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All Journal Media Statistika Kreano, Jurnal Matematika Kreatif-Inovatif Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education Phenomenon : Jurnal Pendidikan MIPA Jurnal Elemen Beta: Jurnal Tadris Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam MEJ (Mathematics Education Journal) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Budimas : Jurnal Pengabdian Masyarakat Personifikasi: Jurnal Ilmu Psikologi Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Unnes Journal of Mathematics Education Jurnal Pendidikan MIPA
Getut Pramesti
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Mathematics Physics Public Health Social Sciences Other

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Journal : Jurnal Elemen

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How sleep deprivation and academic stress shape statistical achievement: Evidence of academic resilience in undergraduate learners Pramesti, Getut; Rohman, Rifki Arifur; Cahyarani, Sanggita Nariswari
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.32075

Abstract

This study addresses a gap in the literature concerning the combined influence of stress and sleep duration on academic performance, particularly in demanding mathematics courses like Basic Statistics. Among mathematics education students—who rely heavily on concentration and logical reasoning—stress and poor sleep may significantly affect learning outcomes. Conducted at a state university in Surakarta, Indonesia, the research aimed to examine the associations between perceived stress, sleep duration, and course performance in 45 first-semester students who had completed Basic Statistics. A non-parametric quantitative design was used, with data gathered via the Perceived Stress Scale (PSS-10), a sleep duration questionnaire, and final course grades. Analyses employed chi-square tests and correspondence analysis. While no statistically significant relationships emerged, the correspondence analysis revealed intriguing proximity patterns: moderate-to-high stress and short-to-adequate sleep categories clustered near higher performance, hinting at possible nonlinear or adaptive effects. These findings, though preliminary, suggest that optimal—not minimal—stress and sufficient sleep may support academic achievement. The study underscores the need for expanded research with larger, more diverse samples to better understand these complex dynamics and inform holistic student support strategies in mathematics education.
The effects of logical–mathematical intelligence and growth mindset on students’ numeracy and academic achievement Munzayanah, Nurul; Usodo, Budi; Fitriana, Laila; Pramesti, Getut
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32476

Abstract

Numeracy skills and academic achievement are key indicators of student educational success and are influenced by both cognitive and non-cognitive factors. However, previous studies have often examined logical–mathematical intelligence and a growth mindset separately, so empirical evidence on their combined role in influencing numeracy skills and academic achievement remains limited. Therefore, this study investigates the influence of logical–mathematical intelligence and growth mindset, both independently and interactively, on students’ numeracy skills and academic achievement. This study employed an exploratory quantitative factorial design using a two-way Multivariate Analysis of Variance (MANOVA) approach, involving a small sample of 30 ninth-grade students from a public junior high school in Jepara, Indonesia, which requires cautious interpretation of the findings. The results indicate that logical–mathematical intelligence has a significant effect on students’ numeracy skills (p < .001), while growth mindset significantly affects students’ academic achievement (p = .02). However, there is no significant interaction between logical–mathematical intelligence and growth mindset on both dependent variables (p = .937). Based on the results, these findings indicate that logical–mathematical intelligence and growth mindset are independently associated with different learning outcomes, rather than exerting a combined or interactive effect.
Co-Authors Ario Wiraya Budi Usodo Cahyarani, Sanggita Nariswari Dhidhi Pambudi Dwi Maryono Fitriana, Laila Hadi Prayitno, Hadi Imam Sujadi Isnandar Slamet, Isnandar Listiyanto, Fajar Mardaningtyas, Falerinda Munzayanah, Nurul Nastiti, Bela Talita Yuli Nisa, Anita Khoiru Novita Ayu Dewanti, Novita Ayu Nur Rakhma, Alifia Wahyu Permata, Seta Galih Ristu Saptono Rohman, Rifki Arifur Salsabila, Nabila Shafa Santoso, Sabar Sri Haryatmi Kartiko Sri Widodo Sujatmiko, Ponco Surjatiningsih , Mahanani Triyanto Ulya, Izzatil Umiyati, Tien Utami, Amalia Putri Winarsih, Kandhi Tri