Jurnal Elemen最新文献_第4页

Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study 检视学生解决代数计算问题的认知过程:一项现象学研究

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.13266

Monika Agnes Henny Kinanti, I. Sujadi, D. Indriati, K. S. Kuncoro

{"title":"Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study","authors":"Monika Agnes Henny Kinanti, I. Sujadi, D. Indriati, K. S. Kuncoro","doi":"10.29408/jel.v9i2.13266","DOIUrl":"https://doi.org/10.29408/jel.v9i2.13266","url":null,"abstract":"Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121564086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Level of visual geometry skill towards learning style Kolb in junior high school 初中生视觉几何技能水平对学习风格Kolb的影响

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.15121

A. Anwar, T. Turmudi, D. Juandi, Saiman Saiman, M. Zaki

{"title":"Level of visual geometry skill towards learning style Kolb in junior high school","authors":"A. Anwar, T. Turmudi, D. Juandi, Saiman Saiman, M. Zaki","doi":"10.29408/jel.v9i2.15121","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15121","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125375192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Project-based learning assisted augmented reality in increasing students’ mathematical understanding of concepts 基于项目的学习有助于增强现实提高学生对概念的数学理解

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.12703

Axl Ferrari Fatahillah, A. Faradillah

{"title":"Project-based learning assisted augmented reality in increasing students’ mathematical understanding of concepts","authors":"Axl Ferrari Fatahillah, A. Faradillah","doi":"10.29408/jel.v9i2.12703","DOIUrl":"https://doi.org/10.29408/jel.v9i2.12703","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126811430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do students solve reversible thinking problems in mathematics? 学生如何解决数学中的可逆思维问题?

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.17821

Aneu Pebrianti, S. Prabawanto, E. Nurlaelah

引用次数: 0

Ethnomathematics approach integrated flipped classroom model: Culturally contextualized meaningful learning and flexibility 民族数学方法整合翻转课堂模式:文化情境化的有意义学习与灵活性

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.7871

R. Ramadhani, Edi Syahputra, Elmanani Simamora

{"title":"Ethnomathematics approach integrated flipped classroom model: Culturally contextualized meaningful learning and flexibility","authors":"R. Ramadhani, Edi Syahputra, Elmanani Simamora","doi":"10.29408/jel.v9i2.7871","DOIUrl":"https://doi.org/10.29408/jel.v9i2.7871","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130688459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research trends on flipped classrooms of mathematics creative thinking, critical thinking, and problem-solving skills 数学创造性思维、批判性思维和解决问题能力的翻转课堂研究趋势

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.15150

Muhammad Fayakuun, A. Agoestanto

{"title":"Research trends on flipped classrooms of mathematics creative thinking, critical thinking, and problem-solving skills","authors":"Muhammad Fayakuun, A. Agoestanto","doi":"10.29408/jel.v9i2.15150","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15150","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132492349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a logarithmic module equipped with a jigsaw cooperative model 配备拼图协作模型的对数模块的开发

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.17520

Jitu Halomoan Lumbantoruan, Evi Deliviana

{"title":"Development of a logarithmic module equipped with a jigsaw cooperative model","authors":"Jitu Halomoan Lumbantoruan, Evi Deliviana","doi":"10.29408/jel.v9i2.17520","DOIUrl":"https://doi.org/10.29408/jel.v9i2.17520","url":null,"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 (RD): 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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129349246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the effectiveness of a GeoGebra-assisted open-ended approach on students’ mathematical creative thinking ability 考察geogebra辅助开放式方法对学生数学创造性思维能力的影响

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.16483

Andini Dwi Rachmawati, D. Juandi, D. Darhim

{"title":"Examining the effectiveness of a GeoGebra-assisted open-ended approach on students’ mathematical creative thinking ability","authors":"Andini Dwi Rachmawati, D. Juandi, D. Darhim","doi":"10.29408/jel.v9i2.16483","DOIUrl":"https://doi.org/10.29408/jel.v9i2.16483","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123752287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gender differences in written mathematical communication skills of junior high school students 初中生书面数学沟通能力的性别差异

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.14062

Muhamad Syahidul Qirom, J. Dahlan, T. Turmudi

{"title":"Gender differences in written mathematical communication skills of junior high school students","authors":"Muhamad Syahidul Qirom, J. Dahlan, T. Turmudi","doi":"10.29408/jel.v9i2.14062","DOIUrl":"https://doi.org/10.29408/jel.v9i2.14062","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130057855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning obstacles analysis of lowest common multiple and greatest common factor in primary school 小学最低公倍数与最大公因数学习障碍分析

Jurnal Elemen Pub Date : 2023-07-31 DOI: 10.29408/jel.v9i2.12359

Muhammad Rifqi Mahmud, T. Turmudi, W. Sopandi, S. Rohimah, I. M. Pratiwi

{"title":"Learning obstacles analysis of lowest common multiple and greatest common factor in primary school","authors":"Muhammad Rifqi Mahmud, T. Turmudi, W. Sopandi, S. Rohimah, I. M. Pratiwi","doi":"10.29408/jel.v9i2.12359","DOIUrl":"https://doi.org/10.29408/jel.v9i2.12359","url":null,"abstract":"This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134287020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0