Unnes Journal of Mathematics Education
https://journal.unnes.ac.id/sju/ujme
<p>Dear potential author,<br>Starting in 2024, to be better secure from various unwanted things, including journal hacking and so on, by the UNNES Journal Center, Unnes Journal of Mathematics Education (UJME) Homepage was moved to a new home. <br>To submit a manuscript, the author, please visit the UJME's new home address at <strong>https://journal.unnes.ac.id/journals/ujme/index</strong> --- click <a href="https://journal.unnes.ac.id/journals/ujme/index">here</a></p> <p><strong><em>MIGRATION OFFICIAL STATEMENT <a href="https://drive.google.com/drive/folders/1980A0R8NA3En1577jOx6NI3mWJxsNawB?usp=sharing" target="_blank" rel="noopener">HERE</a></em></strong></p> <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 <strong>didactic development research (DDR), research and development (RnD)</strong> <strong>in mathematics education</strong>, <strong>ethnomathematics in mathematics education</strong>, <strong>realistic mathematics education</strong>,<strong> systematic reviews, meta-analyses, 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>en-US[email protected] (Dr. Bambang Eko Susilo, M.Pd.)[email protected] (Hery Sutarto, S.Pd., M.Pd.)Thu, 30 Nov 2023 22:48:45 +0700OJS 3.1.1.2http://blogs.law.harvard.edu/tech/rss60How does student learn mathematics through traditional food? (a hypothetical learning trajectory)
https://journal.unnes.ac.id/sju/ujme/article/view/71337
<p>This study aimed to design a hypothetical learning trajectory for a two-dimensional figure area (quadrilateral and triangle) using the geometric shape of traditional food, <em>tempe mendoan</em> as a learning context. This research was qualitative research with data collection methods using literature studies, interviews, and documentation. The subjects in this study were seventh-grade junior high school students in SMP IT Nurul Fikri Bogor. The results of this study are in the form of a hypothetical learning trajectory design in learning the two-dimensional figure area through exploration of Banyumas food <em>tempe mendoan</em>, students measure each side of the rectangle from the shape of <em>tempe mendoan</em>, students divide the rectangle into square units as many as the results of each measurement side, students counts the number of unit squares that cover the rectangular area, the student finds the formula for the area of a square and a rectangle. Next, students divide one rectangle into two right triangles of equal size, students find the formula for the area of a triangle. Students attach the triangles to the provided two-dimensional figure shapes, students record the number of right triangles needed to cover each shape and find these relationships so that students can find area formulas for other shapes such as parallelograms, trapezoids, and rhombuses.</p>Luthfiana Tarida, Elly Anjarsari, Buaddin Hasan, Farida Esti Widayati
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https://journal.unnes.ac.id/sju/ujme/article/view/71337Wed, 25 Oct 2023 00:52:52 +0700The Effectiveness of the Liveworksheet Assisted Project Based Learning Model on Mathematical Literacy in View of Student Learning Motivation
https://journal.unnes.ac.id/sju/ujme/article/view/78880
<p>The mathematical literacy of students at SMP Negeri 26 Semarang is not yet optimal. This research aims to determine learning mastery, average student mathematical literacy, the influence of learning motivation on mathematical literacy, and describe students' mathematical literacy in terms of learning motivation in class using a project based learning model assisted by live worksheets. This research used a mixed-method explanatory sequential design. The quantitative method in this research used a true experimental design with a posttest-only control group design involving two groups as an experimental group and a control group.The population of this study was class VIII of SMP Negeri 26 Semarang. The sample for this research was class VIII-G as the experimental class and class VIII-E as the control class taken using simple random sampling techniques. The subjects of this research consisted of 2 students in each category of high, medium and low learning motivation who were selected using purposive sampling technique. The results of this research show that: (1) students' mathematical literacy in Project Based Learning with Liveworksheet assistance has reached the actual completion limit; (2) the average mathematical literacy of students in Project Based Learning assisted by Liveworksheets is better than the average mathematical literacy of students in Problem Based Learning; (3) There is an influence of learning motivation on students' mathematical literacy with a percentage of 42.8%; (4) Subjects with high learning motivation have high mathematical literacy abilities because they tend to be able to fulfill the three indicators well. Subjects with moderate learning motivation have moderate mathematical literacy abilities, because there are still indicators that have not been met properly. Subjects with low learning motivation have low mathematical literacy abilities, because they do not fulfill the three indicators well.</p>Novi Triningsih, Amidi Amidi
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https://journal.unnes.ac.id/sju/ujme/article/view/78880Thu, 30 Nov 2023 00:00:00 +0700Mathematical Representation Ability in Terms of Students’ Learning Independence in Project Based Learning Model Assisted by Google Sites
https://journal.unnes.ac.id/sju/ujme/article/view/78881
<p>The purposes of this study were to analyze the quality of learning mathematics in the Project Based Learning model assisted by Google Sites on mathematical representation ability, to analyze the effect of learning independence on mathematical representation ability, and to describe the mathematical representation ability in terms of learning independence in the Project Based Learning model assisted by Google Sites. The research used mixed method with sequential explanatory design. The population in this study were all grade VIII students of SMP N 22 Semarang in the 2022/2023 academic year. The sample selected in this study consisted of class VIII E as the experimental class and class VIII F as the control class. Data collection techniques used in this study were tests, questionnaires, observations, and interviews. The results of the study showed that: (1) mathematics learning with Project Based Learning model assisted by Google Sites is qualified in developing students' mathematical representation ability; (2) there is a positive effect of learning independent on mathematical representation ability in Project Based Learning model assisted by Google Sites; (3) the description of the mathematical representation ability in terms of learning independence is divided into 3 categories, namely (a) students with high learning independence are able to fulfill all indicators of mathematical representation ability; (b) students with moderate learning independence are quite able to fulfill indicators of mathematical representation ability; and (c) students with low learning independence tend to be able to fulfill indicators of mathematical representation. However, it is necessary to pay attention to students' mathematical representation abilities, one of which is that students with low learning independence should be given guidance in processing information to be able to represent problems well to facilitate better problem solving.</p>Inayah Wulandari, Isnarto Isnarto
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https://journal.unnes.ac.id/sju/ujme/article/view/78881Thu, 30 Nov 2023 00:00:00 +0700Students' Mathematical Problem Solving Ability in View of Learning Motivation Through the MURDER Learning Model Assisted by Animation Videos
https://journal.unnes.ac.id/sju/ujme/article/view/78882
<p>This research was carried out with the aim of analyzing the effectiveness of the MURDER learning model assisted by animated videos on students' mathematical problem solving abilities and describing mathematical problem solving abilities in terms of student learning motivation through the MURDER learning model assisted by animated videos. This research employed a mixed-method research approach with a sequential explanatory design model. The study population consisted of students from all Class VIII of SMP Negeri 6 Semarang for the academic year 2022/2023, comprising eight classes. The research sample was class VIII G, with 32 students, and class VIII F, with 32 students. The results of this research indicate that the MURDER learning model assisted by animated videos is effective for mathematical problem solving abilities. In addition, a description of students' mathematical problem solving abilities was obtained in terms of learning motivation. Students with high learning motivation meet all indicators of mathematical problem solving abilities. Students with moderate learning motivation tend to be able to meet the indicators of mathematical problem solving ability. Students with low learning motivation tend to be unable to meet indicators of mathematical problem solving ability.</p>Safana Aulia Faza, Kristina Wijayanti
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https://journal.unnes.ac.id/sju/ujme/article/view/78882Thu, 30 Nov 2023 00:00:00 +0700Students' Mathematical Problem-Solving Ability Based on Cognitive Style in Flipped Classroom Learning Model Assisted by Sevima Edlink
https://journal.unnes.ac.id/sju/ujme/article/view/73017
<p><span data-preserver-spaces="true">This research aims were to (1) test the effectiveness of the Flipped Classroom learning model assisted by the Sevima Edlink on students' mathematical problem-solving </span><span data-preserver-spaces="true">abilities,</span><span data-preserver-spaces="true"> and (2) describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. This research was a mixed methods type of sequential explanatory design. </span><span data-preserver-spaces="true">Quantitative methods were used</span><span data-preserver-spaces="true"> to test the effectiveness of using the Flipped Classroom learning model on students' mathematical problem-solving </span><span data-preserver-spaces="true">abilities</span><span data-preserver-spaces="true"> </span><span data-preserver-spaces="true">while</span><span data-preserver-spaces="true"> </span><span data-preserver-spaces="true">qualitative methods were used</span><span data-preserver-spaces="true"> to describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. Data </span><span data-preserver-spaces="true">collection </span><span data-preserver-spaces="true">was carried out</span><span data-preserver-spaces="true"> using problem-solving ability tests, GEFT tests (cognitive style tests), and interviews. The population of this study were all class VIII students of SMP N 1 Pecangaan for the 2022/2023 school year. The samples used were students of class VIII E as the experimental group and class VIII G as the control group. The results of the research conducted showed that (1) the Flipped Classroom learning model was effective in increasing students' mathematical problem-solving abilities, (2) students' mathematical problem-solving abilities in terms of cognitive style were divided into two categories, namely FI (7) and FD (15). The FI category is divided into</span><span data-preserver-spaces="true"> 3 </span><span data-preserver-spaces="true">patterns of problem-solving abilities </span><span data-preserver-spaces="true">while</span><span data-preserver-spaces="true"> students with the FD category </span><span data-preserver-spaces="true">are divided</span><span data-preserver-spaces="true"> into</span><span data-preserver-spaces="true"> 5 </span><span data-preserver-spaces="true">patterns. </span></p>Siti Mukarromah, Iwan Junaedi
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https://journal.unnes.ac.id/sju/ujme/article/view/73017Thu, 30 Nov 2023 00:00:00 +0700