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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 447 Documents
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Interaction between RME-based blended learning and self-regulated learning in improving mathematical literacy Novita Sari; Zuli Nuraeni; Novika Sukmaningthias
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5751

Abstract

Most prior studies on mathematical literacy (ML), self-regulated learning (SRL), and RME-based blended learning were carried out qualitatively. Therefore, it was necessary to test them with statistical inference. This study aimed to analyze the interaction between RME-based blended learning, conventional learning, and SRL in improving students' ML. The method used was quasi-experimental with a 2x2 factorial design. The population was students in grade 7 with a sample of 38 students (21 males and 17 females). RME-based blended learning was conducted in the experiment class, while conventional learning was in the control class. Self-regulated learning and mathematical literacy data were obtained from the questionnaire and test, respectively. Data were analyzed using the Adjusted Rank Transform Test with Two-Way ANOVA and Mann-Whitney U test. The result showed an interaction between RME-based blended learning, conventional learning, and SRL towards students' ML improvement. Students' ML improvement who received RME-based blended learning was higher than those who received conventional learning regarding the high level of SRL and vice versa at the low level. Furthermore, students' ML improvement with high SRL was slightly higher than those with low SRL after receiving RME-based blended learning and vice versa after getting conventional learning.
Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook Yoppy Wahyu Purnomo; Masitah Shahrill; Olivia Pandansari; Rika Susanti; Winarni Winarni
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5235

Abstract

Examples and exercises in mathematics textbooks have an essential role in directing teaching and learning to achieve the objectives of the mathematics curriculum. This study examines mathematical tasks, i.e., examples and exercises, for a grade 4 elementary school mathematics textbook published by the Indonesian Government in 2018. We focus on geometry tasks and categorize them based on the dimensions of cognitive processes and knowledge of the revised Bloom’s taxonomy. Textbook research is used to achieve the objectives of this study. The validity of the data was carried out by employing peer debriefing. The findings of this study indicate that only about 30% of the geometry tasks in this mathematics textbook require high-level mathematical thinking skills. This study also shows that procedural knowledge is more dominant and becomes an orientation in presenting geometry tasks. This finding becomes less relevant to the orientation of researchers and policymakers who want the direction of mathematics education to be forming students as problem solvers.
A local instructional theory (LIT) for teaching linear equation through STEM instruction Siti Maryam Rohimah; Darhim Darhim; Dadang Juandi
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.4727

Abstract

Several previous types of research showed that students had obstacles in understanding the concept of linear equations. These obstacles occur because the designed learning cannot facilitate student learning trajectories, thus causing low learning outcomes. This research aimed to design and develop a learning trajectory for the linear equations in one variable material as a systematic set of activities through Science, Technology, Engineering, and Mathematics (STEM) instruction using a dynamo-powered toy car. This design is referred to as a Local Instructional Theory (LIT) in teaching the linear equations in one variable material. The research method used is the method of design research, following the stages of preliminary design, teaching experiment, and retrospective analysis. The research subjects in the teaching experiment were grade VII students of a state junior high school in Bandung City. Data were collected from various sources, namely student worksheets, teacher and student observation sheets, documentation, interview, and video recording of the learning course. This study analyzes the validity of the research through a qualitative research perspective, and reliability refers to the quality of the survey itself. The research results described the performance of the LIT-based design for linear equations in one variable learning in STEM instruction in four meetings. The research was concluded with the generation of one local instructional theory that is valid, practical, and effective in guiding a set of instructional activities to build an understanding of the linear equations in one variable material through STEM instruction using a dynamo-powered toy car.
Secondary students’ mathematical reasoning in terms of learning styles on online learning Fresha Anjani; Syafika Ulfah
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5696

Abstract

Since COVID-19 was declared a global pandemic, learning has shifted from face-to-face to online. It is a novel environment, particularly in Indonesia. This study aims to determine the profile and correlation between students' mathematical reasoning abilities and learning styles in online learning. The research method used was quantitative. The population was grade VIII students studying in public Junior High School (JHS) in DKI Jakarta province. The sample was 400 respondents, consisting of 208 males and 192 females, using random cluster sampling. To identify the relationship between mathematical reasoning ability and learning style, to be more specific, the researchers took a sample of one class consisting of 39 respondents. The research instrument was in the form of a questionnaire and mathematical ability test questions in the form of a description. The data analysis technique used descriptive statistics and correlation analysis. The results showed that: (1) the tendency of students' mathematical reasoning abilities was included in the medium category, (2) students had varied learning styles, namely visual, auditory, and kinesthetic learning styles (3) the tendency of students learning styles of public JHS in DKI Jakarta is visual learning style with a percentage of 32.25% as many as 129 students from 400 respondents, (4) there is a significant relationship between mathematical reasoning abilities and student learning styles with a Pearson correlation score of 0.565, and the relationship between the two variables is included in the category of moderate correlation. In this case, choosing a suitable learning approach can impact students' ability to think mathematically.
The impact of affective skills toward on the mathematics learning outcomes at senior high school students Wahyuddin Wahyuddin; Nur Qalbi Rusdin; Muhammad Awal Nur
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.4950

Abstract

Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.
Self-regulated learning and problem-solving ability of elementary school students in fraction during online learning Eva Yunida Wulandari; Fitri Alyani
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5708

Abstract

Online learning for students requires high self-regulated learning to maximize problem-solving skills, especially in fractional material. However, elementary school students have not widely seen self-regulated learning and problem-solving abilities. Therefore, this study aimed to determine the relationship between self-regulated learning and problem-solving skills, especially on fractions in online learning in fifth-grade elementary school. This research is included in a quantitative study that uses a sample of fifth-grade students in an elementary school in Depok City. A sample of 122 students (N = 67 female, N = 55 male) was obtained using a non-probability sampling technique. Data collection techniques were carried out through the distribution of a self-regulated learning questionnaire with as many as 29 statements and a problem-solving ability test instrument with as many as eight questions. The data obtained were measured and analyzed using Rasch modeling and assisted by Winsteps software version 4.4.2. Furthermore, the correlation and Effect Size tests were carried out to determine the relationship and influence between variables. The results showed a significant and interrelated relationship between self-regulated learning and problem-solving ability. In other words, the higher the quality of independence in students, the higher the quality of problem-solving abilities they have, and vice versa. That way, it can encourage students to maximize self-regulated learning when learning online to help improve problem-solving skills in learning.
Implementation of augmented reality-assisted learning media on three-dimensional shapes Surya Amami Pramuditya; Sri Pitriayana; Toto Subroto; Risnina Wafiqoh
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5238

Abstract

This research is motivated by the low understanding of students in studying the object of geometry study. The media that had previously been used in the form of a spatial framework made of bamboo or iron turned out to take up quite a lot of space and was not practical to carry in large quantities. Therefore, efficient and practical media are needed to help visualize concrete objects in learning. This research aims to implement Augmented Reality (AR)-assisted learning media on the material of three-dimensional shapes. This study uses an explanatory qualitative method. The participant in this study was one student from one of the junior high schools in the Cirebon Regency. Data collection techniques used are through interviews and documentation. The analysis technique consists of three stages: data reduction, data presentation, and concluding. The results showed that the AR application could make it easier for the student to understand the material and solve the problem of three-dimensional shapes. However, the student still has a little difficulty using the application and is a little confused when identifying the parts of the cube because the image of the shape raised by the application is still not clear. This research implies that AR applications can make students' spatial abilities better.
Junior high school students’ mathematical reasoning skills on integer using PMRI and collaborative learning Mutia Khoirunnisa; Ratu Ilma Indra Putri
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.4779

Abstract

Students need to have good mathematical reasoning skills when learning integer material. The utilization of video media and collaborative learning through the PMRI technique can be used in learning activities to improve mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning integer material for class VII students. This study is descriptive research in which participants are pupils in class VII SMP Srijaya Negara Palembang has 23 students (10 females and 13 males). This study consisted of two meetings. The first meeting focused on the learning process using video material with PMRI and collaborative learning. The second meeting was used to test the results. This study employs observational data gathering techniques, written tests, interviews, and descriptive data analysis approaches. The findings of a study are combining video media and the PMRI technique and collaborative learning on integer subjects in class VII. The skills of students in class VII to reason mathematically was discovered. On the subject of excellent integers, SMP Srijaya Negara Palembang students scored an average of 69.61. The sign of creating assumptions appears to be the most frequent in this study, while the indicator of concluding appears to be the least frequent. Students' mathematical thinking skills can be improved by using video media in conjunction with PMRI and Collaborative Learning during the learning process.
Students’ problem-solving ability in number patterns topic viewed from cognitive styles Sri Rejeki; Luthfi Rahmasari
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5699

Abstract

Mathematical problem-solving skills are essential. However, students’ ability to solve number patterns problems topic has not been optimal. The results of previous studies show different problem-solving skill profiles in students with Field Dependent (FD) and Field Independent (FI) cognitive styles in geometry and algebra. Therefore, this study aims to describe the problem-solving ability of students in number patterns based on cognitive styles. The research used qualitative methods with a descriptive approach. The study involved all students of grade 8 at a public junior high school in Klaten Regency, Central Java, Indonesia. Four students were selected for in-depth analysis by administering the Group Embedded Figure Test (GEFT) test and many patterns problem-solving test. Instruments used in this study included the GEFT test and the problem-solving test of number patterns. Research data was collected through a test, interviews, and documentation. The triangulation was applied to validate the data. Data were processed by reducing data, presenting data, and verifying. The results showed that FI students are better able to solve number pattern problems than FD students. It can be seen that FD students can understand the problem, devise a plan, and carry out the plan. However, FD students have been unable to look back at the solutions. Meanwhile, FI students can understand problems, devise a plan, carry out the plan, and look back at the solutions well. Therefore, it is needed to focus more on enhancing FD students’ ability in the stage of looking back.
Secondary students’ spatial thinking in solving the minimum competency assessment (MCA) on geometry Mayang Dintarini; Anis Farida Jamil; Agung Deddiliawan Ismail
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5670

Abstract

Reflecting on PISA and TIMSS, international mathematical, reading, and science literacy assessments, the Indonesian government began implementing the Minimum Competency Assessment (MCA) for primary, secondary, and high school students. MCA demands the ability to solve daily life problems, one of which is geometry problems that require spatial ability. This research focused on describing spatial thinking ability used in numeracy competencies on geometry content. This research is descriptive with a qualitative approach. Thirty junior high school students in Malang, East Java, Indonesia, took the MCA preparation test and assessed their spatial thinking skills. The research was conducted in three stages: preparation, implementation, and analysis, and showed that three aspects of spatial ability, namely visualization, orientation, and relations, had not yet fully emerged. Some students cannot arrange the expected pattern. There are even students who ignore the geometric shapes requested. Students simplify drawing a hexagon with a quadrilateral, which are two different geometric objects, which leads to fatal errors. This study suggests that teachers emphasize learning mathematics that can train students' spatial thinking skills because it can lead to better mathematical understanding and performance.

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