Journal of Education and Learning Mathematics Research (JELMaR)
The Journal of Education and Learning Mathematics Research (JELMaR) is open access journal research in education and mathematics learning. This Journal is published twice a year (May and November) by the Department of Mathematics Education, Faculty of Teacher Training and Education at Wisnuwardhana University of Malang. The Journal of Education and Learning Mathematics Research (JELMaR), mainly focuses on major issues in the development of mathematics education. Focus and scope; 1) Assessment and evaluation, 2) Curriculum Development of Mathematics Education, 3) Teaching and Learning Mathematics, 4) Models of Teaching, 4) Instructional media, 5) Teacher Professional Development, 6) High Order Thinking Skills, 7) E-learning, 8) Mathematical Thinking, and 9) Etnomathematics. We accept articles in English and Indonesian.
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<![CDATA[Errors of Class VIII Junior High School Students in Solving Mathematical Communication Problems Based on the Newman Procedure ]]>
<![CDATA[Linda Anggraini]]>;
<![CDATA[Shinta Wulandari]]>;
<![CDATA[Nurmala Nurmala]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.80
<![CDATA[Mathematical communication skills are the main capital in solving math problems. Mathematical communication skills help students in conveying ideas or solutions to a mathematical problem in the form of oral, written, and picture. The research objective is to identify student errors in solving mathematical communication problems. The type of research is descriptive qualitative so that the researcher is the main instrument. Technical data analysis in this research is descriptive qualitative data analysis technique of Miles and Huberman model with stages of data reduction, data presentation, conclusion drawing and verification. The data reduction stage aims to select, focus, discard unnecessary data and simplify raw data from the results of student error analysis. The research subjects were students of class VIII A SMP Negeri 2 Tanjung Palas Utara. The research showed that the students did not make reading errors but made mistakes in understanding, transforming, processing skill, and solving mathematical communication problems.]]>
<![CDATA[Junior High School Student’s Understanding Mathematics Concepts in Solving Problems of Flat-Sided Three Dimensional ]]>
<![CDATA[Fina Fanoni]]>;
<![CDATA[Eny Suryowati]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.81
<![CDATA[Understanding the concept can be seen from the process of solving problems by paying attention to students' abilities. Conceptual understanding in this study is based on students' processes of restating and using concepts that have been learned, using relationships between concepts, and using routine procedures with operations needed to solve math problems. The purpose of this study is to describe the understanding of students' mathematical concepts in solving flat-sided three dimensional problems based on mathematical abilities. This research is a descriptive qualitative research. Collecting data in this study using test and interview methods, the instruments used test sheets and interview guidelines. The research subjects were 3 grade IX students of SMP Negeri 1 Gudo who were selected based on their mathematical ability. Subjects consist of one student who has high mathematical ability, one student who has moderate mathematical ability, and one student who has low mathematical ability. Data analysis was carried out in three stages, namely data reduction, data presentation and conclusion drawing. Based on data analysis, it was found that subjects who had high and moderate abilities restated and used the concepts they had learned, used relationships between concepts, and used routine procedures with operations needed to solve math problems. Subjects who have low mathematical ability restate and use the concepts that have been learned, cannot use the relationship between concepts and cannot solve math problems correctly.]]>
<![CDATA[Mathematics Communication Ability In Mathematics Education Study Program Post Online Learning ]]>
<![CDATA[Edi Purwanto]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.82
<![CDATA[The COVID-19 pandemic has had an impact on various fields in the world, including education in Indonesia. Based on a preliminary study conducted by researchers, several research results were found related to the effectiveness of distance/online learning which were considered less effective. Research on Difficulties in Learning Mathematics Online During the COVID-19 Pandemic, concluded that learning mathematics becomes difficult and has challenges when learning online for several reasons factors, namely; the limited space for interaction with the teacher, the number of concepts used in mathematics, and the objects studied have abstract patterns. This research is a type of qualitative research that uses descriptive qualitative research methodology. The focus of this research is to describe students' mathematical communication during online learning. The research data were obtained from 6 students of the Mathematics Education Study Program, Pawyatan Daha University. Data collection obtained through test questions and questionnaire sheet. The implementation technique, the test questions contain mathematical problems that have been created to obtain data on students' mathematical communication abilities. The second part contains questionnaire sheet to obtain secondary data related to barriers/students in carrying out learning. The results showed that some students still had low or less communicative abilities, this was indicated by the non-fulfillment of all assessment indicators including strategy, organization and communicative language.]]>
<![CDATA[The Implementation Of Feedback In Means-Ends Analysis Of Student's High-Level Mathematic Thinking Ability ]]>
<![CDATA[Mei Astuti]]>;
<![CDATA[Kartono Kartono]]>;
<![CDATA[Nuriana Rachmani Dewi]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.83
<![CDATA[This research goals is to apply learning by using the Means-Ends Analysis model with direct corrective feedback to hope that higher-order thinking skills and students' self-efficacy can increase. Researcher used mixed method with sequential designs. Result of this research obtained means-ends analysis with a quality direct corrective feedback on achievement of learners’ higher order mathematical thinking skill. This research population was class VIII MTs Ma'arif 20 Kalidadi in the first Semesters for the 2020/2021 Academic Year. Sampling using cluster random sampling technique, which is randomly selected two classes from the population. Higher order thinking ability with high self-efficacy category shows that subject 1 has shown that answer has reached indicators of analyzing then evaluating but has not seen achievement of indicator of creativity.High-order thinking skills with moderate self-efficacy category indicate that subject 2 has shown that the answer had reached the indicators of analyzing and evaluating but has not seen achievement of indicators of creativity; Higher order thinking skills with high self-efficacy category indicate that subject 3 does not show the answer, has reached the indicators of analyzing, evaluating then creating and at evaluation stage there is no correct answer to complete answer to the end. This can also be seen in the interview stage which shows that subject 3 cannot give the right reason.]]>
<![CDATA[Exploration of Jepara Carving Ethnomatics and Its Implementation in Geometry Learning Junior High School ]]>
<![CDATA[Siti Aminah]]>;
<![CDATA[Syamsuri Syamsuri]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.86
<![CDATA[This study aims to explore the ethnomathematics of Jepara carving and its implementation in learning geometry, especially at the junior high school level. This type of research is qualitative research with an ethnographic approach. Subjects/resource persons in this study were Jepara carving craftsmen in the city of Rau Jepara. The research instrument is the researcher as the main instrument, observation, interviews, and documentation. Based on the results of research on the ethnomathematics of Jepara carving shows that there are basic mathematical activities in the mindset that is applied to the process of making Jepara bones related to measurement, calculation, and design, as well as geometric concepts such as angles, squares, rectangles, rhombuses, triangles, and circles. The implementation of ethnomathematical learning based on Jepara carving, especially geometry learning that can be applied in schools is learning material in the form of a collection of contextual questions related to the local culture of Jepara carving on angles and flat shapes studied in Junior High School Education.]]>
<![CDATA[Mathematical Communication Skills in Terms of Student Learning Motivation on ARCS Model with Immediate Feedback ]]>
<![CDATA[Iva Lutviana]]>;
<![CDATA[Kartono Kartono]]>;
<![CDATA[Isnarto Isnarto]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.87
<![CDATA[This research objective is to describe mathematical communicarion skill through ARCS- IF Model based on learners motivation. Type of this research is Mixed Method with concurrent embedded designs. This research population was Eight grader of SMP Maarif Kyai Gading Demak 2020/ 2021. Result of this research showed that ARCS- IF learning is effective in learners mathematical communication skill. Result of learners description with high learners motivation categories were able to complete mathematical communication skill with the indicator ability to express mathematical idea to write and convey them visually. Ability in stating idea or situation of problem into mathematical models (pictures, graphs, diagrams, tables and equations), ability to use right formulas in solving problems, students with motivation categories students are being able to complete communication skills mathematical with indicators Motivation learners were Ability to express mathematical ideas in writing and express them visually, Ability to use right formula to solve problems, students with low motivation categories were able to complete mathematical communication skills with Low Motivation indicators Ability to express mathematical idea to write and convey them visually.]]>
<![CDATA[Discovery Learning Model with Ethnopedagogy Approach in Improving Students' Comprehension Ability ]]>
<![CDATA[Muhammad Imam Subekhi]]>;
<![CDATA[Fakhruddin Fakhruddin]]>;
<![CDATA[Sri Sulistyorini]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.88
<![CDATA[This research objective is to analyze a validity of device and effectiveness of learning discovery learning with ethno pedagogy approaches to improve learners’ understanding concepts. Kinds of this research is quantitative approach by applying quasi experimental designs. While this research population was VI grade learners of SD Dewi Sartika Cluster, Annual District, Jawa Tengah. This research results showed that there were differences in improvement in the classes that using discovery learning model by using Ethnopedagogy approach. This approach application is able to make learning process more interactive.]]>
<![CDATA[Analysis of Microteaching Learning ]]>
<![CDATA[Riki Suliana]]>;
<![CDATA[Cicik Pramesti]]>;
<![CDATA[Suryanti Suryanti]]>;
<![CDATA[Ayu Silvi Lisvian Sari]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.89
<![CDATA[The basic skills of teaching students who are prospective teachers of Mathematics Education are needed to improve the competence of prospective teachers when entering the world of education. This study aims to determine the process of teaching and learning activities and basic teaching skills of prospective students of Mathematics Education teachers in microteaching at UNIPA Campus Blitar. This type of research includes descriptive research with a qualitative approach. The research subjects were 6 students. There are two techniques used in this study, namely observation techniques with open and closed answers. The activities of students of the Mathematics Education Study Program at UNIPA Campus Blitar regarding the Implementation of Microteaching in the teaching skills of prospective teacher students in the 5 main components of Basic Teaching skills have a total average of 76.1%, which is included in the good category.]]>
<![CDATA[Students Creative Thinking Ability with Reflective Cognitive Style on The Phytagoras Theorem ]]>
<![CDATA[Kasyifatun Naza]]>;
<![CDATA[Syamsuri Syamsuri]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.90
<![CDATA[Mathematics is a universal science that cannot be separated from human life. Mathematics has an important role in supporting the development of science and technology. In learning mathematics, students' creativity is needed because in mathematics students are expected to be able to come up with new creative ideas in analyzing and solving problems. The way students solve problems will be different according to their cognitive style. So that differences in cognitive styles can trigger differences in students' creative thinking. The type of research used in this research is qualitative research with descriptive method. The subjects in this study were students of class VIII K at SMP Negeri 2 Balaraja who had received the Pythagorean theorem material. Subject selection was done by purposive sampling technique. The instruments used in this study were test and non-test instruments. The test instrument used is the Matching Familiar Figures Test (MFFT) test sheet and the creative thinking ability. While the non-test instrument used in this study was an interview guide. The data analysis of this research used the constant comparative method. Data analysis in this study was carried out through three stages, namely: 1) data reduction, (2) data presentation, (3) drawing conclusions.Based on the results of the data analysis and discussion that has been presented, it can be concluded that based on the reflective cognitive style, students' mathematical creative thinking abilities can be grouped into 2 groups in each indicator with different creative thinking abilities.]]>
<![CDATA[Mathematics Problem-Solving Ability of Elementary School Students in Solving Hots Type of Mathematics Problems ]]>
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Mochamad Guntur]]>;
<![CDATA[Irma Sofiasyari]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.91
<![CDATA[Students should be trained to solve problems in mathematics so that they can do so in their studies also so that they can solve problems in their everyday lives, especially mathematical ones, with ease. This study aimed to learn how well students in grade five at SDN 26 in Rejang Lebong solved mathematical problems requiring higher-level critical thinking (HOTS). This study is an example of content analysis as a type of qualitative descriptive research. Students from Class 26 at VA SDN SDN in Rejang Lebong comprise the research sample. Testing members are used for data collection. The test questions are five multiple-choice HOTS problems. Research findings demonstrate students' varying abilities to solve arithmetic problems. The students have a good grasp of the issues from the perspective of problem understanding. Students aren't fully utilizing concepts and procedures while analyzing problems and developing solutions with mathematical tools, which is an issue with regard to problem-solving planning. Students have not fully written solutions to problems from both the planning and implementation perspectives, and from the perspective of looking back at previous solutions, they have not written those solutions down either.]]>
