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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 21 Documents
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Search results for , issue "Vol 9 No 1 (2023): January" : 21 Documents clear
Students’ creative thinking skills in solving PISA-like mathematics problems related to quantity content Shalshabilla Shafa; Zulkardi Zulkardi; Ratu Ilma Indra Putri
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6975

Abstract

The introduction of the Merdeka curriculum mandates that teachers emphasize the development of creative thinking abilities and incorporate learning into local contexts. For this reason, this study aims to describe the creative thinking skills of class VII students in answering PISA-like mathematics problems on quantity in the context of Palembang tourism using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This study used a descriptive study with 28 students from junior high school number 26 in Palembang. Tests, interviews, and observations were used to collect data. The analytical method used is descriptive. The PMRI technique learning is carried out in this study by providing student worksheets. The task of students to discuss each other's problems with different levels of difficulty, followed by two PISA-like mathematics problems in quantity content and the context of Palembang tourism. The results showed that students' average creative thinking skills were at a moderate level, with fluency and elaboration indicators appearing the most. However, only a few students have indicators of originality. Overall, the creative thinking ability of grade VII students in answering PISA-like mathematics problems in the quantity content and Palembang tourism by utilizing the PMRI approach is good because students can imagine questions because they use content and contexts that they have experienced.
Using CUBES strategy in a remote setting for primary mathematics word problems Christina Teo Lian Wan; Nor Azura Abdullah
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6864

Abstract

Various research has been carried out worldwide over the years to identify ideal methods that are helpful to pupils when solving mathematical word problems. This study aims to examine the use of the CUBES Maths Strategy, a mnemonic device, to solve word problems and was conducted in a remote setting. An action research approach using a mixed method research was conducted where all data collected were analysed both quantitatively and qualitatively. The participants involved were pupils from a small local government primary school, aged between 8 and 9. Pupils’ test results from the given pre and post-tests were quantitatively analysed using Wilcoxon Signed-Rank Test, which concluded that there was no significant change in the difference in test scores. Newman’s Error Analysis interview was conducted to investigate the source of errors committed by the pupils, which concluded that the most prominent type of error made is the Comprehension error, followed by the Transformation error. From the observations and reflections, it can be deduced that, as the research was done in a remote setting, the use of the CUBES Maths Strategy was not fully utilised. These results could be based on the interactions between teachers and students during remote online learning.
Exploring high school teacher’s design of rich algebra tasks Ajeng Gelora Mastuti; Lydia Lia Prayitno
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.5851

Abstract

The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.
The geometric contents and the values of local batik in Indonesia Noerhasmalina Noerhasmalina; Binti Anisaul Khasanah
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6919

Abstract

The culture was carefully associated with regular lifestyles, such as inside the discipline of education. However, there needs to be awareness among school members of the absorption of the culture around them through learning, especially mathematics. Therefore, this study aims to explore the geometric contents in the form of geometric transformations and the values of local batik Indonesia. This study was a qualitative study with an ethnographic approach. The techniques used in this study are observation, literature review, and interviews with Lampung cultural and batik craftsmen. Observations were made by observing batik activities and Lampung batik motifs and conducting interviews to find the mathematical and philosophical elements contained in them. The data were then completed and checked for correctness based on the results from the literature review. The outcomes of this observation imply that the human beings of Lampung utilize the idea of geometric transformation in making batik motifs, which include the Siger motif, pohon hayat motif, and kapal motif. The idea of geometric transformation used is reflection, dilation, and translation. Thus, this research can be a reference for learning mathematics and exploring other Lampung batiks motifs.
A preliminary study on the formulation of indicators and definitions of mathematical bitterness related to teacher treatment Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto; Yanti Yanti
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6637

Abstract

Teachers are responsible for helping students to understand and admire subjects, which means they need first to appreciate what is supposed to be taught. Meanwhile, some intern teachers detest several subjects due to the unpleasant treatment received from their tutors. This study intends to clarify the definition of mathematical bitterness and develop its indicators. The respondents were seven third-year students at Pelita Harapan University, Indonesia. Data were collected using questionnaires and interviews and analyzed through descriptive qualitative with a phenomenological approach. The results showed that the indicators of bitterness in mathematics sprang from the following, 1) having experienced unpleasant treatment from a mathematics teacher for a long time, 2) having a negative view of mathematics, 3) feeling untalented in mathematics, 4) viewing the mathematics teacher as unfriendly, 5) poor mathematics learning performance, and 6) having high mathematical anxiety. The proposed definition of bitterness is a negative perception of mathematics that is built from the accumulation of past experiences that affect the student’s response to this subject. Hence, further studies are needed to provide solutions that help to heal students of their math bitterness.
Junior high school students’ mathematical literacy in terms of mathematical self-efficacy Fifi Khairun Nisa; Elly Arliani
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.7140

Abstract

Mathematical literacy and self-efficacy are critical in learning, especially mathematics. In contrast to previous studies, which only describe mathematical literacy and self-efficacy, this study aims to describe the ability of mathematical literacy in terms of mathematical self-efficacy. This research was a survey research qualitative and quantitative approaches. The results of this study indicate that the mathematical literacy abilities of grade VIII students in junior high school in Yogyakarta with sample 436 students are in a low category and the mathematical self-efficacy in the medium category. The higher the students’ mathematical self-efficacy, the higher their mathematical literacy. Students with high mathematical self-efficacy also tend to keep their maximum effort because they have the confidence to solve math literacy questions. Students with medium mathematical self-efficacy tend to doubt their abilities when facing difficult mathematical literacy questions. Students with low mathematical self-efficacy tend not to be confident in solving them because they think they lack mathematical abilities. This research is expected to map the mathematical literacy abilities of junior high school students in Yogyakarta. Besides, it can make material for reflection in world education to improve it.
Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people Lalu Muhammad Fauzi; Nila Hayati; Rody Satriawan; Fahrurrozi Fahrurrozi
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6873

Abstract

This cultural diversity can be utilized in exploring mathematical concepts bridged by ethnomathematics to bring mathematics closer to students' cultures. However, on the other hand, many people think that mathematics is culture-free. The uniqueness and diversity of cultures in ideas, activities, and artifacts can be studied and used as learning resources, especially in mathematics. Therefore, this study seeks to explore the geometrical perceptions and cultural values contained in the traditional woven fabric motifs of the Sasak people. This research is qualitative research with an ethnographic method. Research data were collected through observation, literature study, and interviews with cultural practitioners, traditional leaders, woven fabric craftsmen, and cultural. The results of this study indicate that the traditional woven fabrics of the Sasak people have recognized and used mathematical concepts, especially lines, angles, flat shapes, and geometric transformations, in the design of traditional woven fabric motifs of the Sasak people. In addition, there is a philosophical meaning contained in each motif or pattern. The meaning is in the form of cultural values such as moral, historical, and philosophical values, which are used as messages to their children and grandchildren.
A meta-analysis study of the effect of the blended learning model on students’ mathematics learning achievement Samritin Samritin; Aris Susanto; Abdul Manaf; Julham Hukom
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6141

Abstract

Many studies have researched the effect of blended learning on mathematics learning achievement, but the results of previous research reported different results. Therefore, this research aims to determine the effect of the blended learning model on mathematics learning achievement. The design of this study used a meta-analysis approach by analyzing 20 effect sizes from 18 primary studies that were Scopus-indexed and met the inclusion criteria. The results of the analysis show that the use of the blended learning model affects mathematics achievement compared to traditional learning (d = 0.725; p < 0.05). The results of the analysis according to the moderator variable are known that the effect of the blended learning model on mathematics achievement is different based on the level of education (Qb = 13.923; p < 0.05) and the year of research (Qb = 16.140; p < 0.05). However, no differences were found according to the sample size group (Qb = 0.039; p > 0.05) and media platform (Qb = 2.861; p > 0.05. The findings show the consistency of the publication of research results on the effect of using the blended learning model on students' mathematics learning achievement.
The development of numeracy problems using light rail transit context Yessi Permata Sari; Zulkardi Zulkardi; Ratu Ilma Indra Putri
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6923

Abstract

The emergence of this research is due to the low numeracy skills of students in Indonesia. It is due to the soft critical thinking skills of students. One of the strategies that can be done is to develop PISA-type questions and activities. This study aims to produce PISA-type questions and activities using a valid and practical context using Light Rail Transit. This research is a design research type of development research which consists of a preliminary evaluation stage and a formative evaluation stage. This study involved students of eighth-grade junior high school students in Palembang City, totaling 34 students with various skills. The analysis of the results of this study was qualitatively based on data from the field received in the form of interviews, document reviews, observations, and tests to see student activities in solving questions and activities. The result of this research is the development of PISA-type questions and activities, namely four student activities and six evaluation questions using the Light Rail Transit context. In conclusion, PISA-type questions and activities in the context of Light Rail Transit can be used in classroom learning to improve students' numeracy skills.
The development of numeracy problems for junior high school students Nourma Pramestie Wulandari; Nani Kurniati; Nurul Hikmah; Wahidaturrahmi Wahidaturrahmi
Jurnal Elemen Vol 9 No 1 (2023): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i1.6664

Abstract

Numeracy has become part of the Minimum Competency Assessment (MCA) used in the National Assessment (NA) since it was established in 2021. However, previous research shows that the numeracy skills of junior high school students are still in the low category. The purpose of this study was to obtain a prototype of a practice book about preparation for dealing with numeracy MCA for junior high school students that were valid, according to experts. This research was development research (R&D) using the Plomp development model, which consists of preliminary research, a prototyping phase, and an assessment phase. At the end of the development stage, there was a formative evaluation to assess the product development's validity by two experts. The instrument used was the validation sheet for the numerical problems book. The results of this study obtained a prototype of the book that contains at least 90 numeracy problems for Junior High School students, which was categorized as valid with an average score of 89 and an excellent classification. The questions used include multiple choice, multiple complex choice, matchmaking, short essay questions, and essay. The dominant portion is in the form of complex multiple-choice questions. This book is suitable for students' preparation for the numeracy MCA.

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