Authors:Mashuri Mashuri, Nindy Dwi Nitoviani, Putriaji Hendikawati Pages: 1 - 7 Abstract: The purposes of this research were to find out the mathematical problem solving ability on learning with TAPPS model and to find out how the description of mathematical problem solving ability on TAPPS model in terms of learning style. This mixed methods research used concurrent embedded design. The population in this research was eighth-grade students of SMP N 4 Kudus in the academic year of 2016/2017. The sample was chosen by using random sampling technique, it obtained that VIIIA as experimental class and VIIIB as control class. The results of the research showed that (1) the mathematical problem solving ability on learning with TAPPS model achieved classical mastery, (2) the mathematical problem solving ability on learning with TAPPS model was better than expository model, (3) the students' ability in mathematical problem solving with a visual learning style had good category at the stage of devising a plan and the other stage had enough category, otherwise students with an auditorial learning style had enough category at the stage of looking back and another stage had good category, and students with a kinesthetic learning style had good category at the stage of understanding the problem and the other stage had enough category and less category. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.18870 Issue No:Vol. 7, No. 1 (2018)

Authors:Kristina Wijayanti, Aizzatun Nikmah, Emi Pujiastuti Pages: 8 - 16 Abstract: The purposes of this study was to know wether the student’s problem solving ability on SSCS and PBL learning models achive the mastery learning ; to compare the the student’s problem solving ability on SSCS and PBL learning models; to describe the problem solving ability student on SSCS learning model viewed from geometry thinking levels, and to know the quality of SSCS learning models. The method used was a mixed method. The population of this study was all students of SMP N 10 Semarang. The sample was chooseb by simple random sampling technique and class VII D as control class and VII G as experiment class.The quantitative data was analyzed by z-test to and the equivalence of two means. The qualitative data was analyzed through the validity test, data display, data reduction, and conclusion . Results indicated that either SSCS and PBL learning models have achieve the mastery learning of poblem solving ability test but there was no difference between students' problem solving abilitiy in the SSCS and PBL learning models. Students with PreRecognition and Visual can’t fully identify the properties of figure so it makes difficulty in solving problem. Students with Analysis level solve problem using the properties of certain figures. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.21251 Issue No:Vol. 7, No. 1 (2018)

Authors:Arief Agoestanto, Oei Yuda Setiyo Priyanto, Bambang Eko Susilo Pages: 17 - 23 Abstract: The objective of this study is to determine does the AIR learning is effective towards students’ mathematical reasoning ability grade XI SMA 2 Pati on the sequence and the series material. The population in this study is all students grade XI SMA 2 Pati Academic Year 2016/2017. The method used in this study is quantitative method. While the data collection includes test methods, questionnaires, and observations. The results showed that: (1) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR learning model is reaching the mastery learning; (2) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR learning model aided by Questions Box is reaching the mastery learning; (3) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR model aided by Questions Box is better than the mathematical reasoning ability of students who learn with AIR learning model and expository learning model; (4) the mathematical reasoning ability of students grade XI SMA 2 Pati who learn with AIR model aided by Questions Box is better than the mathematical reasoning ability of students who learn with AIR learning model and expository learning model for each group, either low, medium or high. Based on the four results of the above research, it can be concluded that the AIR learning aided by Questions Box is effective towards students’ mathematical reasoning ability grade XI SMA 2 Pati on the sequence and series material. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.15828 Issue No:Vol. 7, No. 1 (2018)

Authors:Adi Nur Cahyono, Miftahudin Miftahudin Pages: 24 - 30 Abstract: The aim of the study reported upon in this paper is to explore the potential of the use of mobile technology for supporting math trail program. An explorative study was conducted in the city of Semarang in Indonesia involving 30 students of SMPN 10 Semarang. The study consisted of an introduction session, a math trail activity supported by the use of mobile phone app, and a debriefing session. Data were gathered by means of participatory observation, students' work, and interviews. Findings indicate that math trail programs supported by the use of mobile phones have promoted the engagement of students in mathematical activities. The use of mobile technology has the potential to support the program. Mobile app has been able to play a role in guiding students in math trail activities with features offered, such as: navigation features, help buttons, and direct feedback. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.21955 Issue No:Vol. 7, No. 1 (2018)

Authors:Ika Deavy Martyaningrum, Nuriana Rachmani Dewi, Wuryanto Wuryanto Pages: 31 - 38 Abstract: The main purpose of this research is to analyze the achievement and the increasing of students’ problem solving ability and students’ mathematical disposition as the result of learning application through Brain-Based Learning model and conventional learning comprehensively. This research uses the mix method with concurrent triangulation. The research results show that: (1) The students’ ability of problem solving using Brain-Based Learning model reaches classical learning mastery, (2) the students’ achievement of problem solving using Brain-Based Learning model is higher than that of using conventional learning, (3) the students’ enhancement of mathematical disposition using Brain-Based Learning model is the same with the achievement of using conventional leaning, (4) there is a few correlations between the achievement of problem solving ability and mathematical disposition, as well as their enhancement. To get comprehensive and accurate representation about the enhancement of mathematical disposition through Brain-Based Learning, it is necessary to conduct the future similar study with the same objects yet longer duration. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.21854 Issue No:Vol. 7, No. 1 (2018)

Authors:Mulyono Mulyono, Kartono Kartono, Meis Dania Nila Rosyida Pages: 39 - 47 Abstract: This study aims to (1) test the students' mathematical proportional reasoning ability to achieve classical mastery, (2) to analyze the average achievement of mathematical proportional reasoning ability in Meaningful Instructional Design learning by applying self-assessment with the common learning model (3) to test the proportion of students’ mastery in Meaningful Instructional Design learning by applying self-assessment which is better than the proportion of the common learning model and (4) to obtain a description of students' proportional reasoning abilities of visual, auditory, and kinesthetic style of learning style. The method used in this research is Mixed Methods Concurrent Embedded Design. The quantitative subject of this study is the students of class VIII B MTs NU Banat Kudus as the experimental class which use Meaningful Instructional Design, while the subject of qualitative research is 6 students of class VIII B consisting of 2 students with the high and low value on mathematical proportional reasoning test in each learning style group. Eventually, the results of this study are (1) the achievement of students’ mathematical proportional reasoning ability is significant in MID learning, (2) there is difference of proportional reasoning ability in MID learning model with a common used learning model, (3) the proportion of students' learning mastery by using Meaningful Instructional Design model with Self-assessment is higher than those who use the common learning model and (4) the students with visual learning style are able to propose and perform mathematical manipulation by understanding and remembering the material ever seen and written, the students with auditory learning style are able to make guesses, present mathematical manipulations, and draw conclusions by understanding and remembering material discussed, while students with kinesthetic learning style are able to make guesses, perform mathematical manipulations, and draw conclusions by understanding and remembering material which is ever practiced. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.20751 Issue No:Vol. 7, No. 1 (2018)

Authors:Wardono Wardono, Scolastika Mariani, Rista Tri Rahayuningsih, Endang Retno Winarti Pages: 48 - 56 Abstract: This study aims to determine the difference and increase of the mathematical literacy ability using PBL-PRS-E, PBL-PS and scientific approach, and to find out difference of the mathematical literacy ability between learning styles. This study belongs to quantitative research. The population in this study are 9th grade students SMP Negeri 1 Majenang, Cilacap academic year 2016/2017. This study uses a quasi-experimental design with pretest-posttest control group design. Then, methods of the study are test, questionnaire, and documentation. Data analysis was performed by one way anova, two way anova, and increase in the gain normalized. The results of the study are (1) the mathematical literacy ability of students in the experimental group 1 is better than the mathematical literacy ability of students in the experimental group 2 and control group, (2) there is no difference in the mathematical literacy ability between learning styles, (3) there is no interaction between the mathematical literacy ability based learning models and student's learning styles, and (4) ithe increase of students’ mathematical literacy ability in the experimental group 1 is better than in the control group but less than the increase of stuednts’ mathematical literacy ability in the experimental group 2. Eventually, this study suggests that 9 grade mathematics teacher in SMPN 1 Majenang can use PBL-PRS-E model to improve the learning result and mathematical literacy ability of students. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.22572 Issue No:Vol. 7, No. 1 (2018)

Authors:Rochmad Rochmad, Muhammad Kharis, Arief Agoestanto, Muhammad Zuhair Zahid, Mashuri Mashuri Pages: 57 - 62 Abstract: The accurate understanding of critical thinking and mathematical creativity in solving the current problem is still difficult to standardize. These two thinking skills are indispensable to anyone who is studying mathematics, especially for Undergraduate Mathematics students who are studying Linear Algebra. However, the difficulties in critical thinking discourage students to think creatively and mathematically. In linear algebraic subject matter, many problems require critical reasoning. It goes without saying that the difficulties in various reasoning aspects critically cause other difficulties in developing creative thinking aspects. Further, mathematical critical thinking skills in solving problems require a background in understanding the concepts related to the problem faced. In addition, the failure to understand and connect between concepts in solving linear algebra problems makes it worst and difficult to critically and creatively think. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.18078 Issue No:Vol. 7, No. 1 (2018)

Authors:Siti Sofiatun, Pinta Deniyanti Sampoerna, Lukman El Hakim Pages: 63 - 71 Abstract: The research conducted in Madrasah Aliyah Negeri (MAN) Insan Cendekia Serpong with quasi-experimental design aims to find out the effect of scaffolding technique on students’ ability of mathematical reasoning (KPM) and mathematical anxiety (KM) viewed from gender. The research sample is class X of science students (MIPA) which consist of 87 students; 41 male and 46 female obtained by cluster random sampling technique. The research data was obtained from the KPM test result and KM questionnaire filling and processed with two-track anava and t-test to answer the research hypothesis. The findings of this research are: (1) students’ KPM who were taught with scaffolding technique is higher than the conventional; (2) there is no interaction between learning techniques and gender to KPM; (3) KPM of male students who were taught with scaffolding technique is higher than the conventional; (4) there is no difference of KPM between group of female students who were taught with scaffolding and conventional technique; (5) there is no difference of KM between group of students who were taught with scaffolding and conventional technique; (6) there is no interaction between learning techniques and gender to student’s KM; (7) there is no difference of KM between male students who were taught with scaffolding and conventional technique; (8) there was no difference of KM between female students who were taught with scaffolding and conventional technique. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.22574 Issue No:Vol. 7, No. 1 (2018)

Authors:Amidi Amidi, Farah Anisah Zahra Pages: 72 - 77 Abstract: Problem-solving skills that cover the ability to understand problems, design mathematical model, complete the model and interpret the solution obtained are the abilities which students must possess. With regard to above symptom, this study described student’s activity and mathematics problem solving ability based on SOLO Taxonomy on Laps-Heuristic learning model. The procedure of the study was done through providing learning with Laps-Heuristic model with mind mapping, observing student activity during learning, giving mathematics problem solving test, analyzing the result of mathematics problem solving test, classifying the result of mathematics problem solving test based on taxonomy of SOLO, choosing the subjects of study, interviewing selected subjects, and compiling the study results. While the procedures of data analysis of this study included data reduction, data presentation, and conclusion. Based on the result of the study, it showed that the students’ activity was excellent due the fact that their scores were above 75% and their problem solving abilities were classified based on the SOLO Taxonomy consisting of 8 relational level students, 25 multi-structural level students, and 1extended abstract student. PubDate: 2018-03-29 DOI: 10.15294/ujme.v7i1.17087 Issue No:Vol. 7, No. 1 (2018)