Unnes Journal of Mathematics Education最新文献

{"title":"The role of resilience (adversity intelligence) and creativity in mathematics learning","authors":"Huri Suhendri","doi":"10.15294/UJME.V7I2.25367","DOIUrl":"https://doi.org/10.15294/UJME.V7I2.25367","url":null,"abstract":"This study aims to analyze and prove the existence of resilience influence and creativity to the ability of problem solving in mathematics. The method of study used is survey method with correlational analysis. The population of this study is all students of class X SMK Kharismawita 2, South Jakarta. While the sample is 30 students class X SMK Kharismawita 2, South Jakarta in the academic year 2017/2018. Further, the instruments of data collection consisted of: a questionnaire about resilience and creativity, and a written test of mathematics subjects. The requirements of data analysis consist of: normality, linearity, and multi-collinearity test. The result of three data analysis requirement test obtained by conclusion that the three groups of data come from normal distributed population, the two regression models which are formed are in linear pattern, and there is no relation between the independent variables. Further the hypothesis test is done by correlation and regression test. Eventually, from the results of hypothesis test and analysis, it can be concluded that there is influence of resilience and creativity to the problem solving ability in mathematics. It means that resilience variable and creativity play a role in mathematics learning, which affect the problem solving skills of mathematics. Thus, in the learning, teachers focused on the factors of resilience and creativity of learners and made efforts to improve both of these factors through interesting math learning","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"90-94"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive load in working memory on trigonometry Learning","authors":"Mochamad Abdul Basir, Hevy Risqi Maharanib","doi":"10.15294/UJME.V7I2.25366","DOIUrl":"https://doi.org/10.15294/UJME.V7I2.25366","url":null,"abstract":"The cognitive process involves three elements in the human memory system; sensory, working, and long term memory. Unless the long term memory does not have enough preliminary knowledge, the working memory will have difficulties in providing meaning and constructing information as a knowledge, so the working memory is overloaded to understand the problems.With regard to that symptom, the aim of this study is to find out the cognitive load in trigonometric learning. The subjects of this study are students of grade X4 SMAN 6 Semarang. The cognitive load in working memory is caused by three sources, including Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). The results show that ICL can not be manipulated, but ICL can be well processed. Then, ECL can be minimized by material presentation techniques through the help of materials that utilize information technology media. While GCL can be improved through problem solving in developing students' mathematical creative thinking skills.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"85-89"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48896190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development of guided inquiry-based mathematics student’s worksheet on algebra material in eighth grade students in SMP / MTs in Landak Regency","authors":"M. F. Annur, Pradipta Annurwanda, S. Suprihatiningsih","doi":"10.15294/UJME.V7I2.25365","DOIUrl":"https://doi.org/10.15294/UJME.V7I2.25365","url":null,"abstract":"This research is motivated by the lack of practical use of student worksheets in schools. This research is development research. The product developed and tested in the form of guided inquiry-based worksheets on Algebra material for eighth grade MTs students. The development model used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The purpose of this research is to develop guided inquiry-based worksheets that fulfill the aspects of validity, practicality, and effectiveness to help class VIII MTs to better understand the algebraic material. The subject of this study was the eighth-grade students of MTs 1 Landak. The instruments used were validation sheets, observation sheets, and learning outcome tests. The results of instrument validation are categorized as valid with the level of material validation of 76.25% and media validation of 78.7%. The results of LKS implementation observations found a practical level of 78.3%. Learning test results students find an average test of learning outcomes obtained by students of 77.7 with a percentage of classical completeness of students by 80%. The results of this test indicate that LKS is included in the sufficient category.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"95-99"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47968317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mathematical communication ability based on gender difference on students of 11th grade by using problem-based learning model assisted by probing prompting technique","authors":"Ishmah Khairina Zakiri, E. Pujiastuti, T. S. N. Asih","doi":"10.15294/UJME.V7I2.20645","DOIUrl":"https://doi.org/10.15294/UJME.V7I2.20645","url":null,"abstract":"This study aims to test the MCA (Mathematical Communication Ability) in Problem Based Learning (PBL) model assisted Probing Prompting Technique (PBL PP), to achieve learning mastery, to know the average ratio of MCA of students on learning model of PBL PP and PBL only, to differ the MCA of male students with female students in PBL PP, and to describe MCA of students based on gender difference. The method used in this research is mix method. While the population is science program students of XI grade at MAN 2 Semarang. The sample is chosen with random sampling. In addition, students of XI IPA 1 are as experiment class, while students of XI IPA 2 as control class. The qualitative research subjects in this study are six students, for each is taken three from every male and female students in experiment class. The results of this research are the MCA’s students with PBL PP learning reaches the learning mastery, the average ratio of MCA in PBL PP is better than PBL model, the MCA of male and female students have no significant difference, and there are some differences of MCA in each indicators based on gender difference.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"78-84"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47408840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematical connection ability on creative problem solving with ethnomathematics nuance learning model","authors":"Desinta Yosopranata, Z. Zaenuri, M. Mashuri","doi":"10.15294/UJME.V7I2.25399","DOIUrl":"https://doi.org/10.15294/UJME.V7I2.25399","url":null,"abstract":"The purpose of this research was to analyze the completeness of mathematical connection ability on Creative Problem Solving with ethnomathematics nuance learning model and its differences on Direct Instruction learning model and to analyze the influence of cultural love attitude toward mathematical connection ability. The materials in this research were rectangle, square, and trapezoid. The population in this research were students of grade VII A, VII B, and VII C at a junior high school in Wonosobo academic year 2017/2018 and selected with cluster random sampling. Particularly, grade VII A was chosen as the experimental class and taught by using Creative Problem Solving with ethnomathematics nuance learning model, while grade VII B as a control class that was taught by using Direct Instruction learning model. The data collection methods used were documentation, written test, and questionnaire. The research instrument used were written test and questionnaire. Then, the data were analyzed by one-sided proportion test, two-point equality test, equality test of two proportions, and regression analysis. Eventually, the results showed that (1) the mathematical connection ability of grade VII students with Creative Problem Solving with ethnomathematics nuance learning model reached the classical completeness; (2) the average of mathematical connection ability by using Creative Problem Solving with ethnomathematics nuance learning model of grade VII better than average of mathematical connection ability using Direct Instruction learning model; (3) the cultural love attitude affected to mathematical connection ability.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"108-113"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mathematical problem solving ability of student on learning with Thinking Aloud Pair Problem Solving (TAPPS) model in term of student learning style","authors":"M. Mashuri, Nindy Dwi Nitoviani, P. Hendikawati","doi":"10.15294/UJME.V7I1.18870","DOIUrl":"https://doi.org/10.15294/UJME.V7I1.18870","url":null,"abstract":"The purposes of this research were to find out the mathematical problem solving ability on learning with TAPPS model and to find out how the description of mathematical problem solving ability on TAPPS model in terms of learning style. This mixed methods research used concurrent embedded design. The population in this research was eighth-grade students of SMP N 4 Kudus in the academic year of 2016/2017. The sample was chosen by using random sampling technique, it obtained that VIIIA as experimental class and VIIIB as control class. The results of the research showed that (1) the mathematical problem solving ability on learning with TAPPS model achieved classical mastery, (2) the mathematical problem solving ability on learning with TAPPS model was better than expository model, (3) the students' ability in mathematical problem solving with a visual learning style had good category at the stage of devising a plan and the other stage had enough category, otherwise students with an auditorial learning style had enough category at the stage of looking back and another stage had good category, and students with a kinesthetic learning style had good category at the stage of understanding the problem and the other stage had enough category and less category.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46834322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The enhancement of students’ ability in problem solving and mathematical disposition aspect through brain-based learning model","authors":"I. D. Martyaningrum, N. R. Dewi, Wuryanto Wuryanto","doi":"10.15294/ujme.v7i1.21854","DOIUrl":"https://doi.org/10.15294/ujme.v7i1.21854","url":null,"abstract":"The main purpose of this research is to analyze the achievement and the increasing of students’ problem solving ability and students’ mathematical disposition as the result of learning application through Brain-Based Learning model and conventional learning comprehensively. This research uses the mix method with concurrent triangulation. The research results show that: (1) The students’ ability of problem solving using Brain-Based Learning model reaches classical learning mastery, (2) the students’ achievement of problem solving using Brain-Based Learning model is higher than that of using conventional learning, (3) the students’ enhancement of mathematical disposition using Brain-Based Learning model is the same with the achievement of using conventional leaning, (4) there is a few correlations between the achievement of problem solving ability and mathematical disposition, as well as their enhancement. To get comprehensive and accurate representation about the enhancement of mathematical disposition through Brain-Based Learning, it is necessary to conduct the future similar study with the same objects yet longer duration.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"31-38"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42372777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-assessment on the achievement of the ability of mathematical proportional application in Meaningful Instructional Design (MID) learning viewed from student’s learning style","authors":"M. Mulyono, Kartono Kartono, Meis Dania Nila Rosyida","doi":"10.15294/ujme.v7i1.20751","DOIUrl":"https://doi.org/10.15294/ujme.v7i1.20751","url":null,"abstract":"This study aims to (1) test the students' mathematical proportional reasoning ability to achieve classical mastery, (2) to analyze the average achievement of mathematical proportional reasoning ability in Meaningful Instructional Design learning by applying self-assessment with the common learning model (3) to test the proportion of students’ mastery in Meaningful Instructional Design learning by applying self-assessment which is better than the proportion of the common learning model and (4) to obtain a description of students' proportional reasoning abilities of visual, auditory, and kinesthetic style of learning style. The method used in this research is Mixed Methods Concurrent Embedded Design. The quantitative subject of this study is the students of class VIII B MTs NU Banat Kudus as the experimental class which use Meaningful Instructional Design, while the subject of qualitative research is 6 students of class VIII B consisting of 2 students with the high and low value on mathematical proportional reasoning test in each learning style group. Eventually, the results of this study are (1) the achievement of students’ mathematical proportional reasoning ability is significant in MID learning, (2) there is difference of proportional reasoning ability in MID learning model with a common used learning model, (3) the proportion of students' learning mastery by using Meaningful Instructional Design model with Self-assessment is higher than those who use the common learning model and (4) the students with visual learning style are able to propose and perform mathematical manipulation by understanding and remembering the material ever seen and written, the students with auditory learning style are able to make guesses, present mathematical manipulations, and draw conclusions by understanding and remembering material discussed, while students with kinesthetic learning style are able to make guesses, perform mathematical manipulations, and draw conclusions by understanding and remembering material which is ever practiced.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"39-47"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47127491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Misconception as a critical and creative thinking inhibitor for mathematics education students","authors":"Rochmad Rochmad, M. Kharis, A. Agoestanto, M. Z. Zahid, M. Mashuri","doi":"10.15294/ujme.v7i1.18078","DOIUrl":"https://doi.org/10.15294/ujme.v7i1.18078","url":null,"abstract":"The accurate understanding of critical thinking and mathematical creativity in solving the current problem is still difficult to standardize. These two thinking skills are indispensable to anyone who is studying mathematics, especially for Undergraduate Mathematics students who are studying Linear Algebra. However, the difficulties in critical thinking discourage students to think creatively and mathematically. In linear algebraic subject matter, many problems require critical reasoning. It goes without saying that the difficulties in various reasoning aspects critically cause other difficulties in developing creative thinking aspects. Further, mathematical critical thinking skills in solving problems require a background in understanding the concepts related to the problem faced. In addition, the failure to understand and connect between concepts in solving linear algebra problems makes it worst and difficult to critically and creatively think.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"57-62"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of auditory intellectually repetition learning aided by questions box towards students’ mathematical reasoning ability grade XI SMA 2 Pati","authors":"A. Agoestanto, Oei Yuda Setiyo Priyanto, B. Susilo","doi":"10.15294/ujme.v7i1.15828","DOIUrl":"https://doi.org/10.15294/ujme.v7i1.15828","url":null,"abstract":"The objective of this study is to determine does the AIR learning is effective towards students’ mathematical reasoning ability grade XI SMA 2 Pati on the sequence and the series material. The population in this study is all students grade XI SMA 2 Pati Academic Year 2016/2017. The method used in this study is quantitative method. While the data collection includes test methods, questionnaires, and observations. The results showed that: (1) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR learning model is reaching the mastery learning; (2) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR learning model aided by Questions Box is reaching the mastery learning; (3) the  mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR model aided by Questions Box is better than the mathematical reasoning ability of students who learn with AIR learning model and expository learning model; (4) the  mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR model aided by Questions Box is better than the mathematical reasoning ability of students who learn with AIR learning model and expository learning model for each group, either low, medium or high. Based on the four results of the above research, it can be concluded that the AIR learning aided by Questions Box is effective towards students’ mathematical reasoning ability grade XI SMA 2 Pati on the sequence and series material.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"7 1","pages":"17-23"},"PeriodicalIF":0.0,"publicationDate":"2018-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44493170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}