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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 2 (2023): July" : 21 Documents clear
Exploration of the Sultan Mahmud Badaruddin Jayowikramo Grand Mosque in South Sumatra: An ethnomathematics study Lisnani Lisnani; Romiya Gustira
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.12280

Abstract

This study aims to explain the relevance of ethnomathematics research and the two-dimensional figure shapes in the building of the Grand Mosque of Sultan Mahmud Badaruddin Jayowikramo Palembang. Sultan Mahmud Badaruddin Jayowikramo Palembang Grand Mosque is located in Palembang, Indonesia. The method used in this study was qualitative research with an ethnomathematical approach. The research subjects were the foundation's general secretary, supervising secretary, and administrative staff. Researchers used A data collection technique in multiple processes, such as observation, documentation, and interviews. The data analysis techniques used data reduction, display, and drawing inference. As a result, it was shown that each part of Sultan Mahmud Badaruddin Jayowikramo Palembang Grand Mosque has a mathematical concept of two-dimensional figures and many shapes of two-dimensional figures from the architecture of the Grand Mosque.
Students’ creative thinking skill through realistic mathematics education on straight-line equation Rahmah Johar; Arta Maisela; Suhartati Suhartati
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.7697

Abstract

The Indonesian students' creative thinking skill is low. One alternative to improve students' creative thinking skills is to implement realistic mathematics education. This study aimed to determine the difference in the average score of the creative thinking skills of students taught through realistic mathematics education, and students taught through the expository method on the straight-line equation topic. This study is experimental research with a post-test-only control in a class of eight-grade in one of the junior high schools in Aceh, Indonesia. The sample in this study was 30 students in the control group and 32 students in the experimental group. The instrument was a creative thinking test. The data were analyzed using a t-test. Based on the analysis, the average score of the creative thinking skill of students taught through realistic mathematics education was better than those taught through the expository method on the straight-line equation topic. Teachers are expected to guide students to solve challenging real problems to develop their creativity.
How do students solve reversible thinking problems in mathematics? Aneu Pebrianti; Sufyani Prabawanto; Elah Nurlaelah
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.17821

Abstract

Reversible thinking is a cognitive activity in finding a solution to a problem by arranging the direction of logical thinking from the end to the starting point. Reversible thinking requires a student to think logically in two ways. Therefore, reversible thinking influences students' success in solving problems. This study aims to identify students' thinking processes in solving problems that require reversible thinking ability. This research was conducted on junior high school students in Bandung, West Java, Indonesia, using test instruments, interviews, and documentation studies. The tests given consisted of two types of problems, including tests on forward-thinking problems and tests on reversible thinking problems. The research subjects were students with high average mathematics scores in their class. The study found that students could answer the tests on forward-thinking problem-solving very well but could not work on similar questions with the backward-thinking process. Based on the interview results, one of the causes for the need for more backward-thinking ability is the limited learning resources or context when students first learn the concept.
Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study Monika Agnes Henny Kinanti; Imam Sujadi; Diari Indriati; Krida Singgih Kuncoro
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.13266

Abstract

Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.
The kite project to improve junior high school students’ numeracy Nabila Putri Isamer; Ratu Ilma Indra Putri; Zulkardi Zulkardi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.7168

Abstract

This research occurred to improve students' numeracy skills. To help students acquire these skills, develop learning projects through a STEAM approach using kite-making and collaborative learning projects. Design collaborative learning projects using a STEAM approach to assist students in acquiring these skills. This study's primary purpose is to create kites to aid junior high school students in addressing problems concerning PLSV and the kite area. This study applies a design research type of validation study. The data collection technique used is using images, products, and review documents for data collecting. The research participants were 30 seventh-grade (Phase D) junior high school students in Palembang. This study developed a learning trajectory that includes three exercises and post-test questions. Students can investigate and address issues associated with kite construction using PLSV materials. In the second activity, students can create kites and estimate their area based on their kite-making skills. After the kite is built, students fly a kite and study it. Students can improve their numeracy abilities through project-based learning employing STEAM in the context of kite creation, as demonstrated by the findings of this study. This knowledge aids them in overcoming obstacles associated with PLSV content and expands kite-making.
Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy Surya Kurniawan; Rizky Rosjanuardi; Suhendra Suhendra
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.15151

Abstract

Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.
Learning obstacles analysis of lowest common multiple and greatest common factor in primary school Muhammad Rifqi Mahmud; Turmudi Turmudi; Wahyu Sopandi; Siti Maryam Rohimah; Inne Marthyane Pratiwi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.12359

Abstract

This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.
Gender differences in written mathematical communication skills of junior high school students Muhamad Syahidul Qirom; Jarnawi Afgani Dahlan; Turmudi Turmudi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.14062

Abstract

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator.  In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms.
Ethnomathematics approach integrated flipped classroom model: Culturally contextualized meaningful learning and flexibility Rahmi Ramadhani; Edi Syahputra; Elmanani Simamora
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.7871

Abstract

The student-centered learning model has yet to adapt to the environment around students, including cultural contexts and traditions, and is less applicable and less effective for improving students' mathematical abilities. The meaningfulness obtained from mathematics learning based on activity has yet to provide optimal results, and there are still contradictions between learning theories and the application results. Therefore, this study aims to provide recommendations for developing new models and theories to optimize flexible and meaningful learning implementation using qualitative research methods with an integrative literature review approach. The results show that student-centered learning needs attention to personal factors and behaviors. Furthermore, learning with a cultural approach through an ethnomathematics context and flexibility in learning are also needed. The implication of this research is to recommend developing a model that integrates the flipped classroom model and the ethnomathematics approach. Meanwhile, a new theory was also proposed due to the development of the Cognitive-Social-Cultural Constructivist Theory of Learning (CSCCTL). Further studies on developing theories from the ethno-flipped classroom model should be conducted.
Pre-service teacher’s mathematical disposition through problem-solving and problem-posing based ignatian pedagogy Yeni Fitriya; Ali Mustadi; Ikhlasul Ardi Nugroho; Andri Anugrahana
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.15909

Abstract

Mathematical disposition is an important aspect that pre-service teachers must master to determine the success of mathematics learning. The objectives of this study were to show the statistical description and verify the research hypothesis regarding the comparison between problem-solving and problem-posing integrated with ignatian pedagogy as a novelty toward Elementary School Teacher Education students. Using a quantitative approach involving 84 students consisting of 9 males and 75 females as participants, used a comparison test between two learning models. The results of the parametric prerequisite test showed the value of Sig. <0.05 for normality and Sig. > 0.05 for homogeneity. However, data analysis can not be continued parametrically but was tested using Mann-Whitney U (non-parametric). The hypotheses test results concluded that H0 was accepted or there was no significant difference from the state of the students' mathematical disposition either using problem-solving or problem posing based on ignation pedagogy. It was evidenced by the probability value, which showed 0.221, which was > 0.05. The implications of this study directly recommend using appropriate learning models to improve the mathematical dispositions of pre-service teachers.

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