http://journal.unnes.ac.id/sju/index.php/ujme/issue/feed Unnes Journal of Mathematics Education 2020-10-03T08:34:18+00:00 Dr.rer.nat. Adi Nur Cahyono, M.Pd. adinurcahyono@mail.unnes.ac.id Open Journal Systems <p>Unnes Journal of Mathematics Education is a peer-reviewed open access journal published <strong>thrice</strong>&nbsp;in a year (<strong>March,</strong>&nbsp;<strong>August and November</strong>). The UJME facilitates a forum for researchers and professional on mathematics education to discuss their ideas in an online (e-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1436860059&amp;1&amp;&amp;">2460-5840</a>) and a printed (p-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1333548379&amp;1&amp;&amp;">2252-6927</a>) version.</p> <p class="box_area style18">This journal has been indexed and abstracted in <a href="http://sinta2.ristekdikti.go.id/journals/detail?id=4336">Sinta (Grade 3)</a>,&nbsp;<a title="DOAJ" href="https://doaj.org/toc/2252-6927" target="_blank" rel="noopener">DOAJ</a>,&nbsp;<a href="https://scholar.google.co.id/citations?user=bvU7AbEAAAAJ" target="_blank" rel="noopener">Google Scholar</a>,&nbsp;<a href="https://www.base-search.net/Search/Results?type=all&amp;lookfor=unnes+journal+of+mathematics+education+department+of+mathematics&amp;ling=1&amp;oaboost=1&amp;name=&amp;thes=&amp;refid=dcresen&amp;newsearch=1" target="_blank" rel="noopener">BASE (Bielefeld Academic Search Engine)</a>, and&nbsp;<a href="https://academic.microsoft.com/#/detail/2737498631" target="_blank" rel="noopener">Microsoft Academic Search</a>.</p> <p>Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of&nbsp;didactic development research (DDR), research and development (RnD) in <strong>mathematics education</strong>, <strong>ethnomathematics</strong>, <strong>realistic mathematics education</strong>, <strong>psychology of mathematics education</strong> and <strong>technology in mathematical instruction</strong>.&nbsp;The manuscript must be&nbsp;<strong>original research</strong>, written in&nbsp;<strong>English</strong>, and not be simultaneously submitted to&nbsp;<strong>another journal</strong>&nbsp;or&nbsp;<strong>conference.</strong></p> <p>The submitted manuscripts will be initially reviewed by editors. If the editors decide to accept the manuscripts, it then be evaluated by a reviewers through the&nbsp;<strong>blind review</strong>&nbsp;process. This process tends to keep the quality of the manuscripts which is published by UJME.</p> <p><strong>DOAI Address<br></strong>The UJME has DOAI address:&nbsp;<a href="https://doi.org/10.15294/ujme">https://doi.org/10.15294/ujme</a></p> <p><strong>Before Submission<br></strong>Author should write&nbsp;their manuscript using the&nbsp;<strong><a href="https://goo.gl/UaDTKQ">UJME template</a>&nbsp;</strong>following the&nbsp;<a href="https://journal.unnes.ac.id/sju/index.php/ujme/authorguidelines?">author guidelines</a>. We suggest the author to use reference manager, Mendeley or Endnote to name but a few. Any manuscript which is not suitable for&nbsp;the author guidelines or written in a&nbsp;different format will be immediately&nbsp;rejected. The only manuscript which meets the&nbsp;UJME format&nbsp;will be processed further.</p> <p><strong>Online Submissions<br></strong>1. Already have a Username/Password for Unnes Journal of Mathematics Education?&nbsp;<strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/login" target="_blank" rel="noopener">GO TO LOGIN</a><a href="http://journal.uad.ac.id/index.php/IJEME/login" target="_blank" rel="noopener">&nbsp;</a></strong><br>2. Need a Username/Password?&nbsp;<strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/user/register" target="_blank" rel="noopener">GO TO REGISTRATION</a></strong></p> <p>Registration and login are required to submit items online and to check the status of current submissions.</p> http://journal.unnes.ac.id/sju/index.php/ujme/article/view/38776 Attitude towards problem-solving as the effect of problem-posing approach 2020-09-06T21:42:24+00:00 Anggit Reviana reviana.anggit@uny.ac.id Nanang Priatna nanang_priatna@yahoo.com Bambang Avip Priatna Martadiputra bambangavip@yahoo.com <p>This study aims to examine whether students’ achievement of attitude towards problem-solving by problem-posing approach better than by direct approach. This study was a quasi-experimental. The population was all students at Junior High School 8 Bandung, 8th-grade for a total of 8 classes, with two classes as the sample. The instrument used to get the data was a questionnaire with five indicators (patience, persistence, perseverance, willingness, and confidence). Data analysis was performed using the t-test and Mann-Whitney U. The results of this study revealed that overall the attitude of students towards problem-solving by problem-posing approach was not significantly better than by direct approach; more specifically, it was equally good, while for each indicator, the result was varied. Moreover, in the class of problem-posing approach, students had patience and persistence in solving problems that were more prominent than aspects of perseverance, willingness, and confidence.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/39340 The development of Augmented Reality-based learning media to improve students’ ability to understand mathematics concept 2020-09-21T12:00:55+00:00 Heni Pujiastuti henipujiastuti@untirta.ac.id Rudi Haryadi rudiharyadi@untirta.ac.id Alif Maulana Arifin alifmaulanaarifin@gmail.com <p class="ujme-abstract">This research aims to develop an Augmented Reality-based learning media. This research is a type of development research. The development model used is the ADDIE model, which consists of five stages, namely, analysis, design, development, implementation, evaluation. The results of this study are in the form of cards that have been coded, Augmented Reality applications in Android, and student guide worksheets. The results of the validation of media and material experts indicate that this Augmented Reality-based learning media product is valid and feasible to use. The use of Augmented Reality based learning media in learning activities can improve students understanding of mathematical concept ability. This can be seen from the average n-gain obtained 0.61, which is included in the height category. Each indicator of the concept of understanding also shows big and medium improvement. This Augmented Reality based learning media also gets positive responses from students with an average percentage score of 87.50%.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/40540 The growth of mathematical imagination of students of a deaf school when learning using Problem-Based Learning assisted by manipulative teaching aids 2020-09-21T12:02:16+00:00 Lailatun Ni'mah lailatunimah07@students.unnes.ac.id Sugiman Sugiman sugiman@gmail.com <p>The ability of mathematical imagination is important in daily life for children with deaf disabilities. One effort to foster mathematical imagination is through a problem-based learning model assisted by manipulative props. This study aimed to: (1) find out whether the results of the mathematical imagination final test of deaf students with the application of the Problem-Based Learning assisted by manipulative props are better that the results of the initial test; (2) describe the mathematical imagination of the deaf students; (3) find out the growth of mathematical imagination of the deaf students. This research was mixed-method research that used a sequential exploratory design with a one-group pretest-posttest design. The population of this research was the students of a special school for disabilities (SMALBN) in Salatiga, Indonesia, while the sample was a random class from the 11<sup>th</sup> classes. The method used in this research were observation, documentation, tests, and interviews. Quantitative analysis showed that the final test of mathematical imagination result was better than the results of the initial test. Qualitative analysis yield a description of mathematical imagination that included aspects such as scientific sensitivity, scientific creativity, and good scientific productivity. The scientific sensitivity aspect of the imagination growth before learning was good, and the scientific creativity aspect was quite good. After learning, it was obtained that scientific sensitivity, scientific creativity, scientific productivity were good. The study concluded that problem-based learning assisted by manipulative props could foster the ability of mathematical imagination of deaf students in 11<sup>th</sup> grade.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/40541 Mathematical connection ability on Knisley Mathematics Learning Model with an open-ended approach based on self regulated learning 2020-09-21T11:46:40+00:00 Krisna Oktafiana krisna.oktafiana@gmail.com Nuriana Rachmani Dewi nurianaramadan@gmail.com <p>The purpose of this study was to explore the mathematical connection ability of 8<sup>th</sup> graders in the setting of the Knisley mathematics learning model with an open-ended approach. This type of research is mixed methods while the population is 8<sup>th</sup> graders in one JHS in Semarang, and the sample is a class selected by random cluster sampling. &nbsp;For the qualitative study, six subjects were selected by purposive sampling technique. Data analysis was performed by analyzing quantitative data and analyzing qualitative data. The results showed that (1) The mathematical connection ability of 8<sup>th</sup> graders in the Knisley mathematics learning model with open-ended approach achieved classical completeness; (2) the average mathematical connection ability of 8<sup>th</sup> graders in the Knisley mathematics learning model with an open-ended approach is better than conventional learning model; (3) the proportion of 8<sup>th</sup> graders who completed the learning subject in the Knisley mathematics learning model with an open ended approach is more than the conventional learning model; and (4) several subjects were able to fulfill all indicators of mathematical connection ability while other subjects were able to master some indicators of mathematical connection ability.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/40542 Mathematical representation ability and curiosity of 8th graders in the 7E-Learning Cycle Model with realistic approaches 2020-09-21T11:59:55+00:00 Dina Dwi Astuti dinadwiastuti@students.unnes.ac.id Budi Waluya budiwaluya@gmail.com Edy Soedjoko edysoedjoko@gmail.com <p>This study aimed to test the effectiveness of 7E-learning cycle learning with realistic approaches for students' mathematical representation ability and describe the students' mathematical representation ability from the view of students' curiosity. This study used a mixed-method with a concurrent embedded model. The population of this study was 8<sup>th</sup> graders in a Junior High School in Patebon, Kendal. Random sampling was used to obtain 32 students for the experiment class and 32 students for the control class. For the qualitative analysis, two students for each high, medium, and low curiosity level were selected. Questionnaires, tests, interviews, and documentation were used to collect data. T-test, classical completeness Z-test, the mean difference test, and proportions different tests were used to analyze the data quantitatively. Meanwhile, qualitative data were analyzed using data reduction, data display, conclusion drawing, and verification.&nbsp; The results show that 7E- learning cycle learning with realistic approaches affected students' mathematical representation abilities positively. The study also revealed that students with high, medium, dan low curiosity levels show different perform in mathematics representation.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/40543 Developing Problem Based Learning supplemental materials to increase 7th graders higher-order thinking skills 2020-09-21T12:11:09+00:00 Sausallina Widad Miftiani sausallina@students.unnes.ac.id Rochmad Rochmad rochmad@gmail.com Muhammad Kharis muhkharis@gmail.com <p>The study developed Problem Based Learning supplemental materials and aimed to (1) determine the characteristics of the supplemental materials, (2) determine the validity and readability of the supplemental materials, and (3) analyze the increase of Higher Order Thinking Skills after using the supplemental materials in the classroom. The method used in this research is research and development with 3D models (define, design, and develop). The increase of Higher Order Thinking Skills was analyzed by comparing the learning outcomes of the class that used the supplemental materials and class that used the default materials provided by schools. The population in this study were six classes of 7<sup>th</sup> grade of a Junior High School in Ungaran. The samples were selected by a random sampling technique to find a class for the experimental class and another class as a control class. Data were analyzed using a t-test and gain test. The study concluded that using Problem Based Learning supplemental material increased the Higher Order Thinking Skills of students.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/32421 Mathematical literacy ability of 8th graders in Problem Based Learning with Think Talk Write approach 2020-09-21T12:20:35+00:00 Warniatun Warniatun warniatun@students.unnes.ac.id Iwan Junaedi iwanjun@gmail.com <p>The purposes of this study were to explore how the Problem-Based Learning model with the Think Talk Write approach affect mathematical literacy ability. This study used mixed methods with concurrent embedded models. The subjects of this study were a class in a Junior High School in Margasari. Observation, documentation, tests, and interviews were used to collect data. The design used in this study was a randomized pretest-posttest control group design. The method of data collection in this study is the method of documentation, tests, observation, and interviews. The purpose of the interview is to find out students' mathematical literacy abilities. The data analysis in this study was an analysis of the initial data test, analysis of the results of tests of mathematical literacy ability, and qualitative data analysis. Test data includes the normality and homogeneity test. The normality was checked using the Kolmogorov-Smirnov Test, the homogeneity was checked using the Levene test, and the similarities between the two class was checked using the Independent-Sample T-Test. The students' mathematical literacy abilities were analyzed based on the results of the post-test using the Miles and Huberman Model. The study revealed the profile of mathematics literacy abilities of students in the setting of Problem-Based Learning.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/32224 Mathematical representation ability viewed from the students' cognitive style in Two Stay Two Stray with product assessment 2020-09-21T12:28:17+00:00 Muthia Khairunnisa muthiakhairunnisa@students.unnes.ac.id Masrukan Masrukan masrukan@gmail.com <p>The mathematical representation ability in Junior High School 1 Bojong is still not optimal. For this reason, one of the methods that can be used to increase the ability of mathematical representation is cooperative learning type Two Stay Two Stray with product assessment. This research aims to obtain the effectiveness of learning and analyze students' mathematical representation abilities in terms of the reflective-impulsive cognitive style. This research used Mixed Methods with Explanatory Sequential Design. The population in this study was all 8<sup>th</sup> graders of Junior High School 1 Bojong, while two classes were obtained as samples using cluster sampling techniques. For the qualitative analysis, four students were selected purposively. Data collection techniques used observation, documentation, tests, and interviews. The results showed that: (1) Two Stay Two Stray learning with product assessment is effective on the achievement of students' mathematical representation abilities, (2) subjects showed various mathematical representation ability.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/32380 Algebraic thinking ability of VIIth grade students in mathematics using SAVI learning model 2020-09-28T19:23:26+00:00 Siti Aminah Silviani siviani.cipi@gmail.com Mashuri Mashuri mashuri@gmail.com Kristina Wijayanti kriswijaya@gmail.com <p>Algebraic Thinking has become a research trend to be developed in secondary and elementary schools. Algebraic Thinking, according to Kieran (2004), includes generational ability, transformational ability, and global meta ability. Permendikbud No. 58 of 2014 indirectly states mathematics is being taught to hone the algebraic thinking ability. The SAVI learning model (Somatic, Auditory, Visual, Intellectual) combines physical movement, five senses, intellectual activity. The purpose of this study was to analyze the classical mastery of algebraic thinking ability of VIIth grade students, one of junior high school in Ungaran in the SAVI learning model, to analyze the algebraic thinking ability of VIIth grade students in the SAVI learning model and PBL (Problem Based Learning), to describe the algebraic thinking ability of VIIth Grade students in the SAVI learning model. The results showed that (1) Algebraic thinking ability of VIIth Grade students in SAVI learning did not achieve classical mastery; (2) The algebraic thinking ability in SAVI learning was better than in PBL; (3) Algebraic thinking ability of VIIth in SAVI learning showed that generational ability reached 47.84%; transformational ability reached 51%, and global meta ability reached 33.8%.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement## http://journal.unnes.ac.id/sju/index.php/ujme/article/view/39645 The use of social arithmetic contextual modules on learning achievement in terms of interest in learning 2020-10-03T08:34:18+00:00 Rahmat Winata gublik.tata@gmail.com Jeliana Intan Permata jelianaintan@gmail.com Rizki Nurhana Friantini keyheart1315@gmail.com <p>This research aims to find out: (1) significant difference in students' mathematics achievement between the student who used the contextual social arithmetics module and who do not use it. (2) the difference in students' mathematics achievement among the student having high, medium, and low interest. (3) The interaction between contextual social arithmetics module and students' mathematics interest toward students' mathematics achievement. This research was quasi-experimental. The population of the study was the seventh grade of students of a Junior High School in West Borneo. The samples were 66 students. Data collection instruments using tests and questionnaires. The technique of analyzing the data was two-ways ANOVA. The results reveal that: (1) there is a significant difference in students' mathematics achievement between the student who used contextual social arithmetics module and students who do not use it. (2) there is a difference in students' mathematics achievement among students with high, medium, and low interest. (3) There is no interaction between the use of contextual social arithmetics module and students' mathematics interest toward students' mathematics achievement.</p> 2020-08-31T00:00:00+00:00 ##submission.copyrightStatement##