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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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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.
Project-based learning assisted augmented reality in increasing students’ mathematical understanding of concepts Axl Ferrari Fatahillah; Ayu Faradillah
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.v9i2.12703

Abstract

The gap in this study uses Augmented Reality media when the learning system takes place. This research aims to determine the effectiveness of the Project-Based Learning (PjBL)—model in increasing mathematical understanding of concepts assisted by Augmented Reality. The method used in this study uses a quantitative methodology with a quasi-experimental research design with a nonequivalent control group design approach. The random cluster sampling technique was used for sampling in this study. The class used was ten science four class as the control class and ten science five class as the experimental class. Validity and reliability test were carried out with the help of Winstep 3.73 software and data analysis techniques using SPSS 24.0 for Windows software. The total question of the instrument is five, which contains indicators of mathematical understanding concepts. The results of this study are that the experimental class using the Augmented Reality-assisted Project Based Learning (PjBL) model is better than the control class using conventional models. The implications of this research are to assist teachers in improving students’ ability to mathematical understanding concepts and improve innovative learning methods in the classroom with the PjBL models and augmented reality.
Functional thinking and Kolb learning style: Case of solving linear and non-linear pattern problems Muhammad Syawahid; Lalu Sucipto
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Functional thinking (FT) is a part of algebraic thinking. Several studies revealed that algebraic thinking is influenced by learning style, and few studies showed FT viewed from learning style. This study aims to describe students’ FT views from Kolb's learning style in solving linear and non-linear pattern tasks. The study used a qualitative approach with a case study method. It involved thirty-one students in 8th grade at an Islamic State junior high school in Mataram, West Nusa Tenggara, Indonesia. Four students were selected as research subjects for analysis of answers and interviews. The Kolb learning style inventory (KLSI) collected research data, tests, and interviews.  The instrument consisted of KLSI and FT tests. Data was analyzed by reduction, presenting, and verifying. The finding showed that students with convergent, divergent, and accommodator learning styles can consist of near, far, and formal generalizations and determining inverse in FT. They represented the generalization of the relationship of two quantities symbolically. Meanwhile, students with an assimilator learning style can in FT consisting of near and far generalizations in solving figural and non-figural linear pattern tasks. They can perform formal generalizations and determine inverse-solving figural and non-figural linear pattern tasks. They are also unable to solve figural non-linear pattern tasks.
Students’ errors in solving climate change context mathematical modeling problems Mursyidah J Parandrengi; Cecil Hiltrimartin
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.v9i2.11422

Abstract

This research is a descriptive study that aims to describe the errors of students of the Faculty of Education and Teacher Training (FKIP), Sriwijaya University, in solving Climate Change context mathematical modeling problems, to minimize errors made in solving mathematical modeling problems, especially in the context of climate change in the future. No one has researched student errors in solving mathematical modeling problems in the Climate Change context using the Newman error procedure. Data collection techniques used in this study included tests and semi-structured interviews. The data analysis technique used for test data is by analyzing errors using the Newman procedure. The results of this study with 52 participants were types of errors by FKIP Sriwijaya University in solving Climate Change context mathematical modeling problems as follows for question 1 and question 2, and respectively there were 23.1% and 15.4% errors in understanding the problem, 46.2% and 96.2% transformation errors, 32.7% and 96.2% writing. The causes of errors are errors in reading, errors in determining the problem and existing information, errors in making assumptions, errors in identifying variables, and errors in making mathematical models.
Examining the effectiveness of a GeoGebra-assisted open-ended approach on students’ mathematical creative thinking ability Andini Dwi Rachmawati; Dadang Juandi; Darhim Darhim
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.v9i2.16483

Abstract

Researchers use open-ended as a learning method to help students improve their math skills. Each open investigation of mathematical knowledge produces mixed results for components of mathematical ability, each school level, and the content taught. There are more and more studies on open-ended questions nowadays. This study tested the effectiveness of the open-ended approach assisted by GeoGebra on students' mathematical creative thinking abilities. The use of meta-analysis techniques is to analyze the effect (effect size) of a preliminary study. The instruments used were coding protocol sheets and coding sheets/Comprehensive Meta-Analysis (CMA) programs to analyze data. The resulting findings are that there are differences in the research method with the most significant effect size in the quasi-experimental research method, the research year with the most significant effect size in the 2012-2022 research year, indexing journals with the most significant effect size on web indexing scientific journals; the type of publication that has the most critical influence on the kind of thesis publication. Furthermore, the GeoGebra-assisted open-ended approach to creative thinking ability has no significant effect when viewed from the research characteristics of the sample size and level of education.
Interrelation of learning model and peer interaction through motivation on achievement Rody Satriawan; Lalu Muhammad Fauzi; Sri Supiyati; Muhammad Halqi; Malik Ibrahim
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.v9i2.15527

Abstract

Mathematics is often seen as a complex subject by most students. This has caused their achievement and motivation to be low. This study aims to see whether there is a direct or indirect influence from the independent and intervening variables on the dependent variables. This research is quantitative. The population is grade VIII of one of state junior high school, and the sample is class 8-B which consists of 28 students. The instruments used in data collection were questionnaires and tests. Data were analyzed using path analysis with the help of the Amos 25.0 program. The research result is that the P-value is 0.17<0.05. There is a direct effect of the learning approach on motivation; the P-value is 0.049<0.05. Peer interaction immediately affects achievement; the P-value is 0.035<0.05. There is a direct effect of the learning models on achievement; the P-value is 0.088>0.05. There is no direct effect of peer interaction on achievement; the P-value of 0.023<0.05 has a direct impact on motivation on achievement, the P-value of 0.444>0.05 motivation cannot mediate peer interaction on achievement, and a P-value of 0.024<0.05 with the conclusion that there is an indirect effect between learning model on achievement through motivation.
Level of visual geometry skill towards learning style Kolb in junior high school Anwar Anwar; Turmudi Turmudi; Dadang Juandi; Saiman Saiman; Muhammad Zaki
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.v9i2.15121

Abstract

This study aims to conduct an in-depth analysis of the visual thinking level of junior high school students with the learning style of assimilators, converges, accommodators, and divergers in solving geometry problems. The type of research used is qualitative research with a grounded theory and case study design. The subjects studied were junior high school students consisting of 6 of 56 students. Data were collected through a learning style inventory (LSI) test given to 56 students to group participants based on the learning style of the Kolb model, then a geometry problem-solving test and interviews were given to 6 students, namely two assimilator students, one converges, one accommodator, and two diverger students. The analysis is based on data from written test results and interviews. Then, time triangulation is carried out to obtain valid research data. The analysis was conducted based on data from written test results and interview results paired with video recordings. Then, triangulation of time is carried out to obtain valid research data. The results of the analysis showed that assimilator students and converger students were able to achieve at the global visual level, namely being able to carry out visual thinking activities well in solving problems, illustrate the problem correctly in geometric drawings/objects, represent problems in mathematical symbols precisely and can express relationships between images well. While accommodator and diverger students can only reach the local visual level, they have yet to be able to show every visual thinking activity well in solving geometry problems, illustrating problems in geometry drawings that could be more precise, and solving rudimentary geometry problems.
Features of teaching supplements designed to help primary teachers reduce student misconceptions in mathematics Endah Budi Rahaju; Dwi Iriyani; Ahmad Wachidul Kohar
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.v9i2.12274

Abstract

The findings of teacher misconceptions of mathematics at various levels indicate a wide variation of mathematics taught to students. This research aims to produce valid, practical, and effective teaching supplementary materials for integers, fractions, two dimensional and three-dimensional shapes that can overcome misconceptions. This two-year development research applied Plomp's development phases: preliminary investigation, design, realization, test phase, evaluation, and revision. The data were analyzed from teacher misconceptions about mathematics from the first year of the study, the development of teaching material supplements, the results of observations on the implementation of teaching materials, the teacher's response questionnaire to the implementation of the teaching materials, and test results. The research subjects were primary school teachers in Sidoarjo who experienced mathematical misconceptions. The results showed that the teaching material supplements developed met valid, practical, and effective criteria based on expert validation, teacher responses, and teacher work results on the assessment sheets. The features of the supplements were developed based on cognitive conflict and the resolution of conflicting perspectives and the teachers' existing ideas and extend them, through, for example, the analogy to a new domain, where those are presented in either the materials or the assessments.

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