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Journal of Education and Learning Mathematics Research (JELMaR)
Published by Universitas Wisnuwardhana Malang
ISSN : 27158535     EISSN : 27159787     DOI : 10.37303
Core Subject : Education,
Education Mathematics
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Search results for , issue "Vol 5 No 2 (2024): November 2024" : 11 Documents clear
Application of Double Loop Problem Solving to Improve Mathematical Literacy Skills in Junior High School Students in Learning to Build a Flat Side Space Permata, Intan; Panglipur, Indah Rahayu; Hidayatin, Nur
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.151

Abstract

The implementation of learning that tends to be monotonous without paying attention to the active participation of students is one factor contributing to the low mathematical literacy students' skills. The purpose of the study is to explain how to improve mathematical literacy after using the double-loop problem-solving method in learning to build a flat side space. The type of research conducted uses qualitative descriptive with a case study approach. This research was conducted at SMPN 2 Bangsalsari on grade VIII students totaling 8 boys and 7 girls. The data collection technique uses tests, interviews, and observations Interview sheets. observation sheets, and test questions with descriptions are used in the data collection tool. According to the study's findings, both teacher and student activities increased during the course of the study. This is consistent with an increase in the average score for mathematical literacy skills following the introduction of double-loop problem-solving learning. Thus, it very well may be presumed that the use of the twofold circle critical thinking learning model can further develop the numerical proficiency capacity of middle school understudies.
Analysis of Students' Creativity In Solving Numeracy Literacy Problems on Higher Order Thinking Skills (HOTS) Material On Lines And Angles Yana, Siti Ida; Panglipur, Indah Rahayu; Anas, Aswar
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.156

Abstract

The aim of this research is to determine students' creativity in solving numeracy literacy problems on Higher Order Thinking Skills (HOTS) questions on lines and angles. The type of research used is descriptive research. The approach used in this research is a qualitative approach because the research was carried out on systems thinking, namely in the form of an analysis of creativity in solving student problems on Higher Order Thinking Skill (HOTS) questions which will then be processed in depth according to facts obtained in the field or research location. Researchers focus on creativity, ability to solve problems on Higher Order Thinking Skill (HOTS) questions in accordance with student creativity. This research uses various data collection methods, including tests, interviews, and documentation. These three methods are used to collect data and information that helps solve research difficulties by supporting and complementing each other. Students with high mathematical abilities can fulfill all indicators of problem-solving creativity, students with moderate mathematical abilities have one indicator of problem-solving creativity that is not met, students with low abilities cannot fulfill several indicators of problem-solving creativity. So it can be concluded that mathematical abilities can influence students' creativity in solving problems
My Conceptions shape my Practices’, Palestinian Mathematics Teachers’ Conceptions and Practices in Fostering Creativity Kowkas, Sultan Amin
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.157

Abstract

As many abstract terms, creativity is understood differently by people, each according to his/her cognitive background. In addition, creativity is such a sophisticated concept, that its interpretation has constantly evolved over the progression of epochs and within the development of cultures and civilizations. Its schema has transformed over a wide spectrum of descriptions, from the notion of Divine inspiration adopted by early philosophers to the modern outlooks of originality and problem-solving skills. On the other hand, people behave according to their inner beliefs and based on their interacted ideologies. Wherefore, the current study explores 8th and 9th grade, Palestinian Mathematics teachers’ conception of Mathematical Creativity (MC), as well as their teaching practices in fostering MC among students.‎ The study used semi-structured interviews with twenty in-service Mathematics teachers, exploring their conceptions, teaching strategies and interpreting their features in the context of fostering MC in class. The findings revealed that many teachers have good, but not full conception of MC whereas few had misconceptions. Those of good conceptions also integrate teaching practices that aim to foster MC, while those with misconceptions do not. In addition, teachers who believe in their students’ potentials adopt integrating MC-fostering’ practices while those with little belief do not. Moreover, teachers who involve in teaching practices that foster MC were noticed to have positive attitude toward Professional Development. Common challenges and obstacle hindering MC were mentioned by teacher; including official textbook issues, insufficient number of periods and large class sizes.
Artificial Intelligence (AI)-Assisted Hybrid Learning For Improved Learning Outcomes on Digital Literacy Problems Palayukan, Hersiyati; Triyani, Septi; Palengka, Inelsi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.158

Abstract

Hybrid learning, also known as blended learning, is a learning approach that combines traditional face-to-face learning with online learning. This research uses a qualitative research type with a descriptive approach. the research subjects were taken students of the education study program at the Indonesian Christian University of Toraja in the fourth semester. The preliminary research used a random interview method to obtain preliminary data on the application of artificial intelligence. The conclusions that can be drawn from the data and discussions above are that hybrid learning with artificial intelligence (AI) can improve student learning outcomes. However, there are obstacles and challenges that students face. The obstacles that arise are related to the need to be able to keep up with technological developments by using and utilizing AI appropriately and well. These obstacles and challenges are related to how to.
Problem Solving Abilities in Social Arithmetic of 8th Grade Students Reviewed From Cognitive Styles Fuadi, Ukas Alif; Sujiwo, Dimas Andhita Cahyo; Anas, Aswar
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.159

Abstract

Quality education in the SDGs aims to improve high-level thinking and problem-solving capabilities at all levels of education. Nevertheless at SMP Baitul Arqom, students has difficulties in solving mathematical problems, especially in social arithmetic. The aim of this research is to determine the ability of 8th grade students at SMP Baitul Arqom in solving social arithmetic problems in terms of impulsive and reflective cognitive styles. This research approach is descriptive, which describes the level of students' problem solving abilities based on impulsive and reflective cognitive styles. Then this research is a qualitative type, because the findings that will be explored in this research do not require procedural statistical analysis. This research was carried out at SMP Baitul Arqom Balung. Data sources include arithmetic test questions, MFFT, and interviews. The research subjects were class VIII students at SMP Baitul Arqom. Based on the results of the MFFT test and social arithmetic problem solving for 8th grade students at SMP Baitul Arqom, it shows that there were 9 impulsive students, 11 reflective students, and 4 students who were neither categorized as impulsive nor reflective. There is a clear difference between impulsive and reflective students. Impulsive students, IS1 and IS2, tended to be quick in responding but often inaccurate, indicating the need for practice in slowing down the decision-making process to increase accuracy. Meanwhile, reflective students, RS1 and RS2, were very accurate but slow, indicating the need for practice in speeding up the thinking process without sacrificing quality
Integration of Symbolab AI in Problem-Based Learning: Analysis of Students’ Mathematical Reasoning Nugraha, Inka Verandera; Susanti, Ely
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3801

Abstract

This study aims to determine mathematical reasoning abilities through problem-based learning with the assistance of AI Symbolab on the topic of systems of linear inequalities in two variables. The subjects of the study were class X students at SMA Negeri 1 Palembang. This research is a qualitative descriptive study that uses observation, test, and interview data collection techniques. In analyzing observation data, the researcher will create a brief description based on the results of interviews or field notes. For test data analysis, the researcher will describe the subjects' abilities in mathematical reasoning, and for interview data analysis, the researcher will transcribe the interview results into written form. The research results show that the implementation of problem-based learning on the material of systems of linear inequalities in two variables, assisted by AI Symbolab, can develop students' mathematical reasoning abilities. This is evident from the students' ability to present mathematical statements in writing through mathematical models, propose several conjectures in their answers, conduct mathematical manipulations using AI Symbolab, compile evidence or reasons for the correctness of the solutions to the conjectures put forward, and draw conclusions from the steps they have taken.
Transforming Mathematical Problem Solving Through AI Tools: An Investigation of Photomath Integration in Problem-Based Learning Choirunisa, Choirunisa; Susanti, Ely
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3803

Abstract

This study aims to determine the ability of problem solving through Problem Based Learning (PBL) on the material of the Three Variable Linear Equation System (SPLTV) assisted by Photomath. This research is qualitative descriptive research. The subjects of this research were students of class X SMA Srijaya Negara Palembang. Data collection was carried out using test, interview, and observation methods. Analysis of test data was carried out by describing the subject's ability in problem solving, and for data analysis, interviews and observations were carried out by data reduction. interviews and observations were done by data reduction, data presentation and conclusion drawing. The results showed that the subject's problem-solving ability was the subject's problem-solving ability is quite good by applying Problem Based Learning on SPLTV material assisted by Photomath can develop students' problem-solving skills. This can be seen from the students can understand the problem in the problem, make a mathematical model, solve the problem using Photomath, compile the answer conclusion from the steps that have been done and recheck the answer using Photomath.
The Concept of Quadratic Function Graphs Presented in Singaporean Mathematics Textbooks and Its Potential in Developing Critical Thinking Skills Nursidrati, Nursidrati; Nasruddin, Nasruddin; Nurlailah, Nurlailah; Muharyati, Yully; Pradita, Diyah Ayu Rizki
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3804

Abstract

This study describes how the concept of quadratic function graphs is presented in Singaporean mathematics textbooks and its potential in improving critical thinking skills. The research approach used is descriptive qualitative with critical thinking criteria set by Facione (2015), namely interpretation, analysis, evaluation, and inference . Based on the results of the study, it was found that the presentation of the concept of quadratic function graphs in Singaporean mathematics textbooks, the concept of quadratic function graphs is presented deductively and through investigative activities. As for the potential for presenting the concept of quadratic function graphs, it can develop critical thinking skills. This can be seen from the fulfillment of critical thinking criteria.
Differences in Learning Outcomes of Students' Two-Variable Linear Equation System in View of the Application of the Learning Model Hamid, Abdul; Sulaiman, Mahfudz; Lusiyanto, Heru
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3806

Abstract

In the focus of the discussion of Linear Equation of Two Modes, this study intends to examine the differences in learning outcomes between students who follow learning with direct method (DI) and students who follow learning with problem-based method (PBL). This study used a semi-exploratory method involving MTs Nurur Rohmah students who were divided into control and experimental groups with 20 students each. The control group was taught with PBL model, while the experimental group was taught with DI model. Data were collected through a learning outcome test (posttest) given to students in both classes. Both groups had non-normally distributed data when tested for normality of posttest data. Mann-Whitney test showed that the learning achievement. The ability to solve the Two-Variable Linear Equation System of students who learned with the Problem-Based Learning method was overall better than students who learned with the direct learning method.
Watson’s Error Category: Analysis of Student Errors in Solving Algebraic Calculation Operation Problems Nurhidayah, Dwi Avita; Ikmawati, Egidia; Wahyudi, Wahyudi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3807

Abstract

Algebra material is the initial material in mathematics learning for junior high school students, which is a transfer from real material to abstract material, especially for the material for algebraic arithmetic operations is the basic material that students must master before studying higher-level algebraic material. This research is motivated by the presence of several students who still make mistakes in solving algebraic arithmetic operations. Therefore, this research aims to describe the forms of errors made by students in solving algebraic arithmetic operations based on Watson's error category. This research is a qualitative descriptive study. The subject of this research is 4 students of class VII A of MTs Muhammadiyah 2 Jenangan. Data collection techniques were conducted by giving written tests and interviews. The instruments used in this research were test questions and interview guidelines. Research subjects were selected based on the test results of students who made the most mistakes according to Watson's error category, and have good communication skills based on teacher recommendations. Data analysis was conducted with the stages of data reduction, data presentation, and data verification or concluding. The research results show that in solving algebraic arithmetic operations, the students made an error based on Watson's error category, including inappropriate data, inappropriate procedure, omitted data, omitted conclusion, response level conflict, and skill hierarchy problem. Besides the errors made by students, there were errors according to Watson's error category that were not made by students, namely undirected manipulation and other

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