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[Identification of Dyscalculia in Children Special Needs for the Impaired Knowing Numbers ]]>
<![CDATA[Nanda, Anggraeni Shafria Mega]]>;
<![CDATA[Lutfiyah, Lutfiyah]]>;
<![CDATA[Murtinasari, Frida]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.110
<![CDATA[This study aims to identify and describe the difficulties in learning mathematics or dyscalculia experienced by children with special needs with disabilities in learning mathematics the subject of knowing numbers. The type of research used in this research is descriptive research with a qualitative approach. Research instruments include observation, tests, and interviews. The results obtained were that the S1 subject experienced the characteristics of dyscalculia which included difficulties in language and reading, abnormalities in visual perception disorders, perseveration, and disturbances in body perception. While subject S2 experienced the characteristics of dyscalculia, namely language and reading difficulties. This study concludes that S1 and S2 subjects were identified as having dyscalculia.]]>
<![CDATA[Effect of Conceptual Understanding Procedures (Cups) Model on Mathematics Learning Results on SPLDV Materials ]]>
<![CDATA[Tarashifa, Putri Salwa]]>;
<![CDATA[Wantika, Restu Ria]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.111
<![CDATA[Improving student learning outcomes in mathematics is not only done through memorization of material, but also requires an understanding of concepts and problems so that laters student are able to solve problems. In overcoming these problems, the CUPs (Conceptual Understanding Procedures) model is needed as an innovative learning model to provide an increase in student learning outcomes. Providing a description of the effect of student learning outcomes through the application of CUPs (Conceptual Understanding Procedures) is the purpose of this study. Including quantitative research, with Pre-test Ppost-test Non-Equivalent Control Group Design. Class VIII SMP Negeri 12 Surabaya os the population in this study with respondents, namely students of class VIII-F as the experimental class and VIII-G as the control class, each totaling 32 students. Data collected through questions that have been fulfilled through analyzing. The analysis that underlies the acquisition which is and . Because in the sense that the teaching results experience differences in the experimental class after going through the application of CUPs (Conceptual Understanding Procedures) and control through conventional models. So it is concluded that teacing with CUPs (Conceptual Understanding Procedures) has an influence on the learning outcomes of junior high scholl mathematics students.]]>
<![CDATA[Student Gestures when Solving Local Wisdom-Based Mathematics Problems ]]>
<![CDATA[Putri, Reta Eksa]]>;
<![CDATA[Sulisawati, Dwi Noviani]]>;
<![CDATA[Putra, Eric Dwi]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.113
<![CDATA[When solving math problems, students make spontaneous movements called gestures. The purpose of this research is to find out the variations of gestures that appear when students solve math problems related to rotational geometry based on local wisdom. The qualitative approach used in this research is a descriptive research type. Test questions, documentation results, observations, and interviews were used as research instruments. The subjects of this study were four students in class XI for the 2022/2023 academic year at SMA Negeri Balung. The results showed that the group of students with high abilities used gestures more than students with low abilities. Students with high ability in solving math problems use 11 iconic gestures, 8 metaphoric gestures, and 24 deictic gestures. Meanwhile, the group of students with low abilities used 7 iconic gestures, 6 metaphoric gestures, and 12 deictic gestures. Based on the distribution of the number of student gestures when solving math problems, the gesture that appears the most is the deictic gesture, and the one that appears the least is the metaphoric gesture.]]>
<![CDATA[Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic ]]>
<![CDATA[Frenanto, Allan]]>;
<![CDATA[fatqurhohman, fatqurhohman]]>;
<![CDATA[Rhomdani, Rohmad Wahid]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.115
<![CDATA[The purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong.]]>
<![CDATA[Students' Reflective Abstraction in Solving Ethnomathematics-Based Mathematics Problems ]]>
<![CDATA[Balila, Jesika Nur Intan]]>;
<![CDATA[Putra, Eric Dwi]]>;
<![CDATA[Lutfiyah, lutfiyah]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.117
<![CDATA[Reflective abstraction is a process of reflection on previously learned concepts and applied in new situations. The purpose of this study is to describe the reflective abstraction ability of junior high school students in solving math problems in terms of mathematical ability. In this study using qualitative research type. The data sources for this study were 4 students of class VIII, namely 2 students with high ability and 2 students with low ability. The results showed that students who have high ability, recognition level to remember and identify previous activities related to the problem at hand. At the representation level, students can translate information into mathematical models correctly. At the structural abstraction level, students can solve problems correctly, and are able to overcome difficulties in solving problems. At the structural awareness level, students are able to provide arguments about the results of the answers that have been done. While students with low ability, at the recognition level are able to remember previous activities related to the problem at hand. At the representation level, students are able to translate information into mathematical models, but students are less careful and wrong so that at the structural abstraction level students are able to solve problems, but the final results obtained are not correct. At the structural awareness level, students are able to solve and explain the steps in the problem. Based on the results of the study, teachers should guide students by providing problem exercises that can increase reflective abstraction, especially considering student responses and learning outcomes collected from high and low ability students. For this reason, further research needs to be carried out with other student data sources.]]>
<![CDATA[Ethnomathematics of Lahbako Dance Movement In The Perspective Of Mathematical Literacy Of Geometry Concept ]]>
<![CDATA[Wardah, Nabilahdhia Rahayu Prima]]>;
<![CDATA[Panglipur, Indah Rahayu]]>;
<![CDATA[Putra, Eric Dwi]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.118
<![CDATA[Movement in a dance is a visual symbol full of meaning conveyed to be accepted by dance lovers from the whole dance performed. The selection of dance movements is related to the mathematical concept of illustrating its meaning (ethnomathematics). In addition, there is a mathematical literacy process of geometry concepts revealed in dance movements. This becomes a meaningful symbol that becomes a wealth of dance movements that are increasingly interesting to present. The purpose of this research is to identify the ethnomathematics of lahbako dance in the perspective of mathematical literacy of geometry concepts. qualitative research with a descriptive approach to explain the data and its discussion. Data collection methods of interviews, observation, and documentation with data validity test source triangulation. Subjects 2 people from Arutala dance studio and Hastarini. The results obtained are dance movements that come from different habits and interpretations of dancers but the actual meaning of the movements is the same. Ethnomathematics in lahbako dance successfully illustrates the meaning of the movements conveyed in lahbako dance through hand, finger, foot, and body movements that modify into lines, acute and obtuse angles, and triangular and rectangular fields. The mathematical literacy perspective of the geometric concepts of lines, angles, and fields is visualized conceptually, the application of real contexts of daily life, geometric thinking, and the delivery of mathematical language helps in illustrating the message conveyed in a lahbako dance, namely the activities of tobacco farmers. Further research recommendations for dance movements that jump or repeatedly back and forth and the count used by dancers in each movement.]]>
<![CDATA[Analysis of Student Learning Difficulties in Solving Calculus II Course Case Studies ]]>
<![CDATA[Sulistyaningtyas, Annisa Dwi]]>;
<![CDATA[Wantika, Restu Ria]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.119
<![CDATA[Calculus II is a compulsory course in the Mathematics Education Study Programme of PGRI Adi Buana University Surabaya which is programmed by third semester students. This course learns about the basic concepts of integrals and their applications, so students are required to be able to understand and analyse problems appropriately. This study aims to determine the difficulties experienced by students in solving Calculus II problems as well as to find out the causes. The research subjects were five students of Mathematics Education of Universitas PGRI Adi Buana Surabaya in the academic year 2022/2023. This research uses a qualitative approach using test and interview methods. The results obtained from this study are in the form of types of student difficulties in solving problems, namely difficulty in determining the final result, difficulty in understanding the concept of function decomposition, difficulty in applying concepts to problems, difficulty in calculating, difficulty in starting the first step of the calculation. Furthermore, for the causes of these difficulties, including, lack of accuracy in understanding the problems given, lack of mastery of concepts, errors in the calculation process, and lack of understanding of the concept of initial identification of integral forms.]]>
<![CDATA[Case Study: Learning Material-based on Model-Eliciting Activities to Enhance Problem Solving Abilities and Self Confident ]]>
<![CDATA[Berlian, M Ridho Ratu]]>;
<![CDATA[Hapizah, Hapizah]]>;
<![CDATA[Susanti, Ely]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.120
<![CDATA[This development research aims to describe a valid and practical learning material-based on Model-Eliciting Activities (MEAs) and its effect on problem-solving abilities and self-confidence. The subjects of this research were 36 students grade 10th at MA Negeri 1 OKU Timur. The type of research used is design research with a development study type. The instrument used test, questionnaire, walkthrough, and interview. The data analysis used descriptive techniques. The validity of learning material-based on the model eliciting activities (MEAs) is demonstrated from the results of the assessment carried out by the validator at the expert reviews stage where researchers will receive suggestions and comments in terms of content, construct, and language as well as comments and suggestions at the one-to-one stage. Meanwhile, practicality can be seen from the results at the small group stage. Learning material-based on model eliciting activities (MEAs) model has a potential effect on students' problem-solving abilities and self-confidence as seen from the results of the analysis of students' answers at the field test stage. Based on the results of the analysis of problem solving ability test scores, 29 students (80.56%) were in the positive category, while 7 students (19.44%) were negative or had not reached the minimum criteria for completing the test results. And also seen from the results of the analysis of students' answers to the self-confidence questionnaire, which shows that 17% of students have very positive self-confidence, 58% of students have positive self-confidence, 25% of students have negative self-confidence]]>
<![CDATA[Analysis Of Student Learning Difficulties In Digital Literacy-Based Learning On Social Arithmetic Material ]]>
<![CDATA[Utari, Yuli Putri]]>;
<![CDATA[Panglipur, Indah Rahayu]]>;
<![CDATA[Anas, Aswar]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.122
<![CDATA[This study aims to analyze and find out the Analysis of Student Learning Difficulties in Digital Literacy-Based Learning on Social Arithmetic Material. The problems in this study are how student learning difficulties in digital literacy-based learning in Social Arithmetic material and what factors influence student learning difficulties in digital literacy-based learning in Social Arithmetic material. The research method used is descriptive qualitative. Data collection techniques in this study through observation, interviews, tests and documentation. The level of student learning difficulties in digital literacy-based learning on social arithmetic material at SMP Negeri 2 Sukowono is in the high category, namely 27 students with a percentage of 50%.]]>
<![CDATA[The Structure Of Algebraic Argumentation Of High School Students With The Toulmin Model ]]>
<![CDATA[Putri, Debi Suci]]>;
<![CDATA[Hartono, Yusuf]]>;
<![CDATA[Hiltrimartin, Cecil]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v4i2.123
<![CDATA[Mathematical argumentation is an important skill that must be owned in the 21st century. The purpose of the research is to analyze the structure of high school students' algebraic argumentation using the Toulmin model which consists of claim, data, warrant, and backing. This study involved 35 students in the odd semester of the 2022/2023 academic year at Muhammadiyah 1 Palembang High School. The students were asked to provide algebraic argumentation in mathematical proofs related to the quadratic function theorem. The algebraic argumentation was then analyzed using the Toulmin model. The results showed that 20% of students' mathematical argumentation skills were at level 5; 57.14% of students' mathematical argumentation skills were at level 4; 20% of students' mathematical argumentation skills were at level 3; 2.86% of students' mathematical argumentation skills were at level 2; and no students were at level 1.]]>
