Unnes Journal of Mathematics Education
https://journal.unnes.ac.id/sju/index.php/ujme
<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 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">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>Department of Mathematics, Universitas Negeri Semarangen-USUnnes Journal of Mathematics Education2252-6927<p align="center"><strong>Open Access</strong></p> <p>UJME is a peer reviewed and open access journal that publishes significant and important research from all area of mathematics education. This journal provides immediate open access to its content that making research publish in this journal freely available to the public that supports a greater exchange of knowledge.</p> <p align="center"><strong>Copyright</strong></p> <p>Submission of a manuscript implies that the submitted work has not been published before (except as part of a thesis or report, or abstract); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors. If and when the manuscript is accepted for publication, the author(s) still hold the copyright and retain publishing rights without restrictions. Authors or others are allowed to multiply article as long as not for commercial purposes. For the new invention, authors are suggested to manage its patent before published. <span id="m_4863372954928520277yui_3_16_0_ym19_1_1499518718599_9240">The license type is </span><strong><a href="https://creativecommons.org/licenses/by-sa/4.0/">CC-BY-SA 4.0</a></strong><strong id="m_4863372954928520277yui_3_16_0_ym19_1_1499518718599_9241"><a href="https://creativecommons.org/licenses/by-sa/4.0/">.</a></strong></p> <p align="center"><strong>Disclaimer</strong></p> <p>No responsibility is assumed by publisher and co-publishers, nor by the editors for any injury and/or damage to persons or property as a result of any actual or alleged libelous statements, infringement of intellectual property or privacy rights, or products liability, whether resulting from negligence or otherwise, or from any use or operation of any ideas, instructions, procedures, products or methods contained in the material therein.</p>Students critical thinking skills toward concepts differences in finding area of a plane region and definite integral
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/29463
<p class="UJME-Abstract"><span lang="EN-US">This study aimed to describe students' critical thinking skills towards the concepts differences in finding the area of a plane region and definite integral. This study used an exploratory test survey method with test instruments. Data were taken from 40 students of the mathematics department at a university in Central Java. The results showed that students' critical thinking skills towards the concepts differences in finding the area of a plane region and definite integral were in the medium category. The students' critical thinking skills towards the concepts differences in finding area of a plane region and definite integral were medium (47.5%), with clarification by 57.5% (medium), assessment by 40.0% (medium), inference by 65.0% (medium), and strategies by 27.5% (low). These weaknesses are expected to be followed up by conducting learning that can show the linkages between the concepts and with various ways.</span></p>Bambang Eko SusiloDarhim DarhimSufyani Prabawanto
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2019-03-292019-03-29811710.15294/ujme.v8i1.29463The ability of mathematical problem solving reviewed from goal orientation to learning model of problem based learning assisted by problem card
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/29134
<p>The aims of this study are to prove the problem solving abilities of students in the application of Problem based learning (PBL) models assisted by problem cards to achieve classical completeness. The research used mixed method. The sample in this study were students of class VII D and VII E. Quantitative data was done by simple random sampling technique. Quantitative data was obtained using tests. Qualitative data analysis is the analysis of interview data. The results showed that (1) problem solving ability of 7<sup>th</sup> grade students achieving classical completeness; (2) problem solving abilities of students with PBL models assisted by problem cards reach the Minimum Completeness Criteria; (3) the proportion test results of students' in experimental class is better than students in control class. (4) the average test results of students in experimental class are better than the average results of students in control clas; (5) students in the mastery goal group meet the indicators of problem solving abilities while the students in the performance goal group have not met the indicators of problem solving abilities</p>Mulyono MulyonoMeca Indah Rahma WatiAmidi Amidi
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2019-04-012019-04-018181310.15294/ujme.v8i1.29134Students’ problem solving ability in thinking aloud pair problem solving learning assisted by schoology viewed from mathematical disposition
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/26344
<p>This research aimed to determine whether Thinking Aloud Pair Problem Solving learning assisted by Schoology was effective to problem solving ability. The method of this research was quantitative-assisted interviews. This research involved 63 selected students of 252 of 8<sup>th</sup> grade students in one of junior high schools in Kudus. The results showed that: (1) students' problem solving ability in Thinking Aloud Pair Problem Solving learning assisted by Schoology achieved the mastery learning; (2) students’ problem solving ability who received Thinking Aloud Pair Problem Solving learning assisted by Schoology was better than students who received Problem Based Learning; and (3) mathematical disposition possitively affected to the students’ problem solving ability. </p>Endang Retno WinartiMonika Dwi HaryantiTri Sri Noor Asih
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2019-03-292019-03-2981141810.15294/ujme.v8i1.26344The creative thinking ability in anchored instructions (AI) learning reviewed from mathematical disposition
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/27041
<p>The purposes of this research were to test the learning process using Anchored Instructions (AI) model to reach the learning mastery and to describe the ability of creative thinking use Anchored Instructions (AI) reviewed from Mathematical disposition. This research was mix methods research with triangulation concurrent model. The population in this research was VII grade students of SMP N 3 Ungaran academic year 2017/2018. The sample was the students of VII-I class. Particularly, the subject of this research was the students of VII-I class who have high, medium, and low mathematical disposition category. This research used quantitative data to test the average of one group and the proportion of the other group. Further, the qualitative data were analyzed by Miles and Huberman model. In the process of the interview, there were two subjects in each mathematical disposition category. Eventually, the result of this research showed that the learning process by using Anchored Instructions (AI) model reached the learning mastery and described the ability of students' creative thinking with Anchored Instructions (AI) model reviewed from mathematical disposition. It was proven through the students with high mathematical disposition who had all of the aspects of mathematical disposition ability namely fluency, flexibility, and novelty. The students with medium mathematical disposition had fluency and flexibility aspect of mathematical disposition ability. The last, the students with low mathematical disposition only had one aspect of creative thinking ability that was fluency.</p>Edy SoedjokoIka Tiara KurniatiAry Woro Kurniasih
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2019-03-292019-03-2981192510.15294/ujme.v8i1.27041The mathematical creative thinking ability viewed from learning interest in eleventh grade of vocational high school by using treffinger model assisted by problem card
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/29349
<p>This study aimed to find out (1) whether the students’ mathematical creative thinking ability with Treffinger learning model assisted by problem cards could achieve classical completeness or not, (2) whether the average of students’ mathematical creative thinking ability with Treffinger learning model assisted by problem card can reach the Minimum Mastery Learning Criteria or <em>KKM</em>, (3) whether students' mathematical creative thinking ability with Treffinger's learning model assisted by problem cards was better than students’ with PBL learning model, and (4) the analysis of students' mathematical creative thinking ability in terms of students' learning interests. This research was a mixed method research. The population of this research was XI grade students of State Vocational High School 2 Rembang. The subjects of this research were selected by using random sampling techniqu. Then, XI grade of shipping engineering class B as class experiment class XI A as PBL learning class. The data collection covered method tests, questionnaires, observations, and interviews. Afterwards, the result showed that that: (1) the mathematical creative thinking ability of students in Treffinger learning assisted by problem cards achieved the classical completeness, (2) the students’ mathematical creative thinking ability in Treffinger learning assisted by problem card achieved the Minimum Mastery Learning Criteria, (3) the students’ creative thinking ability with Treffinger learning model assisted by problem card was better than students with PBL learning model, and (4) the students’ mathematical creative thinking with high interest in learning was better than students’ with the low learning interest.</p>Dwijanto DwijantoMevi TayaniRahayu Budhiati Veronica
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2019-03-292019-03-2981263310.15294/ujme.v8i1.29349Analysis of students’ mathematical reflective thinking on problem based learning (PBL) based from learning styles
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/24239
<p class="UJME-Abstract"><span lang="EN-US">Reflective thinking is one of the high-level thinking skills that learners must possess. This study aimed to determine the effectiveness of Problem Based Learning (PBL) model and to describe the students' reflective mathematical thinking ability for each type of learning styles (visual, auditory, and kinesthetic). This research used a mixed method. The research class was taken with cluster random sampling. The subjects of this study were 6 students of class in one of junior high school in Purworejo which were selected by purposive sampling by selecting 2 students from each type of learning style. The data collection by using tests, questionnaires, and interviews. The results showed (1) PBL was effective in achieving students’ reflective mathematical thinking ability; (2) mathematical reflective thinking ability of visual subject was unable to draw the analogy of the problems and the visual subject was unable to identify relevant data. The auditory subject was unable to explain correctly the concept used in drawing sketches and unable to understand and identify the concepts. In addition, the auditory subject was less able to identify relevant data. Whether the kinesthetic subject made a mistake in drawing the analogy but he was unable to mention the problems that existed and could not identify the relevant data. In addition, the kinesthetic subject was less able in doing proof by using the concept involved in the proof of argument.</span></p>Kartono KartonoPeni Dyah ArumsasiScholastika Mariani
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2019-03-292019-03-2981344110.15294/ujme.v8i1.24239The development of geometry concepts understanding based on NCTM reference in learning using discovery learning model
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/28683
<p>Mathematics Concepts Understanding is an important foundation for solving mathematical and everyday problems. In reality, students’ mathematics concepts understanding are not optimal. Learning based on NCTM standard is effective to help students in understanding mathematics material. Discovery Learning is suitable to be used to understand the development of students' conceptual understanding of geometry. The purpose of this study was to find out the development of geometry concepts understanding in <em>Discovery Learning</em>. The research was qualitative. The subjects of this study were 6 students. The 2 subjects were selected for each upper, middle and lower class based on the results of the initial test of understanding geometric concepts in one of the seventh grade in a junior high school in Rembang which had previously been ranked.The results showed that (1) both U-12 and U-17 subjects were able to fulfill all indicators of understanding geometry concepts 1 to 7 very well, (2) the two middle-class research subjects were U-19 subjects and U-24 have been able to fulfill all indicators of understanding geometric concepts well, (3) the two lower class research subjects namely U-30 and U-10 were finally able to fulfill all indicators of understanding geometric concepts from 1 to indicator 7 even though they were not good and rather slow compared to the upper and lower groups. They still experienced some difficulties, especially in the indicators of understanding the 4th, 5th and 7th concepts.</p>Hardi SuyitnoEka Nurul UtamiRahayu Budhiati Veronica
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2019-03-292019-03-2981424810.15294/ujme.v8i1.28683Mathematical creative thinking ability based on students’ characteristics of thinking style through selective problem solving learning model with ethnomatematics nuanced
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/29192
<p>This study aimed to determine the effectiveness of the Selective Problem Solving (SPS) model with ethnomatematics nuances on students' mathematical creative thinking abilities and describe mathematical creative thinking abilities based on students' characteristics of thinking style by applying Selective Problem Solving model with ethnomatematics nuances. The study population were VII grade students one of Junior High School in Magelang in the academic year of 2017/2018. The study sample were students of class VII B with Selective Problem Solving learning model with ethnomatematics nuances and students of class VII G with Problem Based Learning (PBL) model. They were chosen through cluster random sampling technique. Quantitative data were analyzed using normality, homogeneity, proportion test, independent sample t-test, and paired sample t-test. Qualitative data were analyzed using data validation, data transcript, reduction, data presentation, and conclusions. The results showed that students 'mathematical creative thinking ability in Selective Problem Solving learning model with ethnomatematics nuances has not yet reached classical completeness, students' mathematical creative thinking ability in Selective Problem Solving learning model with ethnomatematics nuances was better than students' mathematical creative thinking ability in Problem Based Learning (PBL) model, there were differences of students interest on local culture before and after learning in Selective Problem Solving learning model with ethnomatematics nuances, sequential concrete thinking type, namely subjects fulfilled the indicator of fluency and the indicator of flexibility and were enough in fulfilling the indicator of novelty, sequential abstract thinking type showed that subjects fulfilled the indicator of fluency and less fulfilled the indicator of flexibility and novelty, random abstract thinking type revealed that subjects less fulfilled the indicator of fluency and not fulfill the indicator of flexibility and novelty, and random concrete thinking type showed that subjects less fulfilled the indicator of fluency and flexibility and did not fulfill the indicator of novelty.</p>Zaenuri ZaenuriPutri Ambar NastitiSuhito Suhito
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2019-03-292019-03-2981495710.15294/ujme.v8i1.29192The ability of mathematical creative thinking viewed from student learning interest of class VIII in learning CPS contextual approach
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/24745
<p>The purpose of this study was to determine the effectiveness of Creative Problem Solving learning model with a contextual approach to students' mathematical and creative thinking ability. The population in this study were all students of class VIII SMP Mataram Semarang academic year 2017/2018 spreading in four classes. Sampling was done with selected random sampling technique and resulted class VIII-A as control group and VIII-C as experimental group. Data collection methods used were the test of creative thinking ability, the scale of interest in learning, observation and interview. Proportion test results obtained z_calculation = 2.77 then h_i was accepted, so it can be concluded the percentage of classical completeness. The t test results showed that the difference of two average obtained t_hitung = 8.63 and z_table = 1.68. Since t_calculation > t_table, it can be concluded that the mean of mathematical creative thinking abilities test of experimental class students who got CPS learning with contextual approach was more than the average of the data of mathematical creative thinking abilities tested in control group which achieved Discovery Learning. The proportion difference test resulted z_hitung = 5.67 and z_tabel = 1.64. Since z_count> z_tabel, the proportion of thorough students in the class using the CPS model with contextual cognition was greater than the proportion of students who completed the study in the classroom using the Discovery Learning model. From the result of difference test of average and proportion, it can be concluded that result of the test of the ability of mathematical creative thinking on students in experimental group which applied Creative Problem Solving learning with contextual approach was better than the control group which applied Discovery Learning. Based on the analysis, it can be known the implementation result of Creative Problem Solving learning model with an effective contextual approach in the delivery of material probability class VIII SMP Mataram Seamrang academic year 2017/2018. Students with a high learning interest had a high level of creative thinking ability. Students with fair interest in learning gained enough criterion. Meanwhile, students who had a low interest in learning had low level of creative thinking ability.</p>Masrukan MasrukanAndar Jaya ParotuaIwan Junaedi
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2019-03-292019-03-2981586410.15294/ujme.v8i1.24745An analysis of mathematical connection ability viewed from students’ questioning-skills through the educational tools in connected mathematics project learning model
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/25949
<p>This study aimed to determine the 7<sup>th</sup> grade students’ mathematical connections ability through CMP learning models to achieve learning mastery; to know whether the 7<sup>th</sup> grade students’ mathematical connections ability through CMP learning model was better than CMP learning model without educational tools; to know the student's questioning-skill factors; and to know the description of the ability of mathematical connections viewed from the 7<sup>th</sup> grade students' questioning-skills through the CMP learning model. The research method used was mixed method of the concurrent embedded model. The population in this research were all 7<sup>th</sup>-grade students of SMP Negeri 3 Semarang. The sample of research was taken from 7D and 7F classes. Subjects of this study were as many as 6 subjects with each of 2 subjects chosen from each category of questioning-skills. The results of the research showed that students' mathematical connection ability through the educational tools in CMP model learning achieved learning mastery; students' mathematical connection ability through CMP learning model was better than CMP learning model without the educational tools; the factors that influenced the students' questioning-skill were willingness within students, the use of educational tools, project-based learning/problem, and the response given by the teacher when students asked; and students' mathematical connection ability through CMP learning model viewed from questioning-skills indicated that students with high questioning-skill had best mathematical connection ability, followed by students with medium questioning-skill, and low questioning-skill.</p>Isti HidayahDwi Kurniaasih MeilianaRochmad Rochmad
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2019-03-292019-03-2981657410.15294/ujme.v8i1.25949