Pub Date : 2024-06-02DOI: 10.29408/jel.v10i2.25621
Suci Pangestuti, Rully Charitas Indra Prahmana, Frankie A. Fran
Ethnomathematics, an interdisciplinary field at the intersection of cultural studies and mathematics, examines the intricate mathematical practices found within diverse cultural settings. This research focuses on Rangku Alu, a traditional game from Indonesia, to explore its embedded mathematical elements. Using a qualitative ethnographic methodology, the study uncovers the mathematical concepts within the game's cultural context. It traces the origins and cultural importance of Rangku Alu in Manggarai, East Nusa Tenggara, through combining participant observation, interviews, and literature review. The game, which prominently features bamboo, is a staple activity in harvest celebrations and serves as a way to express gratitude. During the game, players engage in synchronized movements that create rhythmic patterns and interactive sequences. The analysis reveals seven distinct numerical patterns, derived from the strikes of bamboo, jumping sequences, and player formations. These patterns include both odd and even sequences, as well as basic arithmetic operations. Rangku Alu not only entertains but also provides a unique setting for exploring numerical concepts. This study highlights the potential of integrating traditional practices like Rangku Alu into mathematics education to promote inclusivity and enhance mathematical understanding in multicultural environments.
民族数学是文化研究与数学交叉的一个跨学科领域，研究不同文化背景下错综复杂的数学实践。本研究以印度尼西亚的传统游戏 Rangku Alu 为重点，探索其蕴含的数学元素。研究采用定性人种学方法，揭示了游戏文化背景中的数学概念。研究结合参与观察、访谈和文献综述，追溯了 Rangku Alu 在东努沙登加拉省 Manggarai 的起源和文化重要性。该游戏以竹子为主要内容，是庆祝丰收的主要活动，也是表达感激之情的一种方式。在游戏过程中，玩家通过同步动作创造出有节奏的图案和互动序列。分析显示，竹子的敲击、跳跃序列和玩家队形衍生出七种不同的数字模式。这些模式包括奇数和偶数序列，以及基本的算术运算。朗库阿鲁不仅具有娱乐性，还为探索数字概念提供了独特的环境。本研究强调了将 Rangku Alu 等传统习俗融入数学教育的潜力，以促进多元文化环境中的包容性并增强对数学的理解。
{"title":"Unlocking mathematical marvels: Exploring number patterns in the Rangku Alu traditional game","authors":"Suci Pangestuti, Rully Charitas Indra Prahmana, Frankie A. Fran","doi":"10.29408/jel.v10i2.25621","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25621","url":null,"abstract":"Ethnomathematics, an interdisciplinary field at the intersection of cultural studies and mathematics, examines the intricate mathematical practices found within diverse cultural settings. This research focuses on Rangku Alu, a traditional game from Indonesia, to explore its embedded mathematical elements. Using a qualitative ethnographic methodology, the study uncovers the mathematical concepts within the game's cultural context. It traces the origins and cultural importance of Rangku Alu in Manggarai, East Nusa Tenggara, through combining participant observation, interviews, and literature review. The game, which prominently features bamboo, is a staple activity in harvest celebrations and serves as a way to express gratitude. During the game, players engage in synchronized movements that create rhythmic patterns and interactive sequences. The analysis reveals seven distinct numerical patterns, derived from the strikes of bamboo, jumping sequences, and player formations. These patterns include both odd and even sequences, as well as basic arithmetic operations. Rangku Alu not only entertains but also provides a unique setting for exploring numerical concepts. This study highlights the potential of integrating traditional practices like Rangku Alu into mathematics education to promote inclusivity and enhance mathematical understanding in multicultural environments.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.29408/jel.v10i2.25826
Nurlaily Rahmah, A. Asnidar
Correction to: Jurnal Elemen, Vol. 1 No. 1, January 2015, p. 57-69 https://doi.org/10.29408/jel.v1i1.81 The original version of this article unfortunately contained a mistake. The previous email was not the corresponding author’s email, her email is rnur68845@gmail.com. The original article has been corrected. The original article can be found online at https://doi.org/10.29408/jel.v1i1.81
{"title":"Correction to: Hubungan penguasaan perkalian dan pembagian dasar terhadap prestasi belajar matematika siswa kelas VIII SMP PMDS Putra Palopo","authors":"Nurlaily Rahmah, A. Asnidar","doi":"10.29408/jel.v10i2.25826","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25826","url":null,"abstract":"Correction to: Jurnal Elemen, Vol. 1 No. 1, January 2015, p. 57-69 \u0000 https://doi.org/10.29408/jel.v1i1.81\u0000The original version of this article unfortunately contained a mistake. The previous email was not the corresponding author’s email, her email is rnur68845@gmail.com. The original article has been corrected.\u0000The original article can be found online at https://doi.org/10.29408/jel.v1i1.81","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.29408/jel.v10i2.25487
Putri Mutiara Anisa, Saenih Saenih, Anisa Oktaviani, S. A. Pramuditya, Mohammad Dadan Sundawan
This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development method and the ADDIE model using the Millealab application. Participants were eighth-grade students at junior high schools. The outcomes of the research show that virtual reality is an innovative learning media that utilises technological developments in learning media and provides a quick, engaging, and fun understanding so that students can more easily understand mathematical concepts in flat-sided material. Virtual reality learning media has been extensively tested to be valid, practical, and suitable for use in learning. Suggestions for this research can provide an innovative development of virtual learning media, which still has many shortcomings, so that it is much better and produces like learning.
{"title":"Developing mathematics virtual reality based on understanding mathematical concepts","authors":"Putri Mutiara Anisa, Saenih Saenih, Anisa Oktaviani, S. A. Pramuditya, Mohammad Dadan Sundawan","doi":"10.29408/jel.v10i2.25487","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25487","url":null,"abstract":"This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development method and the ADDIE model using the Millealab application. Participants were eighth-grade students at junior high schools. The outcomes of the research show that virtual reality is an innovative learning media that utilises technological developments in learning media and provides a quick, engaging, and fun understanding so that students can more easily understand mathematical concepts in flat-sided material. Virtual reality learning media has been extensively tested to be valid, practical, and suitable for use in learning. Suggestions for this research can provide an innovative development of virtual learning media, which still has many shortcomings, so that it is much better and produces like learning.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273808","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 aims of this study is to analyze publications on early algebra in middle schools to contribute to the development of related literature. A total of 234 articles on early algebra published in various Scopus databases between 2013 and 2024 were retrieved and analyzed through a bibliometric analysis approach and 19 articles through a Comprehensive Meta Analysis (CMA). The results showed fluctuating trends in research related to early algebra in middle schools. The surge in publications using VOSviewer and RStudio from 2013 to 2024 did not align with a corresponding increase in average citations, contributing to a stagnation in the average citation per year. The noticeable upward trend in the volume of publications on early algebra since the beginning of 2013 indicates a dynamic and evolving research landscape in this field. This consistency suggests a widespread and sustained interest in early algebra research beyond the confines of a single country, further emphasizing its global relevance and significance. Integrating multimedia technology into early algebra instruction significantly enhances student learning outcomes. Moreover, access to technology and enhanced learning resources through technology integration can play a more crucial role in improving the effectiveness of early algebra learning in countries with lower income levels.
{"title":"Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis","authors":"Dilham Fardian, Didi Suryadi, Sufyani Prabawanto, Silfia Hayuningrat","doi":"10.29408/jel.v10i2.25539","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25539","url":null,"abstract":"The aims of this study is to analyze publications on early algebra in middle schools to contribute to the development of related literature. A total of 234 articles on early algebra published in various Scopus databases between 2013 and 2024 were retrieved and analyzed through a bibliometric analysis approach and 19 articles through a Comprehensive Meta Analysis (CMA). The results showed fluctuating trends in research related to early algebra in middle schools. The surge in publications using VOSviewer and RStudio from 2013 to 2024 did not align with a corresponding increase in average citations, contributing to a stagnation in the average citation per year. The noticeable upward trend in the volume of publications on early algebra since the beginning of 2013 indicates a dynamic and evolving research landscape in this field. This consistency suggests a widespread and sustained interest in early algebra research beyond the confines of a single country, further emphasizing its global relevance and significance. Integrating multimedia technology into early algebra instruction significantly enhances student learning outcomes. Moreover, access to technology and enhanced learning resources through technology integration can play a more crucial role in improving the effectiveness of early algebra learning in countries with lower income levels.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.29408/jel.v10i2.25508
K. Dirgantoro, R. Soesanto, Yanti Yanti
Mathematical bitterness is one of the critical factors influencing students’ mathematical performance, highlighting the need for further action to address its impact. However, there has been no instrument thus far that can identify mathematical bitterness, particularly one caused by teacher treatment. This research, therefore, aims to construct an instrument to identify the presence of mathematical bitterness. This research involved 307 senior high school and undergraduate students, who were given and responded to a set of 30 questions. The data were then analyzed using confirmatory factor analysis (CFA) through IBM SPSS 20. Confirmatory factor analysis grouped the items into six dimensions (indicators) of mathematical bitterness. Each indicator shows a high Cronbach Alpha result, indicating strong validity in each group of indicators. Overall, the constructed instrument demonstrates strong validity and reliability. This instrument has been successfully constructed and statistically tested, thus making it readily available for use by other scholars interested in investigating mathematical bitterness on a broader scale.
{"title":"Constructing mathematical bitterness scale related to teacher factor","authors":"K. Dirgantoro, R. Soesanto, Yanti Yanti","doi":"10.29408/jel.v10i2.25508","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25508","url":null,"abstract":"Mathematical bitterness is one of the critical factors influencing students’ mathematical performance, highlighting the need for further action to address its impact. However, there has been no instrument thus far that can identify mathematical bitterness, particularly one caused by teacher treatment. This research, therefore, aims to construct an instrument to identify the presence of mathematical bitterness. This research involved 307 senior high school and undergraduate students, who were given and responded to a set of 30 questions. The data were then analyzed using confirmatory factor analysis (CFA) through IBM SPSS 20. Confirmatory factor analysis grouped the items into six dimensions (indicators) of mathematical bitterness. Each indicator shows a high Cronbach Alpha result, indicating strong validity in each group of indicators. Overall, the constructed instrument demonstrates strong validity and reliability. This instrument has been successfully constructed and statistically tested, thus making it readily available for use by other scholars interested in investigating mathematical bitterness on a broader scale.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.25208
Maulidia Dwi Meyundasari, I. D. Hastuti, S. Syaharuddin, Saba Mehmood
This study explores the philosophical aspects of traditional architecture and ethnomathematics geometry in the Istana Dalam Loka traditional house, located in West Nusa Tenggara. Employing a qualitative approach with an ethnographic design, data were gathered through observations and interviews with key, primary, and additional informants. Findings indicate that mathematical concepts are reflected in every architectural element, such as rectangles in doors, terraces, stairs, shields (kantar), kandaga, the sultan's palanquin (tandu), pineapple decoration, and frames. The study also identifies square concepts in the sultan's child's palanquin, glass boxes, and windows. Circular concepts are found in badong, and the concept of an isosceles triangle is present in the roof, offering potential for creative geometry learning. This research has implications in enriching students' mathematical education by utilising geometric examples from local culture. Integrating ethnomathematics into elementary school curricula can broaden students' cultural perspectives, increase student engagement in learning, and enrich students' understanding of mathematics.
本研究探讨了位于西努沙登加拉的达兰洛卡（Istana Dalam Loka）传统房屋中的传统建筑哲学和民族数学几何。本研究采用人种学设计的定性方法，通过观察和采访主要信息提供者、主要信息提供者和其他信息提供者收集数据。研究结果表明，数学概念体现在每一个建筑元素中，如门、露台、楼梯、盾牌（kantar）、坎达加（kandaga）、苏丹的轿子（tandu）、菠萝装饰和框架中的矩形。研究还在苏丹的童轿、玻璃盒和窗户上发现了方形概念。圆形概念出现在巴东（badong）中，等腰三角形的概念出现在屋顶上，为创造性几何学习提供了潜力。这项研究的意义在于利用当地文化中的几何实例丰富学生的数学教育。将民族数学融入小学课程可以拓宽学生的文化视野，提高学生的学习参与度，丰富学生对数学的理解。
{"title":"The geometric concepts of the Istana Dalam Loka traditional house: An ethnomathematics study","authors":"Maulidia Dwi Meyundasari, I. D. Hastuti, S. Syaharuddin, Saba Mehmood","doi":"10.29408/jel.v10i2.25208","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25208","url":null,"abstract":"This study explores the philosophical aspects of traditional architecture and ethnomathematics geometry in the Istana Dalam Loka traditional house, located in West Nusa Tenggara. Employing a qualitative approach with an ethnographic design, data were gathered through observations and interviews with key, primary, and additional informants. Findings indicate that mathematical concepts are reflected in every architectural element, such as rectangles in doors, terraces, stairs, shields (kantar), kandaga, the sultan's palanquin (tandu), pineapple decoration, and frames. The study also identifies square concepts in the sultan's child's palanquin, glass boxes, and windows. Circular concepts are found in badong, and the concept of an isosceles triangle is present in the roof, offering potential for creative geometry learning. This research has implications in enriching students' mathematical education by utilising geometric examples from local culture. Integrating ethnomathematics into elementary school curricula can broaden students' cultural perspectives, increase student engagement in learning, and enrich students' understanding of mathematics.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141276905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.25322
Ali Akhmad Setiyawan, A. Agoestanto, Isnarto Isnarto
One of the causes of low proficiency among high school students in mathematical critical thinking is their lack of willingness to learn independently. This study investigated the mathematical critical thinking skills and self-regulated learning of high school students through the Flipped Classroom STEM approach. The research employed a sequential explanatory design, beginning with quasi-experimental pre-tests and post-tests for quantitative assessment of the learning process, followed by qualitative methods such as questionnaires, interviews, and observations for deeper analysis. Data analysis utilized quantitative techniques, including normality and homogeneity tests and hypothesis testing in SPSS, alongside qualitative methods for data reduction, data presentation, and conclusion. The findings revealed that flipped classroom learning significantly improved students' abilities in critical mathematical thinking, particularly highlighting the importance of self-regulated learning. There was a notable difference in post-test scores compared to those from traditional learning methods. Moreover, the study found that students with higher self-regulated learning skills were more effective in critical thinking, underscoring the effectiveness of the flipped classroom approach in fostering independent learning and enhancing essential thinking abilities in mathematics education.
{"title":"Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models","authors":"Ali Akhmad Setiyawan, A. Agoestanto, Isnarto Isnarto","doi":"10.29408/jel.v10i2.25322","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25322","url":null,"abstract":"One of the causes of low proficiency among high school students in mathematical critical thinking is their lack of willingness to learn independently. This study investigated the mathematical critical thinking skills and self-regulated learning of high school students through the Flipped Classroom STEM approach. The research employed a sequential explanatory design, beginning with quasi-experimental pre-tests and post-tests for quantitative assessment of the learning process, followed by qualitative methods such as questionnaires, interviews, and observations for deeper analysis. Data analysis utilized quantitative techniques, including normality and homogeneity tests and hypothesis testing in SPSS, alongside qualitative methods for data reduction, data presentation, and conclusion. The findings revealed that flipped classroom learning significantly improved students' abilities in critical mathematical thinking, particularly highlighting the importance of self-regulated learning. There was a notable difference in post-test scores compared to those from traditional learning methods. Moreover, the study found that students with higher self-regulated learning skills were more effective in critical thinking, underscoring the effectiveness of the flipped classroom approach in fostering independent learning and enhancing essential thinking abilities in mathematics education.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141280650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.24079
Rahmat Kusharyadi, S. Fatimah, Kusnandi Kusnandi
Malaysia, through its curriculum, has implemented mathematics textbooks as the main source. However, not all concepts can be offered to a country. This research aims to analyse the comparison between Indonesian and Malaysian textbooks from a praxeological perspective . The data used is only on the topic of sequences and series. This qualitative research adopts a hermeneutic phenomenological approach, serving as an alternative method. In the context of the Indonesian version of didactic design, this study represents research conducted during the prospective stage of the entire research series. The results of the research show that in the praxis block, there are similarities in the presentation of Indonesian and Malaysian textbooks in introducing the topic of sequences and series. The difference is that in Indonesian mathematics textbooks there are 2 themes, while in Malaysia there is only 1 theme. The design in Malaysian textbooks is more in-depth and comprehensive, and the learning trajectory is arranged more systematically so that Malaysian textbooks allow for no gaps between the types of T used. The use of Malaysian textbooks has the potential to build complete knowledge, so the potential for students to have difficulties will be smaller.
{"title":"A praxeological review of concept-sequence and series: Comparing Malaysia and Indonesia textbooks","authors":"Rahmat Kusharyadi, S. Fatimah, Kusnandi Kusnandi","doi":"10.29408/jel.v10i2.24079","DOIUrl":"https://doi.org/10.29408/jel.v10i2.24079","url":null,"abstract":"Malaysia, through its curriculum, has implemented mathematics textbooks as the main source. However, not all concepts can be offered to a country. This research aims to analyse the comparison between Indonesian and Malaysian textbooks from a praxeological perspective . The data used is only on the topic of sequences and series. This qualitative research adopts a hermeneutic phenomenological approach, serving as an alternative method. In the context of the Indonesian version of didactic design, this study represents research conducted during the prospective stage of the entire research series. The results of the research show that in the praxis block, there are similarities in the presentation of Indonesian and Malaysian textbooks in introducing the topic of sequences and series. The difference is that in Indonesian mathematics textbooks there are 2 themes, while in Malaysia there is only 1 theme. The design in Malaysian textbooks is more in-depth and comprehensive, and the learning trajectory is arranged more systematically so that Malaysian textbooks allow for no gaps between the types of T used. The use of Malaysian textbooks has the potential to build complete knowledge, so the potential for students to have difficulties will be smaller.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141277003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.25244
J. Jamilah, Priskila Priskila, Dwi Oktaviana
This study aims to produce an empirical didactic design designed to overcome didactic barriers experienced by students on beam volume material. Didactical design research is a design in this study that contains three stages of analysis, namely prospective analysis, metapedadidactic analysis, and retrospective analysis. 25 9th-grade junior high school students and one mathematics teacher were selected using purposive sampling techniques to become subjects. Observation, tests using diagnostic tests, and interviews are techniques in data collection. The collected data is analysed and interpreted qualitatively using interpretive and critical paradigms. The results of this study show that through three stages of analysis, an empirical didactic design was obtained that contains four didactic situations: action situations, formulation situations, validation situations, and institutionalisation situations. However, the limitations of presenting problems in institutionalisation situations have an impact on the occurrence of other learning barriers, namely epistemological concepts. Thus, this limitation becomes an improvement material in empirical didactic design.
{"title":"Didactical design to overcome learning obstacles in cuboid volume","authors":"J. Jamilah, Priskila Priskila, Dwi Oktaviana","doi":"10.29408/jel.v10i2.25244","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25244","url":null,"abstract":"This study aims to produce an empirical didactic design designed to overcome didactic barriers experienced by students on beam volume material. Didactical design research is a design in this study that contains three stages of analysis, namely prospective analysis, metapedadidactic analysis, and retrospective analysis. 25 9th-grade junior high school students and one mathematics teacher were selected using purposive sampling techniques to become subjects. Observation, tests using diagnostic tests, and interviews are techniques in data collection. The collected data is analysed and interpreted qualitatively using interpretive and critical paradigms. The results of this study show that through three stages of analysis, an empirical didactic design was obtained that contains four didactic situations: action situations, formulation situations, validation situations, and institutionalisation situations. However, the limitations of presenting problems in institutionalisation situations have an impact on the occurrence of other learning barriers, namely epistemological concepts. Thus, this limitation becomes an improvement material in empirical didactic design.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141280696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.25333
Muhammad Andi Nugroho, Indriana Yulandari, Adi Nur Cahyono
Mathematical literacy ability is one of the indispensable abilities in the development of mathematics education today. Currently, the mathematical literacy ability of students in Indonesia is still low. In the field of education, the era of society 5.0 has a great impact, so education must be able to produce human resources who have good mathematical literacy and are able to apply technology well with their literacy abilities. This study aims to determine how the quality of a project-based learning model with math trails assisted by augmented reality in the context of Blenduk Church is able to promote students' mathematical literacy. The research method used is design research. The data were analysed using qualitative and quantitative data analysis techniques. Qualitative data analysis techniques were used to analyse the results of student response questionnaires after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. Meanwhile, quantitative analysis techniques are used to analyse students' mathematical literacy skills obtained from student test results before and after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. However, further research is needed on the development of augmented reality-assisted learning instruments and media in other contexts to promote students' literacy skills.
{"title":"Project-based learning through augmented reality-assisted math trails at Blenduk Church to promote mathematical literacy","authors":"Muhammad Andi Nugroho, Indriana Yulandari, Adi Nur Cahyono","doi":"10.29408/jel.v10i2.25333","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25333","url":null,"abstract":"Mathematical literacy ability is one of the indispensable abilities in the development of mathematics education today. Currently, the mathematical literacy ability of students in Indonesia is still low. In the field of education, the era of society 5.0 has a great impact, so education must be able to produce human resources who have good mathematical literacy and are able to apply technology well with their literacy abilities. This study aims to determine how the quality of a project-based learning model with math trails assisted by augmented reality in the context of Blenduk Church is able to promote students' mathematical literacy. The research method used is design research. The data were analysed using qualitative and quantitative data analysis techniques. Qualitative data analysis techniques were used to analyse the results of student response questionnaires after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. Meanwhile, quantitative analysis techniques are used to analyse students' mathematical literacy skills obtained from student test results before and after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. However, further research is needed on the development of augmented reality-assisted learning instruments and media in other contexts to promote students' literacy skills.","PeriodicalId":496141,"journal":{"name":"Jurnal Elemen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274777","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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