Authors:Rusmining Rusmining, Riza Sawitri Pages: 118 - 124 Abstract: The low PISA Mathematics score of Indonesia was a strong background in this study. The results of the 2018 Mathematics PISA Indonesia scored 371, lower than the 2015 score of 386. This study is a qualitative study that aims to describe student errors in solving mathematical literacy problems on linear program material. The methods used documentation in the form of answer sheets, observations, and interviews. The validity of the data was obtained by using triangulation techniques from the three methods used. The research sample was taken by 25 students of class X SMA Negeri 4 Purworejo. The results of the research include: (1) as many as 20 students, or 80% of students, have not been able to formulate problems mathematically. Students have not been able to make an example of the problem correctly. (2) as many as 23 students, or 92% of students, have not been able to use mathematical concepts and, have not been able to write mathematical symbols (facts) correctly, have not been able to solve problems with correct mathematical principles and procedures. (3) as many as 22 students, or 88% of students, have not been able to make conclusions and evaluate the problems given. From these results, it can be said that 80% or more of students have not been able to solve math problems from the lowest stages of the literacy process. PubDate: 2022-08-29 DOI: 10.15294/ujme.v11i2.51046 Issue No:Vol. 11, No. 2 (2022)

Authors:Hella Jusra, Nanda Ramadhani Pages: 125 - 136 Abstract: This study aimed to describe students' mathematical problem solving ability based on self-efficacy and gender. The method used is descriptive qualitative through the provision of self-efficacy questionnaires, tests, interviews, and documentation. Six subjects were selected based on three levels of self-efficacy and gender from a total of 103 students in one class XI MIPA from three different schools. Research subjects were determined using a purposive sampling technique based on the Rasch model analysis. The test results of the subjects were analyzed using four Polya stages consisting of understanding the problem, making a plan, carrying out the plan, and looking back. The results of this study indicate that (1) subjects with high levels of self-efficacy can fulfill all indicators systematically, confidently, and never give up where females are better than males; (2) subjects with medium levels of self-efficacy can fulfill three indicators well and confident, in which males are better than females; (3) subjects with low levels of self-efficacy only fulfill one indicator at making a plan which showed an attitude of giving up and not being confident, where females were better than males. PubDate: 2022-08-30 DOI: 10.15294/ujme.v11i2.57879 Issue No:Vol. 11, No. 2 (2022)

Authors:Devita Noor Kumala Sari, Masrukan Masrukan Pages: 137 - 147 Abstract: The study aims to (1) test whether the Problem Based Learning model with the application of Socrative-based assessment was effective for measuring students' mathematical creative thinking abilities and (2) describe mathematical creative thinking ability in terms of curiosity in Problem Based Learning model with the application of Socrative-based assessments. The research was included in the mix-method with a sequential explanatory design. The results showed that (1) Problem Based Learning with the application of Socrative assessment was said to be effective for measuring students' mathematical creative thinking abilities; (2) a description of students' mathematical creative thinking ability in terms of curiosity, it was found that students with a high level of curiosity were able to meet the indicators of creative thinking ability elaboration, originality, fluency, and flexibility and were able to explain how to solve smoothly with logical reasons, and students with a medium level of curiosity meeting the indicators of creative thinking ability of elaboration, fluency, and flexibility and being able to explain how to solve it smoothly with logical reasons, and students with a low level of curiosity fulfilling the indicators of creative thinking ability of elaboration and fluency and less able to explain how to solve it smoothly with logical reasons. PubDate: 2022-08-30 DOI: 10.15294/ujme.v11i2.59901 Issue No:Vol. 11, No. 2 (2022)

Authors:Dwi Nuraeni Permatasari, Hery Sutarto Pages: 148 - 155 Abstract: The purpose of this study was to determine the effectiveness of the ability to understand mathematical concepts in Blended Learning and to determine the pattern of ability to understand mathematical concepts in terms of students' confidence in Blended Learning. The research method used is experimental research with a sequential explanatory strategy. The population of this study was class VII students of Junior High School 28 Semarang for the academic year 2020/2021, with the research sample being class VII A (experimental class) and class C (control class); sampling was done using a simple random sampling technique. Subjects to obtain quantitative data, namely students from the experimental class, were selected by nine students based on the grouping of the results of the self-confidence questionnaire. The data obtained from the calculation of quantitative data, namely the results of the study, show that Blended Learning is effective for improving students' understanding of mathematical concepts. In the analysis of test results and interviews, triangulation was carried out, namely based on the level of student confidence showing the pattern of students' ability to understand mathematical concepts, namely students with high levels of confidence had good mathematical concept skills, those with moderate confidence levels had sufficient mathematical concept understanding abilities, while students with low self-confidence, lack of mastery of the ability to understand mathematical concepts they have. It can be concluded that the higher the students' self-confidence, the more confident they will be in solving problems with their ability to understand mathematical concepts. PubDate: 2022-08-30 DOI: 10.15294/ujme.v11i2.59873 Issue No:Vol. 11, No. 2 (2022)

Authors:Krida Singgih Kuncoro, Esti Harini, Dimas Adi Trimono Pages: 156 - 165 Abstract: This study aims to describe students' analytical skills based upon gender differences. Bloom's Taxonomy analyze category is the basis for determining the level of analytical skills. According to Bloom's Taxonomy, analytical skills consist of three cognitive processes: differentiating, organizing, and attributing. This type of research was qualitative, with the research subject as many as six students on the number material. This research was conducted on seventh-grade students at one of the junior high schools (SMP) in South Sumatra. Research subjects were determined reached from the results of initial mathematical abilities consisting of two students with high initial abilities, two medium early abilities, and one low initial ability. The study's results revealed that students’ analytical skills of girls were better than boys. Girls fulfill all cognitive processes of analytical skills. In contrast, in solving number problems, boys only achieve some of the cognitive analytical skills process. PubDate: 2022-08-30 DOI: 10.15294/ujme.v11i2.58473 Issue No:Vol. 11, No. 2 (2022)

Authors:Yusuf Abdulah, Endang Retno Winarti First page: 166 Abstract: Mathematical critical thinking ability is an ability that students in learning mathematics must possess. The purpose of this study was to analyze critical thinking ability reviewed from independence tend and to describe students’ critical thinking ability on DAPIC Problem Solving in independence tend. The population in the study were all students of class VIII Junior High School 43 Semarang Year 2020/2021. The research method used was a mixed method with a sequential explanatory design. Research results showed that: (1) students' mathematical critical thinking skills in DAPIC Problem Solving learning with the Scientific-RME approach could achieve minimum completeness criteria; (2) students' mathematical critical thinking skills in DAPIC Problem Solving learning with the Scientific-RME approach achieved classical learning completeness; (3) average critical thinking ability in the DAPIC Problem Solving learning with the Scientific-RME approach more than from Problem Based Learning; (4) proportion result test critical thinking ability in the DAPIC Problem Solving learning approach Scientific-RME is better than Problem Based Learning; (5) critical thinking ability with five indicators think critical is in the subject category high, moderate, and low learning independence tend. PubDate: 2022-08-31 DOI: 10.15294/ujme.v11i2.59931 Issue No:Vol. 11, No. 2 (2022)

Authors:Meiyana Putri, Iwan Junaedi First page: 174 Abstract: The purpose of this research was to produce an ethnomathematics-based e-module development on an inquiry learning model that was valid, practical, and effective in improving students' mathematical problem-solving ability. This study used the Research and Development (R&D) method with the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used questionnaires and tests. The data analysis technique used a Likert scale, the one-sided average test, and the two-sided average difference test. The results of this study indicate that e-module have very valid criteria for use in the learning process with an average validity percentage of 88.54%, e-module have very practical criteria for use in the learning process with an average practicality percentage of 87.33%, and e-module are categorized as effective or can improve students' mathematical problem-solving ability, which is indicated by (a) students' mathematical problem-solving ability with ethnomathematics-based e-modules using the inquiry learning model to achieve mastery criteria; (b) students' mathematical problem-solving ability with ethnomathematics-based e-modules using inquiry learning models are better than students' mathematical problem-solving ability in conventional learning. PubDate: 2022-08-31 DOI: 10.15294/ujme.v11i2.59938 Issue No:Vol. 11, No. 2 (2022)

Authors:Oktriviani Dewi, Kristina Wijayanti First page: 183 Abstract: This research aimed (1) to analyze the effectiveness of Probing Prompting learning on students' mathematical critical thinking skills and (2) to describe mathematical critical thinking skills in terms of students' learning motivation in learning with the Probing Prompting model. This research method was a combination research method (mixed method) with the type of Explanatory Sequential Design. The results showed that: (1) the mathematical critical thinking ability of the Probing Prompting class achieved classical completeness; (2) the proportion of mathematical critical thinking skills in the Probing Prompting class is more than the proportion of mathematical critical thinking skills in the Problem Based Learning class; (3) the average mathematical critical thinking ability of the Probing Prompting class is more than the average mathematical critical thinking ability of the Problem Based Learning class. Subjects with high learning motivation are able to meet all indicators of mathematical critical thinking skills, namely indicators of clarification, assessment, inference, and strategies. Subjects with moderate learning motivation tend to be able to fulfill the clarification indicators; less able to meet the assessment indicators; tend to be able to meet the inference indicators; and able to meet the indicators of strategies. Subjects with low learning motivation tend to be able to fulfill the indicators of clarification, less able to meet the assessment indicators, less able to meet the inference indicators, and tend to be able to meet the indicators of strategies. PubDate: 2022-08-31 DOI: 10.15294/ujme.v11i2.59937 Issue No:Vol. 11, No. 2 (2022)

Authors:Imanina Fitri Rahmawati, Isnarto Isnarto First page: 191 Abstract: The research aim was to develop STEM-based learning instruments to improve students' critical thinking skills used in the PBL model that was valid, practical, and readable by students. The research used a simplified 4-D development model in the research and development research method, which consisted of three stages; define, design, and develop. It was because of the Covid-19 pandemic that the learning process was held online, and the effectiveness testing or dissemination stage couldn’t be held. The learning instruments consisted of a syllabus, lesson plan, learning material, and student worksheet. Learning instruments’ validation testing stated that the learning instruments were valid with the average scores for syllabus was 3.82 out of 4.00, for lesson plan was 3.79 out of 4.00, for learning material was 3.85 out of 4.00, and for student’ worksheet was 3.80 out of 4.00. Learning instruments’ practicality testing stated that the learning instruments were practical to be used during the learning process, with scores of it were 97.50% for syllabus, 96.43% for the lesson plan, 95.83% for learning material, and 93.06% for student worksheets. Learning instruments’ readability testing stated that the learning instruments were readable by students, with scores of it were 82.78% for learning material and 80.83% for students’ worksheets. PubDate: 2022-08-31 DOI: 10.15294/ujme.v11i2.59939 Issue No:Vol. 11, No. 2 (2022)

Authors:Suci Meidhita Widiastuti, Stevanus Budi Waluya, Mulyono Mulyono First page: 202 Abstract: This study aimed to determine the effectiveness of the CORE learning model toward students’ mathematical reasoning ability and describe the students’ mathematical reasoning ability through the application of the CORE learning model in terms of students’ thinking styles. This study used a mixed method with a concurrent embedded strategy and posttest-only control group design. The population in this study were the eight grade students of SMP Negeri 2 Patebon. Samples were taken by using a simple random technique and obtained VIII A class as an experimental and VIII C as a control class. Subjects of this study were determined by using the purposive technique and obtained two students from each thinking style category. Data collection techniques in this study were a test, questionnaire, interview, and documentation. The quantitative data analysis of this study used both initial and research data. Research data analysis consists of individual completeness tests, classical completeness tests, average difference tests, and proportional difference tests. Before testing the effectiveness of learning, the prerequisite test is conducted first, namely the normality and homogeneity test. The qualitative data analysis technique was carried out by using qualitative descriptive methods, including data reduction, data display, and conclusion drawing. The results showed that (1) the implementation of the CORE learning model is effective towards students’ mathematical reasoning ability; and (2) subject with concrete sequential have good ability in mathematical reasoning; subject with abstract sequential tends to be very good in mathematical reasoning ability; subject with concrete random tends to be good in mathematical reasoning ability; subject with abstract random tends to have the low ability in mathematical reasoning. PubDate: 2022-08-31 DOI: 10.15294/ujme.v11i2.59940 Issue No:Vol. 11, No. 2 (2022)