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[Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM ]]>
<![CDATA[I Wayan Widana]]>;
<![CDATA[Kadek Lisa Septiari]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.3031
<![CDATA[Creative thinking is one of the competencies needed in the Industrial Revolution 4.0, where change is very dynamic, so it must be balanced with an irregular way of thinking. This study analyzes the effect of the project-based learning models on the STEM approach to creative thinking skills and mathematics learning outcomes. The population was grade VII students of SMP PGRI 6 Denpasar in the 2019/2020 school year. The sample of the experimental class and the control class used the random sampling technique. The experimental class was given treatment with a project-based learning model based on the STEM approach, while the control group used a conventional project-based learning model. Data on creative thinking skills were collected using a questionnaire, and data on mathematics learning outcomes were collected using essay tests. Data were analyzed using the Manova test. The results of the study: there is an effect of the STEM approach-based project-based learning model on creative thinking skills; there is an effect of project-based learning model based on STEM approach on mathematics learning outcomes; there is an effect of the project-based learning model based on the STEM approach together on creative thinking skills and mathematics learning outcomes.]]>
<![CDATA[Desain Didaktis Konteks Fabel Berbasis Pemahaman Matematis Siswa pada Materi Aljabar ]]>
<![CDATA[Surya Amami Pramuditya]]>;
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Via Dwi Handayani]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2730
<![CDATA[This research is motivated by the importance of students 'mathematical understanding, but the fact is that students' mathematical understanding is still low in working on algebraic form questions. This problem brings out a learning obstacle, where students cannot interpret the algebraic form elements and cannot operate the algebraic form. This study aimed to design a didactic design phase using fables based on students' mathematical understanding. The research method is descriptive qualitative research. Design is Didactical Design Research (DDR) with 15 junior high school students as subjects. The data was collected using triangulation techniques, then analyzed descriptively. This study results in a didactic design in the form of a situation that can anticipate students' learning obstacles in algebraic form material and facilitate students' thinking process. Situations are created using exciting pictures and stories to motivate student learning. The results show that the situations that have been created make it easier for students to group similar and dissimilar terms and can operate the algebraic form easily and algorithmically. The students also can interpret the elements of the algebraic form along with addition and subtraction operations in the algebraic form based on the understanding of each student.]]>
<![CDATA[Capaian Kemampuan Mathematical Thinking Siswa melalui Model Comprehensive Mathematics Instructions ]]>
<![CDATA[Nita Delima]]>;
<![CDATA[Yaya S. Kusumah]]>;
<![CDATA[Siti Fatimah]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2793
<![CDATA[The national exam results show that students still have difficulty solving PISA standardization questions, reinforcing the reason why Indonesian students' mathematical literacy scores on PISA are still very low. This mathematical literacy is part of the mathematical thinking ability, so building it will impact students' mathematical literacy. The comprehensive mathematics instruction (CMI) model is thought to build students' mathematical thinking abilities. This study aims to describe students' mathematical thinking achievement who obtain learning with the CMI model. Besides, this study also analyzed the achievement of students' mathematical thinking through the CMI model by paying attention to the prior knowledge of mathematics (PAM). This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang. The results showed that the achievement of students' mathematical thinking through the CMI model differed significantly from students' mathematical thinking abilities through conventional models. The difference in the achievement of generalizing, conjecturing, and convincing abilities between students who get CMI model learning and those who get conventional model learning occurs in students with moderate PAM. Thus, the CMI model is effective for building students' mathematical thinking abilities.]]>
<![CDATA[Validitas Soal Higher-Order Thinking Skill Matematika Berkonteks Kebencanaan untuk Siswa Sekolah Menengah Pertama ]]>
<![CDATA[Fahlida Harnita]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[M. Hasbi]]>;
<![CDATA[Sulastri Sulastri]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2460
<![CDATA[Disaster mitigation efforts in learning mathematics need to be done to foster a disaster awareness attitude in students through higher-order thinking skills (HOTS) questions in mathematics with a disaster context. One effort that can be done is to design mathematics problems in a disaster context. This study aimed to obtain valid HOTS mathematics questions in the disaster context for junior high school students. This research is development research that is limited to the self-evaluation and expert review stages only. This study obtained 16 HOTS questions in mathematics with disaster context for junior high school students, which were valid both in terms of content and construct. The disaster context used includes drought, tsunami, earthquakes, volcanic eruptions, climate change, landslides, forest fires, and floods. The implication of this research is that valid questions can be used by teachers in the teaching and learning process in the classroom.]]>
<![CDATA[Development of Mathematical Problem Solving Tests on Geometry for Junior High School Students ]]>
<![CDATA[Sri Adi Widodo]]>;
<![CDATA[Ibrahim Ibrahim]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Samsul Maarif]]>;
<![CDATA[Fitri Sulistyowati]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2973
<![CDATA[One of the cognitive skills that students must have is problem-solving ability. Therefore, a standardized test is needed to measure this ability. However, until now, the tests used to measure mathematical problem-solving ability were not standardized. This research aims to develop a valid and practical mathematical problem-solving test in the discussion of triangles and rectangles. This research is part of the RD 4D type with steps: Defined (analysis to develop a test), Design (designing a problem-solving test form), and Develop (expert judgment and small group trials). The instrument in this research was the validation sheet used by the validator to assess each test item. The data analysis technique used the Aiken method for expert judgment and qualitative descriptive for development testing. The result is a valid and practical mathematical problem-solving test because the V-Aiken value is more than 0.532. Based on this, the instrument can be used to measure the mathematical problem-solving ability of junior high school students in the discussion of triangles and rectangles.]]>
<![CDATA[Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19 ]]>
<![CDATA[Hajra Yansa]]>;
<![CDATA[Heri Retnawati]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2585
<![CDATA[This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.]]>
<![CDATA[Kesalahan Calon Guru Matematika dalam Menggunakan Ukuran Pemusatan: Pengabaian Variansi ]]>
<![CDATA[Kimura Patar Tamba]]>;
<![CDATA[Meiva Marthaulina Lestari Siahaan]]>;
<![CDATA[Oce Datu Appulembang]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2806
<![CDATA[The measure of the center is an essential topic in statistics. Pre-service mathematics teachers must have the ability to select and use measures of center. The inability to use and select appropriate center measures indicates a low understanding of center measures. Meanwhile, research on the ability to use and select the center's appropriate measures is very limited. This study explores the sources of error for pre-service mathematics teachers in using and selecting the appropriate measures of center. This study involved 177 pre-service mathematics teachers. This research is a qualitative study using the interpretive paradigm. Data were collected using a test containing two problems and clinical interviews. Data were analyzed qualitatively using grouping participant responses based on ways of thinking and ways of understanding to use and select center measures. The results showed that pre-service mathematics teachers could not select an appropriate measure of centers because they were too focused on measures of centers while ignoring the variance. In order to be able to select an appropriate measure of centers because variance must be considered simultaneously. The implication of this study results is the need for a learning approach that introduces concurrent measures of centers with data variance.]]>
<![CDATA[Desain Pembelajaran Kerucut Berkonteks Tradisi Megono Gunungan ]]>
<![CDATA[Farida Nursyahidah]]>;
<![CDATA[Bagus Ardi Saputro]]>;
<![CDATA[Irkham Ulil Albab]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2655
<![CDATA[Geometry is an essential subject for students. However, geometry, especially the cone, remains a challenging material for students. Besides, we need the proper media and context for learning mathematics on cone material. This research aims to develop a learning trajectory that utilizes the Megono Gunungan tradition as a context in the learning process using the Indonesian Realistic Mathematics Education (PMRI) approach. The research method used is Design Research, which consists of three phases of the study: preliminary design, experimental design, and retrospective study. This study's outcome is designing a learning trajectory on cone material using the Megono Gunungan tradition. This learning trajectory comprises four activities, including observing the interactive video of the Megono Gunungan tradition to discover cone elements, finding the concept surface area of a cone using origami paper, and grasping the cone concept volume with magic seeds, and solving contextual problems related to the cone. Studies have shown that using the Megono Gunungan context could help students improve their understanding of the cone concept. Furthermore, this study hoped could be an inspiration for exploring another local wisdom that can be a context in learning mathematics.]]>
<![CDATA[Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri ]]>
<![CDATA[Mustangin Mustangin]]>;
<![CDATA[Yayan Eryk Setiawan]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2773
<![CDATA[Trigonometry, a discipline in mathematics, is often misunderstood by mathematics learners. To understand Trigonometry, students should start learning from understanding Mathematical concepts. Therefore, this study aims to analyze students' understanding of concepts in the Trigonometry course. This research is a qualitative descriptive study of the first semester students' conceptual understanding of the mathematics education study program at a university in Malang City. The data collected in this study consisted of the subject's work and transcripts of interviews. The instrument used in this study consisted of 6 questions about understanding the concept of trigonometric material. Analysis of the subject's work results is carried out to find out the right or wrong answers. Meanwhile, the interview transcripts were analyzed by coding to determine the factors that support conceptual understanding. The results showed that students with good conceptual understanding could solve trigonometric problems, while students with less understanding of concepts had difficulty solving trigonometric problems. The results of this study also found aspects that influence (encourage and inhibit) students in understanding the concept of trigonometry. Furthermore, this research is expected to contribute to trigonometry subjects' learning based on indicators of conceptual understanding in the Trigonometry course.]]>
<![CDATA[Kesalahan Konsep Descriptive Geometry Mahasiswa terhadap Kemampuan Spasial dalam Pembelajaran Daring di Masa Pandemi COVID-19 ]]>
<![CDATA[Aris Hadiyan Wijaksana]]>;
<![CDATA[Rizky Rosjanuardi]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v7i1.2967
<![CDATA[Spatial ability is one of the essential abilities to be mastered by students, especially in geometry. There is not much research, especially in Indonesian, that examines students' spatial abilities and their relation to Descriptive Geometry. This study aims to analyze students' misconceptions in the Descriptive Geometry course and describe the profile of students' spatial abilities in online learning during the COVID-19 pandemic. This study's subjects from the Mathematics Education Department of Universitas Negeri Jakarta. This research is descriptive qualitative. The learning was carried out in 16 meetings with three initial meetings offline, and the next 13 meetings online. The test was given twice at the 8th and 16th meetings accompanied by interviews with students who made mistakes in taking the test. The test results showed that students who made mistakes did not have the ability to spatial perception, spatial relation, and spatial orientation. However, there was a case of students who made mistakes still having the ability to spatial perception, spatial relation, and spatial orientation. The obstacles that affect students' spatial abilities are online learning that is not supported by technical matters, namely: limited internet networks and internet quota availability.]]>
