https://journal.unnes.ac.id/sju/index.php/ujme/issue/feedUnnes Journal of Mathematics Education2023-05-16T08:59:27+07:00Dr. Bambang Eko Susilo, M.Pd.bambang.mat@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>This journal has been indexed and abstracted in <a href="http://sinta.kemdikbud.go.id/journals/detail?id=4336">Sinta (Grade 3)</a>, <a href="https://doaj.org/toc/2252-6927">DOAJ</a>, <a href="https://garuda.kemdikbud.go.id/journal/view/24073">GARUDA</a>, <a href="https://scholar.google.co.id/citations?user=bvU7AbEAAAAJ">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">BASE (Bielefeld Academic Search Engine)</a>, and <a href="https://academic.microsoft.com/#/detail/2737498631">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) <strong>in mathematics education</strong>, <strong>ethnomathematics in mathematics education</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</strong><strong><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</strong><strong><br> </strong>Author should write their manuscript using the <strong><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</strong><strong><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">GO TO LOGIN</a><a href="http://journal.uad.ac.id/index.php/IJEME/login"> </a></strong><br> 2. Need a Username/Password? <strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/user/register">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/62791The Moderating Effect of Technology Attitude on the Relationship between Math Self-Efficacy and Attitudes towards Mathematics2023-05-16T08:59:27+07:00Charlyn Ematacharlyn.emata002@deped.gov.ph<p>The study examined whether math self-efficacy significantly affects attitudes towards mathematics. It also explored the moderating effect of technology attitude on the link between mathematics self-efficacy and attitudes towards mathematics. A total of 174 Science, Technology and Engineering (STE) students (79 males and 95 females) of Tagum City National High School participated in the study. Three (3) valid and reliable instruments were used to assess students’ level of math self-efficacy, technology attitude, and attitudes towards mathematics. Results show that the level of math self-efficacy, and attitudes towards math of the STE students is moderate. Moreover, the level of technology attitude of the students is high. There is a significant relationship between math self-efficacy and attitudes towards math. However, there is no significant relationship between technology attitude and attitudes towards mathematics. The negative moderating effect of technology attitude on the relationship between math self-efficacy and attitudes towards math is established.</p>2023-03-30T08:25:29+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/67545Students’ Mathematical Representation Ability in Cooperative Learning Type of Reciprocal Peer Tutoring from Learning Style2023-05-16T08:59:27+07:00Fifi Suryanififisuryani214@students.unnes.ac.idMashuri Mashurimashuri.mat@mail.unnes.ac.id<p>This study aims to analyze whether the Cooperative Learning type of Reciprocal Peer Tutoring (RPT) is effective in enhancing students' mathematical representation abilities, whether it is more effective than PBL in enhancing students' mathematical representation abilities, how learning styles influence students' mathematical representation abilities in Cooperative Learning type of RPT, and to describe the ability of mathematical representation in terms of learning styles in Cooperative Learning type of RPT. The research method used was a mixed method, and the design used was sequential explanatory. The sampling technique used was random sampling by class. The results showed that: (1) the ability of mathematical representation in the Cooperative Learning type of RPT achieved classical completeness; (2) the average mathematical representation ability in the Cooperative Learning type of RPT was higher than that of PBL; (3) the proportion of completeness of mathematical representation ability in Cooperative Learning type of RPT was higher than that of the PBL class, indicating that Cooperative Learning type of RPT is more effective in enhancing mathematical representation abilities; and (4) there is a positive influence of learning styles on students' mathematical representation ability in Cooperative Learning type of RPT. Subjects with visual learning styles are able to fulfill visual and verbal indicators and tend to be able to fulfill symbolic indicators. Subjects with auditory learning styles tend to be able to fulfill visual and symbolic indicators but tend to be less able to fulfill verbal indicators. Subjects with kinaesthetic learning styles are able to meet visual indicators.</p>2023-03-31T22:07:52+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/67415The Effectiveness of the Use of Assistive Technology Malitung for Learning Outcomes of Students with Mild Intellectual Disabilities2023-05-16T08:59:27+07:00Unzil Maughfiroh Firdausiunzilmf@students.unnes.ac.idSugiman Sugimansugimanwp@mail.unnes.ac.id<p class="UJME-Abstract"><span lang="EN-US">The purposes of this research were to test the effectiveness of the use of assistive technology <em>malitung</em> (<em>manik, tali, hitung</em>) for learning outcomes of students with mild intellectual disabilities in basic arithmetic operations topic and describe their learning outcomes when using assistive technology <em>malitung</em> at Ungaran Public Special School. </span><span lang="EN-US">The method used in this research was Single Subject Research (SSR) with A-B-A design followed by qualitative descriptive research. Data collection techniques used in this research were observation, interviews, questionnaires, and tests. The data analysis techniques used in this research were descriptive statistics, data reduction, data presentation, data interpretation, and conclusion drawing. There were 3 students as research subjects who were students of class IX-C at Ungaran Public Special School. The results of this study are that the learning outcomes of the three research subjects in terms of cognitive, affective, and psychomotor aspects increased and reached category pretty good, good, and very good categories in learning using assistive technology <em>malitung</em>. These results were reinforced by very positive responses from Research Subjects 1 and 3 and positive responses from Research Subjects 2. The conclusions obtained were 1) the use of assistive technology <em>malitung</em> effective on the learning outcomes of students with mild intellectual disabilities on basic arithmetic operations material at Ungaran Public Special School, 2) basic arithmetic operations ability, curiosity, accuracy, responsibility, never give up, enthusiasm for learning, confidence, and interest in learning, problem-solving skills related to addition, subtraction, multiplication, and division operations were achieved in pretty good, good, and very good categories in learning by using assistive technology <em>malitung</em>.</span></p>2023-03-31T22:33:05+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/67553Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach2023-05-16T08:59:27+07:00Yasinta Purnaningtyasyasintapurna@students.unnes.ac.idMuh. Fajar Safa’atullahmfajarsafaatullah@mail.unnes.ac.id<p>This research aims to (1) find out whether mathematical literacy through Problem-Based Learning with PMRI Approach (PBL-PMRI) achieves Actual Completion Limit (ACL); (2) find out whether mathematical literacy through PBL-PMRI is classically complete; (3) to find out whether the average and proportion of mathematical literacy through PBL-PMRI is more than the average and proportion of mathematical literacy through PBL; (4) knowing whether students' self-efficacy influences mathematical literacy through PBL-PMRI; (5) describe mathematical literacy through PBL-PMRI based on students' self-efficacy. The research method used is a mixed method with a sequential explanatory design. Sampling in this research with cluster random sampling. While taking the subject with purposive sampling. The results of this research are: (1) mathematical literacy through PBL learning with the PMRI approach achieves Actual Completion Limit (ACL); (2) mathematical literacy through PBL-PMRI learning achieves classical mastery; (3) the average and proportion of students' mathematical literacy through PBL-PMRI are more than the average and proportion of mathematical literacy through PBL; (4) self-efficacy affects mathematical literacy through PBL-PMRI; (5) description of students' mathematical literacy with categories: (a) self-efficacy on fulfilling the four indicators; (b) self-efficacy is in the moderate of fulfilling 3 indicators and tends not to fulfill 1 indicator; (c) lower self-efficacy tends to fulfill 2 indicators, tends not to fulfill 1 indicator, and does not fulfill 1 indicator.</p>2023-03-31T00:00:00+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/66362Mathematical Representation Ability in the Implementation of Ethno-Flipped Classroom Model Assisted by Interactive Media Based on Self-Efficacy2023-05-16T08:59:27+07:00Mar'atun Sholihahmaratunsholihah29@students.unnes.ac.idIsnarto Isnartoisnarto.math@mail.unnes.ac.id<p>This study aims to (1) determine the effectiveness of the Ethno-Flipped Classroom model assisted by interactive media on students' mathematical representation abilities, and (2) describe the mathematical representation abilities of students who have high, medium and low self-efficacy. This study was mixed-methods with sequential explanatory design. Retrieval of quantitative data using a mathematical representation ability test, while collecting qualitative data using self-efficacy questionnaires and interview guidelines. The population in this study were students of class VIII SMP N 2 Susukan, Banjarnegara Regency. The samples of this study were 25 students from the experimental class and 26 students from the control class. The results showed that (1) Ethno-Flipped Classroom assisted by interactive media was effective on mathematical representation abilities, (2) subjects with high self-efficacy were able to fulfill all indicators of mathematical representation abilities, namely verbal, symbolic and visual representations, (3) subjects with medium self-efficacy can fulfill indicators of verbal and symbolic representation, (4) subjects with low self-efficacy only fulfill indicators of verbal representation.</p>2023-05-16T01:59:22+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/68735Development of STEAM-Based Mathematics Teaching Materials on Direct and Inverse Proportion to Improve Mathematical Problem-Solving Ability and Self Regulated Learning2023-05-16T08:59:27+07:00Nanda Nur Izzatinandanurizzati@students.unnes.ac.idNuriana Rachmani Dewinurianaramadan@mail.unnes.ac.id<p>This research was research and development whose product was in the form of teaching materials based on STEAM (Science, Technology, Engineering, Art, and Mathematics). This research and development aims to analyze the feasibility and readability, as well as test the effectiveness of teaching materials in improving problem-solving abilities and Self Regulated Learning (SRL). The development stages include potentials and problems; data collection; product design; design validation and revision; product trials (readability tests) and revisions; trial implementation and revision; and then the final product. Furthermore, this study used a one-group pretest and posttest design, carried out at MTs Al-Utsmani with 37 class VIID students in the 2022/2023 academic year as respondents. The results of this study indicate that the developed STEAM-based teaching materials have a feasibility level of 92.82% with very feasible criteria; legibility level of 63.22% with easy-to-understand criteria; as well as effectively improve problem-solving abilities and SRL. This effectiveness is indicated by the average mathematical problem-solving abilities of students after using teaching materials is more than or equal to the Minimum Completeness Criteria, the mathematical problem-solving ability of students who achieve Minimum Completeness Criteria after using complete teaching materials in a classical manner with a proportion of at least 75%, Improvement of students' mathematical problem-solving abilities after using teaching materials is in the moderate minimal category, average SRL after using teaching materials are in the minimal moderate SRL categories, SRL that is in the minimal moderate SRL category while after using teaching materials complete in a classical manner with a proportion of at least 75%, improvement of SRL after using teaching materials is in the moderate minimal category.</p>2023-05-16T02:28:05+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/68716Development of Problem-Based Learning Mathematical Module with STEM Approach to Improve Problem-Solving Ability and Self Efficacy2023-05-16T08:59:27+07:00Eliana Putri Setiawatielianaputri@students.unnes.ac.idArief Agoestantoarief.mat@mail.unnes.ac.id<p>The aim of this research was to produce problem-based learning mathematical modules with STEM approach with a valid, practical and effective in improving problem-solving ability and self efficacy. This study used a Research and Development (RnD) with a 4-D development model. The 4-D development process stage consists of Define, Design, Develop, and Disseminate. This research did not reach the disseminate stage due to time constraints. Based on the results of the research, it was found that the problem-based learning mathematical modules with STEM approach that was developed met the criteria, namely, (1) validity with a percentage of 88% with very valid criteria, (2) practicality with a percentage of 91.5% with very strong criteria. practical, (3) effective in increasing problem-solving ability with an n-gain result of 0.64 with medium criteria, (4) effective in increasing self-efficacy with an n-gain result of 0.575 with medium criteria.</p>2023-05-16T03:03:30+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/67560Mathematical Creative Thinking Ability Viewed by Adversity Quotient in Problem-Based Learning Integrated STEM2023-05-16T08:59:27+07:00Khoiriyatul Hidayahkhoiriyatulhidayah@students.unnes.ac.idDwijanto Dwijantodwijanto5@mail.unnes.ac.id<p>The purposes of this study were (1) to know the average test results of students' mathematical creative thinking abilities with the Problem-Based Learning integrated STEM to achieve the standard of minimum completeness of mastery learning and classical mastery; (2) to find out students' creative thinking abilities with Problem-Based Learning integrated STEM is better than students' creative thinking abilities with Discovery Learning models; (3) to find out students' mathematical creative thinking ability increase in Problem-Based Learning integrated STEM; and (4) to determine and describe the effect of Adversity Quotient on students' mathematical creative thinking ability in the Problem-Based Learning integrated STEM. The method used was a mixed method with a sequential explanatory design. In this research, 6 research subjects were taken based on the level of Adversity Quotient in the experimental class. Research results show that (1) the average test results for students' mathematical creative thinking ability using the Problem-Based Learning integrated STEM achieved the standard of minimum completeness of mastery learning and classical mastery; (2) students' creative thinking abilities with the Problem-Based Learning integrated STEM are better than students' creative thinking abilities with Discovery Learning models; (3) there was an increase in students' mathematical creative thinking skills in the Problem-Based Learning integrated STEM model; (4) there is an influence of the Adversity Quotient on students' mathematical creative thinking abilities in the Problem-Based Learning integrated STEM; S-1, S-2, S-3, S-4, and S-5 are not yet able to fulfill the four indicators of mathematical creative thinking ability, and S-6 fulfills the four indicators of mathematical creative thinking ability</p>2023-05-16T03:34:37+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/66188Students' Mathematical Reasoning Ability Viewed from Self-Regulated Learning in the Missouri Mathematics Project Learning with Open-Ended Approach2023-05-16T08:59:27+07:00Desfriyanti Rahmatikadefirahmatika20@students.unnes.ac.idStevanus Budi Waluyas.b.waluya@mail.unnes.ac.id<p>The mathematical reasoning ability of class VIII students of SMP Negeri 1 Kedungwuni is still relatively low. The purpose of this study is to analyze and describe students' mathematical reasoning abilities in the MMP learning model with an open-ended approach in terms of students' self-regulated learning. The method used is a mixed method with an explanatory sequential design strategy. The results showed that: (1) students' mathematical reasoning abilities in the MMP learning model with an open-ended approach achieved classical mastery; (2) there is a positive influence of students' self-regulated learning on students' mathematical reasoning abilities in the MMP learning model with an open-ended approach, namely 17.1%; (3) the average mathematical reasoning ability of students in the MMP learning model with an open-ended approach is better than the average mathematical reasoning ability of students in learning with a scientific approach; (4) there are differences in students' mathematical reasoning abilities in terms of students' self-regulated learning in the MMP learning model with an open-ended approach; (5) a description of students' mathematical reasoning abilities in terms of self-regulated learning in the MMP learning model with an open-ended approach, namely (a) students with high levels of self-regulated learning are able to fulfill all indicators of mathematical reasoning abilities well; (b) students with intermediate level self-regulated learning tend to be quite capable in all indicators of mathematical reasoning ability; (c) students with a low level of self-regulated learning tend to be able to present mathematical statements, but tend not to be able to fulfill the other three stages.</p>2023-05-16T03:51:06+07:00##submission.copyrightStatement##https://journal.unnes.ac.id/sju/index.php/ujme/article/view/62911Development of Entrepreneurship-Based Mathematical E-Module and Its' Learning with PBL to Improve Students' Mathematical Problem Solving Ability2023-05-16T08:59:27+07:00Vira Lidianaviralidiana123@students.unnes.ac.idYohanes Leonardus Sukestiyarnosukestiyarno@mail.unnes.ac.id<p>The purpose of this study was to determine the validity of the entrepreneurship-based mathematics E-Module, the practicality and effectiveness of learning mathematics with the PBL model assisted by the entrepreneurship-based mathematics E-Module to improve students' mathematical problem solving abilities. This research is a development research with the ADDIE model which is applied to class XI of SMK Negeri 1 Lemahabang, Cirebon Regency. The results showed that the entrepreneurship-based mathematics E-Module was declared valid with a percentage of the E-Module value of 92.88% in the "Very Eligible" category. Mathematics learning with the PBL model assisted by the E-Module mathematics based on entrepreneurship is stated to be (1) practical with a percentage of 86.9% of students and 96% of teachers falling into the "Very Practical" category; (2) effective based on the results of the posttest which showed that the experimental class achieved individual learning mastery of 75% with and achieved 75% classical learning completeness compared to the control class which did not achieve individual and classical learning mastery with grades . In addition, through the independent sample t test, it was found that the posttest results of the experimental class were better than the control class.</p>2023-05-16T06:07:24+07:00##submission.copyrightStatement##