Students need to have good mathematical reasoning skills when learning integer material. The utilization of video media and collaborative learning through the PMRI technique can be used in learning activities to improve mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning integer material for class VII students. This study is descriptive research in which participants are pupils in class VII SMP Srijaya Negara Palembang has 23 students (10 females and 13 males). This study consisted of two meetings. The first meeting focused on the learning process using video material with PMRI and collaborative learning. The second meeting was used to test the results. This study employs observational data gathering techniques, written tests, interviews, and descriptive data analysis approaches. The findings of a study are combining video media and the PMRI technique and collaborative learning on integer subjects in class VII. The skills of students in class VII to reason mathematically was discovered. On the subject of excellent integers, SMP Srijaya Negara Palembang students scored an average of 69.61. The sign of creating assumptions appears to be the most frequent in this study, while the indicator of concluding appears to be the least frequent. Students' mathematical thinking skills can be improved by using video media in conjunction with PMRI and Collaborative Learning during the learning process.
{"title":"Junior high school students’ mathematical reasoning skills on integer using PMRI and collaborative learning","authors":"Mutia Khoirunnisa, R. Putri","doi":"10.29408/jel.v8i2.4779","DOIUrl":"https://doi.org/10.29408/jel.v8i2.4779","url":null,"abstract":"Students need to have good mathematical reasoning skills when learning integer material. The utilization of video media and collaborative learning through the PMRI technique can be used in learning activities to improve mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning integer material for class VII students. This study is descriptive research in which participants are pupils in class VII SMP Srijaya Negara Palembang has 23 students (10 females and 13 males). This study consisted of two meetings. The first meeting focused on the learning process using video material with PMRI and collaborative learning. The second meeting was used to test the results. This study employs observational data gathering techniques, written tests, interviews, and descriptive data analysis approaches. The findings of a study are combining video media and the PMRI technique and collaborative learning on integer subjects in class VII. The skills of students in class VII to reason mathematically was discovered. On the subject of excellent integers, SMP Srijaya Negara Palembang students scored an average of 69.61. The sign of creating assumptions appears to be the most frequent in this study, while the indicator of concluding appears to be the least frequent. Students' mathematical thinking skills can be improved by using video media in conjunction with PMRI and Collaborative Learning during the learning process.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"74 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":"114994421","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}
Most prior studies on mathematical literacy (ML), self-regulated learning (SRL), and RME-based blended learning were carried out qualitatively. Therefore, it was necessary to test them with statistical inference. This study aimed to analyze the interaction between RME-based blended learning, conventional learning, and SRL in improving students' ML. The method used was quasi-experimental with a 2x2 factorial design. The population was students in grade 7 with a sample of 38 students (21 males and 17 females). RME-based blended learning was conducted in the experiment class, while conventional learning was in the control class. Self-regulated learning and mathematical literacy data were obtained from the questionnaire and test, respectively. Data were analyzed using the Adjusted Rank Transform Test with Two-Way ANOVA and Mann-Whitney U test. The result showed an interaction between RME-based blended learning, conventional learning, and SRL towards students' ML improvement. Students' ML improvement who received RME-based blended learning was higher than those who received conventional learning regarding the high level of SRL and vice versa at the low level. Furthermore, students' ML improvement with high SRL was slightly higher than those with low SRL after receiving RME-based blended learning and vice versa after getting conventional learning.
{"title":"Interaction between RME-based blended learning and self-regulated learning in improving mathematical literacy","authors":"Novita Sari, Z. Nuraeni, N. Sukmaningthias","doi":"10.29408/jel.v8i2.5751","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5751","url":null,"abstract":"Most prior studies on mathematical literacy (ML), self-regulated learning (SRL), and RME-based blended learning were carried out qualitatively. Therefore, it was necessary to test them with statistical inference. This study aimed to analyze the interaction between RME-based blended learning, conventional learning, and SRL in improving students' ML. The method used was quasi-experimental with a 2x2 factorial design. The population was students in grade 7 with a sample of 38 students (21 males and 17 females). RME-based blended learning was conducted in the experiment class, while conventional learning was in the control class. Self-regulated learning and mathematical literacy data were obtained from the questionnaire and test, respectively. Data were analyzed using the Adjusted Rank Transform Test with Two-Way ANOVA and Mann-Whitney U test. The result showed an interaction between RME-based blended learning, conventional learning, and SRL towards students' ML improvement. Students' ML improvement who received RME-based blended learning was higher than those who received conventional learning regarding the high level of SRL and vice versa at the low level. Furthermore, students' ML improvement with high SRL was slightly higher than those with low SRL after receiving RME-based blended learning and vice versa after getting conventional learning.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"31 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":"116724986","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}
Creativity is the highest order of thinking, which leads students to generate new ways to find a solution to many unpredictable problems in the future. Although there are many studies on creative thinking ability, no research focused on augmented reality and visualizer-verbalizer cognitive style in creative thinking ability. This study aims to describe creative thinking ability assisted with augmented reality view from visualizer-verbalizer cognitive style. This study used a qualitative descriptive approach. The subjects of this study were selected four students' 52 from the 10th grade. The process of selecting this subject was analyzed by the Rasch Model analysis using Winsteps software version 3.73. The data were collected using Visualizer-Verbalizer Questionnaire (VVQ), a creative thinking ability test assisted with augmented reality and interview. The final scale from the visualizer scale has a Cronbach alpha value of 0.67, while the verbalizer scale has a Cronbach alpha value of 0.66. The results show that the visualizer students meet all the indicators of creative thinking ability: fluency, flexibility, originality, and elaboration. While the verbalizer students only meet fluency indicators or fluency and originality indicators in creative thinking ability. Therefore, based on this research analysis, teachers can pay more attention to the students' cognitive style in creative thinking ability.
{"title":"Students' creative thinking ability assisted augmented reality based on visualizer-verbalizer cognitive style","authors":"A. Faradillah, Annisa Maulida","doi":"10.29408/jel.v8i2.5693","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5693","url":null,"abstract":"Creativity is the highest order of thinking, which leads students to generate new ways to find a solution to many unpredictable problems in the future. Although there are many studies on creative thinking ability, no research focused on augmented reality and visualizer-verbalizer cognitive style in creative thinking ability. This study aims to describe creative thinking ability assisted with augmented reality view from visualizer-verbalizer cognitive style. This study used a qualitative descriptive approach. The subjects of this study were selected four students' 52 from the 10th grade. The process of selecting this subject was analyzed by the Rasch Model analysis using Winsteps software version 3.73. The data were collected using Visualizer-Verbalizer Questionnaire (VVQ), a creative thinking ability test assisted with augmented reality and interview. The final scale from the visualizer scale has a Cronbach alpha value of 0.67, while the verbalizer scale has a Cronbach alpha value of 0.66. The results show that the visualizer students meet all the indicators of creative thinking ability: fluency, flexibility, originality, and elaboration. While the verbalizer students only meet fluency indicators or fluency and originality indicators in creative thinking ability. Therefore, based on this research analysis, teachers can pay more attention to the students' cognitive style in creative thinking ability.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"55 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":"128879068","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}
T. R. Murniasih, V. Suwanti, S. Syaharuddin, R. Rahaju, N. Farida
The spread of the coronavirus has caused learning that was previously carried out offline to be online. It causes didactic obstacles in learning when implementing online learning. Research related to didactic obstacles has been widely studied from the perceptions of teachers and students but has not been widely studied from the point of view of prospective teachers. The purpose of this study is to investigate the didactic obstacles that arise in terms of the perceptions of prospective teachers in online mathematics learning. The method used in this research is descriptive qualitative. The research subjects were 18 prospective teachers divided into six groups, each consisting of three prospective teachers. The research locations were taken in two locations: East Java and Nusa Tenggara Timur (NTT). The instruments used include assignment sheets, field notes, field observations, and sheets for interviews with mathematics teachers in junior high schools. The triangulation technique compares the data from observations, interview recordings, and descriptions of answers. The research findings show that the biggest didactic obstacle occurs in the giving of too many assignments by the teacher to students. Giving too many assignments makes the quality of student work low. This result implies that teachers think giving students many assignments is natural so that all material is conveyed during the pandemic. It contradicts the perception of prospective teachers.
{"title":"Prospective teachers' perceptions of didactic obstacles in the online mathematics learning","authors":"T. R. Murniasih, V. Suwanti, S. Syaharuddin, R. Rahaju, N. Farida","doi":"10.29408/jel.v8i2.5740","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5740","url":null,"abstract":"The spread of the coronavirus has caused learning that was previously carried out offline to be online. It causes didactic obstacles in learning when implementing online learning. Research related to didactic obstacles has been widely studied from the perceptions of teachers and students but has not been widely studied from the point of view of prospective teachers. The purpose of this study is to investigate the didactic obstacles that arise in terms of the perceptions of prospective teachers in online mathematics learning. The method used in this research is descriptive qualitative. The research subjects were 18 prospective teachers divided into six groups, each consisting of three prospective teachers. The research locations were taken in two locations: East Java and Nusa Tenggara Timur (NTT). The instruments used include assignment sheets, field notes, field observations, and sheets for interviews with mathematics teachers in junior high schools. The triangulation technique compares the data from observations, interview recordings, and descriptions of answers. The research findings show that the biggest didactic obstacle occurs in the giving of too many assignments by the teacher to students. Giving too many assignments makes the quality of student work low. This result implies that teachers think giving students many assignments is natural so that all material is conveyed during the pandemic. It contradicts the perception of prospective teachers.","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":"132950351","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}
Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two interviews, a test, and observation, we examined three prospective mathematics teachers' pedagogical content knowledge and their beliefs about the nature of mathematics, mathematics learning, and mathematics teaching. Prospective mathematics teachers' test, interview, and observation results were analyzed in three stages: data condensation, presentation, and conclusion drawing and verification. The findings point out that traditional beliefs (instrumentalist and platonist views) are more dominant in prospective teachers' beliefs about the nature of mathematics. Moreover, the more sophisticated prospective teachers' beliefs about the nature of mathematics, mathematics learning, and mathematics teaching are, the higher one's content knowledge and pedagogical content knowledge levels are. Implications of this study, mathematics teacher educators should assist and foster prospective teachers in developing constructivist or problem-solving beliefs.
{"title":"Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers","authors":"S. Pagiling, A. Taufik","doi":"10.29408/jel.v8i2.5096","DOIUrl":"https://doi.org/10.29408/jel.v8i2.5096","url":null,"abstract":"Prospective teachers' beliefs have a beneficial effect on their knowledge and actions. Furthermore, teachers' pedagogical content knowledge is an essential contributor to teachers' impact on students' academic outcomes. However, examining how prospective teachers' beliefs influence their pedagogical content knowledge is still unclear. The current study investigates prospective mathematics teachers' beliefs and pedagogical content knowledge. We recruited three undergraduate students in the mathematics department consisting of one male and two female participants in this study. By assigning two interviews, a test, and observation, we examined three prospective mathematics teachers' pedagogical content knowledge and their beliefs about the nature of mathematics, mathematics learning, and mathematics teaching. Prospective mathematics teachers' test, interview, and observation results were analyzed in three stages: data condensation, presentation, and conclusion drawing and verification. The findings point out that traditional beliefs (instrumentalist and platonist views) are more dominant in prospective teachers' beliefs about the nature of mathematics. Moreover, the more sophisticated prospective teachers' beliefs about the nature of mathematics, mathematics learning, and mathematics teaching are, the higher one's content knowledge and pedagogical content knowledge levels are. Implications of this study, mathematics teacher educators should assist and foster prospective teachers in developing constructivist or problem-solving beliefs.","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":"124326742","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}
Students' difficulty in solving numeracy problems is a problem that teachers must pay attention. Therefore, it needs media to help students improve their numeracy ability. The purpose of this study is to develop mathematics problems based on PISA (Programme for International Student Assessment) content and use local wisdom context in Maluku that obtained validity, practically, and effectively. Mathematics problems developed are expected to improve the numeration ability of junior high school students in Maluku. The study was research and development based on the Plomp model. The subject consists of 40 students (15 males and 25 females). The result showed that mathematics problems met validity criteria. The validity was tested using the Rasch model that consists of suitable, reliability, difficulty, and differentiation items. Then, it was validated based on experts in content, league, and media. All of them met validity criteria. Mathematics problems had met practically based on the user experience questionnaire (UEQ) that consisted of interest, clarity, efficiency, accuracy, stimulation, novelty, and prospered based on the system usability scale (SUS). Mathematics problems improve the student's numeration ability, as shown based on N-Gain 0.36. Thus, it effectively improves the numeracy ability of students in Maluku.
{"title":"Developing mathematics problems using local wisdom context of Maluku to improve students’ numeracy","authors":"Fahruh Juhaevah","doi":"10.29408/jel.v8i1.4524","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4524","url":null,"abstract":"Students' difficulty in solving numeracy problems is a problem that teachers must pay attention. Therefore, it needs media to help students improve their numeracy ability. The purpose of this study is to develop mathematics problems based on PISA (Programme for International Student Assessment) content and use local wisdom context in Maluku that obtained validity, practically, and effectively. Mathematics problems developed are expected to improve the numeration ability of junior high school students in Maluku. The study was research and development based on the Plomp model. The subject consists of 40 students (15 males and 25 females). The result showed that mathematics problems met validity criteria. The validity was tested using the Rasch model that consists of suitable, reliability, difficulty, and differentiation items. Then, it was validated based on experts in content, league, and media. All of them met validity criteria. Mathematics problems had met practically based on the user experience questionnaire (UEQ) that consisted of interest, clarity, efficiency, accuracy, stimulation, novelty, and prospered based on the system usability scale (SUS). Mathematics problems improve the student's numeration ability, as shown based on N-Gain 0.36. Thus, it effectively improves the numeracy ability of students in Maluku.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"60 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":"121414360","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}
Until now, no research explicitly examines the academic impact on public junior high school students in Singaraja City. The actual condition of the academic impact of online mathematics learning is necessary to be revealed immediately. This information can be used as a basis for teachers designing and implementing mathematics learning to minimize or eliminate the negative impact of online learning. This study involved 507 public junior high school students distributed over four public schools in Singaraja City as the sample. This study used a questionnaire instrument consisting of 14 items, and the data were tabulated based on the responses entered on the google form. The study results showed that students experienced several academic impacts as a result of online learning of mathematics. The academic impacts that students most felt among others: the amount of mathematics material was hard to understand, students doubted the accountability of the grade obtained by their friends, decreased enthusiasm for learning, and students felt that their academic abilities were e not optimal. The conclusion obtained from this study is that online mathematics learning during COVID-19 had an academic impact on public junior high school students in Singaraja City.
{"title":"The academic impact of online mathematics learning during COVID-19 for junior high school students","authors":"I. P. W. Ariawan","doi":"10.29408/jel.v8i1.4517","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4517","url":null,"abstract":"Until now, no research explicitly examines the academic impact on public junior high school students in Singaraja City. The actual condition of the academic impact of online mathematics learning is necessary to be revealed immediately. This information can be used as a basis for teachers designing and implementing mathematics learning to minimize or eliminate the negative impact of online learning. This study involved 507 public junior high school students distributed over four public schools in Singaraja City as the sample. This study used a questionnaire instrument consisting of 14 items, and the data were tabulated based on the responses entered on the google form. The study results showed that students experienced several academic impacts as a result of online learning of mathematics. The academic impacts that students most felt among others: the amount of mathematics material was hard to understand, students doubted the accountability of the grade obtained by their friends, decreased enthusiasm for learning, and students felt that their academic abilities were e not optimal. The conclusion obtained from this study is that online mathematics learning during COVID-19 had an academic impact on public junior high school students in Singaraja City.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"76 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":"127235164","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}
Kemas Rahmat Mubarrak, Helli Ihsan, D. Z. Wyandini
Indonesian students are indicated to have a low math efficacy. Currently, no psychology scale has been created to measure the math efficacy of Indonesian students, especially for junior high school level students. This study aims to develop a math efficacy scale for junior high school level students or equivalent based on Indonesian students’ characteristics. The study used an exploratory sequential design with mixed methods. The results of qualitative analysis through focused group interviews on two small groups of eight students show that seven major themes were related to mathematics efficacy. Qualitative analysis as the basis for a scale development consisting of 33 items and is administered to 478 participants. The results of the quantitative analysis through validity test with Principal Component Analysis (PCA) shows that four dimensions appeared with total variance explained reaching 60.4%. The model was re-tested for compatibility with Confirmatory Factor Analysis (CFA) and obtained index values of p < 0.001 (χ2), 0.047 (SRMR), 0.907 (TLI), 0.918 (CFI), and 0.064 (RMSEA). The four dimensions have met the standard of a fit index with 23 items remaining. The validity test was also supported by Pearson's Product Moment correlation of 0.795 for convergent validity test with Math Attitude Scale (MAS) and divergent validity test of -0.331 with Mathematical SelfEfficacy and Anxiety Questionnaire (MSEAQ). The scale's reliability was very good, with Cronbach's alpha value of 0.918.
{"title":"Development of math efficacy scale for junior high school student in Indonesia","authors":"Kemas Rahmat Mubarrak, Helli Ihsan, D. Z. Wyandini","doi":"10.29408/jel.v8i1.4522","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4522","url":null,"abstract":"Indonesian students are indicated to have a low math efficacy. Currently, no psychology scale has been created to measure the math efficacy of Indonesian students, especially for junior high school level students. This study aims to develop a math efficacy scale for junior high school level students or equivalent based on Indonesian students’ characteristics. The study used an exploratory sequential design with mixed methods. The results of qualitative analysis through focused group interviews on two small groups of eight students show that seven major themes were related to mathematics efficacy. Qualitative analysis as the basis for a scale development consisting of 33 items and is administered to 478 participants. The results of the quantitative analysis through validity test with Principal Component Analysis (PCA) shows that four dimensions appeared with total variance explained reaching 60.4%. The model was re-tested for compatibility with Confirmatory Factor Analysis (CFA) and obtained index values of p < 0.001 (χ2), 0.047 (SRMR), 0.907 (TLI), 0.918 (CFI), and 0.064 (RMSEA). The four dimensions have met the standard of a fit index with 23 items remaining. The validity test was also supported by Pearson's Product Moment correlation of 0.795 for convergent validity test with Math Attitude Scale (MAS) and divergent validity test of -0.331 with Mathematical SelfEfficacy and Anxiety Questionnaire (MSEAQ). The scale's reliability was very good, with Cronbach's alpha value of 0.918.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"39 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":"125327805","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}
Students need to have good mathematical reasoning skills when learning number pattern material. The use of video media through the PMRI approach and collaborative learning can be applied in learning activities to have good mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning on number pattern material for class VIII students. This research uses a descriptive type of research. The research subjects were students of class VIII.A, SMP Srijaya Negara Palembang, with 25 students (12 males and 13 females) out of a total of 39 students. Data collection techniques are observation, a written test consisting of two test questions, and interviews. The data analysis technique is descriptive. The results obtained from this study are the students' mathematical reasoning skills after the learning process using video media with the PMRI approach and collaborative learning on the number pattern material of grade VIII.A students of SMP Srijaya Negara Palembang are good, with an average value of 68.89. The indicator that appears the most is "submit a conjecture," while the indicator that appears the least is "draw a conclusion." Using video media through the PMRI approach and collaborative learning during learning can make students have good mathematical reasoning skills.
学生在学习数字模式材料时需要具备良好的数学推理能力。通过PMRI方法和协作学习使用视频媒体可以应用于学习活动中，以获得良好的数学推理技能。本研究旨在探讨八年级学生在采用PMRI方法的视频媒体学习过程和合作学习数字模式材料后的数学推理能力。本研究采用描述性研究。研究对象为八年级学生。A, Srijaya Negara Palembang SMP, 39名学生中有25名学生(12名男性和13名女性)。数据收集技术包括观察、两道试题的笔试和访谈。数据分析技术是描述性的。本研究获得的结果是学生在使用PMRI方法的视频媒体学习过程中以及在八年级数字模式材料上的协作学习后的数学推理能力。SMP Srijaya Negara Palembang的学生表现良好，平均得分为68.89。出现最多的指标是“提出猜想”，而出现最少的指标是“得出结论”。通过PMRI方法使用视频媒体，在学习过程中进行协作学习，可以使学生具备良好的数学推理能力。
{"title":"Students’ mathematical reasoning skills on number pattern using PMRI and collaborative learning approach","authors":"Siti Nabila, R. Putri","doi":"10.29408/jel.v8i1.4733","DOIUrl":"https://doi.org/10.29408/jel.v8i1.4733","url":null,"abstract":"Students need to have good mathematical reasoning skills when learning number pattern material. The use of video media through the PMRI approach and collaborative learning can be applied in learning activities to have good mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning on number pattern material for class VIII students. This research uses a descriptive type of research. The research subjects were students of class VIII.A, SMP Srijaya Negara Palembang, with 25 students (12 males and 13 females) out of a total of 39 students. Data collection techniques are observation, a written test consisting of two test questions, and interviews. The data analysis technique is descriptive. The results obtained from this study are the students' mathematical reasoning skills after the learning process using video media with the PMRI approach and collaborative learning on the number pattern material of grade VIII.A students of SMP Srijaya Negara Palembang are good, with an average value of 68.89. The indicator that appears the most is \"submit a conjecture,\" while the indicator that appears the least is \"draw a conclusion.\" Using video media through the PMRI approach and collaborative learning during learning can make students have good mathematical reasoning skills.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"7 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":"129748888","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}
A. Jupri, R. Marwati, R. Sispiyati, R. Rosjanuardi
One of the competencies for mathematics teachers that needs to be developed continuously is professional competence. However, even if efforts for developing teachers’ competencies have been made formally by the government, it seems still lacking. This study, therefore, aims to develop mathematics teacher professional competencies through an informal development model using social media. This research used a qualitative method, a case study design, involving 19 mathematics teachers from various regions in Indonesia in the informal development process in the range of 2019-2021. The informal approach was carried out using question-and-answer techniques and guided discussions on mathematical problems. From the teacher development processes, 30 mathematics problems and their solutions were collected. As an illustration of this development process, this article presents five problems and their solutions, including solutions for two mathematics problems on conceptual understanding and three mathematics problems on problem-solving. We conclude that this informal approach is fruitful in helping mathematics teachers solve mathematics problems. This study implies that the teacher development process carried out in this study can be used as a model for informal teacher development by other higher education academics in their respective places.
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