https://journal.unnes.ac.id/sju/index.php/ujme/issue/feedUnnes Journal of Mathematics Education2021-08-31T16:47:10+00:00Dr.rer.nat. Adi Nur Cahyono, M.Pd.adinurcahyono@mail.unnes.ac.idOpen Journal Systems<p>Unnes Journal of Mathematics Education is a peer-reviewed open access journal published <strong>thrice</strong> in a year (<strong>March,</strong> <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&1436860059&1&&">2460-5840</a>) and a printed (p-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333548379&1&&">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>, <a title="DOAJ" href="https://doaj.org/toc/2252-6927" target="_blank" rel="noopener">DOAJ</a>, <a href="https://scholar.google.co.id/citations?user=bvU7AbEAAAAJ" target="_blank" rel="noopener">Google Scholar</a>, <a href="https://www.base-search.net/Search/Results?type=all&lookfor=unnes+journal+of+mathematics+education+department+of+mathematics&ling=1&oaboost=1&name=&thes=&refid=dcresen&newsearch=1" target="_blank" rel="noopener">BASE (Bielefeld Academic Search Engine)</a>, and <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 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>. The manuscript must be <strong>original research</strong>, written in <strong>English</strong>, and not be simultaneously submitted to <strong>another journal</strong> or <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 <strong>blind review</strong> 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: <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 their manuscript using the <strong><a href="https://goo.gl/UaDTKQ"></a><a href="https://drive.google.com/file/d/1TFe47c-ihfTq-noANr9hiuzJr7Iwmp4Y/view?usp=sharing">UJME template</a> </strong>following the <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 the author guidelines or written in a different format will be immediately rejected. The only manuscript which meets the UJME format will be processed further.</p> <p><strong>Online Submissions<br></strong>1. Already have a Username/Password for Unnes Journal of Mathematics Education? <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"> </a></strong><br>2. Need a Username/Password? <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>https://journal.unnes.ac.id/sju/index.php/ujme/article/view/26516Analysis of student’s mathematical problem solving ability based on responsibility learning with themed problem based learning model2021-08-31T16:47:09+00:00Novia Wulan Darynoviawulandary@gmail.comKristina Wijayantikristinawijayanti@mail.unnes.ac.idEndang Retno Winartiendangretnow@mail.unnes.ac.id<p>The purposes of this research are to examine the differences in problem-solving abilities of seventh-grade students in quadrilateral material with the Themed Problem Based Learning and Problem Based Learning model and to examine the effect of students' responsibility towards the students' problem-solving abilities in quadrilateral material with Themed Problem Based Learning. This research uses a quantitative method. The population is the seventh-grade students in one of Junior High School in Bekasi in amount of 198 students. The selected samples are students grade VII-9 as an experimental group and students grade VII-8 as a control group. The methods of collecting data in this study are the method of test and questionnaire. Data analysis uses t-test and regression analysis test. The results of this research show that the average problem-solving abilities of students on Themed Problem Based Learning is over than the model of Problem Based Learning and the responsibility of the students' learning give an impact to the problem-solving abilities of students on Themed Problem Based Learning model.</p>2021-08-31T15:12:36+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31699Mathematical problem solving ability of 8th grade students in terms of adversity quotient using discovery learning2021-08-31T16:47:09+00:00Sayidah Nur Istiqomahsayidahnur@gmail.comHardi Suyitnohardisuyitno.mat@mail.unnes.ac.idMuh. Fajar Safa'atullahmuhfajarsafaatullah@mail.unnes.ac.id<p><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">The purpose of this research was to (1) find out the completeness of mathematical problem-solving abilities of 8th-grade students in </span><em style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">Discovery Learning</span></em><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">; (2) description of mathematical problem-solving abilities aspects of 8th-grade students who have a </span><em style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">climbers</span></em><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true"> types; (3) description of mathematical problem-solving abilities aspects of grade 8th students who have a </span><em style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">campers</span></em><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true"> types; (4) description of mathematical problem-solving abilities aspects of 8th-grade students who have a </span><em style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">quitters </span></em><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">types. This research is mixed methods using a sequential explanatory model. The design is a one-shot case study. The sample class is 8D. Research subjects consisted of 2 students of climbers types and 4 students of climbers types. The results showed that (1) mathematical problem-solving abilities of 8th-grade students in </span><em style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true">Discovery Learning</span></em><span style="color: #0e101a; background: transparent; margin-top: 0pt; margin-bottom: 0pt;" data-preserver-spaces="true"> achieved classical and individual completeness; (2) climbers students can solve all of the problem-solving indicators; (3) ) campers students can solve three of problem-solving indicators; (4) quitters students were not found in this research so couldn’t be described.</span></p>2021-08-31T14:38:02+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/33660Mathematical representation ability on geometry material viewed from interest for learning in jigsaw cooperative learning performance assessment2021-08-31T16:47:09+00:00Sheila Rosita Elmagustillasheilarosita@students.unnes.ac.idMasrukan Masrukanmasrukan@mail.unnes.ac.id<p>This research aimed to test whether Jigsaw cooperative learning on geometry material with performance assessment achieve mastery learning, test whether the ability of the mathematical representation of students with Jigsaw cooperative learning on geometry material with the assessment of the performance is better than the ability of the representation of the students on the model of Discovery Learning, a description of the ability of the mathematical representation students on Jigsaw cooperative learning with the assessment of performance in terms of student interest. This study is mixed-methods research. The subjects were students of class VIII-A, one of Junior High School in Kaliwungu. The data collection method with tests, questionnaires and interviews. The results showed that: mathematical representation abilities of students who receive Jigsaw cooperative learning on geometry material with performance assessment fulfil the completeness of learning, mathematical representation abilities of students on geometry material in Jigsaw cooperative learning with performance assessments better than mathematical representation abilities of students on Discovery Learning, and descriptions of students' mathematical representation abilities in the Jigsaw cooperative learning with performance assessments in terms of students interest learning that students with high learning interest are able to fulfil indicators of mathematical representation ability is very well, students with learning interest are able to fulfil indicators of mathematical representation ability well and students with low learning interest are less able to fulfil the indicators of mathematical representation ability.</p>2021-08-31T14:11:32+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/49483Mathematical communication ability of 7th grade Junior High School students by using Knisley’s model assisted by textbook supplements2021-08-31T16:47:09+00:00Dian Kartika Putridiankartika@students.unnes.ac.idRochmad Rochmadrachmad_manden@mail.unnes.ac.id<p>Mathematical communication ability needs to be improved so that students can solve math problems well. This study aims to determine the effectiveness of Knisley’s learning model assisted by textbook supplements on achieving mathematical communication ability. The type of this research was quantitative method research with a Quasi-Experimental design. The population was the students of class VII A, and VII B at SMP Muhammadiyah Pangkalan Bun Kalimantan year 2019/2020. Data collection techniques used are tests. The results showed that Knisley’s learning model assisted by textbook supplement is effective in achieving students’ mathematical communication ability, namely (1) the proportion of student’s mathematical communication ability reaches more than 75% classical completeness, and (2) the average test results of the students’ mathematical communication ability who follow Knisley’s learning model assisted by the textbook supplement are better than the students’ mathematical communication ability who follow Knisley’s learning model without textbook supplement.</p>2021-08-31T10:35:54+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31840Mathematical communication ability of 7th grade in SAVI learning with elaborated feedback2021-08-31T16:47:09+00:00Devy Kurniawatidevykurnia024@students.unnes.ac.idKartono Kartonokartono@mail.unnes.ac.id<p>Mathematical communication ability is important to communicate ideas and improve students' understanding. The purpose of this study was to examine the effectiveness of SAVI learning with elaborating feedback towards the students' achievement of mathematical communication abilities; and to describe how to students' achievement of mathematical communication abilities with elaborated feedback. The population of this study is 7th-grade students in one of the junior high schools in the city of Semarang year 2018/2019. Sampling by simple random sampling techniques and subject selection with purposive sampling technique. The results of the study showed that SAVI learning with elaborated feedback is effective in the students' achievement of mathematical communication abilities. Description of students' mathematical communication abilities, namely (a) high group subject have mastered four indicators of mathematical communication; (b) medium group subject have mastered three indicators of mathematical communication, and (c) the low group subject have mastered 2 and 3 indicators of mathematical communication.</p>2021-08-31T15:05:06+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32178Analysis of students mathematics communication ability based on Keirsey personality type through accelerated learning model2021-08-31T16:47:09+00:00Indah Wulansariindahwulansr@gmail.comWalid Walidwalid@mail.unnes.ac.id<p>Mathematics communication ability needs to be improved so that students can solve math problems well. The purpose of this research was to: (1) determine whether the average students' mathematics communication ability are taught using Accelerated Learning (AL) model reached 65 and finished the classical; (2) describe the mathematics communication ability of students based on personality types Keirsey through the AL model. This research method using mixed methods with sequential explanatory design. Sampling with cluster random sampling technique, the determination of the subject by using purposive sampling. The population in this study is a class VIII student in one of the Junior High Schools in Semarang by taking a class sample. The results showed that the average students' mathematics communication ability are taught using a model of the AL reached 65 and completed the classical with the percentage reached 75%. Description of mathematics communication abilities of students based on Keirsey personality types: (a) Artisan students able to two indicators; (b) Guardian students able to two indicators; (c) Idealist students able to two indicators; and (d) Rational students able to two indicators.</p>2021-08-31T15:47:59+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/42897Mathematical representation ability of class VII students on ARIAS learning model viewed from self-renewal capacity2021-08-31T16:47:10+00:00Nurul Afifatul UlaNurulafifatulula2325@students.unnes.ac.idNuriana Rachmani DewiNurianaramadan@mail.unnes.ac.id<p>This study aims to describe: 1) The effectiveness of the ARIAS learning for mathematical representation ability; 2) The ability of mathematical representation viewed from Self-Renewal Capacity (SRC). The method used is mixed methods with a population of class VII students of SMP N 40 Semarang 2019/2020 school year. Samples were taken by random class technique, obtained VII C as an experimental class and VII B as a control class. Subjects were taken using the purposive sampling technique, and 9 subjects were selected based on the student’s SRC category. The methods of data collection using tests, questionnaires and interviews. The results showed that (1) ARIAS learning was effective against MRA; (2) Subjects with high SRC tend to meet all indicators of MRA; subjects with moderate SRC, S-04 and S-05 tend to meet all indicators of MRA, S-06 were less able to write down the steps for solving mathematical problems in words; Subjects with low SRC, S-07 was less able to create mathematical equations or models from the representations given and write down the steps for solving mathematical problems in words, S-08 and S-09 were unable to create mathematical equations or models from the representations given and write down the steps for solving mathematical problems in words.</p>2021-08-31T13:42:03+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/29317Mathematical representation ability and confident character assisted by Schoology with the NHT method and thematic approach2021-08-31T16:47:10+00:00Atika Nur Sabrinaatikanurs@students.unnes.ac.idIsti Hidayahistihidayah@mail.unnes.ac.idMuhammad Kharismkharis@mail.unnes.ac.id<p>This study aims to determine the students’ mathematical representation ability and confidence character assisted by Schoology with the Numbered Heads Together (NHT) method and thematic approach and describe the mathematical representation ability based on the character of self-confidence. The subjects of this study were students of class VIIF and VIIH, one of Junior High School in Semarang. The method used is a mixed method. The results of the study show that: (1) The students’ mathematical representations ability and confident character assisted by Schoology with the NHT method and thematic approaches are better than learning without Schoology; (2) the mathematical representation ability based on the character of self-confidence is (a) students with high self-confidence implement indicators visual and symbolic representations; (b) students with medium self-confidence implement indicator symbolic representation; and (c) students with low self-confidence not implementing of indicators visual, symbolic, and verbal representation abilities.</p>2021-08-31T16:08:28+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/49484Development process of mathematical representation ability and cultural love on RME learning using Wayang Kulit2021-08-31T16:47:10+00:00Chandra Prasetia Lukmanalukmana24@students.unnes.ac.idHardi Suyitnohardisuyitno.mat@mail.unnes.ac.idZaenuri Zaenurizaenuri@mail.unnes.ac.id<p>The development of science and technology in the current era of globalization can have a positive and negative impact on human life. Mathematical ability and cultural love need to be possessed by students. The methodology applied the qualitative method and collecting data using a written test and interview. This study used media wayang kulit with RME learning model applied to grade VII students SMP. The ability of mathematical representation in schools is less developed by subject teachers. Conventional learning results in students only being able to have the mathematical representation capabilities provided by the teacher. The process of developing a student's mathematical representation consists of the initial activity with sample observations and finding the concept of matter. Then students look at various examples and discover the concept of matter. When faced with problems, students can go through the stages of identifying problems, developing plans for the use of representation, and the use of representations to solve problems or communicate ideas they have. The cultural love that the students have during the learning process is described as finding the material concept. But when faced with a choice between the use of traditional media and technology, students prefer to use the media technology.</p>2021-08-31T14:56:02+00:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/49540Analysis numeracy literacy skills in terms of standardized math problem on a minimum competency assessment2021-08-31T16:47:10+00:00Luthfiana Aristia Megawatiluthfianaaristia99@students.unnes.ac.idHery Sutartoherysutarto@mail.unnes.ac.id<p>The quality of education in Indonesia as seen from the results of PISA, TIMSS and Indonesian Student Competency Assessment is still relatively low. The Indonesian government issued a new policy to improve the quality of education in Indonesia. One of the policies implemented was the abolition of the National Examination, which is a tool for evaluating learning outcomes at the end of each level of education with a national standard, replaced by the National Assessment. In AN, there are two things that will become national standards in the field of education, namely the Minimum Competency Assessment and the Character Survey. The Minimum Competency Assessment focuses on measuring students' thinking competence when reading texts (literacy) and numeracy literacy. Numerical literacy is needed to deal with Minimum Competency Assessment and is also needed for 21st century skills. Numerical Literacy is also important for everyday life. Therefore, this study focused on analyzing the numeracy literacy skills of students in solving Minimum Competency Assessment math problems and knowing the factors that influence the level of numeracy literacy skills of students in solving Minimum Competency Assessment standard math problems. Collecting data using a questionnaire and testing the Minimum Competency Assessment standard mathematics questions on students. In this study, the results of the analysis of students' numeracy literacy skills were obtained in terms of Minimum Competency Assessment standard math problems and factors that affect students' numeracy literacy skills.</p>2021-08-31T14:02:25+00:00##submission.copyrightStatement##