Jurnal Elemen
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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<![CDATA[Peran Representasi Matematis dalam Pembelajaran Perkalian Bentuk Aljabar melalui Pendekatan Matematika Realistik ]]>
<![CDATA[Al Jupri]]>;
<![CDATA[Dian Usdiyana]]>;
<![CDATA[Ririn Sispiyati]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1716
<![CDATA[Algebra is an abstract topic in mathematics that should initially be learned by students in junior high school level. In order that this topic is easier to understand by students meaningfully, relevant mathematical representations should be used in the learning process. This research aims to analyze the role of mathematical representations in the learning of multiplication of algebraic expressions through the use of realistic mathematics education approach. To do so, we used a qualitative research method, in the form of the learning and teaching process involving 23 grade VII students (12-13-year-old) from one of the schools in Bandung. We analyzed video data of the learning process and the student written work from a formative test. The results showed that visual representations are frequently used by students at the beginning of the learning process and symbolic representations are used after the students get used to using visual representations. The result of the formative test indicated that the use of mathematical representations meaningfully could help students in solving multiplication of algebraic expressions problems. We conclude that the use of mathematical representations—in particular of visual representations using geometry context in algebra learning—helps students to understand the topic of multiplication of algebraic expressions.]]>
<![CDATA[Blended Learning dengan Macromedia Flash untuk Melatih Kemandirian Belajar Mahasiswa ]]>
<![CDATA[Dina Octaria]]>;
<![CDATA[Putri Fitriasari]]>;
<![CDATA[Novita Sari]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1596
<![CDATA[Learning independence among students is still low. It can be seen from the students being less active in finding learning resources and only waiting from the lecturers, from the task of making learning media given by students there are still many who only copy and edit it. To practice learning independence, innovation is needed in learning, one of which uses learning that combines face-to-face and virtual learning, namely blended learning. This study aims to train the independence of student learning in making learning media based on Macromedia flash through blended learning. The research method used is quantitative descriptive method. The sample in this study were 28 students of the mathematics education program at the PGRI University of Palembang. The research instrument was a student learning independence questionnaire given before and after learning. The quantitative data obtained were analyzed descriptively. The results showed that student learning independence changes before and after learning, with the largest percentage change in the indicators of self-efficacy (self-concept), while the smallest percentage of changes in the indicators evaluating the learning process and results. Besides, the efforts that can be made to train the independence of student learning with blended learning are providing a discussion forum; giving assignments to each material so that students know clearly the learning objectives; conducting discussions on each assignment given, and; do not limit students in access learning resources.]]>
<![CDATA[Aktivitas Guru Matematika dalam Pembelajaran Menggunakan Perangkat Lunak Geometri Dinamis ]]>
<![CDATA[Tomi Listiawan]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1734
<![CDATA[This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities. This study case involves two junior high school mathematics teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data were then analyzed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. The results of this study involved, first, the use of DGS in teaching and learning activities can be categorized into two activities: 1) shifting and 2) delivering content. The delivering content is later divided into two activities: a) applying representation and b) modeling. Shifting activity occurred when teachers had an interval period while conducting one activity to another. Delivering content-applying representation activity occurred when teachers were using DGS to deliver both conceptual and procedural materials to the students. Delivering content-modeling activity occurred when teachers were using DGS to make students acquire knowledge and have a problem-solving skill as performed by their teachers. The modeling activities occurred either explicitly and implicitly.]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematis Siswa dalam Menyelesaikan Soal PISA pada Topik Geometri ]]>
<![CDATA[Anas Ma'ruf Annizar]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Gusti Firda Khairunnisa]]>;
<![CDATA[Lailin Hijriani]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1688
<![CDATA[This study aims to describe the mathematical problem-solving ability of students in solving geometry problem of Programme for International Student Assessment (PISA). Subjects were selected by considering the result of the mathematics ability of 53 students in grade X through a preliminary problem. Then, the students was grouped into 3 categories: high-skilled subject, medium-skilled subject, and low-skilled subject. From each categories, the researchers picked one student as a research subject considering their communication skills to make researcher easy to describe the subects’ process in solving the problem. The research was held by give each subject a geometry problem that is adapted from PISA problem, and then the researchers provide an interview for each subject. The results of this study analyzed by a descriptive qualitative method. The results showed that the high-skilled subject abled in understanding the problem, planning, and implementing strategy properly, as well as looking back in the calculation section. For the medium-skilled subject already made mistakes in understanding and planning the problem, so that the subject implemented the wrong strategy, besides the subject corrected to the concept only. The low-skilled subject made mistakes in understanding and planing the problem so that the subject implemented the wrong strategy. In addition, the low-skilled subject did not look back at his work.]]>
<![CDATA[Profil Kemampuan Penalaran Kreatif Matematis Mahasiswa Calon Guru ]]>
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Ratna Sariningsih]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1738
<![CDATA[This study aims to obtain an overview of the mathematical creative reasoning abilities of the prospective teacher. The ability of mathematical creative reasoning in this study is the ability of students to justify a statement on the grounds of the truth of a statement that is based on novelty, plausible, and mathematical foundation. This research approach is qualitative using Grounded Theory. The population in this study were all students participating in the Calculus class of the Study Program Mathematics Education at one of the universities in West Java. In a while, the sample of 55 students was selected by a cluster random sampling technique. The results showed that students' mathematical creative reasoning abilities were categorized into three levels of ability based on the quality of the four categories, namely the initial step, the flow of completion, the related concepts, and the mathematical term errors.]]>
<![CDATA[Pemahaman Konsep Matematis Mahasiswa Menggunakan Buku Teks dengan Pendekatan Konstruktivisme ]]>
<![CDATA[Alfi Yunita]]>;
<![CDATA[Anny Sovia]]>;
<![CDATA[Hamdunah Hamdunah]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1696
<![CDATA[Understanding mathematical concepts is an important ability to be mastered by students. It allows students to understand the essence of teaching and the material being learned. The purpose of the study is to analyze how mathematical concept understanding of students who learn by using constructivism-approach textbooks that have been developed in previous studies. This research was a descriptive study with a qualitative approach. The study was conducted by giving 10 item problems of conceptual understanding to participants that consisting of 17 students STKIP PGRI Sumatera Barat in Basic Mathematics subject. Furthermore, the students' answers were analyzed descriptively. The results of the study showed that a mastery achievement of the highest mathematical concept understanding was on indicators of using model, diagram, and symbols to represent a concept. While the lowest concept mastery was on indicators of recognizing conditions for determining a concept, students had difficulty in determining a settlement set from an inevitable inequality of absolute value.]]>
<![CDATA[Identifikasi Kedalaman Berpikir Reflektif Calon Guru Matematika dalam Pemecahan Masalah Matematika melalui Taksonomi Berpikir Reflektif Berdasarkan Gaya Kognitif ]]>
<![CDATA[Agustan Syamsuddin]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1743
<![CDATA[Reflective thinking in solving mathematical problems allows students to carry out a reinterpretation process in which cognitive activity involves analytical and decision-making activities on what has been done before. Thus students can realize and think about what he has done and use these skills in subsequent problem-solving. The purpose of this study was to identify the depth of reflective thinking of prospective teachers in solving mathematical problems in terms of differences in cognitive styles. To identify the depth of reflective thinking in problem-solving, using the taxonomic level of reflective thinking consists of six levels, namely (1) remembering, (2) understanding, (3) applying, (4) analyzing, (5) evaluating and (6) creating. This research is a descriptive study with a qualitative approach involving two prospective mathematics teacher students who have a field-dependent cognitive style (SFD) and an independent field (SFI). The results showed that SFD could only reach at three levels, namely remembering, understanding, and applying. While SFI fulfilled the six characteristics of the taxonomic level of reflective thinking, namely remembering, understanding, applying, analyzing, evaluating, and creating.]]>
<![CDATA[Kemampuan Penalaran Matematika melalui Model Pembelajaran Metaphorical Thinking Ditinjau dari Disposisi Matematis ]]>
<![CDATA[Indah Lestari]]>;
<![CDATA[Yuan Andinny]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1179
<![CDATA[This research aims to know the difference in mathematical reasoning ability learners acquire learning Methaporical Thinking (MT) and Problem Based Learning (PBL) in terms of the disposition of Mathematics (high and low). This research was conducted at the Mathematics Education Department of Universitas Indraprasta PGRI. The research design used was the treatment by level 2, with the free variables are both learning Methaporical Thinking and PBL, the variable is the ability of mathematical reasoning, and moderator variable was the disposition of mathematics. The research method used is the sample number of experiments with as many as 72 respondents. Data analyzed using a two-way ANOVA test. The results of this research indicate that: (1) there is no influence of the interaction model of learning Methaporical Thinking and mathematical reasoning ability against the disposition of mathematics, (2) there is the influence of learning models Methaporical Thinking.]]>
<![CDATA[Pembelajaran Luas Permukaan Bangun Ruang Sisi Datar Menggunakan Pendekatan Pendidikan Matematika Realistik Indonesia ]]>
<![CDATA[Siti Maisyarah]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1713
<![CDATA[One of the geometry subjects that has a high level of difficulty and abstractness is the 3D-shape subject (solid geometry), especially the surface area of a polyhedron. Students have difficulty in imagining objects and constructing previously owned knowledge. One approach that uses prior knowledge as a starting point for learning is the Indonesian Realistic Mathematics Education (IRME) approach. This research is a qualitative descriptive study that aims to describe the learning of surface area of polyhedron using the IRME approach to eighth-grade students in SMP Negeri 1 Banguntapan. The subjects of this study were all eighth-grade students of SMP Negeri 1 Banguntapan Yogyakarta. Data collection techniques used were video recording, observation, and interviews. Video recording is conducted to observe student activities during the learning process and compare them with observation and interview sheets. Meanwhile, the test instrument is used as supporting data to see student learning outcomes after learning the surface area of the polyhedron as the whole topic. The results showed that during the learning process, which lasted for two meetings, students could follow well all stages of learning by fulfilled the five characteristics of IRME and getting good results.]]>
<![CDATA[Kesulitan Siswa dalam Membuktikan Masalah Kesamaan dan Ketidaksamaan Matematika Menggunakan Induksi Matematika ]]>
<![CDATA[I Wayan Puja Astawa]]>;
<![CDATA[I Gusti Putu Sudiarta]]>;
<![CDATA[I Nengah Suparta]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1746
<![CDATA[Mathematical similarities and inequalities are common mathematical statements related to numbers whose truth can be proven by mathematical induction. Proving by mathematical induction involves two main steps, namely the basic step and the induction step. The study of mathematical induction related to similarity and inequality is very important and is still relatively limited in quantity. This study aims to determine whether there are significant differences in students' ability to prove mathematical statements using mathematical induction on mathematical similarities and inequalities problems and identify misconceptions. The study was conducted with a mixed method. A sample of 117 students from two high schools in the city of Singaraja was selected by a random cluster technique to obtain quantitative data. Meanwhile, the research subjects were two students selected based on the misconceptions shown to obtain qualitative data. Quantitative data on the ability to prove the similarity and inequality problems using mathematical induction was collected by written tests and qualitative data on misconceptions were collected by interview. Quantitative data were analyzed by a paired group t-test and by z test for proportions. Meanwhile, qualitative data were analyzed by content analysis of students' works to identify their misconceptions. The results showed that proving the mathematical induction of the inequality problem was more difficult than proving the similarity problem. This difficulty occurs both in the basic step and the induction step. Misconceptions arise due to the fallacy of analogies and interpretations of mathematical notation.]]>
