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>&nbsp;in a year (<strong>March,</strong>&nbsp;<strong>August and November</strong>). The UJME facilitates a forum for researchers and professional on mathematics education to discuss their ideas in an online (e-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1436860059&amp;1&amp;&amp;">2460-5840</a>) and a printed (p-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1333548379&amp;1&amp;&amp;">2252-6927</a>) version.</p> <p class="box_area style18">This journal has been indexed and abstracted in <a href="http://sinta2.ristekdikti.go.id/journals/detail?id=4336">Sinta (Grade 3)</a>,&nbsp;<a title="DOAJ" href="https://doaj.org/toc/2252-6927" target="_blank" rel="noopener">DOAJ</a>,&nbsp;<a href="https://scholar.google.co.id/citations?user=bvU7AbEAAAAJ" target="_blank" rel="noopener">Google Scholar</a>,&nbsp;<a href="https://www.base-search.net/Search/Results?type=all&amp;lookfor=unnes+journal+of+mathematics+education+department+of+mathematics&amp;ling=1&amp;oaboost=1&amp;name=&amp;thes=&amp;refid=dcresen&amp;newsearch=1" target="_blank" rel="noopener">BASE (Bielefeld Academic Search Engine)</a>, and&nbsp;<a href="https://academic.microsoft.com/#/detail/2737498631" target="_blank" rel="noopener">Microsoft Academic Search</a>.</p> <p>Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of&nbsp;didactic development research (DDR), research and development (RnD) in <strong>mathematics education</strong>, <strong>ethnomathematics</strong>, <strong>realistic mathematics education</strong>, <strong>psychology of mathematics education</strong> and <strong>technology in mathematical instruction</strong>.&nbsp;The manuscript must be&nbsp;<strong>original research</strong>, written in&nbsp;<strong>English</strong>, and not be simultaneously submitted to&nbsp;<strong>another journal</strong>&nbsp;or&nbsp;<strong>conference.</strong></p> <p>The submitted manuscripts will be initially reviewed by editors. If the editors decide to accept the manuscripts, it then be evaluated by a reviewers through the&nbsp;<strong>blind review</strong>&nbsp;process. This process tends to keep the quality of the manuscripts which is published by UJME.</p> <p><strong>DOAI Address<br></strong>The UJME has DOAI address:&nbsp;<a href="https://doi.org/10.15294/ujme">https://doi.org/10.15294/ujme</a></p> <p><strong>Before Submission<br></strong>Author should write&nbsp;their manuscript using the&nbsp;<strong><a href="https://goo.gl/UaDTKQ">UJME template</a>&nbsp;</strong>following the&nbsp;<a href="https://journal.unnes.ac.id/sju/index.php/ujme/authorguidelines?">author guidelines</a>. We suggest the author to use reference manager, Mendeley or Endnote to name but a few. Any manuscript which is not suitable for&nbsp;the author guidelines or written in a&nbsp;different format will be immediately&nbsp;rejected. The only manuscript which meets the&nbsp;UJME format&nbsp;will be processed further.</p> <p><strong>Online Submissions<br></strong>1. Already have a Username/Password for Unnes Journal of Mathematics Education?&nbsp;<strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/login" target="_blank" rel="noopener">GO TO LOGIN</a><a href="http://journal.uad.ac.id/index.php/IJEME/login" target="_blank" rel="noopener">&nbsp;</a></strong><br>2. Need a Username/Password?&nbsp;<strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/user/register" target="_blank" rel="noopener">GO TO REGISTRATION</a></strong></p> <p>Registration and login are required to submit items online and to check the status of current submissions.</p> Department of Mathematics, Universitas Negeri Semarang en-US Unnes Journal of Mathematics Education 2252-6927 <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.&nbsp;<span id="m_4863372954928520277yui_3_16_0_ym19_1_1499518718599_9240">The license type is&nbsp;</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> Supporting college students’ understanding of integral by using maple-integrated workbook https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31971 <p>A factor that contributes to students’ low performance in Calculus is that some teachers and lecturers tend to explain the concept of integral by using a set of symbols, notations, and rules without providing any contexts or representations of the concept. This study was aimed at supporting college students’ understanding of integral by integrating Maple in the learning process using Maple-integrated workbook. This study adapted Brog and Galls’ procedures which consist of collecting preliminary information, planning, developing, validation and preliminary revision, field test, and final revision. The subject of this study was college students’ of Mathematics Education Department of UPS Tegal. The result showed that module developed was in a good criteria, and the conceptual understanding test showed that 82,4% students in the experimental class got a score of 71 or higher. Moreover, the average score of the experiment and control class also confirmed that the average of students’ score in experiment class was significantly higher than that of students in control class.</p> Herani Tri Lestiana Dian Nataria Oktaviani ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 75 80 10.15294/ujme.v8i2.31971 Mathematical literacy ability on project based learning model with RME approach assisted by schoology https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31410 <p>Abstract</p> <p>Mathematical literacy skills need to be improved so that students are able to solve mathematical problems correctly. This study aims to (1) To find out the mathematical literacy abilities of students in the PjBL model with the RME approach assisted by media, Schoology can achieve classical completeness or more; (2) To find out which one is better between the average mathematical literacy abilities in the PjBL model, the RME approach is assisted by Schoology's media in the experimental class and the DL model's Scientific approach in the control class. The population in this study was VII grade students in a school in the city of Semarang. This research is quantitative research. Sampling is done by random sampling technique. The results of the study showed that using the PjBL model of the RME approach assisted by Schoology in achieving classical completeness, and learning the PjBL with the RME approach assisted by the Schoology media in the experimental class had an average mathematical literacy ability compared to DL learning Scientific approaches in the control class.</p> Maharani Asmara Wardono Wardono ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 81 88 10.15294/ujme.v8i2.31410 The problem solving ability of 7th grade students on problem based learning assisted by mathematics mobile learning application https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32284 <p class="UJME-Abstract">Developments in mobile technology and mobile phone have significantly improved<span class="tlid-translation">. Learning using multimedia and networking becomes a mindset that must be applied. The low level of problem solving abilities of students requires educators to apply new approaches on learning. For this reason, this research aims to develop and determine the feasibility of android product based mobile learning application on Problem Based Learning and investigate individual completeness and classical completeness on students' problem solving abilities on Problem Based Learning assisted by Mathematics Mobile Learning Application. This research used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The technique of collecting data uses tests, questionnaires, documentation, observation. The technique of analysis data uses a Likert scale, average test, and proportion test. The product of application was tested on 4 groups of respondents according to the research flow, namely material experts, media experts, teachers, and students of Junior high school 16 Semarang. The android-app products are named learning rectangle. Results 1) Based on the research that has been carried out, mobile learning applications have been developed to support mathematics learning in square and rectangular sub-material for junior high school students. This application is named Learning Rectangle which can be run on an Android smartphone. After going through the feasibility test phase, learning rectangle application is worthy of being used as a support for mathematics learning in square and rectangular sub-material for junior high school students with a percentage of eligibility of 93,68% and included in the criteria of very feasible. 2) Problem solving ability of 7th Grade Students in quadrilateral with rectangular and square sub-material in the PBL model Assisted by MMLA reached the learning completeness criteria. 3) Students' responses to the application have a positive effect on students' problem solving abilities in PBL assisted by MMLA, with a determination coefficient of 0,132 or an influence of 13,2% on students' problem solving abilities</span></p> Fitrah adindaru Santoso Edy Sedjoko ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 89 97 10.15294/ujme.v8i2.32284 Mathematical communication ability of 7th grade students viewed from indonesian language ability in experiential learning model https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32451 <p>Communication ability need to be improved so that students can solve math problems well. This study aims to determine 1) the completeness of learning mathematics communication 7th grade students with experiential learning models; 2) the influence of Indonesian language ability on mathematical communication ability; 3) mathematical communication ability of students who have very high Indonesian language ability; 4) mathematical communication ability of students who have high Indonesian language ability; 5) mathematical communication ability of students who have medium Indonesian language ability. This study uses a combination method. The population in this study is 7th grade students in one of the junior high schools in the city of Semarang year 2018/2019. Sampling by random sampling technique and subject selection with purposive sampling technique. The results show that (1) mathematical communication ability of 7th grade students with experiential learning models can achieve learning completeness; (2) there is an influence of Indonesian language ability on students' mathematical communication ability in the experiential learning model; (3) students with very high Indonesian language ability have been able to reach all indicators of written communication ability; (4) students with high Indonesian language ability have been able to reach all indicators of written mathematical communication ability even though there are still errors in making conclusions; (5) students with medium Indonesian language ability are only able to master two indicator of written mathematical communication ability.</p> Intan Sari Hardi Suyitno ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 98 104 10.15294/ujme.v8i2.32451 The mathematical representation ability based on student's learning independence on problem based learning with scaffolding approach https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32210 <p>Based on the initial mathematical representation ability test at Semarang State Junior High School 23, it shows that the mathematical representation ability is still low. Therefore, to improve students' mathematical representation ability, learning independence and supporting learning models are needed. Problem Based Learning with scaffolding approach as an effort to support learning activities. The method used for this research is a mix method with sequential explanatory design. The research population was class VII Semarang State Junior High School 23. The sampling technique uses simple random sampling. The results showed (1) Problem Based Learning with effective scaffolding approach to the achievement of mathematical representation capabilities; (2) The ability of mathematical representation on the subject of high learning independence is very good in fulfilling the three indicators of mathematical representation ability, subjects with moderate learning independence are good at meeting indicators of mathematical representation ability, subjects with low learning independence are not good enough in fulfilling mathematical representation abilities.</p> Salma Mauludyah Rosayanti Mulyono Mulyono ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 105 110 10.15294/ujme.v8i2.32210 Students' creative thinking ability in solving problems with double loop problem solving model https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31718 <p class="UJME-Abstract"><span lang="EN-US">This study aims to test the completeness students' creative thinking abilities of Double Loop Problem Solving for, whether students' creative thinking skills in Double Loop Problem Solving learning are better than Problem Based Learning, the effect of learning independence on students' creative thinking abilities with Double Loop Problem Solving, and describing creative thinking abilities students in terms of learning independence. This research used mixed methods with sequential explanatory design. The quantitative research design used was Quasi-Experimental Design in the form of Posttest-Only Control Group Design The subjects of this study were six students of VIII C Class in SMPN 35 Semarang in the even semester of academic year 2018/2019. The data collection techniques used were: tests, questionnaires, and interviews. The results showed that: (1) students 'creative thinking ability in Double Loop Problem Solving learning achieves classical completeness, (2) students' creative thinking ability with the Double Loop Problem Solving model is better than Problem Based Learning, (3) learning independence has a positive effect on students' creative thinking ability in Double Loop Problem Solving learning, (4) students' creative thinking skills in terms of learning independence in Double Loop Problem Solving learning model as follows (a) Subjects with low group learning independence are less able to solve problems correctly and smoothly, with the different ways or answers, with their own thoughts, and with details; (b) Subjects of medium group learning independence are able to solve problems correctly and smoothly, less able to solve problems in different ways or answers, able to solve problems with their own thoughts, and less able to solve problems in detail; (c) Subjects of high group independent learning above are able to solve problems correctly and smoothly, with different ways or answers, with their own thoughts, and with details</span></p> Octia Ayu Shinta Dewi Endang Retno Winarti ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 111 118 10.15294/ujme.v8i2.31718 Analysis of algebraic thinking ability viewed from the mathematical critical thinking ablity of junior high school students on problem based learning https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32060 <p>The aims of this research are (1) find out students critical ability in learning problem based learning achieves the minimal mastery criteria; (2) find out students algebraic ability in learning problem based learning achieves the minimal mastery criteria; (3) to describe the algebraic ability of 8<sup>th</sup> grade students of SMP Negeri 6 semarang viewed by students critical ability (high, middle, and low). The method of this research is mix method with concurrent embedded design. The population in this researchwere class 8<sup>th</sup>SMP Negeri 6 Semarang The research sample was class VIII G and the subjects were taken 9 out of 34 students of class VIII G. The results of the research showed that: (1) students critical thinking ability in problem based learning achieved the minimal mastery criteria; (2) students algebraic thinking ability in problem based learning achieved the minimal mastery criteria; (3) students who belonging to the high-critical thinking ability group, have high generationaland global meta-level capabilities, while transformational capabilities that moderate to high.Studentswho belonging to the middle-critical thinking ability group, have generational, transformational, and global meta-level capabilities that tend to be moderate. Studentswho belonging to the low-critical thinking ability group, have generational and transformational capabilities that tend to be low, while global meta-level capabilities that low to moderate.</p> Laela Sih Harti Arief Agoestanto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 119 127 10.15294/ujme.v8i2.32060 The mathematics connection ability of 8th grade students’ in terms of cultural capital in brain-based learning https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32480 <p>The main objective of this study was to determine the pattern of students’ mathematics connection ability as a result of the application of Brain-Based Learning on experimental class and conventional learning on control class in grade 8 SMP Negeri 32 Semarang. This research using mix method concurrent embedded design with quantitative as the primary method. The results of this study indicate that: (1) Brain-Based Learning is effective in students’ mathematics connection ability grade 8; and (2) the description of students’ mathematics connection ability grade 8 in terms of cultural capital in mathematics learning with Brain-Based Learning.</p> Maulina Dhyan Nugraheni Iwan Junaedi ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 128 134 10.15294/ujme.v8i2.32480 Mathematical creative thinking ability of 7th grade student observed from self-confidence in learning RTTW with open ended approach https://journal.unnes.ac.id/sju/index.php/ujme/article/view/32628 <p>The purpose of this research is to test students' creative thinking abilities in RTTW learning with open ended approach to achieve individual and classical learning completeness, to test the mathematical creative thinking abilities of students taught in RTTW learning with open ended approach better than Discovery Learning, to describe thinking skills students' mathematical creativity observed from self-confidence in RTTW learning with open ended approach. The method used is mixed method. Quantitative methods are used to determine students' mathematical creative thinking abilities using tests, while the qualitative method used documentation and interviews. The study population was students of Junior High School Grade 7<sup>th</sup>, with class VII F as the experimental class and VII E as the control class. The research subjects were 6 subjects chosen based on the self-confidence category of class VII F. The results showed that (1) the results of RTTW learning with open ended approach to completing individual learning completeness, (2) the results of the RTTW learning had an open ended approach to achieving classical learning completeness, (3 )&nbsp; the mathematical creative thinking abilities of students in RTTW learning with open ended approach better than Discovery Learning, (4) subjects of the upper self-confidence group are able to meet 4 indicators, the middle group is able to meet 2 indicators, the lower group is able to meet 1 indicator.</p> Nugraheni Prasetyowati Dwijanto Dwijanto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 135 144 10.15294/ujme.v8i2.32628 The effectiveness of project based learning with creative mind-map tasks for improving mathematical connection ability and student curiosity https://journal.unnes.ac.id/sju/index.php/ujme/article/view/31937 <p class="UJME-Abstract"><span lang="EN-US">This study aimed to know the effectiveness of PjBL learning model with creative mind-map assignments on student’s Mathematical Connection Abilities and student’s curiosity. Population in this study was students of grade VIII SMP Negeri 1 Margorejo Pati year 2017/2018 with a true experimental design types posttest-only control design and samples were chosen randomly. Analysis of data used the proportion test and t-test. The results showed that (1) the ability of student’s mathematical connection of the subject who have gained PjBL learning model with creative mind-map assignments have achieved the classical completeness; (2) the mathematical connection abilities of students who have gained PjBL learning model with creative mind-map assignments is higher than students who have gained expository models and (3) the curiosity of students who have gained PjBL learning model with creative mind-map assignments is higher than students who have gained expository models.</span></p> Yudha Kristia Kartika Emi Pujiastuti Edy Soedjoko ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2019-09-01 2019-09-01 8 2 145 151 10.15294/ujme.v8i2.31937