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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 7, No 1 (2021): January" : 15 Documents clear
The Innovative Learning of Social Arithmetic using Realistic Mathematics Education Approach Winda Rahayu; Rully Charitas Indra Prahmana; Afit Istiandaru
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2676

Abstract

Learning mathematics has a significant contribution to the students’ daily activities, one of which is on social arithmetic topic. The implementation of social arithmetic, in general, is mostly found in buying-selling and banking activities. However, students still find difficulties in understanding this topic. It is because the teaching and learning activities still use a conventional approach, which restricts the students to imagine how it is implemented in daily life. Therefore, this paper aims to describe the innovative learning activities of social arithmetic among junior high school students using the Realistic Mathematics Education (RME) approach. This research was conducted in three meetings, and the researcher acted as the teacher in the class. The results showed that the innovative learning of social arithmetic using the RME approach and word problems could improve the students’ learning outcomes with an average score of 81.92% and 92.59% of the total of students scored above passing grade.
Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis Robert Harry Soesanto; Kurnia Putri Sepdikasari Dirgantoro
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2899

Abstract

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.
Pengembangan Soal Literasi Matematis untuk Mendukung Matematisasi Mahasiswa Calon Guru Lestariningsih Lestariningsih; Moch. Lutfianto
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.3003

Abstract

Mathematisation ability of prospective teachers that was low in solving mathematical literacy problems needs serious attention. Therefore, to help prospective teachers do mathematization, they were employed by giving mathematical literacy problems. This study aims to produce mathematical literacy problems that were valid, practical, and have potential effects on the mathematization ability of prospective teacher students. The study was conducted using a design research type development study. Thirty students of prospective teachers in a private university in Sidoarjo became the subjects. Mathematical literacy problems’ qualities from this research should support prospective mathematics teachers in categorizing horizontal and verticalization activities. In addition, the problems were designed using the Program for International Student Assessment (PISA) framework with the Indonesian context. The results suggested that the developed mathematical literacy problems could be categorized valid based on validators’ evaluation, practically based on the small group phase results, and have the potential effects were assessed from the results of student tests handed in field test phase using mathematical literacy problems. The test results showed that 78% of prospective mathematics teachers were in the good category of mathematization ability after using the developed problems. The developed mathematical literacy problem has a potential effect so that it can be used as an alternative question in lecturing higher education activities to support the mathematics of prospective teacher students.
Pengembangan Perangkat Pembelajaran Bercirikan CTL Berbantuan GeoGebra Menggunakan Model Flipped Learning Zuli Nuraeni; Indaryanti Indaryanti; Novika Sukmaningthias
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2723

Abstract

The purpose of this study was to develop valid, practical, and effective learning using the GeoGebra-assisted Contextual Teaching Learning (CTL) learning model using the Flipped Learning model to improve the mathematical representation abilities of junior high school students. This research is research and development (RD). This research has five stages: analyzing the developed product, developing the initial product, expert validation and revision, small-scale field trials and product revisions, and testing large-scale field and final products. Based on the results of several studies, including lesson plans and valid textbooks. From the limited test, the ten questions of the representation ability test were also valid and reliable. The lesson plans and textbooks developed are also practical in terms of teachers and students. Moreover, the average value of the mathematical representation in the experimental class is classified as effective in increasing students' mathematical representation ability. That way, the mathematics learning device characterized by GeoGebra assisted CTL using the Flipped Learning model can be said to be valid, practical, and effective.
Kemampuan Komunikasi Matematis dalam Menyelesaikan Circle Problem Berdasarkan Self-Confidence Siswa SMP Wasilatul Murtafiah; Reza Kusuma Setyansah; Dhea Alvita Nurcahyani
Jurnal Elemen Vol 7, No 1 (2021): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i1.2785

Abstract

As part of 21st-century skills, communication is an essential skill for students. Students 'mathematical communication tends to below, one of which is influenced by students' self-confidence. For this reason, the purpose of this study is to describe the mathematical communication skills in solving circle problems based on students' self-confidence. Determining the subject using purposive sampling technique, namely from 36 students of class VIII SMP in Madiun, East Java, Indonesia, obtained two subjects with high self-confidence (SCT) and one subject with low self-confidence (SCR). A qualitative descriptive approach was used in this study. Tests and interviews were used as data collection techniques. Data were analyzed through reduction, presentation, and concluding. The results of this study include: SCT is capable while SCR is less able to meet the indicators of mathematical communication skills both in writing and orally at the stages of understanding problems, implementing plans, and checking back; and SCT can meet mathematical communication indicators both written and oral, while SCR is less able to meet written mathematical communication indicators but can verbally at the stage of planning completion. The level of self-confidence of students differentiates their mathematical communication skills in solving problems. Thus, a teacher needs to design an appropriate question to train students' mathematical communication skills with low self-confidence.

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