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[Pengembangan Tes Matematika dengan Konteks COVID-19 untuk Siswa SMP/MTs Kelas VIII ]]>
<![CDATA[Anggit Prabowo]]>;
<![CDATA[Jarnawi Afgani Dahlan]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2115
<![CDATA[This study aims to develop a mathematics test with the COVID-19 context to measure the student's skill competencies in grade VIII SMP/MTs. This study was a research development by following the test development procedures: compiling blueprints, writing items, reviewing questions, testing, analyzing the results of trials, and revising. The developed test consists of multiple-choice items with four options. These items were validated content by three experts (teacher, lecturer, and mathematics trainer) and were tested to 86 students. This study developed a mathematics test set with the COVID-19 context consisting of ten items that experts declared valid. Trial of ten items showed two items (numbers 7 and 6), which were not good. Item number 7 was too easy, while item number 6 was not good in the discrimination index. Besides, the two distractors in item number 7 did not work correctly. The estimated coefficient of reliability of the measurement results was quite high, indicated by a coefficient value of 0.658. The items that were not good have been revised by modifying the items so that the index of difficulty and discrimination look good. Useful and revised items were assembled into a mathematics test set for grade VIII students.]]>
<![CDATA[Model Problem Based Learning Berbantuan GeoGebra dan Model Realistic Mathematics Education terhadap Representasi Matematis Siswa ditinjau dari Gaya Kognitif ]]>
<![CDATA[Sofri Rizka Amalia]]>;
<![CDATA[Dian Purwaningsih]]>;
<![CDATA[An Nur Ami Widodo]]>;
<![CDATA[Eka Farida Fasha]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.1692
<![CDATA[This study aims to determine the differences in students' mathematical representations through the Problem Based Learning (PBL) model assisted by GeoGebra and Realistic Mathematics Education (RME) models, differences in the mathematical representation of students through GeoGebra-assisted PBL models with the RME model in terms of learning styles Field Independent (FI) and Field Field (FI) Dependent (FD). The research used was Quasi-experimental research. The population is grade XII students, and the sample used is the science class 1, and science 2. The data were collected by tests. Data analyzed using variance and independent t-test. This research results in a difference between students' mathematical representation through the GeoGebra-assisted PBL model and the RME model. The difference in students' mathematical representation through the GeoGebra-assisted PBL model and the model of the RME in terms of the FI learning style. At the same time, for FD, there is no significant difference.]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2042
<![CDATA[One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.]]>
<![CDATA[Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh ]]>
<![CDATA[Ratih Ayu Apsari]]>;
<![CDATA[Sripatmi Sripatmi]]>;
<![CDATA[Sariyasa Sariyasa]]>;
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Nilza Humaira Salsabila]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2179
<![CDATA[The sudden change caused by the global pandemics of COVID-19 leads to the classroom transformation from classical face-to-face meetings into virtual. The development of technology enables classroom variation by providing various applications that can be employed to facilitate learning activities. Nonetheless, not all situations suitable to use advanced technology during distance learning. Some students are living in remote areas with limited internet connection. This study aims to offer an alternative if most of the students were having difficulties with the internet and minimum devices to download heavy applications. The alternative is by using a chat group with an emphasis on the students’ interaction during the lesson. This descriptive study was conducted at a university in Mataram, Indonesia. The subject was 17 students in the Mathematics Education Study Program who follow the course of Abstract Algebra. The data were gathered from students’ observation during the lessons and students’ written work in the middle semester test. The data were analyzed by using descriptive qualitative method. From the analysis, it was found that the students’ activity during distance learning was 83.5%. Furthermore, 88.23% of students achieved the minimum score for the middle semester test (more than 56). The study showed that mathematics teaching and learning could be done with a secure and straightforward access application to gain good results.]]>
<![CDATA[Kemampuan Berpikir Kreatif Siswa dalam Mem-posing Masalah menggunakan Pendekatan Pendidikan Matematika Realistik Indonesia ]]>
<![CDATA[Elisa Anggraini]]>;
<![CDATA[Zulkardi Zulkardi]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.1857
<![CDATA[This research aims to obtain a picture of how students' creative thinking abilities in proposing problems using Pendidikan Matematika Realistik Indonesia (PMRI) approach on the material of number patterns. This research uses descriptive research with the research subject is students of class VIII at SMP Negeri 15 Palembang. The learning process in the class was carried out by the PMRI approach. Data collection techniques used in this study were tests, observations, and interviews. Observations were made to see the indicators that emerge when the learning process was carried out. Tests were conducted to determine students' creative thinking abilities when working on and proposing problems. At the same time, interviews were used to confirm answers to student test results. The results are divided into five levels, namely level 0 to level 4, with different characteristics at each level. In this research, there are four students with very creative abilities, 18 students with creative abilities, two students with less creative abilities, and two students with non-creative abilities. The difference in each level is based on fluency, flexibility, and novelty in posing problems.]]>
<![CDATA[Pengetahuan Didaktika Calon Guru Sekolah Dasar tentang Pecahan Ditinjau dari Teori Antropologi Didaktik ]]>
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Gustimal Witri]]>;
<![CDATA[Intan Kartika Sari]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2056
<![CDATA[Prospective elementary teachers (PET) are required to have sufficient mathematical and didactic knowledge about fractions, but many of them have difficulties explaining various concepts of fractions to students. Given the importance of prospective teachers’ knowledge of fractions, this study aims to investigate further the didactic knowledge of PETs’ didactic knowledge of fractions. Their knowledge is seen from their ability to construct contextual tasks about fractions based on number sense, problem-solving, mathematical literacy, and problem posing. PETs’ didactical knowledge is analyzed based on the anthropological theory of the didactic. This research method is qualitative with an internet-based research approach. The subjects of this study consist of 38 PsETs from a teacher education institution in Pekanbaru, Riau, Indonesia. The results of this study indicate that PsETs’ didactic knowledge of fractions is inappropriate, especially in the aspect of constructing contextual tasks about the division of fractions by fractions. PsETs tend to present the type of task associated with simple fraction operations and techniques in the form of standard algorithms. This study also indicates that PsETs’ theoretical knowledge is still limited to informal knowledge to support standard algorithms.]]>
<![CDATA[Analisis HOTS Siswa pada Materi Pola Bilangan menggunakan Pendekatan PMRI melalui Sistem LSLC ]]>
<![CDATA[Kustanti Situmorang]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Candra Koni Lelyana]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2213
<![CDATA[This research aims to determine the student’s higher order thinking skill (HOTS) after learning using the PMRI through LSLC is done approach to the material of number patterns in class VIII. This type of research is descriptive. The subjects of this study were students of class VIII.5 Junior High School number 18 Palembang amounting to 31 students. Data collectin techniques used were observations, giving test questions amounted to one questons in the form of descriptions, and interviews. After conducting the research, there have been many indicators of higher order thinking skills raised by students even though there are still some students who don’t bring up indicators. In addition, by using the PMRI approach and the LSLC system, students become mutually learning and active in learning. The conclusion of this research is the ability of HOTS students in class VIII.5 is enough, which can be seen from the scores obtained by students in the test questions that are in the range of grades 41-60. In addition, the emergence of the analysis (C4) indicator most often appears as much as 63.33%, evaluation (C5) as much as 30% and the creation (C6) indicator is the least indicator that appears as much as 20%.]]>
<![CDATA[Pemecahan Masalah dalam Menyelesaikan Soal Jumping Task ditinjau dari Gaya Kognitif ]]>
<![CDATA[Hobri Hobri]]>;
<![CDATA[Dianita Tussolikha]]>;
<![CDATA[Ervin Oktavianingtyas]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.1987
<![CDATA[The provision of jumping tasks (JT) is an effort to improve students' problem-solving abilities. Descriptive qualitative research was conducted to describe and analyze students' ability to solve mathematical problems, both in the field-dependent cognitive style (FD) and independent field (FI). JT is a high-level question, C4-C6, in Bloom's taxonomy on the Three Variable Linear Equation System topic. The subjects in this study were students of class X MIPA 1 of SMA Negeri 4 Jember with 30 students consisting of 5 FD students and 25 FI students. The data collection method uses tests (JT questions) and interviews. The results showed the differences in FD and FI subjects' ability in the stages of carrying out the plan of completion and re-checking, i.e., the FI subject had better solving ability than the FD subject in the stage of planning the completion and re-checking. In contrast, at the other Polya stages, there were no differences.]]>
<![CDATA[Pengetahuan Pedagogi Mahasiswa Calon Guru dalam Perencanaan Pengajaran Matematika dan Hubungannya dengan Keyakinan ]]>
<![CDATA[Muhtarom Muhtarom]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2094
<![CDATA[The purpose of this research is to describe the pedagogical knowledge of prospective teachers in designing mathematics learning and its relationship with beliefs about teaching. This research participant was a prospective teacher who was a constructivist belief that had taken a micro-teaching course and had excellent communication skills, as demonstrated by the fluency in delivering ideas. Data is collected through semi-structured interview techniques. The data obtained were coded, simplified, presented, triangulated time for the credibility data, and concluded. The results show that prospective teachers knew in preparing lesson plans and learning media by the curriculum to facilitate students learning in class. The selection of verbal representations, symbol representations, and the selection of contextual problems is in line with his belief that the teacher's role is to guide students and help them discover mathematical concepts actively. Prospective teachers have good knowledge about choosing the right time to ask questions to students. Prospective teachers know when to ask questions, when to reflect on students' answers, and when to ask new questions or give new assignments. Prospective teachers know assessment techniques, namely the assessment of learning outcomes obtained from the way students find solutions to problems and the suitability of problems with solutions made by students.]]>
<![CDATA[Pemecahan Masalah Matematis Siswa Kelas VIII Menggunakan PMRI melalui LSLC pada Materi Gradien ]]>
<![CDATA[Rio Kurniawan]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Sunaryati Sunaryati]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i2.2214
<![CDATA[This study aims to discover how the mathematical problem-solving ability of students in class VIII using Pendidikan Matematika Realistic Indonesia (PMRI) through Lesson Study for Learning Community (LSLC) on straight-line gradient material. The subjects of this Study were Students of class VIII.B Srijaya State Junior High, totaling 32 students. The learning process takes place adapted to the principles and characteristics of PMRI through the LSLC system. Data collection the techniques used in this study were observation, written tests consisting of two problem descriptions, and interviews conducted to obtain supporting data. The observation was to see student activities during the learning process. The tests are conducted to find out how students mathematical problem-solving abilities. The interview is used to confirm the student's answers. Obtained students' mathematical problem-solving abilities on the Straight-Line Gradient subject and had reached the indicators of understanding the problem, planning solutions, and implementing plans with the most indicators often appear is the indicator of planning a solution. In contrast, the indicator that rarely appears is the indicator of the truth of the completion of the problem. The conclusion of this research is mathematical problem solving of 8th-grade students using PMRI through LSLC on gradient material category was enough.]]>
