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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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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.
Trivium curriculum in Ethno-RME approach: An impactful insight from ethnomathematics and realistic mathematics education Rully Charitas Indra Prahmana; Mónica Arnal-Palacián; Irma Risdiyanti; Rahmi Ramadhani
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.v9i1.7262

Abstract

In implementing Ethnomathematics-Realistic Mathematics Education (Ethno-RME), teaching mathematics correctly is needed through learning practices in teaching and learning activities. This pedagogical activity requires guidance in the form of a curriculum. So, the teacher can determine the ethnomathematics context as a starting point in teaching mathematics using Ethno-RME. Therefore, this paper focuses on constructing an Ethno-RME curriculum to guide teachers to apply Ethno-RME in their learning process. This research was collected data from a few relevant kinds of literature to build the Ethno-RME curriculum, such as literature about the D’Ambrosio trivium curriculum, the principles, and character of RME, and literature about the implementation of RME and Ethnomathematics in school. Then, the data were reviewed, criticized, and synthesized, which was done by integrating the ideas in the literature with the new ideas to form the new concept and formula for Ethno-RME curriculum. This study comprehensively explains the goal of Ethno-RME learning, Ethno-RME competencies, and the procedure of Ethno-RME learning. Its process consists of several steps: determining, exploring, processing, and finding mathematics in the ethnomathematics context. Furthermore, this procedure continues with conducting self-development models and critical reflection as an assessment.
Developing numeracy module based on local culture in Indonesia Muliana Muliana; Hayatun Nufus; Nuraina Nuraina; Nur Mahyuni; Asmaul Husna
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.v9i1.6883

Abstract

Using the numeracy module helps students learn mathematics by providing learning content and improving their motivation. However, it was found that only a few researches were conducted to develop a module designed based on local cultures, like Aceh culture. This study aimed to develop a module based on Aceh culture that supported numeracy. The design of this study was based on a research and development procedure in which the developed module has gone through the stages of analysis, design, development, implementation, and evaluation. The Likert scale type of questionnaire was used as it was very effective in analyzing and gathering views from language and media experts and students. The results indicated that the integration of local culture in elementary school students’ modules was evaluated to be valid by teaching module experts in terms of media, materials, and language. In addition, the developed-local culture module was regarded as feasible and effective, identified from students’ views as having average scores of 3.58 or 89.77 %. The feasibility and the effectiveness of the elementary school’s literacy and numeracy module based on local culture were very appropriate to be applied in the classroom.
The development of PISA-like problems using immunity context during pandemic Ayu Luviyanti Tanjung; 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.v9i1.6152

Abstract

The quality of education in Indonesia has yet to be able to balance the importance of mathematical literacy. It can be seen from the OECD's data that a mathematical literacy achievement score of 379 shows that the literacy ability of Indonesian students is still low. This research aimed to develop PISA-like problems that are valid and practical and potentially affect mathematical literacy skills using the context of immunity during a pandemic. This research used the Inquiry-Based Learning (IBL) model in small group and field test stages. The subjects in this study were eighth-grade students aged 13-15. The data were analyzed qualitatively through observations, interviews, and tests. This study produces one unit of sharing task and jumping task and three evaluation problems with characteristics of the content used, name change and relationship, and personal and social contexts. Levels by the framework PISA 2022, namely levels 3, 4, and 5, are process competence and mathematical literacy skills. Using language following language standards can be understood and interpreted well by students. Thus, this research produces the developed PISA-like problems that are valid and practical and potentially affect mathematical literacy skills and life skills in dealing with the pandemic.
Development of collaborative based inquiry learning tools using local wisdom context to improve students metacognitive Sri Supiyati; Muhammad Halqi; Edy Waluyo; Ahmad Rasidi
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.v9i1.6969

Abstract

Geometry is one of the essential materials for students. However, geometry material, especially the concept of geometry, still needs to be made more accessible for students. Models and media are needed, and the proper context in learning mathematics in geometric material. Therefore, this research aims to develop valid, practical, and effective learning using the Collaborative Based Inquiry learning model based on local wisdom to improve students' metacognitive abilities. This study is Research and Development (R & D). There were five stages in this study: to analyze the developed product, develop the initial product, expert validation and revision, small-scale field trials and product revisions, and large-scale field trials and final products. Based on the results of the study obtained, several research conclusions, including that the learning device was valid. From the limited test, the results of the five ability test questions were obtained metacognitive is also valid and reliable. Developed learning plans as well practicals from the side of teachers and students. Moreover, the average value of students' metacognitive abilities in the experimental class is classified as effective to increase students' metacognitive abilities. That way, learning mathematics design with Collaborative Based Inquiry based on local wisdom can improve students' metacognitive abilities.
Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment Marhami Marhami; Rohantizani Rohantizani; Iryana Muhammad; Samsidar Samsidar; Intan Anggraini
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.v9i1.6765

Abstract

Pre-service mathematics teachers must have good numeracy skills because this ability is needed in all aspects of life, home, work, and society. This study aims to identify the numeracy skills of pre-service teachers on the Acehnese culture-based Minimum Competency Assessment (MCA). A descriptive quantitative method was used in this study with 24 numeracy MCA questions based on Acehnese culture as an instrument. The subject was 158 mathematics education students from three Aceh universities in their fourth and sixth semesters. The data were analyzed quantitatively and categorized based on high, medium, and low levels. The results showed that the overall numeracy ability of pre-service mathematics teachers is 50.06% in the medium category. At the level of knowing and applying, they received 69.38% and 46.62%, which were in the medium category. Meanwhile, they only obtained 39.76% in the low category for reasoning level. It indicated the student’s lack of ability in higher-order thinking. These results are expected to be input for educators to arrange learning that develops the numeracy skills of pre-service teachers.
The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement Dian Cahyawati; Nita Delima; Muji Gunarto
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.v9i1.6898

Abstract

Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math.
The impact of polyhedron learning assisted by Edpuzzle in improving students' mathematical representation Nenden Suciyati Sartika; Yaya S. Kusumah; Bambang Avip Priatna Martadiputra; Sutihat Sutihat; Eka Rosdianwinata
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.v9i1.6587

Abstract

The ability that students must have is the ability of mathematical representation. This research aims to determine if eighth-grade students at Al-Qona'ah Islamic Junior High School improve their mathematical representation skills after using the Edpuzzle application to learn how to construct polyhedrons. It was a quantitative research design using the Quasi Experiment research method with control and experimental classes. This research's population comprised 60 students (23 males and 37 females). After conducting research, it was determined that students' mathematical representation abilities did not improve with the aid of the Edpuzzle application on the polyhedron due to the need for more learning support facilities when utilizing the Edpuzzle application. This research is supported by the t-test, which yielded t-count < t-table or -29.2936 < -1.67155 so that H0 is accepted. The results of the n-gain calculation yielded a total n-gain score of 0.03, or the n-gain was low, indicating was no progress in learning using the Edpuzzle application on the polyhedron. This study did not have an impact on increasing students' mathematical representation.
Gender differences in mathematics anxiety and learning motivation of students during the COVID-19 Syafika Ulfah; Rizka Akmalia; Hella Jusra
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.v9i1.6971

Abstract

The COVID-19 pandemic is causing a change in the field of education, where learning is currently becoming online. It affects the psychology of the students. This study aimed to analyze the mathematics anxiety and learning motivation of secondary students based on gender during the pandemic. This study was quantitative research. The participants in this study were 451 eighth-grade students of State Secondary School in South Jakarta. The instrument used was a questionnaire. It consisted of 45 statements belonging to 22 items on mathematics anxiety and 23 items on student learning motivation. The data analysis applied was descriptive, Mann-Whitney test, and correlation analysis. The results found that students' mathematics anxiety during the COVID-19 pandemic was moderate. Meanwhile, students' learning motivation was in the high category. In addition, there were significant differences in mathematics anxiety levels between male and female students. However, there was no significant difference in the motivation of learning mathematics students. The correlation between mathematics anxiety and learning motivation indicated a negative relationship.

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