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All Journal Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Pengajaran MIPA Jurnal Sekolah Dasar Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Jurnal Inspirasi Pendidikan TARBIYA : Journal Education in Muslim Society Jurnal Prima Edukasia Auladuna AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mimbar Sekolah Dasar Jurnal Pendidikan Islam JIPM (Jurnal Ilmiah Pendidikan Matematika) Dinamika Jurnal Pendidikan Dasar Jurnal Elemen Al Ibtida: Jurnal Pendidikan Guru MI Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) JIPMat (Jurnal Ilmiah Pendidikan Matematika) Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Math Didactic: Jurnal Pendidikan Matematika Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran HISTOGRAM: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan International Journal of Artificial Intelligence Research KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Analisa DWIJA CENDEKIA: Jurnal Riset Pedagogik Journal of Mathematics and Mathematics Education (JMME) PRISMA JOHME: Journal of Holistic Mathematics Education Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar MATEMATIKA DAN PEMBELAJARAN Jurnal Pendidikan Matematika (Kudus) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Prima: Jurnal Pendidikan Matematika JETL (Journal Of Education, Teaching and Learning) JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) PrimaryEdu - Journal of Primary Education Jurnal Perspektif Jurnal Pendidikan Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika JE (Journal of Empowerment) Social, Humanities, and Educational Studies (SHEs): Conference Series ALGORITMA : Journal of Mathematics Education Gema Wiralodra JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika PHI: Jurnal Pendidikan Matematika GAUSS: Jurnal Pendidikan Matematika Journal of Elementary School (JOES) JIIP (Jurnal Ilmiah Ilmu Pendidikan) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Hipotenusa : Journal of Mathematical Society Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Southeast Asian Mathematics Education Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Eksponen Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Plusminus: Jurnal Pendidikan Matematika Hipotenusa: Journal of Research Mathematics Education (HJRME) FARABI: Jurnal Matematika dan Pendidikan Matematika MATH-EDU: Jurnal Ilmu Pendidikan Matematika Journal Evaluation in Education (JEE) Asean Journal of Science and Engineering (AJSE) Edumatika Jurnal Pengabdian Kepada Masyarakat Abdi Nusa JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati al-fikrah: Jurnal Manajemen Pendidikan Jurnal Didactical Mathematics Indonesian Journal Of Educational Research and Review Jurnal Cakrawala Pendas Inovasi Matematika (Inomatika) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edumatica: Jurnal Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Innovation and Research in Primary Education Pancaran Pendidikan INCOME: Indonesian Journal of Community Service and Engagement Jurnal Pendidikan Indonesia (Japendi) Eduvest - Journal of Universal Studies JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Mathematics and Mathematics Education (IJMME) Badranaya: Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Mathematics Education IndoMath: Indonesia Mathematics Education International Journal of Research in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Elementaria Edukasia Bilangan: Jurnal Ilmiah Matematika, Kebumian dan Angkasa International Journal of Didactic Mathematics in Distance Education Jurnal Infinity AT-TAKLIM: Jurnal Pendidikan Multidisiplin Jurnal Jendela Matematika Journal on Mathematics Education Research Jurnal Pendidikan MIPA Mathematics Education Journal Journal on Mathematics Education Universal Education Journal of Teaching and Learning Jurnal Pedagogi dan Inovasi Pendidikan Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah SJME (Supremum Journal of Mathematics Education) Jurnal Didaktik Matematika
Tatang Herman, Tatang
Universitas Pendidikan Indonesia
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Journal : Jurnal Elemen

 1 
Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar Anna Cesaria; Tatang Herman; Jarnawi Afgani Dahlan
Jurnal Elemen Vol 7, No 2 (2021): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i2.2898

Abstract

According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.
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

Abstract

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.
Learning obstacle of proportion learning based on proposional reasoning level: A case study pre-service mathematics teachers Sugiarni, Rani; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani; Jusniani, Nia
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27418

Abstract

The proportion has emerged as an important mathematical topic in high school because of its foundation in other mathematics topics. This study aims to identify the learning barriers of pre-service mathematics teachers (PMT) based on the material proportion and level of reasoning proportion. This study implemented Didactical Design Research (DDR) and used qualitative research methodologies within an interpretive paradigm. The research participants were 25 PMTs from a seventh-semester candidate teacher at a private college in Cianjur, Indonesia. The data collected from the test results and interviews were analyzed using procedures such as identification, clarification, reduction, and verification. We then present the findings in a narrative format. Langrall and Swafford categorized the results of written tests at the proportional-reasoning level. Based on the results, the PMT at the varied proportional level but at the nonproportional level 0 identified learning obstacles, which include ontogenetic obstacles, epistimology obstacles, and didactic obstacles. The results of this study are expected to be used as a basis for designing hypothetical learning for school mathematical research in future PMT.
Redesigning geometry assessments to promote advanced geometric thinking: A case study on formal deduction and rigor Scristia; Herman, Tatang; Septy Sari Yukans
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27723

Abstract

Many geometry problems at the university level, particularly in analytic geometry courses, tend to prioritize procedural tasks to foster deeper geometric thinking. This study aims to analyze and redesign existing geometry problems to enhance pre-service mathematics teachers' formal deductive reasoning and rigor in accordance with the Van Hiele model. Employing a case study approach, four geometric problems were analyzed in relation to their alignment with various levels of geometric thinking. The study involved a detailed examination of pre-service mathematics teachers’ responses and the structure of their problems to identify aspects that require improvement to better support higher-order thinking. The methodology included a content analysis of problem design and pre-service mathematics teachers’ answers, focusing on their engagement in formal deduction and generalization. The findings indicate that the current problems insufficiently promote the development of formal deduction and rigor, as they are primarily centered on formula applications without requiring proof or generalization. Specific recommendations are provided in the form of redesigned analytic geometric problems aimed at fostering advanced geometric thinking. These redesigns are expected to help pre-service mathematics teachers tackle more complex mathematical problems by encouraging logical reasoning and argumentation.
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