Jurnal Elemen
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.
Articles
447 Documents
<![CDATA[Pengembangan Video Pembelajaran Berbasis PMRI untuk Mendukung Mental Calculation Siswa dalam Permasalahan Aritmatika Sosial ]]>
<![CDATA[Meryansumayeka Meryansumayeka]]>;
<![CDATA[M. Yusuf]]>;
<![CDATA[Vina Amilia Suganda]]>
<![CDATA[ Jurnal Elemen Vol 4, No 2 (2018): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v4i2.634
<![CDATA[This study aims to develop a PMRI-based Social Arithmetic learning video in the junior high school that is valid, practical, and has a potential effect to support the mental calculation of junior high school students in Social Arithmetic issues. This type of research is a modified development study between Rowntree and Tessmer. There are 3 stages in this research namely planning stage, development stage, and evaluation phase. In the development process, this research involves experts as validators of a learning video developed. The subjects of this study are students of grade VII Islamic Junior High School Raudhatul Ulum Sakatiga Indralaya as many as 22 people. The result of this research shows that the learning video developed by this researcher is valid by the experts who tested 3 aspects i.e. material aspect, media display and instructional design; practice based on result of one to one scale that is testing the product on 3 students with different skills and on a small group scale of 6 people; and having a potential effect to support students' mental calculation in social arithmetic problems.]]>
<![CDATA[Pengembangan Modul Materi Lingkaran Berbasis Discovery untuk Siswa SMP ]]>
<![CDATA[Amrina Rizta]]>;
<![CDATA[Rusdy A. Siroj]]>;
<![CDATA[Rani Novaliana]]>
<![CDATA[ Jurnal Elemen Vol 2, No 1 (2016): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v2i1.178
<![CDATA[This study aims to produce a module material circle based discovery learning method for junior high school students are valid and practical, as well as having a potential effect. The method used is research and development. Validity module known from the assessment expert on sheet validation stating that the modules developed had been valid, based on the content (content of the material is in conformity with the basic competencies and indicators of learning are formulated), constructs (module subject matter circle in accordance with the teaching methods of discovery), and language (already using the formula sentences communicative, simple, easy to understand, and in accordance with the EYD). Practicality seen from the test results small group. Results of field trial test was obtained 77.5% of the students scored above 75 with an average value of 78.35. Based on these results, the results of student learning using a module that has been developed is quite good.]]>
<![CDATA[Capaian Kemampuan Mathematical Thinking Siswa melalui Model Comprehensive Mathematics Instructions ]]>
<![CDATA[Nita Delima]]>;
<![CDATA[Yaya S. Kusumah]]>;
<![CDATA[Siti Fatimah]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v7i1.2793
<![CDATA[The national exam results show that students still have difficulty solving PISA standardization questions, reinforcing the reason why Indonesian students' mathematical literacy scores on PISA are still very low. This mathematical literacy is part of the mathematical thinking ability, so building it will impact students' mathematical literacy. The comprehensive mathematics instruction (CMI) model is thought to build students' mathematical thinking abilities. This study aims to describe students' mathematical thinking achievement who obtain learning with the CMI model. Besides, this study also analyzed the achievement of students' mathematical thinking through the CMI model by paying attention to the prior knowledge of mathematics (PAM). This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang. The results showed that the achievement of students' mathematical thinking through the CMI model differed significantly from students' mathematical thinking abilities through conventional models. The difference in the achievement of generalizing, conjecturing, and convincing abilities between students who get CMI model learning and those who get conventional model learning occurs in students with moderate PAM. Thus, the CMI model is effective for building students' mathematical thinking abilities.]]>
<![CDATA[Kemandirian Belajar Mahasiswa Melalui Blended Learning pada Mata Kuliah Metode Numerik ]]>
<![CDATA[Putri Fitriasari]]>;
<![CDATA[Tanzimah Tanzimah]]>;
<![CDATA[Novita Sari]]>
<![CDATA[ Jurnal Elemen Vol 4, No 1 (2018): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v4i1.439
<![CDATA[This study aims to know the improvement of student self-regulated learning (SRL) through blended learning. The method used is a quasi-experimental design with nonequivalent pre-test and post-test control-group. The subjects were students of mathematics education in the University of PGRI Palembang which consists of 54 students. They were divided into two groups of samples, namely the experimental class and control class. Experiment class got blended learning treatment, while control class got conventional learning. Research instrument consists of students' initial ability (SIA) test and KBM questionnaire. Data were analyzed quantitative descriptive. The results show that the improvement of SRL who get blended learning is not better than students who get conventional learning.]]>
<![CDATA[Pengembangan Soal Open-Ended Pokok Bahasan Barisan dan Deret Bilangan untuk Siswa SMP ]]>
<![CDATA[Yusliriadi Yusliriadi]]>;
<![CDATA[Darmawijoyo Darmawijoyo]]>;
<![CDATA[Somakim Somakim]]>
<![CDATA[ Jurnal Elemen Vol 1, No 2 (2015): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v1i2.85
<![CDATA[The research is proposed to: (1) get open-ended problems which are valid and practice on the math topic Sequence and Series of numbers for junior high school students. (2) find potential effects of open ended problems to the students on the topic about sequence and series of numbers. The methodology that use in this study is a developmental research. The way of collecting data is by using Walk through, to determine the validity of the matter is the content, construct, and language; document at small group to know about the practicality; tests and interviews to find out about the potential effects on the ability of students' understanding of the concept. The result of data analysis come to conclusion, that: (1) This research produces (six question) open ended problems on the topic of sequence and series of numbers for students of IX grade are valid and practice. (2) The prototype of open-ended problems which was developed have positive potential effect to the ability of students’ understanding of the concept, it is shown by the average value of students’ understanding of the concept of good in the open-ended problems test which resulted 71,9%.]]>
<![CDATA[Validitas Soal Higher-Order Thinking Skill Matematika Berkonteks Kebencanaan untuk Siswa Sekolah Menengah Pertama ]]>
<![CDATA[Fahlida Harnita]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[M. Hasbi]]>;
<![CDATA[Sulastri Sulastri]]>
<![CDATA[ Jurnal Elemen Vol 7, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v7i1.2460
<![CDATA[Disaster mitigation efforts in learning mathematics need to be done to foster a disaster awareness attitude in students through higher-order thinking skills (HOTS) questions in mathematics with a disaster context. One effort that can be done is to design mathematics problems in a disaster context. This study aimed to obtain valid HOTS mathematics questions in the disaster context for junior high school students. This research is development research that is limited to the self-evaluation and expert review stages only. This study obtained 16 HOTS questions in mathematics with disaster context for junior high school students, which were valid both in terms of content and construct. The disaster context used includes drought, tsunami, earthquakes, volcanic eruptions, climate change, landslides, forest fires, and floods. The implication of this research is that valid questions can be used by teachers in the teaching and learning process in the classroom.]]>
<![CDATA[Pengaruh Pembelajaran Kooperatif Tipe STAD dengan Bantuan Website terhadap Kemampuan Pemahaman Konsep Geometri Siswa Kelas VIII ]]>
<![CDATA[Khoerul Umam]]>;
<![CDATA[Supiat supiat]]>
<![CDATA[ Jurnal Elemen Vol 5, No 2 (2019): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v5i2.1297
<![CDATA[This study aims to determine the differences in STAD type cooperative learning on geometry material integrated with the website www.fooplot.com. The subject of this study was a private junior high school in Bekasi, which is consisted of 31 male students and 40 female students. This study uses a quasi-experimental design method. Data from the research will be analyzed using descriptive statistics. The results of the study have shown that learning mathematics using a website has assisted students to improve their understanding of geometric concepts. The learning with the website has supported students to study independently outside of school hours. Website applications can encourage students to examine student work independently.]]>
<![CDATA[Penyebab Kecemasan Matematika Mahasiswa Calon Guru Asal Papua ]]>
<![CDATA[Alberta Parinters Makur]]>;
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Jurnal Elemen Vol 1, No 1 (2015): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v1i1.84
<![CDATA[An increasing number of Papuans qualified teachers realized by sending young people from Papua to continue their education in the College of Education. But the basic capabilities, especially mathematics, which owned high school students graduated from Papua that continuing education is very low. This, presumably because the students have math anxiety, thus preventing them from material master mathematics. By using a qualitative research approach, particularly the case study method, this research describes what factors are the cause of math anxiety prospective teacher students from Papua, based on the results of questionnaires and interviews that have been analyzed. ]]>
<![CDATA[Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience ]]>
<![CDATA[Ayu Faradillah]]>;
<![CDATA[Yasmin Husna Restu Fadhilah]]>
<![CDATA[ Jurnal Elemen Vol 7, No 2 (2021): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v7i2.3321
<![CDATA[This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berbasis Masalah dengan Scaffolding ]]>
<![CDATA[Mohamad Gilar Jatisunda]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ Jurnal Elemen Vol 6, No 2 (2020): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v6i2.2042
<![CDATA[One of the main goals of school mathematics is the achievement of mathematical problem-solving abilities through problem-based learning. It is expected that these abilities can be achieved well by students. However, the complexity of the problem and minimum confidence become a problem when students experience complex situations created in the problem-based learning process. Scaffolding becomes essential because of the differences in each student's knowledge stored in long term memory. The purpose of the study was to analyze differences in mathematical problem-solving abilities with two different learning and based on initial mathematical abilities. Learning in the experimental class is problem-based learning with scaffolding, and then control class learning is problem-based without scaffolding. The research method used was a quasi-experimental design with a matching-only pretest-posttest control group design. Sample selection using purposive sampling to get samples with the same characteristics, the total number of samples is 60 students with each division 30. The initial mathematics ability has the same role in the mathematical problem-solving ability in the experimental and control classes. That is when students are in the high category then the ability of severe mathematical problem-solving. However, when the two classes are compared, the results are significantly different. Scaffolding becomes a factor that distinguishes the ability to solve mathematical problems.]]>
