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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengajaran MIPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Suska Journal of Mathematics Education Jurnal Elemen Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Analisa DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Cendekia : Jurnal Pendidikan Matematika International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia FIBONACCI: Jurnal Pendidikan Matematika dan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Eurekamatika Jurnal Riset Pendidikan Matematika Jakarta Journal of General Education and Humanities Prosiding Simposium Nasional Multidisiplin (SinaMu) JNPM (Jurnal Nasional Pendidikan Matematika) JIPI (Jurnal IPA dan Pembelajaran IPA) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education Research Jurnal Pengabdian Kepada Masyarakat Indonesia Jurnal Didaktik Matematika JPP (Jurnal Pendidikan dan Pembelajaran)
Elah Nurlaelah
Universitas Pendidikan Indonesia
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PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS Reni Nuraeni; Rizky Rosjanuardi; Al Jupri; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14700

Abstract

This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinking  is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.
Bahasa Inggris Analysis of Mathematical Literacy Ability of Grade XI Senior High School Students Ahmad Lutfi Fauzi; Elah Nurlaelah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i1.14451

Abstract

Mathematical literacy skills are important in the 21st century. Mathematical literacy skills are an indicator of being able to solve a problem in text or everyday life. This study aims to describe and illustrate the mathematical literacy skills in one of the high schools in Bandung based on mathematical ability and AKM. The researcher uses a qualitative descriptive research type. The instruments used are in the form of tests and interviews. The subjects of this research are students of class XI SMA in Bandung. Data obtained by giving students questions about mathematical literacy skills with trigonometric material.  The results of the study show that there are three groupings for mathematical literacy ability, low, medium and high mathematical literacy ability. The results of this study almost all students belong to the high group, with a percentage of 50%, 36% including the medium group and 14% in the low category.
Design and Development of a Realistic Mathematics Education (RME)-Based E-Module on Triangle Concepts Agus Maqruf; Tatang Herman; Elah Nurlaelah; Muhamad Zulfikar Mansyur; Dwi Maulida Sari
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10407

Abstract

In training students to be able to solve problems logically and systematically, there is a need for learning media. Digital learning media that covers a wide range of subject matter nowadays is e-modules. Several studies have stated that the e-modules needed in mathematics learning are e-modules that are closely related to students' daily lives so that they are easy and practical to learn or in mathematics education it is known as Realistic Mathematics Education (RME). The research method used is the Richey and Klein Design and Development model with three stages, namely design, production and evaluation. The research was conducted at one of the junior high schools in Bandung City. The research instrument is intended for experts as validators and students as users The results indicate that through the stages of design, production, and evaluation, the RME-based e-module on triangle material was successfully designed and developed as a highly feasible learning resource for junior high school students in Indonesia. Expert validation showed an overall score of 90.3 percent categorized as very feasible, while student responses reached 86.9 percent also categorized as very feasible, confirming both its effectiveness and usability while providing valuable input for future refinement and wider development of the e-module.
Differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities Aya Shofia Maulida; Wahyudin Wahyudin; Turmudi Turmudi; Elah Nurlaelah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.89291

Abstract

Self-regulated learning allows students to organize, monitor, and evaluate their learning process, which has a positive impact on mathematical reasoning abilities. This research aims to analyze and describe the differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. The research method used is quantitative, which allows the collection and analysis of numerical data to identify patterns and relationships. The method's goal is to measure variables, test hypotheses, and make generalizations from a sample to a broader population. The sample for this research was eighth-grade students in Bandung. The research instrument is in the form of 30 questionnaire statements about students' self-regulated learning. The research hypothesis, there are differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities. The research results show that there are differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. In addition, variations were found in the influence of the level of self-regulated learning on enhancing students' mathematical reasoning abilities. This research concludes that the level of self-regulated learning plays an important role in enhancing students' mathematical reasoning abilities.
STUDENT STRATEGIES AND ERRORS IN SOLVING MATHEMATICAL REPRESENTATION PROBLEMS ON A QUADRATIC FUNCTION MATERIAL Hesty Marwani Siregar; Nurjanah Nurjanah; Turmudi Turmudi; Darhim Darhim; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14891

Abstract

Students often experience difficulties in using multiple mathematical representations when solving quadratic function problems, particularly in connecting visual, symbolic, and verbal forms. While previous studies have mainly focused on identifying students’ errors, the strategies underlying these errors remain insufficiently explored. This study aims to identify the students’ strategies when solving mathematical representation problems on quadratic functions material. Using a descriptive qualitative approach, written responses from 127 students at two public high schools in Pekanbaru were analyzed and supported by interviews with six selected students to clarify their reasoning. The findings show that students predominantly relied on procedural strategies, such as point substitution or mechanical formula use, with limited conceptual understanding. Although most students attempted the visual task, many produced inaccurate graphs. The symbolic and verbal indicators showed very high non-response rates, indicating difficulties in translating contextual information into algebraic form and expressing mathematical reasoning. These results highlight the need for instructional approaches that integrate multiple representations and strengthen conceptual connections.
Mathematics Learning Process Through Game-Based Methods: A Pedagogical Content Knowledge Perspective Reni Nuraeni; Al Jupri; Elah Nurlaelah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.891

Abstract

Pedagogical Content Knowledge (PCK) is an essential competency for mathematics teachers, as it significantly influences the effectiveness of student learning. This study examines the implementation of game-based learning in mathematics instruction through the lens of PCK. The research was conducted through observations of a junior high school mathematics teacher in Bandung Regency. The primary objective of this study is to analyze the mathematics learning process using the game-based method, focusing on its alignment with PCK principles. Data were collected through classroom observations and unstructured interviews with both teachers and students. A qualitative descriptive approach was employed for data analysis. The findings reveal the following key points: (1) Teachers do not prepare lesson plans or teaching modules before conducting classroom instruction; (2) Teachers' content knowledge requires reinforcement; (3) The formulation of exercises remains simplistic, lacking a range of difficulty levels (easy, medium, difficult), and does not include higher-order thinking skills (HOTS) questions; and (4) There is insufficient reinforcement when students struggle to recall fundamental concepts, such as fractions.
Analysis Of Students' Mathematical Problem-Solving Ability Based On Polya's Stages Viewed From Mathematical Resilience Isna Fauziyah; Elah Nurlaelah; Jarnawi Afgani Dahlan; Toyib Febri Kisdiono
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1001

Abstract

Mathematics learning should facilitate students in developing and exploring their Mathematical Problem-Solving Ability (MPSA). Mathematical resilience is very important in supporting students’ MPSA in mathematics learning. This study aims to explore students’ MPSA in terms of their mathematical resilience. A qualitative descriptive method was used in this research to analyze the contribution of mathematical resilience to students’ MPSA.  A senior high school in Lebak Regency, Banten, was chosen as the location for the research. The research sample consisted of 23 eleventh-grade students, from which 3 students were selected for further analysis based on high, medium, and low categories of mathematical resilience. The findings indicate that students with high mathematical resilience have very good MPSA, as evidenced by achieving all four indicators of MPSA based on Polya’s problem-solving stages. Students with medium mathematical resilience still require guidance at the fourth stage of Polya's process, namely evaluating the results and the problem-solving process. Meanwhile, students with low mathematical resilience are only able to understand the problem but are not yet able to develop strategies, implement problem-solving, or evaluate the results and the process. Based on the findings, it can be concluded that students’ mathematical resilience influences their MPSA, thus requiring attention to mathematical resilience in the mathematics learning process.
Constructing and providing content validity evidence through the Aiken's V index based on the experts' judgments of the instrument to measure mathematical problem-solving skills Nia Kania; Yaya S. Kusumah; Jarnawi Afgani Dahlan; Elah Nurlaelah; Ferit Gí¼rbí¼z; Ebenezer Bonyah
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.71032

Abstract

Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as developmental research and follows a research design that includes two separate stages: the preliminary design stage and the prototype stage. However, its application is restricted to Prototype 1 and Prototype 2, specifically for expert evaluation. This instrument was designed explicitly for grade VIII students studying mathematics, covering all the topics from the odd semesters. The analysis progressed through three distinct stages "” curriculum analysis, content analysis, and context analysis "” each contributing to a comprehensive understanding of instructional resources. The study sought to narrow the gap between theoretical knowledge and practical application in mathematics education by incorporating real-world context. Surveys have revealed difficulties in answering mathematical problems, highlighting the need to address gaps in learning to improve competency. The careful and thorough construction of test instruments, considering factors such as validity, established the foundation for creating accurate assessment tools. The content validity assessment by the expert panel, with scores ranging from 0.817 to 0.884 based on the V-Aiken category, confirms that the instrument is vital in assessing students' mathematical problem -solving skills, and the implementation of this study yielded many valuable insights for educators and academics. This study helps improve mathematics education resources and evaluations to promote mathematical thinking.
Rasch Model: Analyzing the Items Quality of Mathematics HigherOrder Thinking Skill Instrument Muhamad Syahidul Qirom; Elah Nurlaelah
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 30 No. 1 (2023)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to analyse a mathematics HOTS instrument using the Rasch Model to provide a better measurement instrument for mathematics. The result showed, based on Rasch Model analysis, 1) from 20 items, there are only ten items that can be used to measure HOTS of students in mathematics with the difficulty of 3 items being hard and seven items being easy; 2) the reliabilities of the instrument are moderate; 3) the instrument only can divide students into two groups of level ability; and 4) there is no significant differential item functioning (DIF) bias detected on the instrument.
Relationship between Mathematical Communication Ability and Adversity Quotient of Junior High School Students Yosy Candraningsih; Elah Nurlaelah; Jarnawi Afgani Dahlan
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 20 No. 1 (2025)
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v20i2.81461

Abstract

Students' perceptions of the difficulty of mathematics often influence their mathematical abilities. Students who possess a strong Adversity Quotient (AQ) are likelier to demonstrate improved mathematical abilities, particularly in mathematical communication abilities. This study examines the relationship between mathematical communication ability and students' Adversity Quotient (AQ). The research employed a correlational method, with a sample of 31 ninth-grade students from a junior high school in Bandung City during the 2024/2025 academic year. Data were collected through mathematical communication ability tests and an Adversity Quotient (AQ) questionnaire. The collected data were analyzed in two stages: an Exploratory Data Analysis (EDA), which included normality and linearity tests, followed by Confirmatory Data Analysis (CDA), which used the Pearson correlation test. The results revealed a correlation coefficient of 0.672, indicating a medium-level relationship between students' mathematical communication ability and their Adversity Quotient (AQ).
Co-Authors A Jupri A Kausar Agna Ilma Taofik Agus Maqruf Ahmad Lutfi Ahmad Lutfi Fauzi Ahmad Lutfi Fauzi Al Jupri Aneu - Pebrianti Aneu Pebrianti Aulia Khairunnisa Aya Shofia Maulida Bana G. Kartasasmita D R Ningsih Dadan Dasari Dadang Juandi Dadang Juandi Darhim Darhim Devita Anjarwati Didi Suryadi Dini Andiani E Sudihartinih Ebenezer Bonyah Edy Saputra Endang Cahya Mulyaning A. Fadli Azis Faizah Nurwita Fardillah, Frena Ferit Gí¼rbí¼z Fildzah Aulia Ahmad Hafizah Aqilah Harsa Wara Prabawa Herizal Herizal HERNANI - Hesty Marwani Siregar I Muhafidin Ida Kaniawati Irfa Ul Umam Irma Eldiyana Isna Fauziyah Jarnawi Afgani Dahlan Jarnawi Jarnawi Jerito Pereira Jozua Sabandar Jozua Sabandar Khairunnisa Harahap Kusnandi Kusnandi Laili Rahmawati Lia Amalia Nurina M Meiriyanti Muhamad Syahidul Qirom Muhamad Zulfikar Mansyur Muhammad Azhari Panjaitan Muhammad Ridha N Mulya Nar Herrhyanto Nia Kania Norma Septiani Nurjanah, Nurjanah Peni Fauziah Puadah Peni Fauziah Puadah Qania Agustika Siagian R Gusmiyanti Raisya Silvi Abdul Karim Raudiyah Rizki R Reni Nuraeni Reni Nuraeni Rifqi Hidayat Rizki Ramadhani Rizky Rosjanuardi Rizqi Dwi Maharani S Prabawanto Sari, Dwi Maulida Siti Sriyati Sufyani Prabawanto, Sufyani Suhendra, S Sumanang Muhtar Gozali Tatang Herman, Tatang Tedi Ruhyadi Toyib Febri Kisdiono Turmudi Wa Ode Dahiana Wahyudin ,- Widiyasari, Ririn Y S Kusumah Yaya S Kusumah Yaya S. Kusumah Yeni Setyowati* Yosy Candraningsih