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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 24 Documents
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Search results for , issue "Vol 8, No 1 (2022): January" : 24 Documents clear
Students’ mathematical reasoning ability in solving PISA-like mathematics problem COVID-19 context Ismi Nurazizah; Zulkardi Zulkardi
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4599

Abstract

This study aims to use the Pendidikan Matematika Realistik Indonesia (PMRI) approach to measure the mathematical reasoning ability of grade VII students in answering PISA-like mathematics problems on number content in the context of COVID-19. This study employs descriptive research with 34 participants from a junior high school in Palembang, Indonesia. Tests, interviews, and observations were utilized to collect data. The method of analysis adopted is descriptive. Google Meet is used to facilitate learning. Learning the PMRI technique was accomplished in this study by assigning sharing and jumping tasks. That is, assignments for students to discuss with each other have different levels of difficulty, followed by two exam questions. In the context of COVID-19, the test questions are PISA-like maths problems. The results show that students’ average mathematical reasoning skill is 63,037, with mathematical manipulation a common indicator. Most students have exhibited indications for presenting conjectures. However, only a few students have put down indicators for drawing logical conclusions, so drawing logical conclusions is an indicator that students rarely see. Overall, grade VII students' mathematical reasoning skills in answering PISA-like mathematics questions on number material in the context of COVID-19 utilizing the PMRI approach is good since students are used to modeling contextual problems such that mathematical manipulation indicators occur.
Assessing the item of final assessment mathematics test of junior high school using Rasch model Atikah Atikah; Sudiyatno Sudiyatno; Abdul Rahim; Marlina Marlina
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4482

Abstract

The test is a tool to collect information about the achievement of learning objectives so that the test must have good quality in order to be able to measure students' abilities accurately. To determine the quality of the test, it is necessary to do an analysis, one of which is the Rasch model approach. This study aims to analyze the quality of the final semester test results in learning mathematics—sampling using a purposive sampling technique. The subjects of this study were 56 students of Junior High School (SMP) in Yogyakarta, consisting of 25 males and 31 females. The test instrument consists of 40 multiple choice questions with the correct answer given a score of 1 and the wrong answer being given a score of 0. Therefore, the data obtained is dichotomous. The test kits were analyzed by applying the Rasch model. The study results obtained an estimate of the validity of item fit, where the questions analyzed had an INFIT MNSQ value between 0.94 - 1.11 and all questions with an OUTFIT value t ≤ 2.00; thus, 40 items fit according to the Rasch model. The characteristics of the test questions based on the Rasch model have a very difficult difficulty level of 0 items by 0%. The difficult category is three items at 7,5%, the medium category is 20 items at 50%, the easy category is 17 items at 42.5%, and 0% for the very easy category. The reliability of the case estimate value is 0.00 in the medium category, and the reliability of the item estimate value is 0.85 in the very high category. The implication of this research is additional knowledge regarding the Rasch analysis of mathematical problem models as a graduation standard.
Self-confidence attitude of novice primary teachers reflection on teaching mathematics Enditiyas Pratiwi; A.Wilda Indra Nanna; Dedi Kusnadi; Irianto Aras; Dian Kurniati; Percy Sepeng
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4022

Abstract

The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) conveniently selected to participate in the study reported in this article. The semi-structured interviews data explored novice primary teachers’ reflections on the given questionnaire scale items. The qualitative data obtained from semi-structured interviews informed the quantitative information extracted from the questionnaires. The results showed that the reflection of the self-confidence attitude of novice primary teachers in low, moderate, and high participants on the scale of confidence in teaching mathematics raises three essential findings, specifically (1) ability on content knowledge, (2) ability to explain, and (3) ability in classroom management. The resulting reflection in low, moderate, and high participants on the scale was an attitude toward success in teaching mathematics, namely, the appraisal of others, and on the scale, the usefulness of mathematics teaching, namely the ability to understand the usefulness of mathematics.
Developing mathematics problems using local wisdom context of Maluku to improve students’ numeracy Fahruh Juhaevah
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4524

Abstract

Students' difficulty in solving numeracy problems is a problem that teachers must pay attention. Therefore, it needs media to help students improve their numeracy ability. The purpose of this study is to develop mathematics problems based on PISA (Programme for International Student Assessment) content and use local wisdom context in Maluku that obtained validity, practically, and effectively. Mathematics problems developed are expected to improve the numeration ability of junior high school students in Maluku. The study was research and development based on the Plomp model. The subject consists of 40 students (15 males and 25 females). The result showed that mathematics problems met validity criteria. The validity was tested using the Rasch model that consists of suitable, reliability, difficulty, and differentiation items. Then, it was validated based on experts in content, league, and media. All of them met validity criteria. Mathematics problems had met practically based on the user experience questionnaire (UEQ) that consisted of interest, clarity, efficiency, accuracy, stimulation, novelty, and prospered based on the system usability scale (SUS). Mathematics problems improve the student's numeration ability, as shown based on N-Gain 0.36. Thus, it effectively improves the numeracy ability of students in Maluku.
Students' mathematical critical thinking ability in problem-based learning viewed based on learning style Bambang Eko Susilo
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4536

Abstract

The development of mathematical critical thinking ability and individual uniqueness in the learning of prospective teacher students needs attention so that they have sufficient provisions in their future work. This study aims to analyze the differences in prospective teacher students' mathematical critical thinking ability in their achievement and improvement from two different learning models and their learning styles. Problem-based learning was used in the experimental group, while the control group used conventional learning. This study used a quasi-experimental quantitative method with the pretest-posttest non-equivalent group design. Data were collected using: mathematical critical thinking ability test and a learning style questionnaire. Data were taken from 56 students of the Mathematics Education Study Program, Universitas Negeri Semarang. Data analysis was performed using independent samples t-test, Mann-Whitney U test, and normalized gain. The results showed that in the achievement and improvement of mathematical critical thinking ability, students who obtained Problem-based learning overall and viewed from a kinesthetic learning style were better than conventional learning. Meanwhile, in terms of auditory and kinesthetic learning styles, the mathematical critical thinking ability of students who obtained descriptive problem-based learning was better. However, in statistical testing, the two groups were not significantly different. Based on these results, Problem-based learning is considered adequate for developing mathematical critical thinking ability, especially for kinesthetic learning styles.
How does Rasch modeling reveal difficulty and suitability level the fraction test question? Karlimah Karlimah
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4170

Abstract

This article explains how to analyze test items in arithmetic operation with fractions to obtain the items' level of difficulty and fitness. Data were collected by using multiple-choice questions given to 50 fourth-grade students of an elementary school in Tasikmalaya city. The answers were then analyzed using the Rasch model and Winsteps 3.75 application, a combination of standard deviation (SD) and logit mean values (Mean). The score data of each person and question were used to estimate the pure score in the logit scale, indicating the level of difficulty of the test items. The categories were difficult (logit value +1 SD); very difficult (0.0 logit +1 SD); easy (0.0 logit -1 SD); very easy (logit value –SD). Three criteria were used to determine the level of difficulty and fitness of the questions: the Outfit Z-Standard/ZSTD value; Outfit Mean Square/MNSQ; and Point Measure Correlation. It resulted in a collection of test items suitable for use with several levels of difficulties, namely, difficult, very difficult, easy, and very easy, from the previous items, which had difficult, medium, and easy categories. Rasch model can help categorize questions and students' ability levels.
Students’ perception of communication and collaboration effectiveness in online learning mathematics during the COVID-19 Sri Supiyati; Muhammad Halqi; Ahmad Rasidi
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4626

Abstract

This study aims to determine student perceptions of the effectiveness of communication and collaboration in online learning mathematics during the COVID-19 pandemic. This study was an ex-post-facto with an exploratory, descriptive approach. The sample of this study was 26 students of the Mathematics Education Study Program at the Universitas Hamzanwadi. The respondents of this study were 26 students of Mathematics Education at Hamzanwadi University, five males and 21 females, which were obtained using the convenience sampling technique. This research was conducted in the even semester of the 2020/2021 academic year. The instrument used is a closed questionnaire with answers that are degraded according to the Likert scale and validated by experts. The research data were analyzed descriptively and inferential statistics. The results showed that (1) the perception of mathematics education students was 58% of students giving a negative response to every question about the effectiveness of communication and collaboration in online learning; (2) ineffective communication and collaboration in online learning with an average student perception score of 2.16; (3) there is a positive and significant relationship between communication and collaboration in online learning during the COVID-19 pandemic with a significance value of 0.000 which is smaller than the alpha test value of 0.05 (0.05); (4) the relationship of communication and correlation in online learning is strong or high with a correlation coefficient value of 0.677.
The academic impact of online mathematics learning during COVID-19 for junior high school students I Putu Wisna Ariawan
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4517

Abstract

Until now, no research explicitly examines the academic impact on public junior high school students in Singaraja City. The actual condition of the academic impact of online mathematics learning is necessary to be revealed immediately. This information can be used as a basis for teachers designing and implementing mathematics learning to minimize or eliminate the negative impact of online learning. This study involved 507 public junior high school students distributed over four public schools in Singaraja City as the sample. This study used a questionnaire instrument consisting of 14 items, and the data were tabulated based on the responses entered on the google form. The study results showed that students experienced several academic impacts as a result of online learning of mathematics. The academic impacts that students most felt among others: the amount of mathematics material was hard to understand, students doubted the accountability of the grade obtained by their friends, decreased enthusiasm for learning, and students felt that their academic abilities were e not optimal. The conclusion obtained from this study is that online mathematics learning  during COVID-19 had an academic impact on public junior high school students in Singaraja City.
Developing mathematical literacy test with context of Bugis-Makassar local wisdom for junior high school students Nursakiah Nursakiah; Fathrul Arriah; Surya Dharma
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4049

Abstract

Various studies on the development of mathematical literacy tests have not shown any research that focuses on developing mathematical literacy tests using the context of Bugis-Makassar local wisdom with Classical Test Theory (CTT). Thus, this study aimed to produce mathematical literacy tests using the context of Bugis-Makassar local wisdom based on CTT for junior high school students through development research using ADDIE design. The development of the test integrates mathematical literacy and local wisdom elements of Bugis-Makassar. There were 15 multiple-choice items developed and tested on 33 males and 68 females at seventh-grade junior high school students. The trial involved two schools in Makassar City using a convenience sampling technique. The test kit was validated by three mathematicians and produced an Aiken index score in the range of 0.67 to 0.89. The empirical data from the trial results were analyzed using CTT assisted by ITEMAN 4.3 software. The test analysis showed an average category for reliability test scores. As many as 47% of the items were in the medium category, and the rest were in the fair category. Meanwhile, 93% of the items have a good discriminatory ability, and 67% have distractors that were not functioning properly, then the tests items must be revised.
Senior high school students’ understanding of mathematical inequality Evangelista Lus Windyana Palupi; Sylvana Novilia Sumarto; Mayang Purbaningrum
Jurnal Elemen Vol 8, No 1 (2022): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i1.4537

Abstract

Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.

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