Pub Date : 2024-06-01DOI: 10.29408/jel.v10i2.25157
E. Susanto, A. Susanta, Nur Aliyyah Irsal, Pratiwi Disha Stanggo
In university learning, it is important to use learning resources that can facilitate students' thinking skills. So it is necessary to develop teaching materials for learning material in class, So it is necessary to develop teaching materials that can help students understand the concepts of the material. This research aims to develop a statistics teaching module based on a realistic mathematical approach to foster student problem-solving. This research and development uses a 4-D model in four stages, namely: definition, design, development, and dissemination. Product trials are carried out in three stages, namely: a validity test, a limited test, and a wide-scale test. The test subjects in this research were students from the mathematics education study program at three universities in Bengkulu. The research instruments were questionnaire sheets and problem-solving tests on basic statistical material. The research results show that the RME statistics teaching module meets the criteria of being valid, practical, and effective in terms of students' problem-solving abilities. The suggestion from the research results is that it is important to present a context that is relevant to the student's environment in the use of RME teaching materials.
{"title":"Developing RME-based module in statistics to improve problem-solving skills for higher education students","authors":"E. Susanto, A. Susanta, Nur Aliyyah Irsal, Pratiwi Disha Stanggo","doi":"10.29408/jel.v10i2.25157","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25157","url":null,"abstract":"In university learning, it is important to use learning resources that can facilitate students' thinking skills. So it is necessary to develop teaching materials for learning material in class, So it is necessary to develop teaching materials that can help students understand the concepts of the material. This research aims to develop a statistics teaching module based on a realistic mathematical approach to foster student problem-solving. This research and development uses a 4-D model in four stages, namely: definition, design, development, and dissemination. Product trials are carried out in three stages, namely: a validity test, a limited test, and a wide-scale test. The test subjects in this research were students from the mathematics education study program at three universities in Bengkulu. The research instruments were questionnaire sheets and problem-solving tests on basic statistical material. The research results show that the RME statistics teaching module meets the criteria of being valid, practical, and effective in terms of students' problem-solving abilities. The suggestion from the research results is that it is important to present a context that is relevant to the student's environment in the use of RME teaching materials.","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":"141279994","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.v10i2.25040
M. Muhtarom
Beliefs in solving mathematical problems become the basis for action, the basis for change, and the basis for learning mathematics. This research describes the development of an instrument for measuring prospective teachers beliefs in solving mathematical problems. One hundred sixty prospective teachers’ with experience in problem-solving and learning mathematics became research respondents. The research data was analysed using the Rasch model. The results of the data analysis show that the instrument developed is considered reliable and valid. Fifty-five items can be used to measure prospective teachers’ beliefs about solving mathematical problems. The instruments that have been developed can be used as initial assessments in implementing problem-based learning to help students develop problem-solving skills to face challenges in real life.
{"title":"Developing an instruments to measure prospective teacher beliefs about mathematical problem-solving using the Rasch model","authors":"M. Muhtarom","doi":"10.29408/jel.v10i2.25040","DOIUrl":"https://doi.org/10.29408/jel.v10i2.25040","url":null,"abstract":"Beliefs in solving mathematical problems become the basis for action, the basis for change, and the basis for learning mathematics. This research describes the development of an instrument for measuring prospective teachers beliefs in solving mathematical problems. One hundred sixty prospective teachers’ with experience in problem-solving and learning mathematics became research respondents. The research data was analysed using the Rasch model. The results of the data analysis show that the instrument developed is considered reliable and valid. Fifty-five items can be used to measure prospective teachers’ beliefs about solving mathematical problems. The instruments that have been developed can be used as initial assessments in implementing problem-based learning to help students develop problem-solving skills to face challenges in real life.","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":"141278442","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.v10i2.24116
M. R. Ramandani, Yusuf Hartono, C. Hiltrimartin, Nyimas Aisyah
Geometric argumentation has an important role in solving mathematical problems in geometric material, so students must have this ability. Each student has different thoughts, including when stating arguments. Each student's arguments will vary and be at different levels. This study aims to determine the levels of lower secondary school students' geometric argumentation. This research was conducted in a lower secondary school involving 20 ninth-grade students. Students participating in this study were asked to work on geometry problems related to proof. Through the proofs carried out, the argumentation structure owned by students is visible. The structures of argumentation given by the students were then analysed using Toulmin's model of argumentation. The components of the Toulmin model used consist of claim, data, warrant, and backing. The results of the analysis of the proof prepared by the students stated that some of the students have been able to reach a high level of geometric argumentation and can compile a series of proofs. But not a few of them also have difficulty compiling the proof, have difficulty providing the components of the Toulmin model, and make some mistakes. Errors made by students include symbol writing errors, calculation errors, and others.
{"title":"Investigating lower secondary school students’ geometric argumentation structure using Toulmin model","authors":"M. R. Ramandani, Yusuf Hartono, C. Hiltrimartin, Nyimas Aisyah","doi":"10.29408/jel.v10i2.24116","DOIUrl":"https://doi.org/10.29408/jel.v10i2.24116","url":null,"abstract":"Geometric argumentation has an important role in solving mathematical problems in geometric material, so students must have this ability. Each student has different thoughts, including when stating arguments. Each student's arguments will vary and be at different levels. This study aims to determine the levels of lower secondary school students' geometric argumentation. This research was conducted in a lower secondary school involving 20 ninth-grade students. Students participating in this study were asked to work on geometry problems related to proof. Through the proofs carried out, the argumentation structure owned by students is visible. The structures of argumentation given by the students were then analysed using Toulmin's model of argumentation. The components of the Toulmin model used consist of claim, data, warrant, and backing. The results of the analysis of the proof prepared by the students stated that some of the students have been able to reach a high level of geometric argumentation and can compile a series of proofs. But not a few of them also have difficulty compiling the proof, have difficulty providing the components of the Toulmin model, and make some mistakes. Errors made by students include symbol writing errors, calculation errors, and others.","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":"141277386","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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