Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.
{"title":"Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif","authors":"J. Araiku, E. Kurniadi, W. Pratiwi","doi":"10.29408/jel.v8i2.5659","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5659","url":null,"abstract":"Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121401577","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}
Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.
{"title":"The impact of affective skills toward on the mathematics learning outcomes at senior high school students","authors":"Wahyuddin Wahyuddin, Nur Qalbi Rusdin, M. Nur","doi":"10.29408/jel.v8i2.4950","DOIUrl":"https://doi.org/10.29408/jel.v8i2.4950","url":null,"abstract":"Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130620765","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}
Mathematical problem-solving skills are essential. However, students’ ability to solve number patterns problems topic has not been optimal. The results of previous studies show different problem-solving skill profiles in students with Field Dependent (FD) and Field Independent (FI) cognitive styles in geometry and algebra. Therefore, this study aims to describe the problem-solving ability of students in number patterns based on cognitive styles. The research used qualitative methods with a descriptive approach. The study involved all students of grade 8 at a public junior high school in Klaten Regency, Central Java, Indonesia. Four students were selected for in-depth analysis by administering the Group Embedded Figure Test (GEFT) test and many patterns problem-solving test. Instruments used in this study included the GEFT test and the problem-solving test of number patterns. Research data was collected through a test, interviews, and documentation. The triangulation was applied to validate the data. Data were processed by reducing data, presenting data, and verifying. The results showed that FI students are better able to solve number pattern problems than FD students. It can be seen that FD students can understand the problem, devise a plan, and carry out the plan. However, FD students have been unable to look back at the solutions. Meanwhile, FI students can understand problems, devise a plan, carry out the plan, and look back at the solutions well. Therefore, it is needed to focus more on enhancing FD students’ ability in the stage of looking back.
{"title":"Students’ problem-solving ability in number patterns topic viewed from cognitive styles","authors":"S. Rejeki, Luthfi Rahmasari","doi":"10.29408/jel.v8i2.5699","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5699","url":null,"abstract":"Mathematical problem-solving skills are essential. However, students’ ability to solve number patterns problems topic has not been optimal. The results of previous studies show different problem-solving skill profiles in students with Field Dependent (FD) and Field Independent (FI) cognitive styles in geometry and algebra. Therefore, this study aims to describe the problem-solving ability of students in number patterns based on cognitive styles. The research used qualitative methods with a descriptive approach. The study involved all students of grade 8 at a public junior high school in Klaten Regency, Central Java, Indonesia. Four students were selected for in-depth analysis by administering the Group Embedded Figure Test (GEFT) test and many patterns problem-solving test. Instruments used in this study included the GEFT test and the problem-solving test of number patterns. Research data was collected through a test, interviews, and documentation. The triangulation was applied to validate the data. Data were processed by reducing data, presenting data, and verifying. The results showed that FI students are better able to solve number pattern problems than FD students. It can be seen that FD students can understand the problem, devise a plan, and carry out the plan. However, FD students have been unable to look back at the solutions. Meanwhile, FI students can understand problems, devise a plan, carry out the plan, and look back at the solutions well. Therefore, it is needed to focus more on enhancing FD students’ ability in the stage of looking back.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131944539","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}
Online learning for students requires high self-regulated learning to maximize problem-solving skills, especially in fractional material. However, elementary school students have not widely seen self-regulated learning and problem-solving abilities. Therefore, this study aimed to determine the relationship between self-regulated learning and problem-solving skills, especially on fractions in online learning in fifth-grade elementary school. This research is included in a quantitative study that uses a sample of fifth-grade students in an elementary school in Depok City. A sample of 122 students (N = 67 female, N = 55 male) was obtained using a non-probability sampling technique. Data collection techniques were carried out through the distribution of a self-regulated learning questionnaire with as many as 29 statements and a problem-solving ability test instrument with as many as eight questions. The data obtained were measured and analyzed using Rasch modeling and assisted by Winsteps software version 4.4.2. Furthermore, the correlation and Effect Size tests were carried out to determine the relationship and influence between variables. The results showed a significant and interrelated relationship between self-regulated learning and problem-solving ability. In other words, the higher the quality of independence in students, the higher the quality of problem-solving abilities they have, and vice versa. That way, it can encourage students to maximize self-regulated learning when learning online to help improve problem-solving skills in learning.
{"title":"Self-regulated learning and problem-solving ability of elementary school students in fraction during online learning","authors":"Eva Yunida Wulandari, Fitri Alyani","doi":"10.29408/jel.v8i2.5708","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5708","url":null,"abstract":"Online learning for students requires high self-regulated learning to maximize problem-solving skills, especially in fractional material. However, elementary school students have not widely seen self-regulated learning and problem-solving abilities. Therefore, this study aimed to determine the relationship between self-regulated learning and problem-solving skills, especially on fractions in online learning in fifth-grade elementary school. This research is included in a quantitative study that uses a sample of fifth-grade students in an elementary school in Depok City. A sample of 122 students (N = 67 female, N = 55 male) was obtained using a non-probability sampling technique. Data collection techniques were carried out through the distribution of a self-regulated learning questionnaire with as many as 29 statements and a problem-solving ability test instrument with as many as eight questions. The data obtained were measured and analyzed using Rasch modeling and assisted by Winsteps software version 4.4.2. Furthermore, the correlation and Effect Size tests were carried out to determine the relationship and influence between variables. The results showed a significant and interrelated relationship between self-regulated learning and problem-solving ability. In other words, the higher the quality of independence in students, the higher the quality of problem-solving abilities they have, and vice versa. That way, it can encourage students to maximize self-regulated learning when learning online to help improve problem-solving skills in learning.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"402 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121173385","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}
Since COVID-19 was declared a global pandemic, learning has shifted from face-to-face to online. It is a novel environment, particularly in Indonesia. This study aims to determine the profile and correlation between students' mathematical reasoning abilities and learning styles in online learning. The research method used was quantitative. The population was grade VIII students studying in public Junior High School (JHS) in DKI Jakarta province. The sample was 400 respondents, consisting of 208 males and 192 females, using random cluster sampling. To identify the relationship between mathematical reasoning ability and learning style, to be more specific, the researchers took a sample of one class consisting of 39 respondents. The research instrument was in the form of a questionnaire and mathematical ability test questions in the form of a description. The data analysis technique used descriptive statistics and correlation analysis. The results showed that: (1) the tendency of students' mathematical reasoning abilities was included in the medium category, (2) students had varied learning styles, namely visual, auditory, and kinesthetic learning styles (3) the tendency of students learning styles of public JHS in DKI Jakarta is visual learning style with a percentage of 32.25% as many as 129 students from 400 respondents, (4) there is a significant relationship between mathematical reasoning abilities and student learning styles with a Pearson correlation score of 0.565, and the relationship between the two variables is included in the category of moderate correlation. In this case, choosing a suitable learning approach can impact students' ability to think mathematically.
{"title":"Secondary students’ mathematical reasoning in terms of learning styles on online learning","authors":"Fresha Anjani, S. Ulfah","doi":"10.29408/jel.v8i2.5696","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5696","url":null,"abstract":"Since COVID-19 was declared a global pandemic, learning has shifted from face-to-face to online. It is a novel environment, particularly in Indonesia. This study aims to determine the profile and correlation between students' mathematical reasoning abilities and learning styles in online learning. The research method used was quantitative. The population was grade VIII students studying in public Junior High School (JHS) in DKI Jakarta province. The sample was 400 respondents, consisting of 208 males and 192 females, using random cluster sampling. To identify the relationship between mathematical reasoning ability and learning style, to be more specific, the researchers took a sample of one class consisting of 39 respondents. The research instrument was in the form of a questionnaire and mathematical ability test questions in the form of a description. The data analysis technique used descriptive statistics and correlation analysis. The results showed that: (1) the tendency of students' mathematical reasoning abilities was included in the medium category, (2) students had varied learning styles, namely visual, auditory, and kinesthetic learning styles (3) the tendency of students learning styles of public JHS in DKI Jakarta is visual learning style with a percentage of 32.25% as many as 129 students from 400 respondents, (4) there is a significant relationship between mathematical reasoning abilities and student learning styles with a Pearson correlation score of 0.565, and the relationship between the two variables is included in the category of moderate correlation. In this case, choosing a suitable learning approach can impact students' ability to think mathematically.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129270436","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}
S. A. Pramuditya, Sri Pitriayana, T. Subroto, R. Wafiqoh
This research is motivated by the low understanding of students in studying the object of geometry study. The media that had previously been used in the form of a spatial framework made of bamboo or iron turned out to take up quite a lot of space and was not practical to carry in large quantities. Therefore, efficient and practical media are needed to help visualize concrete objects in learning. This research aims to implement Augmented Reality (AR)-assisted learning media on the material of three-dimensional shapes. This study uses an explanatory qualitative method. The participant in this study was one student from one of the junior high schools in the Cirebon Regency. Data collection techniques used are through interviews and documentation. The analysis technique consists of three stages: data reduction, data presentation, and concluding. The results showed that the AR application could make it easier for the student to understand the material and solve the problem of three-dimensional shapes. However, the student still has a little difficulty using the application and is a little confused when identifying the parts of the cube because the image of the shape raised by the application is still not clear. This research implies that AR applications can make students' spatial abilities better.
{"title":"Implementation of augmented reality-assisted learning media on three-dimensional shapes","authors":"S. A. Pramuditya, Sri Pitriayana, T. Subroto, R. Wafiqoh","doi":"10.29408/jel.v8i2.5238","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5238","url":null,"abstract":"This research is motivated by the low understanding of students in studying the object of geometry study. The media that had previously been used in the form of a spatial framework made of bamboo or iron turned out to take up quite a lot of space and was not practical to carry in large quantities. Therefore, efficient and practical media are needed to help visualize concrete objects in learning. This research aims to implement Augmented Reality (AR)-assisted learning media on the material of three-dimensional shapes. This study uses an explanatory qualitative method. The participant in this study was one student from one of the junior high schools in the Cirebon Regency. Data collection techniques used are through interviews and documentation. The analysis technique consists of three stages: data reduction, data presentation, and concluding. The results showed that the AR application could make it easier for the student to understand the material and solve the problem of three-dimensional shapes. However, the student still has a little difficulty using the application and is a little confused when identifying the parts of the cube because the image of the shape raised by the application is still not clear. This research implies that AR applications can make students' spatial abilities better.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128857054","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 unconsciousness of a teacher in obtaining knowledge due to students can be known if the teacher was notified when he was a student. A student has an essential role in learning, and the teacher is responsible for supporting smooth learning. Students' problem-solving processes need to be found because each student's reasoning and ideas in solving problems are different. This study focuses on students' thinking processes using realistic mathematics education based on emergent modeling. In this study, the researcher is the teacher, and the student is the prospective teacher. The prospective teacher involved were students of the Institut Pendidikan Indonesia mathematics study program. Prospective teachers were selected as research subjects for as many as 74 people (11 males and 63 females) consisting of 3 classes. The research method uses descriptive qualitative. As learning activities progress, students get a kind of model that seems as solutions to solving problems given by the teacher. Various kinds of models emerged from various student ideas and ended with a mutually agreed for a model for. Through this study, a teacher can learn about student models in the learning process.
{"title":"Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions","authors":"E. A. Afriansyah, T. Turmudi","doi":"10.29408/jel.v8i2.5712","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5712","url":null,"abstract":"The unconsciousness of a teacher in obtaining knowledge due to students can be known if the teacher was notified when he was a student. A student has an essential role in learning, and the teacher is responsible for supporting smooth learning. Students' problem-solving processes need to be found because each student's reasoning and ideas in solving problems are different. This study focuses on students' thinking processes using realistic mathematics education based on emergent modeling. In this study, the researcher is the teacher, and the student is the prospective teacher. The prospective teacher involved were students of the Institut Pendidikan Indonesia mathematics study program. Prospective teachers were selected as research subjects for as many as 74 people (11 males and 63 females) consisting of 3 classes. The research method uses descriptive qualitative. As learning activities progress, students get a kind of model that seems as solutions to solving problems given by the teacher. Various kinds of models emerged from various student ideas and ended with a mutually agreed for a model for. Through this study, a teacher can learn about student models in the learning process.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124330177","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}
Heni Yunilda Hasibuan, Cecep Anwar Hadi Firdos Santosa, S. Syamsuri
Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.
{"title":"Slow learners’ performance in solving mathematical problems in the inclusive classroom","authors":"Heni Yunilda Hasibuan, Cecep Anwar Hadi Firdos Santosa, S. Syamsuri","doi":"10.29408/jel.v8i2.5181","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5181","url":null,"abstract":"Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121386147","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}
Samsul Pahmi, N. Priatna, J. Dahlan, Arif Muchyidin
The integration of art into mathematics is currently still carried out by paying attention to the aesthetic value of student projects. However, its use has not been found to expand artistic or cultural values knowledge. This study aims to conduct a study related to the integration of batik art in mathematics learning on the topic of circles in elementary schools, where batik art contains not only aesthetic meaning but also cultural values and is the identity of the Indonesian nation. This research is focused on content design, the use of methods, and their effect on learning outcomes. The integration of batik art in learning is carried out to support the development of STEAM-based learning. This study used a quasi-experimental method using the design of One group posttest only with multiple substantive posttests, which was carried out in 2 different elementary schools in grade 6 with a sample of 41 students consisting of 28 female students and 13 male students. Experimental learning uses circular batik motifs as an art aspect and project-based learning (PjBL) as a learning method. Data collection was carried out using three instruments: a final student ability test, interviews, and questionnaires. The results show an increase in student learning outcomes, reducing students' anxiety levels in learning, increasing student activity, and providing alternative solutions for implementing fine arts in learning, especially mathematics, on the topic of circles at elementary school. This research is expected to provide benefits of knowledge related to how art or culture can be instilled simultaneously with lessons, especially mathematics learning for educators.
{"title":"Implementation the project-based learning using the context of Batik art in elementary mathematics learning","authors":"Samsul Pahmi, N. Priatna, J. Dahlan, Arif Muchyidin","doi":"10.29408/jel.v8i2.4790","DOIUrl":"https://doi.org/10.29408/jel.v8i2.4790","url":null,"abstract":"The integration of art into mathematics is currently still carried out by paying attention to the aesthetic value of student projects. However, its use has not been found to expand artistic or cultural values knowledge. This study aims to conduct a study related to the integration of batik art in mathematics learning on the topic of circles in elementary schools, where batik art contains not only aesthetic meaning but also cultural values and is the identity of the Indonesian nation. This research is focused on content design, the use of methods, and their effect on learning outcomes. The integration of batik art in learning is carried out to support the development of STEAM-based learning. This study used a quasi-experimental method using the design of One group posttest only with multiple substantive posttests, which was carried out in 2 different elementary schools in grade 6 with a sample of 41 students consisting of 28 female students and 13 male students. Experimental learning uses circular batik motifs as an art aspect and project-based learning (PjBL) as a learning method. Data collection was carried out using three instruments: a final student ability test, interviews, and questionnaires. The results show an increase in student learning outcomes, reducing students' anxiety levels in learning, increasing student activity, and providing alternative solutions for implementing fine arts in learning, especially mathematics, on the topic of circles at elementary school. This research is expected to provide benefits of knowledge related to how art or culture can be instilled simultaneously with lessons, especially mathematics learning for educators.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116878207","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}
D. Ekowati, Arina Restian, Erna Yayuk, K. Kamariah
Among the cultural richness in Indonesia, one of which is the Malangan batik cloth. The use of Malangan batik cloth is not only for clothing and decoration needs but also becomes part of the subject matter. In elementary school learning, Malangan batik cloth is one of the learning materials for Arts, Culture, and Crafts. In the thematic learning applied in elementary schools, Arts, Culture, and Crafts subjects do not stand alone. However, it must be related to other subjects, one of which is mathematics. The reality, on the ground, most teachers find it difficult to link the two. Bridging the link between these two subjects is carried out through semiotic analysis with its six primary objects. This study aimed to conduct a semiotic analysis of Malangan batik for elementary mathematics learning. The research was conducted in a qualitative descriptive manner with an ethnographic approach. Data were collected through observation, documentation, and interviews with two elementary school mathematics teachers and two Malangan batik makers. The research period is January-March 2022. The results of the study found that elementary mathematics concepts (numbers, algebra, geometry, measurement, statistics, and capital selection) have been identified according to six primary semiotic objects, namely language, problem-situation, concepts, procedures, properties, and arguments. By understanding each semiotic object, Malangan batik has the potential to increase students' mathematical activities that are contextual, interesting, and meaningful for students.
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