Students' ability for HOTS is critical to acquire. However, the PISA survey in 2018 showed that Indonesian participants were at level 1, and the national exam in 2018 indicated that 40% of students had an issue answering HOTS questions. The problem suggests that students solve questions requiring higher-order thinking skills, causing errors. Therefore, the study aimed to analyze student errors based on Newman's Theory in solving HOTS-based math story problems. The method applied for qualitative research with a descriptive approach. Data collection involved 126 grade IX students using HOTS-based math story tests, interviews, and documentation. Students were grouped into three categories from the HOTS-based math story test results: students with good, medium, and low abilities. This step was to find the average and standard deviation of the scores obtained by respondents when completing the given test. Then three students were selected from each category as subjects. The results showed that as many as 50% of students misunderstood the questions, 20% made transformation errors, and 10% errors in reading, processing skills, and encoding. The high error rate of these students shows the poor ability of students to solve HOTS-based math story problems.
{"title":"Student errors in solving HOTS based-match story problems with Newman's theory","authors":"Indah Badriani, A. F. Wyrasti, B. Tanujaya","doi":"10.29408/jel.v8i1.4199","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4199","url":null,"abstract":"Students' ability for HOTS is critical to acquire. However, the PISA survey in 2018 showed that Indonesian participants were at level 1, and the national exam in 2018 indicated that 40% of students had an issue answering HOTS questions. The problem suggests that students solve questions requiring higher-order thinking skills, causing errors. Therefore, the study aimed to analyze student errors based on Newman's Theory in solving HOTS-based math story problems. The method applied for qualitative research with a descriptive approach. Data collection involved 126 grade IX students using HOTS-based math story tests, interviews, and documentation. Students were grouped into three categories from the HOTS-based math story test results: students with good, medium, and low abilities. This step was to find the average and standard deviation of the scores obtained by respondents when completing the given test. Then three students were selected from each category as subjects. The results showed that as many as 50% of students misunderstood the questions, 20% made transformation errors, and 10% errors in reading, processing skills, and encoding. The high error rate of these students shows the poor ability of students to solve HOTS-based math story problems.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117353447","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}
Slow learners also carry out the implementation of online learning at inclusive elementary schools. Online learning conditions are different from face-to-face learning, and it becomes a challenge for teachers to deliver mathematics learning for slow learner students. Learning mathematics is a learning that is considered difficult by slow learner students. It is because slow learner students have limited cognitive abilities and understanding of symbols, abstracts, and concepts. This study aimed to determine the obstacles in the implementation of mathematics learning, which includes the planning, implementation, and assessment stages for slow learner students at inclusive elementary schools. This research is qualitative research with a descriptive approach, and the subjects were ten inclusive elementary school class teachers in Sleman. The data were collected by interview and analyzed with the help of Atlas.ti software. Based on the analysis results, teachers experienced barriers in implementing online learning. The teacher experienced barriers in planning learning media and limited learning resources specifically for slow learner students at the planning stage. The most significant barriers come from the students' condition at the implementation stage, and another barrier comes from parents and teachers. Furthermore, the barriers in the assessment stage included the limitations of distance and time, the validity of the answers, student independence, and decreased enthusiasm of students for working.
{"title":"The barriers in the implementation of mathematics learning for slow learner during the COVID-19","authors":"Hidayatul Wafiroh, Harun Harun","doi":"10.29408/jel.v8i1.4525","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4525","url":null,"abstract":"Slow learners also carry out the implementation of online learning at inclusive elementary schools. Online learning conditions are different from face-to-face learning, and it becomes a challenge for teachers to deliver mathematics learning for slow learner students. Learning mathematics is a learning that is considered difficult by slow learner students. It is because slow learner students have limited cognitive abilities and understanding of symbols, abstracts, and concepts. This study aimed to determine the obstacles in the implementation of mathematics learning, which includes the planning, implementation, and assessment stages for slow learner students at inclusive elementary schools. This research is qualitative research with a descriptive approach, and the subjects were ten inclusive elementary school class teachers in Sleman. The data were collected by interview and analyzed with the help of Atlas.ti software. Based on the analysis results, teachers experienced barriers in implementing online learning. The teacher experienced barriers in planning learning media and limited learning resources specifically for slow learner students at the planning stage. The most significant barriers come from the students' condition at the implementation stage, and another barrier comes from parents and teachers. Furthermore, the barriers in the assessment stage included the limitations of distance and time, the validity of the answers, student independence, and decreased enthusiasm of students for working.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115524167","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}
This study aims to determine student perceptions of the effectiveness of communication and collaboration in online learning mathematics during the COVID-19 pandemic. This study was an ex-post-facto with an exploratory, descriptive approach. The sample of this study was 26 students of the Mathematics Education Study Program at the Universitas Hamzanwadi. The respondents of this study were 26 students of Mathematics Education at Hamzanwadi University, five males and 21 females, which were obtained using the convenience sampling technique. This research was conducted in the even semester of the 2020/2021 academic year. The instrument used is a closed questionnaire with answers that are degraded according to the Likert scale and validated by experts. The research data were analyzed descriptively and inferential statistics. The results showed that (1) the perception of mathematics education students was > 58% of students giving a negative response to every question about the effectiveness of communication and collaboration in online learning; (2) ineffective communication and collaboration in online learning with an average student perception score of 2.16; (3) there is a positive and significant relationship between communication and collaboration in online learning during the COVID-19 pandemic with a significance value of 0.000 which is smaller than the alpha test value of 0.05 (<0.05); (4) the relationship of communication and correlation in online learning is strong or high with a correlation coefficient value of 0.677.
{"title":"Students’ perception of communication and collaboration effectiveness in online learning mathematics during the COVID-19","authors":"Sri Supiyati, Muhammad Halqi, A. Rasidi","doi":"10.29408/jel.v8i1.4626","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4626","url":null,"abstract":"This study aims to determine student perceptions of the effectiveness of communication and collaboration in online learning mathematics during the COVID-19 pandemic. This study was an ex-post-facto with an exploratory, descriptive approach. The sample of this study was 26 students of the Mathematics Education Study Program at the Universitas Hamzanwadi. The respondents of this study were 26 students of Mathematics Education at Hamzanwadi University, five males and 21 females, which were obtained using the convenience sampling technique. This research was conducted in the even semester of the 2020/2021 academic year. The instrument used is a closed questionnaire with answers that are degraded according to the Likert scale and validated by experts. The research data were analyzed descriptively and inferential statistics. The results showed that (1) the perception of mathematics education students was > 58% of students giving a negative response to every question about the effectiveness of communication and collaboration in online learning; (2) ineffective communication and collaboration in online learning with an average student perception score of 2.16; (3) there is a positive and significant relationship between communication and collaboration in online learning during the COVID-19 pandemic with a significance value of 0.000 which is smaller than the alpha test value of 0.05 (<0.05); (4) the relationship of communication and correlation in online learning is strong or high with a correlation coefficient value of 0.677.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114614071","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}
In cultural anthropology, people have recognized various mathematical activities, such as counting, calculating, measuring, and weighting, with different terms derived from each culture. Community activities in responding to the existence of their environment will give rise to mathematics as part of problem-solving, including finding characters or features of residence to build. Therefore, this study explores mathematical forms in the measurement of residential characters based on sikut awak that can be used in mathematics learning. This research is an ethnographic study. Data were collected from various literature studies, field observations, and interviews. Informants included in the study were two cultural experts, one Adat leader, and one traditional builder who knows sikut awak’s measurement format in determining the traditional residential characters of Sasak people. This study shows that the determination of residential characters uses mathematical models in its calculation.
{"title":"The characters of the traditional residence of Sasak tribe based on sikut awak: An ethnomathematics study","authors":"Lalu Muhammad Fauzi, M. Gazali","doi":"10.29408/jel.v8i1.4143","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4143","url":null,"abstract":"In cultural anthropology, people have recognized various mathematical activities, such as counting, calculating, measuring, and weighting, with different terms derived from each culture. Community activities in responding to the existence of their environment will give rise to mathematics as part of problem-solving, including finding characters or features of residence to build. Therefore, this study explores mathematical forms in the measurement of residential characters based on sikut awak that can be used in mathematics learning. This research is an ethnographic study. Data were collected from various literature studies, field observations, and interviews. Informants included in the study were two cultural experts, one Adat leader, and one traditional builder who knows sikut awak’s measurement format in determining the traditional residential characters of Sasak people. This study shows that the determination of residential characters uses mathematical models in its calculation.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124854860","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}
This study aims to describe the teaching skills of prospective mathematics education teachers in micro-teaching subjects from a commognitive perspective. This type of research is qualitative research. The research subjects consisted of 15 students of the 2015 Mathematics Education Study Program class, which were taking micro-teaching courses. The instrument used in this study was a rubric sheet—an assessment of prospective teachers' teaching skills. Data analysis techniques used are data reduction, data presentation, and conclusion collection. The results showed that: Prospective mathematics education teachers in preliminary activities often use the word usage component, visual mediator, routine and do not use the narrative component. In the core activities of learning mathematics, teacher candidates use four components commognitive, which are the use of words, visual mediators, routine, and narrative. In the selection of mathematics education, teacher candidates only use the word use component. Commognitive provides an overview of mathematical cognitive-communication and content in the learning carried out.
{"title":"The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects","authors":"M. Zayyadi, T. Nusantara, H. Lanya","doi":"10.29408/jel.v8i1.4129","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4129","url":null,"abstract":"This study aims to describe the teaching skills of prospective mathematics education teachers in micro-teaching subjects from a commognitive perspective. This type of research is qualitative research. The research subjects consisted of 15 students of the 2015 Mathematics Education Study Program class, which were taking micro-teaching courses. The instrument used in this study was a rubric sheet—an assessment of prospective teachers' teaching skills. Data analysis techniques used are data reduction, data presentation, and conclusion collection. The results showed that: Prospective mathematics education teachers in preliminary activities often use the word usage component, visual mediator, routine and do not use the narrative component. In the core activities of learning mathematics, teacher candidates use four components commognitive, which are the use of words, visual mediators, routine, and narrative. In the selection of mathematics education, teacher candidates only use the word use component. Commognitive provides an overview of mathematical cognitive-communication and content in the learning carried out.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128782821","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}
The ability of mathematical connections possessed by students can be seen from the ability of students to compile math problems. This study aims to determine the type of mathematical connection made by elementary school students in problem-posing activities. The research was conducted using a qualitative descriptive method. The participants were 34 fifth grade students (male =16 female =18) of one of the public elementary schools in Mataram, West Nusa Tenggara. Data were collected from the results of student work and interviews. The analysis was carried out qualitatively according to the indicators of the complexity of the problem through problem posing learning. The results showed that there were four types of mathematical problems and their relatedness that occurred in student problem-posing activities, including (1) unsolvable math problems, (2) incorrectly solved math problems, (3) neglected math problems contextual information, and (4) mathematical problems that have complexity and relevance. Based on these results, it can be recommended for further research to determine strategies to improve students' mathematical connections in problem-posing activities.
{"title":"Elementary school students’ mathematical connection in problem-posing activities","authors":"M. A. Maulyda, A. N. K. Rosyidah, V. Hidayati","doi":"10.29408/jel.v8i1.4364","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4364","url":null,"abstract":"The ability of mathematical connections possessed by students can be seen from the ability of students to compile math problems. This study aims to determine the type of mathematical connection made by elementary school students in problem-posing activities. The research was conducted using a qualitative descriptive method. The participants were 34 fifth grade students (male =16 female =18) of one of the public elementary schools in Mataram, West Nusa Tenggara. Data were collected from the results of student work and interviews. The analysis was carried out qualitatively according to the indicators of the complexity of the problem through problem posing learning. The results showed that there were four types of mathematical problems and their relatedness that occurred in student problem-posing activities, including (1) unsolvable math problems, (2) incorrectly solved math problems, (3) neglected math problems contextual information, and (4) mathematical problems that have complexity and relevance. Based on these results, it can be recommended for further research to determine strategies to improve students' mathematical connections in problem-posing activities.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126466686","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}
E. L. Palupi, Sylvana Novilia Sumarto, Mayang Purbaningrum
Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.
{"title":"Senior high school students’ understanding of mathematical inequality","authors":"E. L. Palupi, Sylvana Novilia Sumarto, Mayang Purbaningrum","doi":"10.29408/jel.v8i1.4537","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4537","url":null,"abstract":"Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116639084","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}
This article explains how to analyze test items in arithmetic operation with fractions to obtain the items' level of difficulty and fitness. Data were collected by using multiple-choice questions given to 50 fourth-grade students of an elementary school in Tasikmalaya city. The answers were then analyzed using the Rasch model and Winsteps 3.75 application, a combination of standard deviation (SD) and logit mean values (Mean). The score data of each person and question were used to estimate the pure score in the logit scale, indicating the level of difficulty of the test items. The categories were difficult (logit value +1 SD); very difficult (0.0 logit +1 SD); easy (0.0 logit -1 SD); very easy (logit value –SD). Three criteria were used to determine the level of difficulty and fitness of the questions: the Outfit Z-Standard/ZSTD value; Outfit Mean Square/MNSQ; and Point Measure Correlation. It resulted in a collection of test items suitable for use with several levels of difficulties, namely, difficult, very difficult, easy, and very easy, from the previous items, which had difficult, medium, and easy categories. Rasch model can help categorize questions and students' ability levels.
{"title":"How does Rasch modeling reveal difficulty and suitability level the fraction test question?","authors":"K. Karli̇mah","doi":"10.29408/jel.v8i1.4170","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4170","url":null,"abstract":"This article explains how to analyze test items in arithmetic operation with fractions to obtain the items' level of difficulty and fitness. Data were collected by using multiple-choice questions given to 50 fourth-grade students of an elementary school in Tasikmalaya city. The answers were then analyzed using the Rasch model and Winsteps 3.75 application, a combination of standard deviation (SD) and logit mean values (Mean). The score data of each person and question were used to estimate the pure score in the logit scale, indicating the level of difficulty of the test items. The categories were difficult (logit value +1 SD); very difficult (0.0 logit +1 SD); easy (0.0 logit -1 SD); very easy (logit value –SD). Three criteria were used to determine the level of difficulty and fitness of the questions: the Outfit Z-Standard/ZSTD value; Outfit Mean Square/MNSQ; and Point Measure Correlation. It resulted in a collection of test items suitable for use with several levels of difficulties, namely, difficult, very difficult, easy, and very easy, from the previous items, which had difficult, medium, and easy categories. Rasch model can help categorize questions and students' ability levels.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133477213","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}
B. Murtiyasa, Afifah Ma'rufi, Mohd Asrul Affendi bin Abdullah
Interval estimation is an important topic, especially in drawing conclusions on an event. Mathematics education students must possess the skill to formulate and use interval estimation. The errors of mathematics education students in formulating wrong interval estimates indicate a low understanding of interval estimation. This study explores the errors of mathematics education students in interpreting the variance in the questions regarding selecting the proper test statistic to formulate the interval estimation of mean accurately. Respondents in this study involved 36 students of mathematics education (N = 9 males, N = 27 females). This research is qualitative research with a qualitative descriptive approach. Data collection was carried out using the respondents’ ability test and interviews. The respondents’ ability test instrument was tested on 36 students and declared valid where r-count r-table with r-table of 0.3291, and declared reliable with a Cronbach Alpha value of 0.876 0.6. Through an exploratory approach, data were analyzed by categorizing, reducing, and interpreting to conclude students' abilities and thinking methods in formulating interval estimation of the mean based on the variance in questions. The results showed that mathematics education students neglected the variance, so they could not determine the test statistics correctly, resulting in error interval estimates. This study provides insight into the thinking methods of mathematics education students on variance in interval estimation problems in the hope of anticipating errors in formulating interval estimation problems.
{"title":"Undergraduate students’ errors on interval estimation based on variance neglect","authors":"B. Murtiyasa, Afifah Ma'rufi, Mohd Asrul Affendi bin Abdullah","doi":"10.29408/jel.v8i1.4529","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4529","url":null,"abstract":"Interval estimation is an important topic, especially in drawing conclusions on an event. Mathematics education students must possess the skill to formulate and use interval estimation. The errors of mathematics education students in formulating wrong interval estimates indicate a low understanding of interval estimation. This study explores the errors of mathematics education students in interpreting the variance in the questions regarding selecting the proper test statistic to formulate the interval estimation of mean accurately. Respondents in this study involved 36 students of mathematics education (N = 9 males, N = 27 females). This research is qualitative research with a qualitative descriptive approach. Data collection was carried out using the respondents’ ability test and interviews. The respondents’ ability test instrument was tested on 36 students and declared valid where r-count r-table with r-table of 0.3291, and declared reliable with a Cronbach Alpha value of 0.876 0.6. Through an exploratory approach, data were analyzed by categorizing, reducing, and interpreting to conclude students' abilities and thinking methods in formulating interval estimation of the mean based on the variance in questions. The results showed that mathematics education students neglected the variance, so they could not determine the test statistics correctly, resulting in error interval estimates. This study provides insight into the thinking methods of mathematics education students on variance in interval estimation problems in the hope of anticipating errors in formulating interval estimation problems.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123309199","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}
{"title":"The Development and Validation of Mathematical Reflective Thinking Test Instruments for Prospective Mathematics Teachers Using the Rasch Model","authors":"M. Muntazhimah, R. Wahyuni","doi":"10.29408/jel.v8i1.3981","DOIUrl":"https://doi.org/10.29408/jel.v8i1.3981","url":null,"abstract":"","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"384 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124769670","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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