https://journal.unnes.ac.id/sju/index.php/ujme/issue/feedUnnes Journal of Mathematics Education2022-05-12T07:42:51+07:00Dr.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/55806Development of Android-Based Linear Program Teaching Materials with an Ethnomatematics Approach to Improve Students’ Mathematical Problem Solving Ability2022-04-02T12:23:57+07:00Fitri Novitasarifitrinovitasar@students.unnes.ac.idWalid Walidwalid.mat@mail.unnes.ac.id<p>This study aims to determine process of developing teaching materials for android-based linear programming with an ethnomathematics approach that was valid, practical, and effective to improve students' mathematical problem solving abilities. This study uses research and development (R&D) methods with modifications to the ADDIE model developed by Dick and Carry Analysis, Design, Development or Production, Implementation and Evaluation. Data collection using test techniques and non-test techniques. The data analysis technique used a Likert scale, Guttman scale, one-sided average s test, proportion test, and N-Gain test.The results showed that the teaching materials had very valid criteria with an average percentage of material validity test of 93.84% and media validity test of 86.67%, very practical with an average practicality test of 90%, and effective for improving mathematical problem solving skills. students which include: (1) mathematical problem solving abilities of students who are taught using teaching materials meet individual mastery; (2) the proportion of completeness of students' mathematical problem solving ability test results after using teaching materials is more than 80% so as to achieve classical mastery. (3) based on the results of the pretest and posttest showed that the teaching materials were able to improve students' mathematical problem solving abilities where the average posttest score was greater than the average pretest score with an N-Gain result of 0.5659 on medium criteria. So, it can be concluded if the teaching materials are valid, practical, and effective so that they are feasible to be used in learning mathematics to improve students' problem solving abilities.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55837Increasing Motivation and Mathematics Learning Achievement in Sequences and Series Materials using PBL Model with Triastra Method2022-04-03T08:51:42+07:00Moh. Hendy Nugrohohendy@smkn1kendal.sch.id<p>This research attempted to increase motivation and mathematics learning achievement in the sequences and series material. It was in the form of Classroom Action Research (CAR) and used <em>Triastra </em>method, a method which combines Problem Based Learning (PBL), interactive quiz, and structured tasks through the interactive quiz. Two cycles were done by the researcher starting from pre-cycle. Each cycle consisted of planning, implementation, observation, and reflection. 30 students, including 3 male students and 27 female students of the Class X Multimedia 2 of State Vocational High School 1 Kendal or SMK Negeri 1 Kendal in the academic year of 2019/2020 were involved. Their data were collected using test, observation, and questionnaire. To interpret the data, the researcher used descriptive analysis method. Findings showed that there was an increase in the motivation to the high category, namely from 74% in the cycle 1 to 87% in cycle II. In terms of learning achievement, it increased from 23% in the cycle 1 to 47% in cycle II, while the mean of the achievement increased from 5.95 in cycle 1 to 7.18 in cycle II. Thus, it is concluded that <em>Triastra </em>method can increase students’ motivation and mathematics learning achievement.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55842Development of STEM-Based Learning Tools to Increase Students' Mathematical Creative Thinking Ability through Inquiry Learning2022-04-02T12:25:58+07:00Fairusz Hanan Nurintyafairuzhanan@students.unnes.ac.idArief Agoestantoarief.mat@mail.unnes.ac.id<p class="UJME-Abstract"><span lang="EN-US">This study aims to produce appropriate STEM nuanced learning tools on number material and find out the increase in students' mathematical creative thinking skills after the implementation of learning using STEM nuanced learning tools with inquiry learning models on number material. This study used the Research and Development (R&D) method. The R&D steps in this research are potential and problems, data collection, product design, product validation, testing, and the final product. The population in this study were students of class VII of SMP Negeri 8 Semarang, while the subjects in this study were students of class VII-F of SMP Negeri 8 Semarang, totaling 28 students. Data was collected using tests and questionnaires. The increase in mathematical creative thinking skills was analyzed using the N-Gain test from pretest and posttest data. The results showed that the learning tools with STEM nuances with the inquiry learning model developed had a decent level of feasibility, and there was an increase in students' mathematical creative thinking skills on each indicator after being given learning using STEM nuanced learning tools with inquiry learning models with moderate improvement criteria.</span></p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55848The Development of Mathematical Worksheet based on Surrounding Environment with Problem Based Learning Model to Improve Creative Thinking Ability2022-04-02T12:27:01+07:00Amalia Fitri Ayu Safiraamaliayu21@students.unnes.ac.idBambang Eko Susilobambang.mat@mail.unnes.ac.id<p>This research aims to develop mathematical worksheet product based on surrounding environment in the problem based learning in flat-side space material and to improve creative thinking ability. Using Research and Development with 4D-Thiagarajan model modified 3D (consist of define, design and, develop). The result show that student worksheet is valid, easy to understand, and effective to improve creative thinking ability. The worksheet is valid with an average percentage of 88.60%. Next, the worksheet is easy to understand with a percentage of 83% using a practice tests with a cloze test. Meanwhile, the worksheet can improve creative thinking ability through the paired T-test and right-tailed T-test which was strengthened by the N-gain test with a result of 0.596 on the medium criteria. The worksheet is packaged an atrractive presentation targeting 8<sup>th</sup> grade and has received e-copyright by Electronic Intellectual Wealth General Directory.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55854The Development of Textbook Supplement on Cooperative Integrated Reading Composition Model to Improve Students’ Mathematical Communication Ability2022-04-02T12:28:12+07:00Dyaisa Algustavia Widolaksonodyaisaalgustavia@students.unnes.ac.idRochmad Rochmadrochmad.mat@mail.unnes.ac.id<p>The textbook supplement of Cooperative Integrated Reading Composition (CIRC) model is an innovative textbook for three variable linear equation systems and contains indicators of mathematical communication abilities as well as the steps of the CIRC learning model. The purpose of this research was to produce textbooks of the CIRC learning model on three-variable linear equation system in class X which has the potential to improve students' mathematical communication abilities. This research used Research and Development (R&D) with 4D <em>Models</em> which are adapted into 4P Models. However, this research had three steps, they were 1) <em>Define</em>; 2) <em>Design</em>; and 3) <em>Develop</em>. Based on the result of the study, it was found that the textbook supplement on CIRC learning models can be use in learning with an average percentage of 91.23%, it means that the textbook supplement was very feasible. In addition, the readability test of textbook supplement use Cochran Test and the result shows that the students had the same understanding of the textbook supplement. The textbook supplement getting e-copyright from Directorate General of the Intellectual Property and ISBN from National Library of the Republic of Indonesia was ready used for the next steps, that was testing in classroom learning.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/54664Mathematical Problem Solving Skills Reviewed from Students’ Metacognition Performance in Online-Based PME Learning Model2022-04-02T12:29:30+07:00Tsania Rahma Azzahratsaniarahma23@students.unnes.ac.idScolastika Marianimariani.mat@mail.unnes.ac.id<p>This research was carried out with the aim of knowing: (1) whether students' mathematical problem solving abilities in the online-based PME learning model achieved classical learning completeness; (2) is the average mathematical problem solving ability in the online-based PME learning model better than the online-based expository learning model; (3) is there any effect of metacognition performance on students' mathematical problem solving abilities in online-based PME learning models; (4) how is the description of mathematical problem solving abilities in terms of the metacognitive performance of Vocational High Schools Perdana Semarang students on the online-based PME learning model. This research uses the mix method. This research is a Quasi Experimental Design with Pre-Test-Post-Test Control Group Design. The population of this research is all students of class XI Vocational High Schools Perdana Semarang. The results of this study indicate that: (1) students' mathematical problem solving abilities in the online based PME learning model can achieve classical learning completeness; (2) the average mathematical problem solving ability of students in the online-based PME learning model is better than the online-based expository learning model; (3) there is a positive influence on the level of metacognition performance on students' mathematical problem solving abilities in the online PME learning model; (4) students with high metacognition performance have better mathematical problem solving abilities than students with moderate and low metacognition performance levels, then students with moderate metacognition performance have better mathematical problem solving abilities than students with low metacognition performance levels.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55859Meta analysis of learning models in improving Higher Order Thinking Skills (HOTS) in junior highs school mathematics learning2022-04-02T12:30:38+07:00Uswatun Khasanahuswatunkhmat1@students.unnes.ac.idIsti Hidayahisti.mat@mail.unnes.ac.id<p>The Industrial Revolution 4.0 requires students to have Higher Order Thinking Skills (HOTS). To achieve this aim, an effective learning models is needed with various cosiderations. Many studies have been conductes and provide different conclusions, so that new problems arise regarding which learning models is considered more influential in improving students’ HOTS. This study aims to find, compared, and analyzed learning models that have been used in improved HOTS at the junior high school level. The method used being narrative meta-analysis. The subjects of this study were 2 (two) articles that met inclusion criteria and had passed the PRISMA procedure. The result showed that the effect size values for each group of Project Based Learning (PjBL) assisted by Geogebra, Challenges Based Learning (CBL) and Problem Based Learning (PBL) were 3.27, 2.25, and 1.09. This shows that PjBL assisted by Geogebra have a greater influence than other learning models because the synrax of the learning model applied and the learning media used.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55858Mathematical Connection Ability in REACT Learning with RME Approach in Term of Self-efficacy2022-04-02T12:31:49+07:00Fitrania Ainurrachmanifitraniaainurrachmani@students.unnes.ac.idMuh. Fajar Safa'atullahmfajarsafaatullah@mail.unnes.ac.id<p class="UJME-Abstract"><span lang="EN-US">Mathematical connection ability is one of the important abilities. The students' self-efficacy also needs to be considered. The purpose of this study was to determine the students' mathematical connection ability in REACT learning with the RME approach in terms of students' self-efficacy. This research uses mix method with a sequential explanatory design. The population in this study were eighth-grade students of Integrated Islamic Junior High School Nurul Islam Tengaran. The research instrument used was a test of mathematical connection ability and a self-efficacy questionnaire. The results of this study are (1) the mathematical connection ability of students with REACT learning using the RME approach achieves the criteria for learning mastery; (2) the average mathematical connection ability of students with REACT learning using the RME approach was better than students with expository learning; (3) there are differences in students' mathematical connection abilities in terms of students' self-efficacy levels in REACT learning with the RME approach; (4) Students with high self-efficacy fulfill the three indicators of mathematical connection ability. Students with medium self-efficacy are sufficient to meet the three indicators of mathematical connection ability but still need more practice. Students with low self-efficacy only fulfilled the second mathematical connection ability indicator.</span></p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55860Mathematical Creative Thinking Ability in terms of the Habits of Mind in PBL with a Management System with a Goal Free Problems strategy2022-04-02T12:32:52+07:00Fanindya Dwisetiya Pradinarfanindyadwisetiyap@students.unnes.ac.idEmi Pujiastutiemi.mat@mail.unnes.ac.id<p>Problem Based Learning with a <em>Management System with a Goal Free Problems strategy </em>is given to improve the mathematical creative thinking skills of class X MIPA students at SMA Negeri 8 Semarang which are not yet optimal. . Purpose main from study this is analyze ability think learners reviewed from <em>Habits of Mind </em><em>,</em> as consequence from application of learning models <em>Problem Based Learning</em> help The LMS is Google Classroom . Method research used _ that is <em>mixed methods </em>with <em>posttest only control design </em><em>. </em>Sample taken two class with technique <em>random </em><em>sampling </em>from population class X MIPA 8 Semarang . Experiment class use PBL model with <em>Management System with Goal Free Problems </em>strategy whereas class control using the PBL model. Subject in research this as much 8 student from class experiment . Qualitative data analysis i.e. result data interview and results test mathematical creative thinking skills subject research . Research results showing that : (1) ability think creative mathematical participant educate reviewed from <em>Habits of Mind </em>in PBL with <em>Management System</em> reach more from criteria minimum completeness is 68; (2) ability think creative mathematical participant educate reviewed from <em>Habits of Mind </em>in PBL with <em>Management System</em> reach completeness classic that is more from 75% of participants educate reach limit complete ; (3) average ability think creative mathematical reviewed from <em>Habits of Mind </em>in PBL with <em>Management System</em> more tall from <em>Problem Based Learning </em>model learning ; (4) proportion completeness results test ability think creative mathematical reviewed from <em>Habits of Mind </em>in PBL with <em>Management System</em> more tall from <em>Problem Based Learning </em>model learning ; (5) ability think creative mathematical with four indicator think creative is in the subject category <em>Persisting </em>, <em>Thinking about Thinking </em>, <em>Thinking Flexibly </em>, and <em>Applying Past Knowledge to New Situations </em>.</p> <p> </p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/54955Development of STEAM-based JHS Mathematics Teaching Material to Enhance Students' Mathematical Connection2022-04-02T12:34:20+07:00Faisal Fazri Akmalakmal.faisalfazri@gmail.comMohammad Asikinasikinmohammad@mail.unnes.ac.id<p>One of skills needed in the disruption era is the mathematical connection ability. However, this ability has not been optimally facilitated through learning process. In fact, the disruption era also encourages renewal, one of which is through the provision of quality learning resources both in terms of content and approach. In addition, the disrupstion era has also led to various approaches that more suitable with existing developments and changes, such as the STEAM approach. Therefore, it is important to develop a qualified STEAM-based mathematics teaching material to improve students' mathematical connection abilities. The development of this teaching material uses a modified Borg and Gall model of research and development (R&D) method. There are ten stages that aim to develop and describe the quality of STEAM-based mathematics teaching materials in three indicators, namely validity (characteristics suitability and feasibility), practicality (readability), and effectiveness in improving students' mathematical connection abilities. The final results are STEAM-based mathematics teaching materials that are valid (meet the teaching materials characteristics suitability and include in the very feasible category with feasibility score of 89,09%), practical (easy to understand with readability score of 67.13%), and effective in improving students’ mathematical connection abilities with moderate improvement category (with gain normalization index score of 0.395).</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/55228Development of STEAM-based Teaching Materials on Trigonometric Equations to Improve Students’ Mathematical Creative Thinking Ability2022-04-02T12:35:21+07:00Amri Setiawan Rahardjoniamrisetiawanr@students.unnes.ac.idMashuri Mashurimashuri.mat@mail.unnes.ac.id<p>This research was a development research that aims to develop and to know the quality of Science, Technology, Engineering, Art, and Mathematics (STEAM)-based teaching materials viewed by the suitability of characteristics, validity, readability, and improvement of students’ mathematical creativity thinking ability. This research used the stages of Research and Development (R&D) those are: (1) potential and problems; (2) data collection; (3) product design; (4) product test (readability test); (5) trial test; (6) final product. The result showed that the teaching material met the suitability of the characteristic. The result of the validity test showed a percentage of 89.3%. The readability test result showed a percentage of 74.8%. The analysis of the pretest and posttest showed that teaching materials could improve students’ mathematical creativity thinking ability with the N-Gain score of 0.34 in the medium category. Therefore, the Science, Technology, Engineering, Art, and Mathematics (STEAM)-based teaching materials is qualified.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/54578Motivation and Mathematics Achievement: A Case Study of Grade 11 students in Ghana2022-05-12T07:42:51+07:00Florence Christianah Awoniyifcawoniyi@ug.edu.gh<p>This study investigated the relationship between motivation and performance in mathematics using Deci and Ryan's Self Determination Theory. The participants were 2,575 grade 11 students from 10 senior high schools in the Cape Coast Metropolis, Ghana. The study employed a quantitative research approach and used a questionnaire and an achievement test to collect data. Descriptive and inferential statistics were used to analyze the data. The study found that only amotivation and introjection, among the five sub constructs of motivation considered in the study, recorded statistically significant contributions (<em>p</em> ˂ .05) to students’ achievement. Teachers, lecturers, and researchers may need to seek practical ways to promote intrinsic motivation in students for better engagement with mathematics. The study also indicated the likelihood of different kinds of amotivation with varied influences on the learning of mathematics. As a result, more investigation is required.</p>2022-03-31T00:00:00+07:00##submission.copyrightStatement##