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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA KALAMATIKA Jurnal Pendidikan Matematika Desimal: Jurnal Matematika ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JURNAL PENDIDIKAN TAMBUSAI Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Autentik : Jurnal Pengembangan Pendidikan Dasar MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Riset Pembelajaran Matematika Sekolah Koordinat : Jurnal Pembelajaran Matematika dan Sains Pasundan International of Community Services Journal (PICS-J) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Pedagogia: Jurnal Ilmiah Pendidikan Al-Irsyad Journal of Mathematics Education International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidik Indonesia SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Mathematics Education Journal
Rohimah, Siti Maryam
Universitas Pasundan
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Elemen

 1 
A local instructional theory (LIT) for teaching linear equation through STEM instruction Siti Maryam Rohimah; Darhim Darhim; Dadang Juandi
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.v8i2.4727

Abstract

Several previous types of research showed that students had obstacles in understanding the concept of linear equations. These obstacles occur because the designed learning cannot facilitate student learning trajectories, thus causing low learning outcomes. This research aimed to design and develop a learning trajectory for the linear equations in one variable material as a systematic set of activities through Science, Technology, Engineering, and Mathematics (STEM) instruction using a dynamo-powered toy car. This design is referred to as a Local Instructional Theory (LIT) in teaching the linear equations in one variable material. The research method used is the method of design research, following the stages of preliminary design, teaching experiment, and retrospective analysis. The research subjects in the teaching experiment were grade VII students of a state junior high school in Bandung City. Data were collected from various sources, namely student worksheets, teacher and student observation sheets, documentation, interview, and video recording of the learning course. This study analyzes the validity of the research through a qualitative research perspective, and reliability refers to the quality of the survey itself. The research results described the performance of the LIT-based design for linear equations in one variable learning in STEM instruction in four meetings. The research was concluded with the generation of one local instructional theory that is valid, practical, and effective in guiding a set of instructional activities to build an understanding of the linear equations in one variable material through STEM instruction using a dynamo-powered toy car.
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

Abstract

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.
Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Dahlan, Taufiqulloh; Iskandar, Dadang; Rohimah, Siti Maryam; Nurhadi, Moh.; Hamdani, Acep Roni
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.
Co-Authors Ahmad Ahmad Ahmad, Ahmad Anaya, Salma Nur Andinisa Rahmaniar, Andinisa Anisa Nurjanah, Anisa Beni Yusepa Ginanjar Putra Carlian, Yayan Dadang Iskandar, Dadang Dadang Juandi Darhim Darhim Darta, Darta Faizah, Hanim Farah, Zahida Fazriyah, Nurul Fitria, Amie Hamdani, Acep Roni Hendrayani, Dhea Indriyani, Yuni Inggriyani, Feby Jayawarsa, A.A. Ketut Kusmaharti, Dian Luluk Faridah Meilany, Parida Moh Nurhadi Moh. Nurhadi Moh. Nurhadi, Moh. Muhammad Rifqi Mahmud Ningtias, Auliyah Indah Nurcahyo, Anggoro Ari Nurdiansah, Yusup Nurfadhilah, Tiara Rossa Nurhadi, Mohd. Oktapianti, Bunga Yasmin Permana, Jaka Praja, Azis Lukman Pratiwi, Inne Marthyane Putri, Sarah Anida R, Salma Fauziah Rachman, Zulfikar Ali Ramlan Reva Intelliana Anggraeni Rina Indriani Siti Sholiha Nurfaidah Sufyani Prabawanto, Sufyani Taufiqulloh Dahlan Trian Pamungkas Alamsyah, Trian Pamungkas Turmudi Via Yustitia Wahyu Sopandi Wulandari, Cindy Wulandari, Eka Dyah Ayu Yullys Helsa Yuni Indriani Yusepa, Beni