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JournalISSN: 2502-4507

Unnes Journal of Mathematics Education Research 

About: Unnes Journal of Mathematics Education Research is an academic journal. The journal publishes majorly in the area(s): Discovery learning & Ethnomathematics. It has an ISSN identifier of 2502-4507. Over the lifetime, 106 publication(s) have been published receiving 352 citation(s).
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Journal Article
Abstract: Purpose of this research is to describe about mathematics communication in RME setting of junior school student. Subject of the research were grade 8 students in Semarang City. Data obtained from the student’s work in solving contextual problems on the subject of the Ratio and the subject of System of Linear Equations with Two Variables. The student’s work is categorized into 5 levels (the lowest level (0) to the highest level (IV)). For leveling researchers developed a scoring rubric with reference to the communication of mathematics quantitative criteria for scoring mathematical communication. Data were analyzed descriptivelyquantitative. The work of students was also analyzed qualitatively by referring to Qualitative Analytic Scoring Procedure for communication of mathematics. The results can be expressed are: for subject ratio: 78% level I, level II, 15%, 5% level III, level IV 2%. As for the subject of Systems of Linear Equations with Two Variables: level I: 67%, level II: 18%, level III: 8%, level IV: 7%. Both of subject in level V were not achieved.

13 citations


Journal Article
Abstract: Penelitian ini bertujuan untuk (1) mengetahui keefektifan pembelajaran dengan model Project Based Learning bernuansa etnomatematika dalam meningkatkan kemampuan pemecahan masalah, dan (2) mendeskripsikan kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif. Penelitian ini merupakan jenis penelitian mixed method dengan desain sequential explanatory. Subjek dalam penelitian ini ditentukan berdasarkan analisis gaya kognitif menggunakan Group Embedded Figure Test (GEFT) pada siswa kelas VIIIA SMP N 1 Wates, Yogyakarta. Teknik pengumpulan data menggunakan observasi, tes dan wawancara. Efektivitas dianalisis berdasarkan (1) uji kesamaan rata-rata; (2) uji ketuntasan dan uji beda rata-rata. Hasil penelitian menunjukkan bahwa pembelajaran dengan model Project Based Learning bernuansa etnomatematika efektif terhadap kemampuan pemecahan masalah. Siswa dengan gaya kognitif Field Independent (FI) cenderung memiliki kemampuan pemecahan masalah yang lebih baik daripada siswa dengan gaya kongnitif Field Dependent (FD). Siswa FDL mampu memahami masalah, namun kurang mampu merencanakan penyelesaian dan melaksanakan rencana penyelesaian serta tidak mampu memeriksa kembali. Siswa FDK mampu memahami masalah dan merencanakan rencana penyelesaian, namun kurang mampu melaksanakan rencana penyelesaian dan memeriksa kembali. Siswa FIL mampu memahami masalah, merencanakan penyelesaian dan melaksanakan rencana penyelesaian, namun kurang mampu memeriksa kembali. Siswa FIK mampu memahami masalah, merencanakan penyelesaian, melaksanakan rencana penyelesaian, serta memeriksa kembali dengan baik.

12 citations


Journal Article
Abstract: Salah satu kerangka yang digunakan sebagai rujukan menganalisis respon siswa yaitu taksonomi SOLO. Tujuan penelitian adalah (1) menemukan pola tingkat respon siswa dalam menyelesaikan soal pemecahan masalah berdasarkan taksonomi SOLO dan (2) menemukan hambatan siswa dalam menyelesaikan soal pemecahan masalah matematika. Metode penelitian ini yaitu pendekatan kualitatif. Sumber data penelitian ini adalah 24 siswa putri dan 18 siswa putra kelas VIII SMP IT Darul Fikri Bawen. Hasil penelitian ini adalah respon siswa putri pada level prestructural sebanyak 25, 42% , unistructural sebanyak 10, 83%, multistructural sebanyak 32, 92%, relational sebanyak 20, 83% dan extended abstract sebanyak 10%. Untuk hasil respon siswa putra pada level prestructural sebanyak 16, 67%, unistructural sebanyak 9, 44%, multistructural sebanyak 32, 22%, relational sebanyak 38, 33% dan extended abstract sebanyak 3, 33 %. Rekomendasi dari penelitian ini yaitu guru perlu memberi banyak latihan keterampilan memahami masalah, mengaplikasikan rumus, dan meninjau kembali jawaban. One of frameworks used as a reference to analyze students’ responses is SOLO taxonomy. The purposes of the study were to find out the pattern of students’ responses levels in doing problem solving items based on SOLO taxonomy and to find out the students’ obstacles in doing mathematical problem solving items. The research method used in this study was a qualitative research. The data sources of this study were 24 female students and 18 male students of the eight grade of SMP IT Darul Fikri Bawen. The results of the study showed that for female students, 25,42% of them belonged to prestructural level, 10,83% of them belonged to unistructural response level, 32,92 % of them belonged to multistructural response level, 20,83% of them belonged to relational response level, and 10% of them belonged to extended abstract response level. Meanwhile, for male students, 16,67% of them belonged to prestructural response level, 9,44% of them belonged to unistructural response level, 32,22 % of them belonged to multistructural response level, 38,33% of them belonged to relational response level, and 3,33% of them belonged to extended abstract response level. The recommendations of this study are to give more exercises in understanding the problem.

10 citations


Journal Article
Abstract: This study aims to: (1) test the effectiveness of project based learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the project based learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Techniques of collecting data by using tests, observations, questionnaires and interviews. Data were analyzed by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of project based learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category. This study aims to: (1) test the effectiveness of Project Based Learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the Project Based Learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Technique of collecting data by using tests, observations, questionnaires and interviews. Data were analyze by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of Project Based Learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category.

10 citations


Journal Article
Abstract: Gaya kognitif memiliki peran yang sangat penting dalam proses pemecahan masalah. Penelitian ini bertujuan untuk memperoleh deskripsi profil kemampuan pemecahan masalah matematika soal setipe TIMSS pada siswa SMP kelas VIII dengan gaya kognitif FI dan FD. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian ini adalah tiga siswa FI dan tiga siswa FD kelas VIII SMP 3 Kudus. Teknik pengumpulan data adalah dokumen, tes, dan wawancara. Analisis data meliputi reduksi, penyajian data,dan penarikan kesimpulan. Hasil penelitian sebagai berikut (1) untuk subjek FI dalam menyelesaikan masalah memiliki profil: dapat memahami pernyataan verbal dari masalah dan mengubahnya ke dalam kalimat matematika, lebih analitis dalam menerima informasi, dapat memperluas hasil pemecahan masalah dan pemikiran matematis, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata, memperoleh jawaban yang benar, (2) Untuk subjek FD dalam menyelesaikan masalah memiliki profil: dapat memahami pernyataan verbal dari masalah,tetapi tidak dapat mengubahnya ke dalam kalimat matematika, lebih global dalam menerima informasi, mudah terpengaruh manipulasi unsur pengecoh karena memandang secara global, tidak dapat memperluas hasil pemecahan masalah, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata, sering tidak dapat memperoleh jawaban yang benar.Cognitive style has a very important role in the process of problem solving. This study aimed to obtain a profile of mathematical problem solving ability student with FI and FD cognitive style. This research is a descriptive qualitative approach. Subjects in this study were students of class VIII SMP 3 Kudus, ie three students FI and FD. Data collection techniques is a document, test, interview. Data analysis included reduction, presentation, and conclusion. The results of the study show that subject FI in resolving the problem have a profile: (a) to understand the verbal statement of the problem and turn it into a mathematical sentence, (b) more analytical in receiving the information, (c) can extend the results, providing a justification, and solve problems in real-life contexts, (d) to obtain the correct answer. Subject FD in resolving the problem have a profile: (a) to understand the verbal statement of the problem, but can’t turn it into a mathematical sentence, (b) more global in receiving the information, (c) susceptible manipulation humbug elements because they view it globally, (d) can’t extend the results, providing a justification, and solve problems in real-life contexts, (e) often can’t obtain the correct answer.

10 citations


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Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20194
201812
201724
201615
201516
20148