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JournalISSN: 2502-4507

Unnes Journal of Mathematics Education Research 

State University of Semarang
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 publications have been published receiving 352 citations.

Papers published on a yearly basis

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Journal Article
TL;DR: In this paper, penelitian ini bertujuan untuk (1) mengetahui keefektifan pembelajaran dengan model Project Based Learning bernuansa etnomatematika dalam meningkatkan kemampuan pemecahan masalah, and (2) mendeskripsikan kompleto-mende-rapisikan kemambuan perempuan pemicah masalahs, siswa ditinjau dari gay
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.

18 citations

Journal Article
TL;DR: In this article, the authors describe about mathematics communication in RME setting of junior school student in Semarang City, Java, Indonesia using data obtained from the student's work in solving contextual problems on the subject of the ratio and the system of linear equations with two variables.
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.

16 citations

Journal Article
TL;DR: Tujuan penelitian in this paper adalah menghasilkan perangkat pembelajaran matematika ying valid, praktis, and efektif.
Abstract: Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran matematika yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan perangkat dengan menggunakan modifikasi model Plomp. Perangkat pembelajaran yang dikembangkan: Silabus, Rencana Pelaksanaan Pembelajaran (RPP), Buku Siswa, Lembar Kerja Siswa (LKS), dan Tes Kemampuan Berpikir Kreatif Matematis (TKBKM). Hasil pengembangan perangkat pembelajaran sebagai berikut: (1) Perangkat yang dikembangkan valid, rata-rata nilai validasi 4,03 (baik); (2) Perangkat dinyatakan praktis, yaitu: kemampuan guru dalam mengimplementasikan instrumen tergolong baik, nilai rata-rata 4,45, dan respon siswa juga dalam kategori baik, nilai rata-rata 3,77.; (3) Pembelajaran matematika dinyatakan efektif, yaitu: (a) kemampuan berpikir kreatif matematis siswa mencapai ketuntasan baik secara individu maupun klasikal, (b) kemampuan berpikir kreatif matematis kelas model discovery learning dengan pendekatan metakognitif lebih baik dari kelas ekspositori, (c) adanya pengaruh positif metakognisi dan keterampilan proses terhadap kemampuan berpikir kreatif matematis sebesar 83,1%, (d) adanya peningkatan metakognisi, serta (e) adanya peningkatan kemampuan berpikir kreatif matematis. The purpose of this study is: generate math learning device has been validity, practice, and effective. This research is the development of devices using a modified Plomp’s model. Learning device was developed are Syllabus, Lesson Plan (RPP), Textbook, Student Activity Sheets (LKS), and Creative Thinking of Mathematics Ability test (TKBKM). The result of the development of learning as follows: (1) the development of the device is valid, the average value is 4,03 (good); (2) the device of learning is practice, namely: the teacher’s ability to implement the instruments are 4.45 (good), and the students responses are 3.77.; (3) Learning mathematic is effective, namely: (a) the creative thinking of mathematics ability achieve person and classical, (b) the creative thinking of mathematics ability in the class using the discovery learning model with metacognitive approach is better than expository class, (c) the influence of metacognition and process skill to the creative thinking of mathematics ability is 83.1%, (d) an increase of metacognition, and then (e) an increase of the creative thinking of mathematics ability.

14 citations

Journal Article
TL;DR: In this paper, a learning intrument that valid, practically and effec-tively to enhance the ability of learners mathematical connection ability of three-dimensional material for grade X was developed.
Abstract: Abstrak Tujuan penelitian ini adalah mengembangkan dan menghasilkan perangkat pembelajaran yang valid, praktis dan efektif meningkatkan kemampuan koneksi matematik peserta didik materi dimensi tiga kelas X. Perangkat pembelajaran yang dikembangkan berupa Silabus, Rencana Pelaksanaan Pembelajaran, Buku Peserta Didik, Lembar Kerja Peserta Didik, dan Tes Kemampuan Koneksi matematik. Pengembangan perangkat pembelajaran mengikuti model kooperatif tipe CIRC ( Cooperative Integrated Reading and Composition ) dengan pendekatan konstruktivisme dan mengacu pada model pengembangan perangkat pembelajaran 4-D dari Thia-garajan, Semmel dan Semmel yang dimodifikasi sehingga menjadi 3-D yang ter-diri dari 3 tahapan, yaitu pendefinisian, perancangan dan pengembangan. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan telah mempunyai nilai validitas, kepraktisan, dan keefektifan yang tinggi. Hal ini terlihat dari pendapat validator, respons guru, respons siswa, dan hasil uji coba lapangan. Berdasarkan hasil uji coba lapangan, perangkat pembelajaran yang dikembangkan dengan mengikuti model kooperatif tipe CIRC dengan pendekatan konstruktivisme ini dapat meningkatkan kemampuan koneksi matematik peserta didik sehingga prestasi belajar peserta didik lebih baik. Disarankan agar pembelajaran matematika di Sekolah Menengah Atas kelas X materi dimensi tiga menggunakan perangkat pembelajaran model kooperatif tipe CIRC dengan pendekatan konstruktivisme. Abstract This study aims to develop and produce a learning intrument that valid, practically and effec-tively to enhance the ability of learners mathematical connection ability of three-dimensional material for grade X. The developed learning intrument were syllabus, lesson plan, students book, students worksheet, and mathematics ability test connection. The development lear-ning intrument follows the cooperative model type CIRC (Cooperative Integrated Reading and Composition) with a constructivist approach and refers to the 4-D model intrument de-velopment of Thiagarajan, Semmel dan Semmel were modified to 3-D. The results showed that the learning has been developed have validity, practicality, and also high effectiveness. It can be seen from the opinion of the validator, the response of teachers and student, and the results of field trials. Based on the results of field trials, the learning that was developed by following the cooperative model type CIRC with this constructivist approach can enhance the mathematical connection ability of students so that students can get better achievement. From these results it is suggested that the learning of mathematics at the high school grade X of three-dimensional subject better use a cooperative learning intrument model type CIRC with constructivism approach.

12 citations

Journal Article
TL;DR: In this paper, Fikri Bawen et al. found 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.
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.

11 citations

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