Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.23056
R. Purwasih, T. Turmudi, J. Dahlan, Naufal Ishartono
This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.
{"title":"Computational thinking on concept pattern number: A study learning style Kolb","authors":"R. Purwasih, T. Turmudi, J. Dahlan, Naufal Ishartono","doi":"10.29408/jel.v10i1.23056","DOIUrl":"https://doi.org/10.29408/jel.v10i1.23056","url":null,"abstract":"This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793358","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.23988
Uswatun Hasanah, R. Putri, Z. Zulkardi
This research is essential as a starting point in using learning videos on rotation material assisted by the Palembang tanjak context so that students' mathematical reasoning abilities are good. This research aims to produce a learning video on rotation material using the Palembang tanjak context that is valid and practical, as well as to determine the potential effect of using videos on rotation material using the Palembang tanjak context on students' mathematical reasoning ability. PMRI and collaborative learning approaches were also used in this research. This type of research is a design research type of development studies. The subjects of this study involved 28 students of class IX.A. Data collection techniques were observation, tests, and interviews. The data analysis technique is descriptive. This research resulted in a learning video on rotation material using the context of Palembang tanjak, which was developed to be valid and practical and potentially affected students' mathematical reasoning ability with an average of 67.625. Learning videos on rotation material can be used to train students' mathematical reasoning skills within the Palembang Tanjak context.
{"title":"Development of learning video rotation using Palembang tanjak context to determine students’ mathematical reasoning","authors":"Uswatun Hasanah, R. Putri, Z. Zulkardi","doi":"10.29408/jel.v10i1.23988","DOIUrl":"https://doi.org/10.29408/jel.v10i1.23988","url":null,"abstract":"This research is essential as a starting point in using learning videos on rotation material assisted by the Palembang tanjak context so that students' mathematical reasoning abilities are good. This research aims to produce a learning video on rotation material using the Palembang tanjak context that is valid and practical, as well as to determine the potential effect of using videos on rotation material using the Palembang tanjak context on students' mathematical reasoning ability. PMRI and collaborative learning approaches were also used in this research. This type of research is a design research type of development studies. The subjects of this study involved 28 students of class IX.A. Data collection techniques were observation, tests, and interviews. The data analysis technique is descriptive. This research resulted in a learning video on rotation material using the context of Palembang tanjak, which was developed to be valid and practical and potentially affected students' mathematical reasoning ability with an average of 67.625. Learning videos on rotation material can be used to train students' mathematical reasoning skills within the Palembang Tanjak context.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"77 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139850978","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.19786
Atina Rahmah Ichtiari, Dahlia Fisher, Taufik Rahman, S. A. M. Yatim
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.
{"title":"Enhancement of students’ mathematical connection through Knisley mathematics learning model assisted by GeoGebra","authors":"Atina Rahmah Ichtiari, Dahlia Fisher, Taufik Rahman, S. A. M. Yatim","doi":"10.29408/jel.v10i1.19786","DOIUrl":"https://doi.org/10.29408/jel.v10i1.19786","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854360","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.19786
Atina Rahmah Ichtiari, Dahlia Fisher, Taufik Rahman, S. A. M. Yatim
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.
{"title":"Enhancement of students’ mathematical connection through Knisley mathematics learning model assisted by GeoGebra","authors":"Atina Rahmah Ichtiari, Dahlia Fisher, Taufik Rahman, S. A. M. Yatim","doi":"10.29408/jel.v10i1.19786","DOIUrl":"https://doi.org/10.29408/jel.v10i1.19786","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"71 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794593","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.24445
Irma Risdiyanti, Z. Zulkardi, R. Putri, Rully Charitas Indra Prahmana, D. S. Nusantara
Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.
{"title":"Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review","authors":"Irma Risdiyanti, Z. Zulkardi, R. Putri, Rully Charitas Indra Prahmana, D. S. Nusantara","doi":"10.29408/jel.v10i1.24445","DOIUrl":"https://doi.org/10.29408/jel.v10i1.24445","url":null,"abstract":"Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":" 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791285","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.18306
Een Unaenah, Didi Suryadi, T. Turmudi
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.
{"title":"Epistemological learning obstacles on fractions in elementary school","authors":"Een Unaenah, Didi Suryadi, T. Turmudi","doi":"10.29408/jel.v10i1.18306","DOIUrl":"https://doi.org/10.29408/jel.v10i1.18306","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":" 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139792517","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.23177
T. Masfingatin, D. Apriandi, W. Murtafiah, Edy Suprapto, R. Lusiana
Facing the current digital era, correct and accurate decisions are needed to deal with the problems. This research aimed to explore the decision-making abilities of prospective mathematics teacher students in solving geometric proof problems. This research was a qualitative descriptive study with research subjects 3 out of 32 students of the 2nd semester Mathematics Education study program. The research instrument is the researcher himself, who is assisted with geometric proof problem tests and interview guidelines. Data analysis was including reduction, presentation, and conclusion. The validity of the research data was tested using methods triangulation. The research results show that subjects with a proof ability of K2 can build and clarify geometric concepts/principles and can assess the reasonableness of ideas even though the subject feels unsure about their choice. Subjects with a proof ability of K3 can build and clarify geometric concept/principle ideas but cannot assess the reasonableness of proof ideas. Subjects with a proof ability of K4 can build ideas of geometric concepts/principles, can clarify even though they are incomplete, and cannot assess the reasonableness of proof ideas. Students need to be equipped with decision-making skills in solving proof problems as preparation to become mathematics teachers in the future.
{"title":"Exploring decision-making prospective mathematics teacher in solving geometric proof problems","authors":"T. Masfingatin, D. Apriandi, W. Murtafiah, Edy Suprapto, R. Lusiana","doi":"10.29408/jel.v10i1.23177","DOIUrl":"https://doi.org/10.29408/jel.v10i1.23177","url":null,"abstract":"Facing the current digital era, correct and accurate decisions are needed to deal with the problems. This research aimed to explore the decision-making abilities of prospective mathematics teacher students in solving geometric proof problems. This research was a qualitative descriptive study with research subjects 3 out of 32 students of the 2nd semester Mathematics Education study program. The research instrument is the researcher himself, who is assisted with geometric proof problem tests and interview guidelines. Data analysis was including reduction, presentation, and conclusion. The validity of the research data was tested using methods triangulation. The research results show that subjects with a proof ability of K2 can build and clarify geometric concepts/principles and can assess the reasonableness of ideas even though the subject feels unsure about their choice. Subjects with a proof ability of K3 can build and clarify geometric concept/principle ideas but cannot assess the reasonableness of proof ideas. Subjects with a proof ability of K4 can build ideas of geometric concepts/principles, can clarify even though they are incomplete, and cannot assess the reasonableness of proof ideas. Students need to be equipped with decision-making skills in solving proof problems as preparation to become mathematics teachers in the future.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"49 S238","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794532","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.19788
Joko Rahmadi, Yoppy Wahyu, Viscal Oktari
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.
{"title":"Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability","authors":"Joko Rahmadi, Yoppy Wahyu, Viscal Oktari","doi":"10.29408/jel.v10i1.19788","DOIUrl":"https://doi.org/10.29408/jel.v10i1.19788","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"105 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139852837","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.24935
Dadan Dasari, Ilham Muhammad, Dadang Juandi
The importance of Didactical Design in mathematics education must be addressed. Didactical Design is essential in mathematics education because it can optimize learning. Efforts to design learning experiences that combine didactic and design principles can lead students to acquire knowledge correctly and epistemically. This research aims to capture the landscape of previous research relevant to Didactical Design in Mathematics Education. This study constitutes a literature review research, wherein 56 publications were gathered from the Scopus database. These publications were subsequently subjected to bibliometric analysis with the assistance of the VOSviewer application. The analysis results show a rapid increase in publications since 2019, primarily focusing on didactic design, barriers to student learning, mathematics education, and retrospective analysis. The study also identified the emergence of new themes in Didactical Design research, such as the study of specific mathematical competencies and the integration of technology in design, e-learning, augmented reality, and STEM. Several implications are presented as helpful information for scientists and stakeholders.
{"title":"Crafting math minds: A bibliometric odyssey into innovative didactical designs for learning (2006-2023)","authors":"Dadan Dasari, Ilham Muhammad, Dadang Juandi","doi":"10.29408/jel.v10i1.24935","DOIUrl":"https://doi.org/10.29408/jel.v10i1.24935","url":null,"abstract":"The importance of Didactical Design in mathematics education must be addressed. Didactical Design is essential in mathematics education because it can optimize learning. Efforts to design learning experiences that combine didactic and design principles can lead students to acquire knowledge correctly and epistemically. This research aims to capture the landscape of previous research relevant to Didactical Design in Mathematics Education. This study constitutes a literature review research, wherein 56 publications were gathered from the Scopus database. These publications were subsequently subjected to bibliometric analysis with the assistance of the VOSviewer application. The analysis results show a rapid increase in publications since 2019, primarily focusing on didactic design, barriers to student learning, mathematics education, and retrospective analysis. The study also identified the emergence of new themes in Didactical Design research, such as the study of specific mathematical competencies and the integration of technology in design, e-learning, augmented reality, and STEM. Several implications are presented as helpful information for scientists and stakeholders.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"74 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139852056","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}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.18348
Nenden Suciyati Sartika, Siti Mega Mustika, A. Sahrudin, Ika Meika, Ratu Mauladaniyati, Ika Yunitasari
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.
{"title":"Learning obstacles in solving story problems on probability for vocational high school students","authors":"Nenden Suciyati Sartika, Siti Mega Mustika, A. Sahrudin, Ika Meika, Ratu Mauladaniyati, Ika Yunitasari","doi":"10.29408/jel.v10i1.18348","DOIUrl":"https://doi.org/10.29408/jel.v10i1.18348","url":null,"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.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854351","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}
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