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> en-US <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> adinurcahyono@mail.unnes.ac.id (Dr.rer.nat. Adi Nur Cahyono, M.Pd.) nurianaramadan@mail.unnes.ac.id (Dr. Nuriana Rachmani Dewi, M.Pd.) Wed, 01 Apr 2020 17:11:19 +0000 OJS 3.1.1.2 http://blogs.law.harvard.edu/tech/rss 60 The practicality of Problem Based Learning tools with a scientific approach to improve students’ critical thinking ability https://journal.unnes.ac.id/sju/index.php/ujme/article/view/37081 <p class="UJME-Abstract">The aim of this study was to obtain the practicality of Problem Based Learning (PBL) tools with a scientific approach to improve students’ critical thinking ability (KKBKM). This study was a quantitative type with research subjects of 2D class as the control class and 2F as the experimental class. Both classed consisted of 32 students in the even semester of the academic year 2018/2019. The control class was treated by using an expository learning model, while the experimental class was treated by PBL with a scientific approach. This study carried out the interview, observation, and questionnaires to collect data. Then the practicality test analysis was obtained by observation of the implementation of learning according to RPP, questionnaire for lecturers and students’ response, and observation of KKBKM activities. Afterward, the average score of learning implementation observation according to RPP was 74.2%, questionnaire of lecturers’ response was 4.17, students’ response was 86.10%, and KKBKM observation was 4.14 with an excellent predicate. Thus, the learning tool prepared positively could be used in learning.</p> Adi Candra Kusuma ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/37081 Mon, 30 Mar 2020 07:27:42 +0000 The effectiveness of Numbered Heads Together towards the mathematical problem-solving ability https://journal.unnes.ac.id/sju/index.php/ujme/article/view/36851 <p class="UJME-Abstract">This study aims to determine whether the cooperative learning model type Numbered Heads Together (NHT) is more effective than the conventional learning model towards the mathematical problem-solving ability of VII grade of Salatiga State Junior High School 5 students the academic year 2019/ 2020. This research was Quasi-Experimental type with Non-Equivalent Control Group Design. The instrument of this study was a problem-solving ability test, which consisted of pre-test and post-test. Post-test results obtained an average of 73.24 in the experimental class and 58.62 in the control class. In other words, the average experimental class was higher than the control class. This result was confirmed by the Mann-Whitney U test that obtained a sig (2-tailed) value of 0.00 &lt; 0.05, so H0 was rejected, while H1 was accepted; it meant that there was a difference in the average mathematical problem-solving ability of students between the experimental and the control class. Additionally, the average N-Gain of the experimental class was 0.54, and the control class was 0.29. The average increase in the experimental class was higher than the control class, and there were differences. As the Mann-Whitney U N-Gain test confirmed that obtained sig (2-tailed) value of 0.00 &lt;0.05 so H0 was rejected, and H1 was accepted. Thus there was a difference in the average increase of students' mathematical problem-solving ability between experimental and control classes.</p> Muhammad Istiqlal, Tri Kustianingsih ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/36851 Wed, 01 Apr 2020 07:40:17 +0000 Mathematical communication of 7th-grade students viewed from the attitude of curiosity in Guided Discovery Learning assisted by educational props https://journal.unnes.ac.id/sju/index.php/ujme/article/view/36350 <p>The purpose of this study is (1) to find out the mastery learning achievement of students mathematical communication ability in <em>Guided Discovery</em> learning assisted by educational props, (2) know the improvement of mathematical communication ability in <em>Guided Discovery</em> learning supported by educational props (3) describe students mathematical communication ability for each category curiosity in <em>Guided Discovery</em> learning assisted by educational props. This research method is <em>mixed methods</em> with <em>sequential explanatory design</em>. The population in this study were all students of class VII SMP N 33 Semarang in 2019/2020; sampling was done by <em>random sampling</em> selected to be a sample is class VII-F. The research subjects were taken by using a <em>purposive sampling</em> technique. The research subjects consisted of 9 students. Subjects were interviewed based on mathematical communication ability test results. The results showed that (1) students mathematical communication ability in <em>Guided Discovery</em> learning assisted by educational props reached mastery learning, with an average grade reaching 80 and classical completeness exceeding 75%, (2) there was an increase in students' mathematical communication ability in <em>Guided Discovery</em> learning assisted by educational props. Improved mathematical communication ability is medium. (3) Subjects with high curiosity have four indicators of mathematical communication ability; subjects with curiosity have three indicators of mathematical communication ability; subjects with low curiosity only have two indicators of mathematical communication ability.</p> Mas'ud Sabani, Isnarto Isnarto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/36350 Mon, 30 Mar 2020 00:00:00 +0000 Mathematical writing ability through Cooperative Learning with Think Talk Write (TTW) https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38097 <p>The objectives of this research are to test the efectiveness of cooperative learning with TTW strategy on mathematical writing ability and to analyze mathematical writing ability of eighth grade students based on self-esteem on cooperative learning with TTW strategy. This research is a mix methode research. The population is eighth grade students of SMP Negeri 1 Jeruklegi Cilacap at the year of academic 2018/2019. The selection of quantitative samples uses cluster random sampling while the qualitative subjects uses purposive sampling. The results showed that cooperative learning with TTW strategy is effective on mathematical writing ability, and students with low self-esteem level generally have mathematical writing ability with low criteria on written text and drawing aspect and moderate on mathematical expression aspect, while students with high self-esteem level have mathematical writing ability with high criteria on all aspects.</p> Anisah Anisah, Mohammad Asikin, Isti Hidayah ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38097 Mon, 30 Mar 2020 13:42:01 +0000 Mathematical Critical Thinking Ability in Solving Open-Ended Questions Viewed from Students’ Curiosity https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38099 <p>The purpose of this study was to determine the effect of the level of curiosity on students' mathematical critical thinking abilities in solving open-ended problems and describe the students' mathematical critical thinking skills in solving open-ended problems in terms of students' level of curiosity. This study was a mixed-methods study with sequential explanatory design. The results showed that (1) there was a significant influence between students 'curiosity on students' mathematical critical thinking abilities in solving open-ended problems, and (2) subjects at high levels of curiosity tended to be able to all the sub-indicators of critical thinking skills. Subjects at a moderate level of curiosity tend to be less able to sub-indicators to use facts to be applied in concepts/formulas appropriately, draw initial conclusions in each step of completion, and work on problems with coherent steps. Subjects at a low level of curiosity tend to be unable to sub-indicators to use facts to be applied in concepts or formulas appropriately and tend to be less able to sub-indicators formulate problem questions, draw initial conclusions in each step of the solution, work on problems with coherent steps, and write down the steps to solve the problems that have been found.</p> Siti Atiatul Afifah, Arief Agoestanto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38099 Tue, 31 Mar 2020 00:00:00 +0000 Problem solving ability with mathematical modeling strategy in term of mathematics self-efficacy on Generative Learning Model https://journal.unnes.ac.id/sju/index.php/ujme/article/view/35674 <p>Problem Solving Ability (PSA) is the ability of students to determine how to solve a mathematical problems that have not yet been known how to solve it. Abstract mathematical concepts become obstacles in solving mathematical problems. Mathematical Modeling Strategy (MMS) is one ways that can be used to improve students' problem solving ability. In addition, one learning model that can improve students' problem solving ability is Generative Learning Model (GLM). The purpose of this study is to (1) find out whether the results of the PSA test achieve mastery learning, (2) find out whether the results of the PSA test have improved, (3) find out the relationship between the level of Mathematics Self-Efficacy (MSE) on students' PSA, and (4) describe the PSA in terms of students' MSE. The research method that used is mixed methods with quantitative methods using Pre-Experimental Design that modela is One-Group Pretest-Posttest Design. The research sample was taken with a multistage cluster sampling technique and research subjects were selected with a purposive sampling technique. The results showed that; (1) students' PSA achieve a mastery learning, (2) students' PSA have increased, (3) there is a positive influence between the level of MSE on students' PSA, (4) students with high levels of MSE tend to have better PSA than students with moderate and low levels of MSE.</p> Hendrik Sutrisno, Iqbal Kharisudin ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/35674 Tue, 31 Mar 2020 00:00:00 +0000 Student’s mathematical connection reviewed from learning motivation in Advance Organizer Learning assisted by Schoology https://journal.unnes.ac.id/sju/index.php/ujme/article/view/37581 <p>Abstract</p> <p>The research aims to determine if advanced Organizer learning is effective with the ability of the student’s mathematical connection and describing the mathematical connection ability of students reviewed from the motivation to learn at Advanced Organizer Learning Assisted schoology. The research method used is mixed method with sequential explanatory design. The research population is class IX Junior High School 33 Semarang, while the sample is IX C class as the research class. Samples were taken using the random sampling cluster technique. Subjects of the study were taken using purposive sampling techniques, so obtained six research subjects were selected based on the category of motivational learning. Methods of collecting data using observations, tests, polls, and interviews. The results showed that (1) the proportion of the students ' mathematical connection ability to the study of Schoology advanced Organizer is achieving the classical, average mathematical connection ability of students in Advance Organizer learning With the help of schoology reaching the Minimum Submission Criteria (MSC), and the mathematical connection ability of students after receiving Advance Organizer learningassisted schoology increased by 0.8. The results showed that Advance Organizer learning assisted schoology effectively on the ability of student mathematical connection. (2) Subjects with high learning motivation tend to meet all mathematical connection indicators. Subjects with motivational learning are likely to meet two of the three mathematical connection indicators. Subjects with low learning motivation tend to meet one of three mathematical connection indicators.</p> Rizky Sandy Pratama, Mulyono Mulyono ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/37581 Tue, 31 Mar 2020 07:40:20 +0000 Mathematical reasoning ability based on students anxiety in STAD learning with performance assessment https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38101 <p>Mathematical reasoning ability is very important for students in solving a problem, but the Indonesian student’s mathematical reasoning ability is still not optimal. The purpose of this research is (1) to test student’s mathematical reasoning abilities in Student Team Achievement Division (STAD) learning with Performance Assessment achieving learning completeness, (2) to describe mathematical reasoning abilities based on student anxiety in STAD learning with Performance Assessment. This research is a mixed methods research with concurrent embedded design. The population in this study were students of grade VIII Islamic Junior High School in Kendal Central Java in the 2018/2019 academic year. Random sampling technique is used as a sampling method and the subject is determined with a purposive sampling technique. The results showed that STAD learning with Performance Assessment achieved classical completeness, namely more than 75% of students who participated in STAD learning with Performance Assessment reached 70 scores. Mathematical reasoning ability of students with low anxiety described as very good in fulfilling all indicators of mathematical reasoning ability i.e. submitting guesses, doing manipulation/mathematical calculations, drawing conclusions, and giving reasons for solutions. Mathematical reasoning ability of students with medium anxiety described as fulfilling indicators submitting guesses, doing manipulation/mathematical calculations, and drawing conclusions. Description of mathematical reasoning abilities of students with high anxiety is only able to fulfill the indicator of submitting guesses. In other indicators of mathematical reasoning ability, students with high anxiety are less able to understand the problem well.</p> Ahmad Zakaria, Amidi Amidi ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38101 Tue, 31 Mar 2020 07:44:34 +0000 Mathematical creative thinking ability observed from student learning motivation in Jigsaw Cooperative Learning assisted by problem cards https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38102 <p>The study aims to test the completeness Jigsaw cooperative learning assisted by problem cards for student’s mathematical creative thinking ability, to test the mathematical creative thinking abilities of students in Jigsaw cooperative learning assisted by problem cards compared with conventional learning, and analyze mathematical creative thinking abilities of students in Jigsaw cooperative learning assisted by problem cards observed from student’s learning motivation. The study uses <em>mixed methods sequential explanatory </em>design. Subjects in this study are six students of Junior High School in Semarang of class VIII B represent each group of learning motivation. Data collection methods used as follows: questionnaire, test, and interview. The result shows that: (1) student’s mathematical creative thinking ability in Jigsaw cooperative learning assisted by problem cards reaches learning completeness, (2) student’s mathematical creative thinking ability in Jigsaw cooperative learning assisted by problem cards higher than mathematical creative thinking ability in conventional learning, (3) student’s mathematical creative thinking ability observed from learning motivation are: (a) student with high learning motivation able to achieve all mathematical creative thinking ability indicators; (b) student with average learning motivation able to achieve fluency and elaboration indicators, but not achieve the flexibility and originality indicators; (c) student with low learning motivation less able to achieve fluency, flexibility, originality, and elaboration indicators.</p> Anisa Hayu Diani, Dwijanto Dwijanto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38102 Tue, 31 Mar 2020 07:51:12 +0000 Mathematical creative thinking skills of eight grade in terms of learning styles on learning model Means-Ends Analysis (MEA) https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38104 <p>This study aims to test whether learning with the Means-Ends Analysis (MEA) model&nbsp;achieves learning completeness and knows the description of the ability to think creative with the MEA model in terms of student leraning styles.&nbsp;Research is a research mixed methods model of concurrent triangulation. The&nbsp;population of this research is students of class VIII one of Junior High School in&nbsp;Pekalongan in the academic year 2018/2019, a sample of students of class VIII-F.&nbsp;Research subjects were students of class VIII-F selected with purposive sampling&nbsp;technique, selected 4 students from the type of visual and auditory learning styles, and&nbsp;3 students from the type of kinesthetic learning style. Quantitative data were analyzed&nbsp;using the one-party average test and the one-party proportion test. Whereas qualitative&nbsp;data were analyzed using the Miles adnd Huberman model, namely making verbal data&nbsp;transcripts, data reduction, data analysis, and making conclusions. The result showed&nbsp;that: (1) learning with the MEA model achieved mastery&nbsp;learning; and (2) description of creative thinking abilities of students with models of&nbsp;MEA in terms of students learning styles that students with&nbsp;visual learning style meet three indicators of creative thinking that fluency fluency,&nbsp;originality, and elaboration; students with learning styles&nbsp;of auditory almost all meet the four indicators of creative thinking that fluency, flexibility, originality, and elaboration; students with kinesthetic learning style meets the four indicators of&nbsp;creative thinking that fluency, flexibility, originality, and elaboration.&nbsp;</p> Dina Octaviana, Ary Woro Kurniasih ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://journal.unnes.ac.id/sju/index.php/ujme/article/view/38104 Tue, 31 Mar 2020 00:00:00 +0000