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Jurnal Elemen
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 24424226     DOI : -
Core Subject : Education,
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Cakupan dan ruang lingkup Jurnal Elemen terdiri dari (1) kurikulum pendidikan matematika; (2) metode pembelajaran matematika; (3) media pembelajaran matematika; (4) pembelajaran matematika berbasis teknologi dan informasi, ; (5) penilaian dan evaluasi pembelajaran matematika; (6) kreativitas dan inovasi pembelajaran matematika; (7) Lesson Study pembelajaran matematika, dan (8) topik lain yang terkait dengan pendidikan matematika.
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Articles 15 Documents
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Search results for , issue "Vol 10 No 3 (2024): September" : 15 Documents clear
Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? Andriyani, Zuni Dwi; Wijayanti, Dyana; Ubaidah, Nila; Lutfi, Ahmad; Meng, Danyang
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.v10i3.24381

Abstract

This research aims to describe differentiated instruction through project-based learning on students' collaborative skills in solid geometry.  This study is a case study type of research. Data collection techniques were carried out by observing and interviewing 32 students. The result of this research is that differentiated instruction begins with an assessment of student readiness and an assessment of student interest. The learning process continues with implementing three essential aspects of differentiated instruction: content, process, and product differentiation. Process differentiation begins with the implementation of project-based learning steps. In this case, differentiated teaching and project-based learning complement each other. The results of the collaborative skills show that the students in the forming category performed optimally. Pupils learn in groups voluntarily; pupils do not leave their groups, and they exchange ideas when completing their projects. However, in the other categories, i.e., students' functioning, formulating, and fermenting, they do not show maximum results.
Challenges in teaching students to plot equations: Another impact of graphing procedures Umah, Ulumul; Rahmawati, Ana
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.v10i3.25278

Abstract

Graphs are essential representations in mathematics, but many students only focus on procedural rules when sketching graphs of equations. This study aims to describe the errors and obstacles experienced by students in drawing graphics of equations. The research method uses a qualitative approach by collecting data through tests and interviews. The research results show that students' mistakes in drawing graphs can be caused by dependence on procedural knowledge in plotting points without conceptual understanding. Students who make mistakes do not understand points as multiplicative objects, lack covariational reasoning, need help understanding the concept of complex numbers, and show reflective thinking in completing assignments. This research implies that teachers must consider the students' difficulties and mistakes to avoid becoming didactic learning obstacles. In studying plotting point procedures, students' knowledge must include understanding concepts related to graphs, such as the meaning of points and graph concavity, graph shifts, and the relationship between the discriminant of a quadratic equation and its graph.
Ethnomathematical perspectives on Galah Asin: Investigating the mathematical and cultural significance of a traditional game Deda, Yohanis Ndapa; Rosa, Milton; Disnawati, Hermina; Tamur, Maximus
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.v10i3.25467

Abstract

Traditional game (TG) Galah Asin has been played for generations—a game cultivated from generation to generation for Timor Tengah Selatan residents, Indonesia-Timor Leste Border Area. People must be aware that Galah Asin's TG and activities contain mathematics concepts that can be employed in math study. This study examines ethnomathematics in Galah Asin, a conventional game in Mnelalete Village, West Amanuban District, South Central Timor Regency, NTT Province, Indonesia. An ethnographic approach was used to investigate the data. Ethnomathematics emphasizes understanding a culture's concepts, methods, and practices from its members' perspectives. The study collects data through observation, interviews, and documentation. This study analyzed data using taxonomy, domain, componential, and cultural theme analysis. The study results found flat, translational, reflecting, line, angel, and congruence geometry ideas in the game arena, body movement, and player position of Galah Asin. Galah Asin also has addition, subtraction, multiplication, and division in gameplay. The implication of exploring ethnomathematics study is that understanding cultural activities can be integrated into school mathematics instruction. In addition, the ethnomathematics exploration of TG impacts the preservation of local culture.
Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks Veronika Fitri Rianasari; Guzon, Angela Fatima H.
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.v10i3.25607

Abstract

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.
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.
Enhancing mathematical problem-solving ability through project-based learning: A study of vocational high school student Jatisunda, Mohamad Gilar; Suryadi, Didi; Prabawanto, Sufyani
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.v10i3.26244

Abstract

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.
Mastering the TPACK framework: Innovative approaches by mathematics teachers Putri, Amelia Defrianti; Dadang Juandi; Al Jupri; Turmudi; Muchsin, Sitti Busyrah
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.v10i3.26311

Abstract

Integrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines how mathematics teachers in West Sumatra use Technology, Pedagogy, and Content Knowledge (TPACK) in their classrooms. The investigation engaged a cohort of 15 teachers and 36 students, employing a qualitative descriptive methodology. Methodologically, the research adopted a survey-based approach, with data collection techniques encompassing literature reviews, interviews, and questionnaires. This study’s findings underscored teachers’ adeptness in incorporating the TPACK framework throughout the various facets of the teaching process, encompassing planning, execution, and evaluation. Educators have adeptly woven TPACK principles into the fabric of mathematics instruction, meticulously integrating technological tools across all stages of the pedagogical journey. The judicious integration of technology has yielded palpable benefits, fostering a conducive and engaging learning environment for students. Moreover, the findings of this research serve as a clarion call for further scholarly inquiry aimed at enhancing the efficacy and quality of TPACK-infused digital learning practices.
Prospective mathematic teachers’ reflective thinking in solving numeracy problems at the critical reflection stage Reno Warni Pratiwi; Purwanto; Abd. Qohar
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.v10i3.26372

Abstract

The low numeracy skills in Indonesia are one factor affecting the quality of mathematics education, so reflective thinking is needed to improve this ability. This study aims to describe prospective mathematics teachers' reflective thinking process in solving numeracy problems at the critical reflection stage based on prior knowledge. This study used a qualitative, descriptive research methodology. The research participants were 34 prospective mathematics teachers at the State University of Malang, East Java. The instruments used are numeracy tests and interview guidelines. Data analysis includes data reduction, presentation, and conclusion drawing. The findings revealed notable differences in reflective thinking based on prior knowledge levels at the critical reflection stage. Subjects with high prior knowledge tried various solutions, were confident in their answers, and accurately drew conclusions and explained their reasons. Subjects with medium prior knowledge tried different methods but needed more confidence in their results. They could conclude but struggled to explain their reasons. Subjects with low prior knowledge used the same method, needed more confidence, and needed help explaining their reasons despite concluding. These findings imply creating a better training program for prospective mathematics teachers, emphasizing numeracy and reflective thinking growth.
The impact of Ethno-Realistic Mathematics Education-based e-module in strengthening students’ problem-solving abilities Alghiffari, Eka Kevin; Prahmana, Rully Charitas Indra; Evans, Brian
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.v10i3.26611

Abstract

Mathematics education in Indonesia faces challenges primarily due to the limited problem-solving skills of students, prompting a need for effective teaching materials to enhance classroom learning. Despite this, many educators still rely on conventional methods that are less effective in fostering mathematical understanding. Consequently, there is a demand for alternative resources that can better support mathematics education. This study aims to develop a valid and practical e-module based on Ethno-Realistic Mathematics Education (Ethno-RME) to improve problem-solving abilities among eighth-grade students. Employing a design research approach within the development studies framework, the study includes preliminary and formative evaluation stages. Evaluation tools encompass expert assessments of content and media quality, walkthroughs, documentation, and problem-solving assessments. The outcome is an Ethno-RME-based e-module focused on number patterns, validated through expert reviews and positively evaluated for practicality by students. This research highlights the e-module's potential to significantly enhance students' mathematical problem-solving skills, offering educators an innovative tool to support effective mathematics teaching.
Utilizing item response theory for the analysis of self-regulated learning scale in mathematics Dewanti, Sintha Sih; Jasmine Nurul Izzah; Shinta Puspa Kiranasari; Kholifatul Fatoni Sholihin
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.v10i3.26618

Abstract

In the learning process, students must be able to regulate themselves. This is an effort to improve the quality of student learning, especially their learning achievement. The purpose of this study is to empirically analyze the characteristics of self-regulation skills in learning mathematics. The analysis was carried out by utilizing Item Response Theory (IRT) with a Partial Credit Model (PCM). This study is a descriptive quantitative study with the subjects of the study being 123 students of grade 10 of Senior High Schools in Yogyakarta. Data collection was carried out using a questionnaire that had been developed and its item characteristics were analyzed using IRT. The independent learning scale questionnaire in mathematics consists of 16 statement items and measures 5 aspects. Based on all the questions that are feasible to be analyzed using the PCM model, it is known that there are 5 aspects that fit, namely (1) self-confidence, (2) discipline in learning, (3) active in learning, (4) responsibility, and (5) motivation in learning. This instrument can be used to measure students' self-regulation skills in learning mathematics based on their ability level.

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