Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.66188
Desfriyanti Rahmatika, S. Waluya
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.
SMP Negeri 1 Kedungwuni八班学生的数学推理能力仍然相对较低。本研究旨在以开放式的方法，从学生自我调节学习的角度，分析和描述MMP学习模式下学生的数学推理能力。所使用的方法是一种混合方法与解释顺序设计策略。结果表明:(1)开放式MMP学习模式下学生的数学推理能力达到经典精通;(2)开放式MMP学习模式中，学生自我调节学习对学生数学推理能力的正向影响为17.1%;(3)开放式MMP学习模式学生的平均数学推理能力优于科学学习模式学生的平均数学推理能力;(4)开放式MMP学习模式下学生自主学习的数学推理能力存在差异;(5)开放式MMP学习模式对学生数学推理能力的自我调节学习描述，即(a)自我调节学习水平高的学生能够较好地完成数学推理能力的各项指标;(b)具有中等水平自主学习能力的学生在数学推理能力的各项指标上均表现较好;(c)自我调节学习水平低的学生往往能够表达数学命题，但往往不能完成其他三个阶段。
{"title":"Students' Mathematical Reasoning Ability Viewed from Self-Regulated Learning in the Missouri Mathematics Project Learning with Open-Ended Approach","authors":"Desfriyanti Rahmatika, S. Waluya","doi":"10.15294/ujme.v12i1.66188","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.66188","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41825514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.62911
Vira Lidiana, Y. L. Sukestiyarno
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.
本研究的目的是确定创业数学电子模块的有效性，以及在创业数学电子模型的辅助下，用PBL模型学习数学以提高学生数学问题解决能力的实用性和有效性。本研究是一项ADDIE模型的开发研究，该模型应用于井里汶县SMK Negeri 1 Lemahabang的XI级。结果显示，基于创业的数学电子模块被宣布为有效，在“非常合格”类别中，电子模块价值的百分比为92.88%。基于创业的电子模块数学辅助PBL模型的数学学习被认为是（1）实用的，86.9%的学生和96%的教师属于“非常实用”类别；（2） 基于后测结果，实验班的个人学习掌握率为75%，与对照班相比，对照班的个人和经典学习完成率为75%。此外，通过独立样本t检验发现，实验班的后测结果优于对照班。
{"title":"Development of Entrepreneurship-Based Mathematical E-Module and Its' Learning with PBL to Improve Students' Mathematical Problem Solving Ability","authors":"Vira Lidiana, Y. L. Sukestiyarno","doi":"10.15294/ujme.v12i1.62911","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.62911","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44548716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.67560
Khoiriyatul Hidayah, D. Dwijanto
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
{"title":"Mathematical Creative Thinking Ability Viewed by Adversity Quotient in Problem-Based Learning Integrated STEM","authors":"Khoiriyatul Hidayah, D. Dwijanto","doi":"10.15294/ujme.v12i1.67560","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.67560","url":null,"abstract":"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","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.68735
Nanda Nur Izzati, N. R. Dewi
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.
这项研究是以STEAM（科学、技术、工程、艺术和数学）为基础的教材形式进行的研究和开发。本研究和开发旨在分析教材的可行性和可读性，并测试教材在提高解决问题能力和自我调节学习（SRL）方面的有效性。发展阶段包括潜力和问题；数据收集；产品设计；设计验证和修订；产品试验（可读性测试）和修订；试行和修订；然后是最终产品。此外，本研究采用了一组前测和后测设计，在MTs Al Utsmani进行，受访者为2022/2023学年的37名VIID班学生。本研究的结果表明，所开发的基于STEAM的教材具有92.82%的可行性水平和非常可行的标准；易读性水平为63.22%，标准易于理解；以及有效提高解决问题的能力和SRL。这种有效性表现为学生在使用教材后的平均数学问题解决能力大于或等于最小完整性标准、学生在以经典方式使用完整教材后达到最小完整性准则的数学问题解决力至少占75%，使用教材后学生数学问题解决能力的提高属于中等-最低类别，使用教材后的平均SRL属于最低-中等SRL类别，使用教学材料后的SRL属于最小-中等SRR类别，而使用教材后以经典方式完成的比例至少为75%，SRL在使用教材后的改善属于中等最小类别。
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Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.66362
Mar'atun Sholihah, Isnarto Isnarto
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.
本研究旨在(1)确定互动媒体辅助下的民族翻转课堂模式对学生数学表征能力的影响;(2)描述高、中、低自我效能感学生的数学表征能力。本研究采用顺序解释设计的混合方法。使用数学表征能力测试检索定量数据，同时使用自我效能问卷和访谈指南收集定性数据。本研究的人群为Banjarnegara Regency Susukan市8级SMP N 2学生。本研究的样本为实验班25名学生和控制班26名学生。结果表明:(1)互动媒体辅助下的民族翻转课堂对数学表征能力有效，(2)自我效能感高的被试能够完成数学表征能力的所有指标，即语言表征、符号表征和视觉表征，(3)自我效能感中等的被试能够完成语言表征和符号表征指标，(4)自我效能感低的被试只能完成语言表征指标。
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Pub Date : 2023-05-16DOI: 10.15294/ujme.v12i1.68716
Eliana Putri Setiawati, A. Agoestanto
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.
{"title":"Development of Problem-Based Learning Mathematical Module with STEM Approach to Improve Problem-Solving Ability and Self Efficacy","authors":"Eliana Putri Setiawati, A. Agoestanto","doi":"10.15294/ujme.v12i1.68716","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.68716","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.15294/ujme.v12i1.67545
Fifi Suryani, M. Mashuri
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.
{"title":"Students’ Mathematical Representation Ability in Cooperative Learning Type of Reciprocal Peer Tutoring from Learning Style","authors":"Fifi Suryani, M. Mashuri","doi":"10.15294/ujme.v12i1.67545","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.67545","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48184328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.15294/ujme.v12i1.67415
Unzil Maughfiroh Firdausi, S. Sugiman
The purposes of this research were to test the effectiveness of the use of assistive technology malitung (manik, tali, hitung) for learning outcomes of students with mild intellectual disabilities in basic arithmetic operations topic and describe their learning outcomes when using assistive technology malitung at Ungaran Public Special School. 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 malitung. 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 malitung 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 malitung.
{"title":"The Effectiveness of the Use of Assistive Technology Malitung for Learning Outcomes of Students with Mild Intellectual Disabilities","authors":"Unzil Maughfiroh Firdausi, S. Sugiman","doi":"10.15294/ujme.v12i1.67415","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.67415","url":null,"abstract":"The purposes of this research were to test the effectiveness of the use of assistive technology malitung (manik, tali, hitung) for learning outcomes of students with mild intellectual disabilities in basic arithmetic operations topic and describe their learning outcomes when using assistive technology malitung at Ungaran Public Special School. 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 malitung. 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 malitung 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 malitung.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47122313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.15294/ujme.v12i1.67553
Yasinta Purnaningtyas, Muhammad Fajar Safa'atullah
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.
{"title":"Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach","authors":"Yasinta Purnaningtyas, Muhammad Fajar Safa'atullah","doi":"10.15294/ujme.v12i1.67553","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.67553","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.15294/ujme.v12i1.62791
Charlyn Y. Emata
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.
{"title":"The Moderating Effect of Technology Attitude on the Relationship between Math Self-Efficacy and Attitudes towards Mathematics","authors":"Charlyn Y. Emata","doi":"10.15294/ujme.v12i1.62791","DOIUrl":"https://doi.org/10.15294/ujme.v12i1.62791","url":null,"abstract":"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.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43014302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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