was valid and suitable for learning implementation. The effectiveness of the LMS was measured using the N-Gain score obtained from students’ learning outcomes. The analysis showed an N-Gain score of 82.15%, indicating a high level of effectiveness. These findings suggest that the Transformatiks LMS can serve as an effective learning medium for enhancing students’ understanding of geometry transformations while introducing Indonesian batik culture.
The Effectiveness of JERAMAT Learning Management System Integrated with PBL-STEAM to Improve Students' Learning Outcomes on Two-Variable Linear Inequality Systems Fahmi Husaini
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.v1i1.58377

Abstract

The integration of digital technology into mathematics learning is expected to enhance students' conceptual understanding and engagement. This study aimed to investigate the effectiveness of the JERAMAT Learning Management System (LMS), which integrates Problem-Based Learning (PBL), the STEAM approach, and ethnomathematics in learning Two-Variable Linear Inequality Systems (TVLIS). The study employed a Research and Development (R&D) approach using the ADDIE model involving 36 eleventh-grade students at SMA Negeri 6 Semarang. Data were collected through pre-test, post-test, classroom observations, and documentation, then analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the average score increased from 39.0 in the pre-test to 67.1 in the post-test. Statistical analysis also revealed a significant improvement in students' learning outcomes (p < 0.001). These findings indicate that JERAMAT is an effective digital learning platform for improving students' understanding of TVLIS through contextual, interactive, and technology-supported learning.
Implementation of a STEAM-Ethnomathematics Learning Management System with Problem-Based Learning to Enhance Students' Mathematical Representation Ability in Linear Equation Systems Sandi Binar Lazuardi; Misbach Noor Azizy; Afroh Khoerun Nahya; Zakiya Azzahra Rakhmawati
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.v2i1.58378

Abstract

Mathematical representation ability is one of the essential competencies that students need to develop in mathematics learning because it enables them to express mathematical ideas through visual, symbolic, and verbal forms. However, many junior high school students still experience difficulties in representing mathematical concepts, particularly in solving problems related to Systems of Linear Equations in Two Variables (SLETV). This study aimed to develop and implement a Learning Management System (LMS) integrated with the STEAM approach, ethnomathematics, and the Problem-Based Learning (PBL) model to improve students' mathematical representation ability. The research adopted the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The developed LMS was implemented using a one-group pretest-posttest design involving 32 eighth-grade students at SMP Negeri 2 Ungaran in the 2025/2026 academic year. Data was collected through expert validation sheets, mathematical representation tests, observations, and documentation. The findings indicated that the developed LMS achieved a very high level of validity based on expert evaluations. Furthermore, students' mathematical representation ability improved significantly after the implementation of the LMS. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (p < 0.05), while the average normalized gain score reached 0.75, indicating a high improvement category. These findings demonstrate that integrating STEAM, ethnomathematics, and Problem-Based Learning into an LMS provides an effective learning environment for enhancing students' mathematical representation ability in learning Systems of Linear Equations in Two Variables.  
Development of a Mathematical Reasoning Test for Prospective Mathematics Teachers SABRINA APRILIA; Elisa Mutiara Fatmadewi; Ahmad Taufik Hidayat; Nafa Nur Rakhima; Indah Maulidya; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2026): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.58637

Abstract

This study aimed to develop a mathematical reasoning test that is valid, reliable, possesses good discriminating power, and has an appropriate level of item difficulty for assessing the mathematical reasoning ability of prospective mathematics teachers. A descriptive quantitative method was employed to examine the characteristics of nine test items in terms of validity, reliability, discriminating power, and item difficulty. The participants were 21 fourth-year students from Semarang State University. The findings indicated that all test items met the validity criteria, with a reliability coefficient of 0.75, which is classified as high. In terms of discriminating power, six items were categorized as good, while three items were classified as satisfactory. Regarding item difficulty, seven items were categorized as easy and two as moderate. Overall, the developed mathematical reasoning test is suitable for assessing the mathematical reasoning ability of prospective mathematics teachers, as it satisfies the criteria of validity, reliability, and good discriminating power. This study is expected to serve as a reference for the development of mathematical reasoning assessment instruments in higher education. Nevertheless, further research is recommended to refine the distribution of item difficulty, thereby producing an instrument with a more balanced and varied range of difficulty levels.
Analysis of Students’ Mathematical Creative Thinking Abilities Viewed from Adversity Quotient Lailatus Syarifah; Emi Pujiastuti; Tri Sri Noor Asih
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2026): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.58835

Abstract

Creative mathematical thinking is the ability that encourages students to discover various solutions for solving math problems, yet its development requires resilience, known as the Adversity Quotient (AQ), categorized into quitter, camper, and climber.  The purpose of this study is to describe students’ mathematical creative thinking abilities in terms of the Adversity Quotient, specifically among students who participate in Creative Problem Solving lessons. This study employs a qualitative approach and is a descriptive study. Data analysis in this study encompassed data reduction, data presentation, and drawing conclusions. The results of this study show that climber students have varying levels of achievement. Although some subjects were able to meet all indicators—namely, fluency, flexibility, originality, and elaboration—some students did not yet meet certain indicators, such as flexibility. Camper students met the fluency indicator. No quitter students were identified in this study. The Adversity Quotient plays a significant role in the development of students’ mathematical creative thinking skills. The higher a student’s resilience in facing difficulties, the greater their ability to find various solutions.
Mathematical Problem-Solving Ability Within The Osborn Model Using The Brainstorming Technique: A Self-Efficacy Perspective Juli Erni Suryani Turnip; St. Budi Waluya; Bambang Eko Susilo
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2026): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.61981

Abstract

This study aimed to analyze the quality of the Osborn learning model combined with the brainstorming technique regarding students' mathematical problem-solving abilities; the influence of self-efficacy on these abilities within this learning model; and the students' mathematical problem-solving performance based on their self-efficacy levels. A mixed-methods approach with a sequential explanatory design was employed. The study population consisted of eighth-grade students at SMP Pangudi Luhur Domenico Savio Semarang. Research subjects were selected based on self-efficacy levels—categorized as high, medium, and low. Instruments used included a self-efficacy questionnaire, a mathematical problem-solving ability test, and interview guidelines. The results indicate that the Osborn learning model with the brainstorming technique is of high quality and effective; self-efficacy positively influences students' mathematical problem-solving abilities within this model; and regarding performance based on self-efficacy levels: (1) students with high self-efficacy mastered all problem-solving stages excellently; (2) students with medium self-efficacy were able to solve problems but lacked thoroughness during the "review" stage; and (3) students with low self-efficacy were only able to comprehend the problem without successfully completing the solution plan.

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