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Turmudi

Universitas Pendidikan Indonesia, Indonesia

Author-ID : 406928

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Articles

Title

Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions Ekasatya Aldila Afriansyah; Turmudi Turmudi
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5712

The unconsciousness of a teacher in obtaining knowledge due to students can be known if the teacher was notified when he was a student. A student has an essential role in learning, and the teacher is responsible for supporting smooth learning. Students' problem-solving processes need to be found because each student's reasoning and ideas in solving problems are different. This study focuses on students' thinking processes using realistic mathematics education based on emergent modeling. In this study, the researcher is the teacher, and the student is the prospective teacher. The prospective teacher involved were students of the Institut Pendidikan Indonesia mathematics study program. Prospective teachers were selected as research subjects for as many as 74 people (11 males and 63 females) consisting of 3 classes. The research method uses descriptive qualitative. As learning activities progress, students get a kind of model that seems as solutions to solving problems given by the teacher. Various kinds of models emerged from various student ideas and ended with a mutually agreed for a model for. Through this study, a teacher can learn about student models in the learning process.

Learning obstacles analysis of lowest common multiple and greatest common factor in primary school Muhammad Rifqi Mahmud; Turmudi Turmudi; Wahyu Sopandi; Siti Maryam Rohimah; Inne Marthyane Pratiwi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.12359

This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.

Gender differences in written mathematical communication skills of junior high school students Muhamad Syahidul Qirom; Jarnawi Afgani Dahlan; Turmudi Turmudi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.14062

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator. In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms.

Level of visual geometry skill towards learning style Kolb in junior high school Anwar Anwar; Turmudi Turmudi; Dadang Juandi; Saiman Saiman; Muhammad Zaki
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.15121

This study aims to conduct an in-depth analysis of the visual thinking level of junior high school students with the learning style of assimilators, converges, accommodators, and divergers in solving geometry problems. The type of research used is qualitative research with a grounded theory and case study design. The subjects studied were junior high school students consisting of 6 of 56 students. Data were collected through a learning style inventory (LSI) test given to 56 students to group participants based on the learning style of the Kolb model, then a geometry problem-solving test and interviews were given to 6 students, namely two assimilator students, one converges, one accommodator, and two diverger students. The analysis is based on data from written test results and interviews. Then, time triangulation is carried out to obtain valid research data. The analysis was conducted based on data from written test results and interview results paired with video recordings. Then, triangulation of time is carried out to obtain valid research data. The results of the analysis showed that assimilator students and converger students were able to achieve at the global visual level, namely being able to carry out visual thinking activities well in solving problems, illustrate the problem correctly in geometric drawings/objects, represent problems in mathematical symbols precisely and can express relationships between images well. While accommodator and diverger students can only reach the local visual level, they have yet to be able to show every visual thinking activity well in solving geometry problems, illustrating problems in geometry drawings that could be more precise, and solving rudimentary geometry problems.

Difficulties in mathematical language and representation among elementary school students when solving word problems Agusfianuddin, Agusfianuddin; Herman, Tatang; Turmudi, Turmudi
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.25814

Difficulties in mathematical language and representation were the dominant difficulties in solving word problems for students in elementary school. The research aims to analyze students' mathematical language and representation difficulties when solving word problems. The research subjects were 114 fifth-grade elementary school students selected using a purposive sampling technique with different mathematical abilities. The research was conducted at an elementary school in Sumbawa District, West Nusa Tenggara, Indonesia. Data collection techniques included tests, questionnaires, and interviews. The research results show that students' difficulties in mathematical language were dominant indicators of sentences. Students had difficulties in mathematical representation indicators, which were dominant in symbols. The factors that cause difficulty for high, middle, and lower ability students are unaccustomed to solving word problems and using problem-solving procedures, difficulty with concepts, difficulty with reasoning, difficulty understanding what is known and what is being asked, not being careful in reading the problem, and difficulty with long sentences. Student word problem-solving is in the low category.

Mastering the TPACK framework: Innovative approaches by mathematics teachers Putri, Amelia Defrianti; Dadang Juandi; Al Jupri; Turmudi; Muchsin, Sitti Busyrah
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.26311

Integrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines how mathematics teachers in West Sumatra use Technology, Pedagogy, and Content Knowledge (TPACK) in their classrooms. The investigation engaged a cohort of 15 teachers and 36 students, employing a qualitative descriptive methodology. Methodologically, the research adopted a survey-based approach, with data collection techniques encompassing literature reviews, interviews, and questionnaires. This study’s findings underscored teachers’ adeptness in incorporating the TPACK framework throughout the various facets of the teaching process, encompassing planning, execution, and evaluation. Educators have adeptly woven TPACK principles into the fabric of mathematics instruction, meticulously integrating technological tools across all stages of the pedagogical journey. The judicious integration of technology has yielded palpable benefits, fostering a conducive and engaging learning environment for students. Moreover, the findings of this research serve as a clarion call for further scholarly inquiry aimed at enhancing the efficacy and quality of TPACK-infused digital learning practices.

Utilizing open-ended approach to enhance mathematical understanding among vocational high school students Rifai, Rusdian; Turmudi; Jarnawi Afgani Dahlan; Suhendra
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29711

Mathematics learning in vocational high schools is still teacher-centred and relies on structured exercises, leaving little room for students to develop a conceptual understanding. The open-ended approach can be a solution because it allows students to explore various strategies for solving mathematical problems in depth. However, its implementation in vocational high schools remains limited. This study aimed to examine the effectiveness of the open-ended approach in improving the mathematical understanding of vocational high school students. A quasi-experimental design with a pretest-posttest control group design was used. The sample consisted of 72 students in the 11th-grade of Computer and Network Engineering, selected based on previously formed classes. Data were obtained through a mathematical understanding test that measured students' ability to identify, use, and apply the concepts of sequences and series to solve everyday problems. The test instrument consisted of three essay questions, with a maximum score of four for each item. As the data were not normally distributed, the Mann-Whitney U test analysis was used. The results showed that the increase in mathematical understanding of the group of students who received the open-ended approach was significantly better than that of the group who received direct learning.

Epistemological learning obstacles on fractions in elementary school Unaenah, Een; Suryadi, Didi; Turmudi, Turmudi
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.18306

Fractions are one of the most essential concepts in mathematics learning. In elementary school, a student's understanding of fractions does not fully involve the meaning of various representations, so it could cause learning obstacles. The purpose of this study was to identify and analyze students' learning obstacles on the topic of fractions in grade 5 of elementary school. This study uses a qualitative method. The participants of this study were 21 elementary school students with different characteristics. Data was collected using test techniques, interviews, observation, and document study. Data were analyzed qualitatively to identify learning obstacles experienced by students. The research results are an overview of learning obstacles with the type of epistemological obstacle in fractions, including errors in operating fractions, needing to understand the purpose of the questions, and not understanding the problem with a different context. The research results obtained can be used to develop a hypothetical learning trajectory.

Computational thinking on concept pattern number: A study learning style Kolb Purwasih, Ratni; Turmudi, Turmudi; Dahlan, Jarnawi Afgani; Ishartono, Naufal
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.23056

This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.

Co-Authors A, Abdul Wahab Aan Subhan P Abdul Fatah Abdul Latip Abdul Latip Abdul Wahab A Abdussakir Abdussakir Adawia, Aida Afgani Dahlan, Jarnawi Agus Muharram Agus Mukti Wibowo Agusfianuddin Agusfianuddin Agusfianuddin, Agusfianuddin Ahmad Arifuddin Ahmad Dzulfikar Ahmad Rizal Jalaludin Ahmad Rizal Jalaludin Al Jupri Al Jupri, Al Jupri Alfaridzi, Tegar Alman alman Ambar Gini Permatasari Ambar Gini Permatasari Amelia Defrianti Putri Andhin Dyas Fitriani Andini Dwi Rachamwati Aneu Pebrianti Anggi Lestari Purnama Ani Rosidah Anwar Aprianto Abdurahman Aras, Irianto Arie Dharmawan Arie Dharmawan Arifin Riadi Armeyntan, Tata Sutrafia Asep Safaat Asep Syarif Hidayat Asep Syarif Hidayatullah Asnawi, Muhammad Hasan Aufia, Zulfatul Aya Shofia Maulida Ayunda Sri Wahyuningrum Azhari, Mohamed Nor Azhari Azman Badrus, Badrus Bambang Avip Priatna Martadiputra cakrawala Bambang Hero Saharjo Baskoro, Jarot Aji Belinda Terlouw Boedi Tjahjono Buhaerah Buhaerah Buhaerah Buhaerah, Buhaerah Cahya Karisma Pertiwi Cahya Karisma Pertiwi Cahyanti, Niken Dwi Dadan Dasari Dadan Rahmat Dadan Rusdiana Saputra Dadan Rusdiana Saputra Dadang Juandi Dadang Juandi Darhim Darhim Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Deby Ifevayona Ginting Devi Afriyuni Yonanda Dewi, Rivani Adistia Dian Nopiyani Dian Robiatussa’diyah Diana, Nana Didi Suhaedi Didi Suryadi Didi Suryadi Didi Suryadi Dinantika, Tutus Dini Febriani Diski Novianda Diya, Hakimatul Maulidiyah Dudu Suhandi Saputra E. Nurlaelah Edi Irawan Edi Irawan Edi Supriyadi Ejen Jenal Mutaqin Ekasatya Aldila Afriansyah Elah Nurlaelah Elah Nurlaelah Elly Susanti Elmawati, Elmawati Elvandri Yogi Pratama Endang Mulyana Ernawati Ernawati Ernawulan Syaodih Esti Harini Evawati Alisah Fadhil Zil Ikram Fardian, Dilham Farida Daniel Febriandi, Riduan Febriandi Febriani, Winarti Dwi Ferlia Putri Rahmania Firda Fauziah Fita Nur Fitriana Fitria Sulistyowati Fitriyani, Harina Freddy Prasetyo Fuadiah, Nyiayu Fahriza Fuji Azzumar Gee, Efrata Gita Yulia Dewi H N Fitriani Haerani, Agus Hafiziani Eka Putri, Hafiziani Eka Hamdan Sugilar Hani Nurhasanah Hania Rahmah Harina Fitriyani Haryanti, Yuyun Dwi Hasanah, Nur Riski Hasti Robiasih Hastri Rosiyanti, Hastri Hayani Wulandari, Hayani Hayatun Nufus Hendrayati, Wida Sri Hendriyanto, Agus Herli Salim Herman, Tatang Hidayat, Abas Huda, Nur Fuad Kholiqul Hudali, Ahmad Idat Muqodas Ika Fitri Apriani Ilham Muhammad Imam Sujarwo Indra Suhendra Inggrid Marlissa Intan Nurunnahar Iriawan, Sandi Budi Irmadi Nahib Iryana Muhammad, Iryana Ismail, Mochamad Tubagus Isnawan, Muhamad Galang Italyani Nurhaifa Jamhari Jamhari Jannah, Shahnaz Latifatul Jarnawi Afgani Dahlan Jarnawi Afgani Dahlan Jarnawi Jarnawi Joko Rizkie Widokarti Jozua Sabandar Jozua Sabandar Juhari Juhari, Juhari Kartika Yulianti Kasmad, Mamad Khabibur Rohman Khabibur Rohman, Khabibur Khoiroh, Ihda Umdatul Khusnul Novianingsih Kisno Kurino, Yeni Dwi Kurnia Putri Sepdikasari Dirgantoro Kusnandi Kusnandi Kusnandi, Kusnandi Kusuma, Yaya S Lilik Ariyanto LILIK BUDIPRASETYO Lucky Heriyanti Jufri, Lucky Heriyanti Lucy Dewan Yulianto Maarten Dolk Maarten Dolk, Maarten Magdalena Wangge Maghfiroh, Jamilatul Mahmudin Mahmudin Marasabessy, Rosida Marchy, Febrinna Marfuah Margaretha Madha Melissa Maulida, Aya Shofia Mawaddah Hamzah, Andi Mefa Indriati Mefa Indriati Mega Nur Prabawati Mega Nur Prabawati Mega Nur Prabawati, Mega Nur Meliala, Janita S Mhmd. Habibi MICHIEL DOORMAN, MICHIEL Minasyan, Sona Mohammad Nadzir Azhari Mohammad Nafie Jauhari Mubiar Agustin Muchsin, Sitti Busyrah Mufliva, Rosiana Muhamad Syahidul Qirom Muhammad Khudzaifah Muhammad Rifqi Mahmud Muhammad Tareq Ghifari Muhammad Tareq Ghifari Muhammad Zaki Mulyani, Andini Endah Sri mulyanti, Yanti Mulyanti Mustadin Mustadin Mutiara Arlisyah Putri Utami N Hidayah Nana Diana Nana Diana Nana Diana Nanang Priatna Naser, Abdurrahman do muhamad Nashiha, Maslahatun Naufal Ishartono Nazla Nurul Aulia Panggabean Nazla Nurul Aulia Panggabean Nelma Dortje Lethulur Neza Zakiya Arili Nia Fatmawati Nilah Karnilah Nineu Erwinda Agustin Nisful Laila Nopiyani, Dian Nopiyani, Dian Nunung Nurjanah Nur Anisa Fitri Hasan Nur Riski Hasanah Nurdiansyah, Rikrik Nurhasanah Nurhasanah Nuur Wachid Abdul Majid Oktriyanti, Dea Iintri Panjaitan, M. Azhari Pieter Zakarias Tupamahu Pramartha, I Nyoman Bagus Pratiwi, Inne Marthyane Prida N. L. Taneo Puji Rahayu Puri Pramudiani Puri Pramudiani Purnamasari, Sinta Putri, Amelia Defrianti Qirom, Muhamad Syahidul Raden Nabilah Fahrani Radjak, Dwi Setiawati Rafi' Addani, Aisyah Rahmah, Hania Rahmat Riyadi, Arie Ramadhan Kurnia Habibie Rani Sugiarni Ratni Purwasih Ratni Purwasih Ratni Purwasih, Ratni Reza, Hazim Saputra Filia Ria Novia Agus Rifai, Rusdian Rifqi Hidayat, Rifqi Riki Andriatna Rina Indriani Rina Indriani Rina Oktaviyanthi Riska Nurhasanah Riska Nurhasanah Ritmayanti, Indah Rahmania Rivani Adistia Dewi Riza Fatimah Zahrah Rizki Amalia Roesdiana, Lessa Rohati Rohati Rohimah, Siti Maryam Rokhmah, Ummi Nur Rolina Amriyanti Ferita, Rolina Amriyanti Rusdian Rifai S Prabawanto Saiman Saiman Saputri, Veni Sari Herlina Selvi Amelia Rahmawati, Rr. shidieq, faris majdie Sinta Purnamasari Sinta Purnamasari, Sinta Siti Fatimah Siti Nur Fadlilah Somchai Watcharapunyawong Sona Minasyan Sovana Dwi Lestari Sri Adi Widodo Sri Adi Widodo Sri Harini Stanley Pandu Dewanto Sufyani Prabawanto, Sufyani suhandri, suhandri Suhendra Suhendra Suhendra Suhendra, S SUMADI SUMADI Sumanang Muhtar Gozali Sunata Sunata Supandi Suparman Suparman Suparman Supiarmo, M. Gunawan Supriatna, Irfan Supriatna, Tatang Surya, Yohanes Suryadi Suryadi Sutomo, Woro Anglia Banda Sutoyo, Edi Swasti Maharani, Swasti Syafitri, Yoesrina Novia Vini Syaiful . Syaiful Syaiful tatang Herman Tatang Herman Tatang Herman, Tatang Terlouw, Belinda Tia Purniati Trian Pamungkas Alamsyah Trisna Roy Pradipta, Trisna Roy Ulfa, Nadia Unaenah, Een Utami, Lianni Gustia Vidanisa Nurkhotimah W Wahyudin Wafiyah, Amiroh Nur Wahab, Dewi Anita Silvina Wahyu Henky Irawan Wahyu Sopandi Wahyudin Wahyudin Wahyudin Wahyudin Wangge, Magdalena wawan kusmawan Widayanti Widayanti Widya Kusumaningsih Widya Kusumaningsih Wildan Hakim, Wildan Wina Mustikaati Wisnu Zakaria Yani Supriani Yanti Mulyanti Yanuari, Nuke Fitri Yasing, Hakimee Yatin Suwarno, Yatin Yaya Kusumah Yaya S Kusuma Yaya S. Kusumah Yaya Sukjaya Kusumah Yeni dwi Kurino Yeni Dwi Kurino Yeni dwi Kurino Yullys Helsa Yuni, Yatha Zakiya Aulia Ilma

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