cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Shahibul Ahyan
Contact Email
iboel_mat86@yahoo.com
Phone
-
Journal Mail Official
jurnalelemen@gmail.com
Editorial Address
-
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
Jurnal Elemen
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 24424226     DOI : -
Core Subject : Education,
Other
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
 33   34   35   36   37 
Development of a logarithmic module equipped with a jigsaw cooperative model Jitu Halomoan Lumbantoruan; Evi Deliviana
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.v9i2.17520

Abstract

The teacher's task is to compile lesson plans, books, or modules assess and evaluate. However, the fact is that the low learning outcomes are due to the difficulty level of the book. The results of the 2022 study show that students' scores are below 75, which is 74.80. Urgency, there is a difference between teacher assignments, expectations, and learning outcomes. The research aims to design practical and effective modules. The research method used is Research and Development (R&D): Determination, Design, Development, Implementation, and Evaluation. The subject is high school, and the subject is 32 students. They are collecting data with assessment instruments from material experts, teachers, and students. Modules are measured by practicality through instruments, and tests measure effectiveness. Analysis technique with validation. Average values and interpretations. As a result, the logarithmic module is practical, effective, and can increase value. The validation of material experts and math teachers assessed 92.35% and 91.45% in the very good category. Student assessment of the module is 95.81%, a very good category. Post-test learning outcomes use the 90.28 module, and those that do not use the 68.40 module.
Stimulating mathematical communication with SPECOMATSO technology development based on digital literacy Andriyani Andriyani; Meita Fitrianawati; Ibrahim Alhussain Khalil; Muya Barida; Rully Charitas Indra Prahmana
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.v9i2.15869

Abstract

Mathematical communication is crucial in inclusive mathematics teaching and learning to convey mathematical symbols. However, teaching mathematical symbols to deaf students in inclusive classrooms has been a persistent challenge due to the lack of specialized sign language for mathematical expressions. Media, such as SPECOMATSO technology, can serve as a bridge to address this issue. This research focused on developing valid and practical SPECOMATSO technology to strengthen students’ literacy and facilitate the delivery of mathematical symbols, which previously posed difficulties for teachers in inclusive settings. The research combined the Alessi & Trollip and V-waterfall models, encompassing seven development stages: analysis, design, implementation, unit testing, integration testing, system testing, and acceptance testing. The research instruments included observation and interview guidelines, a product validation questionnaire, and a student response questionnaire. This study produces SPECOMATSO technology that is valid and practical for learning plane geometry and angles in mathematics. Although this development still needs improvement in fixative abilities, such as storage and editing functions, it is expected to strengthen digital literacy and stimulate mathematical communication among deaf students who face challenges related to their limited auditory capabilities.
Research trends on flipped classrooms of mathematics creative thinking, critical thinking, and problem-solving skills Muhammad Fayakuun; Arief Agoestanto
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.v9i2.15150

Abstract

Some studies discussed learning outcomes, challenges, and the effect of media learning on flipped classrooms of mathematics creative thinking (MCeT), critical thinking (MCiT), and problem-solving (MPS) skills. None of the studies reviewed the research information. This study aimed to examine trend research by year and the diversity of research methods, quantitative research designs, research subjects, mathematics topics, research variables, data collection tools, test designs, data analysis methods, and learning media in articles published in Scopus,  Education Resources Information Centre (ERIC), and Garba Rujukan Digital (Garuda) databases of mathematics educational journals from January 2018 to April 2023. The method of this study was the content analysis method. Twenty-two articles were evaluated in this study. The results showed that the research trend by year was increasing. The most type of research methods, quantitative research design, research subjects, mathematics topic, research variables, data collecting tools, kind of test design, data analysis techniques, and learning media were quasi-experimental design, eighth-grade junior high school students, three-dimensional shape, problem-solving, test sheet, pretest-posttest, t-test, and video, respectively. This study gave insights to other researchers for future decision-making on flipped classrooms of MCeT, MCiT, and MPS skills.
The relationship between self-efficacy and computational thinking skills of fifth grade elementary school students Nursadila Safitri; Zetra Hainul Putra; Jesi Alexander Alim; Ayman Aljarrah
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.v9i2.12299

Abstract

Self-efficacy and computational thinking skills are necessary in this technological development age. However, only some studies still discuss the relationship between the two variables. The purpose of this study is to determine the form of relationship between self-efficacy and computational thinking skills of fifth-grade elementary school students. This study applied correlational quantitative research without accompanying the treatment of the subjects. The respondents for this study were 84 fifth-grade students from three public schools in Pekanbaru. Two types of instruments are used in this study, including questionnaires and computational thinking skills tests. The results showed a correlation coefficient of -0.036 with Sig. (2-tailed) 0.747 > 0.05. That is, there is a very low relationship, it has a negative direction, and it is not significant between self-efficacy and computational thinking skills of fifth-grade elementary school students. Self-efficacy contributes to the influence of computational thinking skills by only 0.12%, and other factors influence the remaining 99.88%. This study is expected to provide an overview of self-efficacy and computational thinking skills of fifth-grade students in Pekanbaru and is expected to be an additional reference for further study.
Epistemological learning obstacles on fractions in elementary school Unaenah, Een; Suryadi, Didi; Turmudi, Turmudi
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.18306

Abstract

Fractions are one of the most essential concepts in mathematics learning. In elementary school, a student's understanding of fractions does not fully involve the meaning of various representations, so it could cause learning obstacles. The purpose of this study was to identify and analyze students' learning obstacles on the topic of fractions in grade 5 of elementary school. This study uses a qualitative method. The participants of this study were 21 elementary school students with different characteristics. Data was collected using test techniques, interviews, observation, and document study. Data were analyzed qualitatively to identify learning obstacles experienced by students. The research results are an overview of learning obstacles with the type of epistemological obstacle in fractions, including errors in operating fractions, needing to understand the purpose of the questions, and not understanding the problem with a different context. The research results obtained can be used to develop a hypothetical learning trajectory.
Learning obstacles in solving story problems on probability for vocational high school students Sartika, Nenden Suciyati; Mustika, Siti Mega; Sahrudin, Asep; Meika, Ika; Mauladaniyati, Ratu; Yunitasari, Ika
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.18348

Abstract

This research aims to determine and obtain actual data on the types of epistemological learning obstacles in solving probability story problems. This study was motivated by the low learning outcomes of students in solving probability story problems. The research uses a qualitative descriptive method with data collection techniques, including written tests, interviews, and documentation. Based on the analysis of the written test, interviews, and documentation data, it was found that out of 20 students who took the learning obstacle test, 11 scored below 60. The percentage of students who scored below the minimum completion criteria was 55%. These obstacles include errors in understanding the problem concept, errors in selecting and using solution procedures, errors in writing answers, and errors in operational techniques. It indicates that half of the students who took the learning obstacle test on probability story problems still experience learning obstacles, particularly epistemological obstacles, in solving such issues. It is reinforced by analysis and in-depth interviews with three vocational students that these students still participate in epistemological obstacles ranging from conceptual, procedural, and technical operational obstacles.
Enhancement of students’ mathematical connection through Knisley mathematics learning model assisted by GeoGebra Ichtiari, Atina Rahmah; Fisher, Dahlia; Rahman, Taufik; Yatim, Siti Ainor Mohd
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.19786

Abstract

This study aims to determine whether the increase in the mathematical connections of students who receive the Knisley mathematics learning model is higher than students who receive conventional learning models. The method used in this study was a quasi-experimental design with a nonequivalent control group. This study involved two classes: an experimental class and a control class. Students in the experimental class learned with the Knisley mathematics learning model assisted by GeoGebra, while students in the control class received learning with conventional learning models. This research involved 50 students in class. The study was conducted with the object of this research, which is the ninth grader students in one of the public junior high schools in Bandung. The results showed that the increase in the mathematical connections of students who received the Knisley mathematics learning model was more elevated than that of students who received conventional learning. Knisley's mathematics learning model provides space for students to build their knowledge and can facilitate students in fulfilling mathematical connection indicators. Learning using GeoGebra can increase student enthusiasm. Student activeness in learning can be increased by applying the GeoGebra-assisted Knisley mathematics learning model.
Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability Rahmadi, Joko; Wahyu, Yoppy; Oktari, Viscal
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.19788

Abstract

This research is motivated by the low problem-solving ability of students caused by focusing on memorizing formulas when answering questions. Innovation is needed to overcome this, one of which is through the innovative implementation of the creative problem-solving model. This study aims to see the effect of students' problem-solving skills through implementing the creative problem-solving model with the RME approach. This study uses a type of quasi-experiment with a non-equivalent control group design in class 6 on the material of building space. The population was 73 students, with a sample of 40 students consisting of 20 experimental classes and 20 control classes with simple random sampling techniques. The ice instrument used is a description test with as many as four questions. The t-test results obtained are Sig. 0.001 with a t-count of 2.387. Based on the test results that have been carried out, there is a positive influence on the implementation of the creative problem-solving model with the RME approach on students' problem-solving skills, and there is an increase in students' problem-solving skills based on the pretest-posttest value of 31.6.
Understanding multiplication concept: Exploring PMRI-enhanced thematic learning using traditional games for primary teachers Zakaria, Zakaria; Dewantara, Andi Harpeni
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.19838

Abstract

Involving concrete situations and utilizing contexts that are closely related to students' daily lives is highly promising in creating enjoyable and meaningful mathematics learning experiences. One approach that incorporates these ideas is Pendidikan Matematika Realistik Indonesia (PMRI), which is oriented towards the mathematization of everyday experiences. This research aims to investigate how the traditional game 'maggalaceng' could support students’ understanding of multiplication in thematic learning using the PMRI approach. The method employed in this study was design research in the form of workshops involving eight teachers at a public primary school in Bone, South Sulawesi. Data were collected through classroom observations, interviews, and documentation. The results show that the teachers responded positively to integrating PMRI in thematic learning, making learning more enjoyable and meaningful. Specifically, in mathematics, the designed learning trajectory fully assists teachers in exploring alternative perspectives for teaching the concept of multiplication, progressing from the informal to the formal level as a form of repeated addition.
Scoring rubric design to measure the ability to prove plane geometry problems not accompanied by image visualization Ariawan, I Putu Wisna; Ardana, I Made; Divayana, Dewa Gede Hendra; Sugiarta, I Made
Jurnal Elemen Vol 10 No 1 (2024): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i1.22550

Abstract

Proof of the type of problem not accompanied by image visualization will require a longer flow and process than proof of the kind of problem accompanied by image visualization. The ability of students to prove problems, especially problems not accompanied by image visualization, must be adequately expressed and objectively. For that, we need an instrument that can reveal the ability to prove the case of these problems. This research has successfully designed a scoring rubric that can be explicitly used to measure students' proving abilities on problems not accompanied by image visualization. Aspects developed in the scoring rubric include making image visualizations according to the information in the questions. These include sub-aspects of image accuracy and completeness of labels, initial steps of proving, preparation of conjectures, flow of proving, and support for valid arguments for statements made. Based on the validation from the experts, the scoring rubric developed was declared valid and ready to be used to measure the student's proving ability on plane geometry, proving problems not accompanied by image visualization.

Page 35 of 45 | Total Record : 447

 33   34   35   36   37 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol 11 No 4 (2025): October Vol 11 No 3 (2025): July Vol 11 No 2 (2025): April Vol 11 No 1 (2025): January Vol 10 No 3 (2024): September Vol 10 No 2 (2024): May Vol 10 No 1 (2024): January Vol 9 No 2 (2023): July Vol 9 No 1 (2023): January Vol 8, No 2 (2022): July Vol 8, No 1 (2022): January Vol 7, No 2 (2021): July Vol 7, No 1 (2021): Jurnal Elemen Vol 7, No 1 (2021): January Vol 6, No 2 (2020): July Vol 6, No 2 (2020): Jurnal Elemen Vol 6, No 1 (2020): January Vol 6, No 1 (2020): Jurnal Elemen Vol 5, No 2 (2019): July Vol 5, No 2 (2019): Jurnal Elemen Vol 5, No 1 (2019): Jurnal Elemen Vol 5, No 1 (2019): January Vol 4, No 2 (2018): Jurnal Elemen Vol 4, No 2 (2018): July Vol 4, No 1 (2018): January Vol 4, No 1 (2018): Jurnal Elemen Vol 3, No 2 (2017): Jurnal Elemen Vol 3, No 2 (2017): July Vol 3 No 2 (2017): July Vol 3, No 1 (2017): January Vol 3, No 1 (2017): Jurnal Elemen Vol 2, No 2 (2016): Jurnal Elemen Vol 2, No 2 (2016): July Vol 2, No 1 (2016): January Vol 2, No 1 (2016): Jurnal Elemen Vol 1, No 2 (2015): Jurnal Elemen Vol 1, No 2 (2015): July Vol 1 No 1 (2015): January Vol 1, No 1 (2015): January Vol 1, No 1 (2015): Jurnal Elemen More Issue