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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.
Arjuna Subject : -
Articles 447 Documents
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Prospective Teachers' Perspective on the Role of Instructor in Fostering Their Mathematical Disposition Thesa Kandaga; Rizky Rosjanuardi; Dadang Juandi
Jurnal Elemen Vol 7, No 2 (2021): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i2.3269

Abstract

Continuous treatment is needed in developing mathematical dispositions. Even at the higher education level, some prospective teachers still need proper treatment in developing their mathematical dispositions. This study tries to reveal instructors' role in fostering their students' mathematical disposition to better didactical situations. This study is qualitative research with a content analysis approach. The results obtained in this study indicate that the instructor's role is still needed in the classroom regardless of the students' mathematical disposition. Instructors ' expected learning role becomes diverse based on the mathematical disposition grouping between good, moderate, and less mathematical dispositions. For prospective teachers who have an excellent mathematical disposition, the instructor's role is to confirm a theorem, confirm answers to questions, and the benefits of contextual topics. For prospective teachers who have a satisfactory mathematical disposition, the instructor's role is to motivate, direct the learning, and keep the classroom conductivity. Whereas for prospective teachers deficient in mathematical disposition, the instructor's role is needed as a direct learning source, structured learning director, and an enjoyable learning rhythm.
Students' Quantitative Literacy in Solving PISA Problem Based on Gender Differences Lestariningsih Lestariningsih; Nita Safitri Maulidah; Moch. Lutfianto
Jurnal Elemen Vol 7, No 2 (2021): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i2.3557

Abstract

Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.
Peran Representasi Matematis dalam Pembelajaran Perkalian Bentuk Aljabar melalui Pendekatan Matematika Realistik Al Jupri; Dian Usdiyana; Ririn Sispiyati
Jurnal Elemen Vol 6, No 1 (2020): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v6i1.1716

Abstract

Algebra is an abstract topic in mathematics that should initially be learned by students in junior high school level. In order that this topic is easier to understand by students meaningfully, relevant mathematical representations should be used in the learning process. This research aims to analyze the role of mathematical representations in the learning of multiplication of algebraic expressions through the use of realistic mathematics education approach. To do so, we used a qualitative research method, in the form of the learning and teaching process involving 23 grade VII students (12-13-year-old) from one of the schools in Bandung. We analyzed video data of the learning process and the student written work from a formative test. The results showed that visual representations are frequently used by students at the beginning of the learning process and symbolic representations are used after the students get used to using visual representations. The result of the formative test indicated that the use of mathematical representations meaningfully could help students in solving multiplication of algebraic expressions problems. We conclude that the use of mathematical representations—in particular of visual representations using geometry context in algebra learning—helps students to understand the topic of multiplication of algebraic expressions.
Kemampuan Penalaran Matematis Melalui Pembelajaran Contextual Teaching and Learning (CTL) Pada Siswa SMP Nurfadhilah Nurfadhilah; Zubaidah Amir MZ
Jurnal Elemen Vol 4, No 2 (2018): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v4i2.714

Abstract

The purpose of this research is to know the difference of mathematical reasoning ability between students using Contextual Teaching and Learning model (CTL) with students using direct learning model. Research type is experiment with quasi experiment research method and research design used is Posttest-Only Control Group Design. The sample technique used is purposive sampling. To see the results of the study, the data normality test, and homogeneity test using standard deviation and the mean of the sample class, then t-test  to determine the difference between two classes. Based on the   results of data analysis, it can be concluded that: There are differences in students' mathematical reasoning ability to learn using Contextual Teaching and Learning (CTL) learning   model with students who learn to use direct learning with an average experimental class of 93,75 higher than the control class of 81,90.
Self Efficacy Mahasiswa terhadap Matematika dan Pembelajaran Berbasis Kegiatan Lesson Study Risnanosanti Risnanosanti
Jurnal Elemen Vol 2, No 2 (2016): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v2i2.316

Abstract

The aim of this research is to description about undergraduate students self efficacy toward mathematics in learning based on lesson study activity. This studied done in mathematics study program of FKIP Muhammadiyah University of Bengkulu in academic year 2015/2016. The subject in this research are undergraduate students whose studied education statistic about 31 students. The instruments are observation sheet and self efficacy scale. The method in this research come from lesson research with lesson study and have three stages namely plan, do and see. This researched have 4 cycles.  Based on data analysis the result of this research is undergraduate student self efficacy is in very good category.
Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM I Wayan Widana; Kadek Lisa Septiari
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.v7i1.3031

Abstract

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.
Model Kegiatan Microteaching untuk Mengembangkan Keterampilan Melaksanakan Pembelajaran Matematika Berpusat pada Siswa Susilahudin Putrawangsa; Muhammad Syawahid
Jurnal Elemen Vol 4, No 1 (2018): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v4i1.497

Abstract

The current research intends to identify the characteristics of microteaching model that is valid, effective and practical to develop prospective mathematics teachers’ competencies in conducting student-centered instructions. It is a development research carried out according to Educational Design Research. The findings suggests that the characteristics of microteaching model to develop prospective mathematics teachers’ competencies in conducting student-centered instructions are: (1) a microteaching which is carried out in a cycle process consisting of planning, implementing, observing, and evaluating student-centered teaching and learning where each participant acts as a teacher and evaluators in turn. (2) a microteaching that is conducted in form of Peer Microteaching by Self-Study Group where they peer supervise each other (Peer Supervision). (3) a microteaching that has a teacher observation and evaluation protocol that is conducted by themselves (Self-evaluation) and others (Peer Evaluation) and focuses on particular aspects of teacher performance in implementing student-centered instructions those are claimed to important and possible to be refined at the moment (At-the-time improvement). (4) a microteaching which is carried out in a progressive complexity of teaching environment, that is starting from teaching a less complex to a more complex classroom setting.
Pengetahuan Mahasiswa Pendidikan Guru Sekolah Dasar dalam Merepresentasikan Operasi Pecahan dengan Model Persegi Panjang Zetra Hainul Putra
Jurnal Elemen Vol 2, No 1 (2016): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v2i1.174

Abstract

This study aims to investigate pre-service elementary teachers’ knowledge on representing fraction operations by rectangle models. The subjects of this study are 64 pre-service elementary teachers from elementary school techer training study program, faculty of teacher training and education, University of Riau. The research method used is quantitative descriptive by giving a test related to the representations of fraction operations by rectangle models. The result shows that 82,81% pre-service elementary teachers were success representing addition of fractions, and 67,19% of them for subtraction of fractions. Meanwhile, 44,53% pre-service elementary teachers were success representing multiplication of fractions and 24,22% of them for divison of fractions. Then, they were still get difficulty in representing multiplication and division of fractions using rectangle models than addition and subtraction of fractions.
Desain Didaktis Konteks Fabel Berbasis Pemahaman Matematis Siswa pada Materi Aljabar Surya Amami Pramuditya; Muchamad Subali Noto; Via Dwi Handayani
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.v7i1.2730

Abstract

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.
Loteng (Selodor Bhanteng): Media Nostalgia dalam Menanamkan Konsep Matematika pada Anak Madura Dhofir Dhofir; Durroh Halim; Sayyidatun Nisa; Moh. Zayyadi
Jurnal Elemen Vol 5, No 2 (2019): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v5i2.1344

Abstract

This research aims to explore the mathematical concepts through games on traditional loteng played the son of Madura. The type of data in this study was qualitative research with an ethnographic approach. An ethnographic approach is an approach that is carried out empirically and theoretically to generate an image of deeper analysis and about the culture in the society, in this case, is the traditional game of the loteng. Ethnography approach is a greater emphasis on cultural findings that occurs in a community. The results of this research are in the loteng; there is the concept of a flat wake, addition, subtraction, multiplication, division, even and odd numbers. In addition, loft game can be as nostalgic in a media embed mathematical concepts in the game.

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