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Jurnal Elemen
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 24424226     DOI : -
Core Subject : Education,
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Cakupan dan ruang lingkup Jurnal Elemen terdiri dari (1) kurikulum pendidikan matematika; (2) metode pembelajaran matematika; (3) media pembelajaran matematika; (4) pembelajaran matematika berbasis teknologi dan informasi, ; (5) penilaian dan evaluasi pembelajaran matematika; (6) kreativitas dan inovasi pembelajaran matematika; (7) Lesson Study pembelajaran matematika, dan (8) topik lain yang terkait dengan pendidikan matematika.
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Articles 15 Documents
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Search results for , issue "Vol 11 No 1 (2025): January" : 15 Documents clear
The impact of mathematical disposition and self-efficacy beliefs on secondary school students' mathematical literacy Nurhayati, Hanifah; Hasanah, Aan; Dasari, Dadan
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.26873

Abstract

The mathematical literacy skills of Indonesian students, as reflected in the PISA results, continue to be a concern because of their poor performance. Students with high mathematical disposition and high self-efficacy are often more proficient in mathematical literacy. This study aimed to examine how mathematical disposition and self-efficacy affect students’ mathematical literacy skills. This study employed a quantitative approach with a nonexperimental design and adopted a causal associative methodology. Data collection involved administering mathematical disposition and self-efficacy questionnaires, along with a mathematical literacy test, to 56 junior high school students. The analysis was performed using structural equation modeling-partial least squares (SEM-PLS) in the JASP 0.18.3.0 application. The results showed that mathematical disposition significantly enhances both self-efficacy and mathematical literacy skills. Conversely, while self-efficacy positively influenced mathematical literacy skills, the effect was not statistically significant.
Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration Kandaga, Thesa; Novianti, Idha; Adnan, Mazlini
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.26938

Abstract

One of the obstacles to teaching geometric transformation is the complex procedures that require a broad base of prerequisite knowledge. This complexity often leads students to focus on rote memorization and procedural calculations instead of understanding the underlying context. This study aims to overcome these challenges by developing a hypothetical learning trajectory (HLT) and using GeoGebra to enhance visualization and understanding. The case study involved ten university students in Indonesia who tackled the abstraction level in the Transformation, Isometries, and Reflection topics. The researchers analyzed students' worksheets, activity observations, and learning obstacle tests to extract their geometric thinking. Qualitative analysis of the data revealed that seven out of ten participants met three of the four abstraction level indicators. The use of GeoGebra in HLT helped overcome epistemological obstacles. However, integrating GeoGebra into the HLT introduced a new issue: a GeoGebra-centric habit characterized by an excessive dependence on GeoGebra in solving geometric transformation problems.
Ethnomathematical exploration of the Remo dance as a source for mathematics learning Eka Sulistyawati; Brenda Indah Nirmala; Dewi Hamidah
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.26997

Abstract

Mathematics and dance are connected to both content and processes. This research aimed to explore Remo dance elements of movement, fashion accessories, and accompanying musical equipment as sources of mathematics learning. This ethnographic study was conducted at one of the oldest dance studios in the Kediri district. The research subjects were three Remo dance experts, consisting of a studio owner and two professional Remo dancers. Data were collected by interviewing the sources and observing and documenting dances. The data analysis uses triangulation based on the results of observations, documentation, and interviews. The exploration of mathematical concepts found in Remo dance was then analyzed using interrater reliability based on the agreement of three mathematics education experts. The results revealed 17 mathematical concepts in the Remo dance exploration of movement elements, fashion accessories, and accompanying musical equipment with almost perfect reliability categories. As a mathematics learning source, the Remo dance context can be applied to learning activities, preparing materials, and preparing test instruments.
Exploring ethnomathematics in Malay architecture and traditional hall in Penyengat Island and connecting it to geometry in elementary schools Fadhillah , Rizki Rahmali; Putra, Zetra Hainul; Zufriady; Jismulatif; Aljarrah, Ayman
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27194

Abstract

Malay ethnomathematics is culture-based learning that is very important in 21st-century life. The progress of globalization has led to many technological advances, which have resulted in many cultures being abandoned or even extinct. Ethnomathematics research can be a solution for preserving culture, because it integrates culture and learning materials in schools. This study aims to explore Malay ethnomathematics in the architecture of the Indra Perkasa Traditional Hall on Penyengat Island as a resource for teaching mathematics on geometry and measurement in elementary schools. The method used was an ethnographic study, which is part of a qualitative research method. Data collection techniques included observation, interviews, documentation, and other sources, such as books and journals. This study shows some aspects of Malay ethnomathematics related to geometry and measurement materials in elementary schools, including flat shapes, spatial shapes, and length measurements. This study indicates the potential for the integration of Malay ethnomathematics into the architecture of the Indra Perkasa Traditional Hall on Penyengat Island as a mathematics learning resource for geometry and measurement in elementary schools in Indonesia.
Exploration of Segara Wukir Temple as a source of mathematics learning: An ethnomathematics study Devina Anindya Kirana; Ririn Widiyasari
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27307

Abstract

Mathematics and culture are two aspects that cannot be separated in daily life. Ethnomathematics is a bridge connecting the gap between culture and mathematics. The concept of ethnomathematics in this study aims to identify and describe the elements of ethnomathematics found in temple architecture, particularly those related to geometry and arithmetic sequences. The method in this study employs a qualitative research type with an ethnographic approach through an ethnomathematics design. The data sources used in this research were observations, documentation, and interviews. This research was conducted at Segara Wukir Temple, located in Ngobaran Beach, Kanigoro Village, Saptosari District, Gunungkidul Regency, in the Special Region of Yogyakarta, Indonesia. The results of the study reveal that Segara Wukir Temple is a cultural heritage site with high value; however, it has not been extensively researched as a source for learning mathematics. This research also contributes to the students' understanding of the application of mathematical concepts in the cultural heritage of temple architecture. In addition to enriching mathematical insights within a cultural context, this study can serve as a foundation for developing contextual, relevant, and engaging teaching materials for students.
Learning obstacle of proportion learning based on proposional reasoning level: A case study pre-service mathematics teachers Sugiarni, Rani; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani; Jusniani, Nia
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27418

Abstract

The proportion has emerged as an important mathematical topic in high school because of its foundation in other mathematics topics. This study aims to identify the learning barriers of pre-service mathematics teachers (PMT) based on the material proportion and level of reasoning proportion. This study implemented Didactical Design Research (DDR) and used qualitative research methodologies within an interpretive paradigm. The research participants were 25 PMTs from a seventh-semester candidate teacher at a private college in Cianjur, Indonesia. The data collected from the test results and interviews were analyzed using procedures such as identification, clarification, reduction, and verification. We then present the findings in a narrative format. Langrall and Swafford categorized the results of written tests at the proportional-reasoning level. Based on the results, the PMT at the varied proportional level but at the nonproportional level 0 identified learning obstacles, which include ontogenetic obstacles, epistimology obstacles, and didactic obstacles. The results of this study are expected to be used as a basis for designing hypothetical learning for school mathematical research in future PMT.
Hybrid didactic design in mathematics learning on fraction: A hermeneutic phenomenology Ahmad Muzaki; Ita Chairun Nissa; Sri Yuliyanti; Masjudin; Muhamad Galang Isnawan
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27602

Abstract

Although many studies have involved fractions in the elementary school curriculum, research on this topic at the junior high school level has been limited, particularly in identifying the factors causing student learning difficulties and designing alternative didactic approaches to overcome these challenges. Therefore, this study aimed to investigate these aspects. Hermeneutic phenomenology was used in this study. The participants in this research were students from a junior high school in Lombok, Indonesia, consisting of 29 eighth-grade students (aged 14-18), most of whom were female and from the Sasak ethnic group. Instrument, such as fraction operation tests, in-depth interview guidelines, and a hybrid didactic design for mathematics learning. Data related to learning difficulties were analyzed using a thematic analysis approach with NVivo-12 software. The study's findings revealed that students' low ability to operate integers, especially multiplication and division, was a primary factor in learning difficulty. The hybrid mathematics learning design sequence consists of three stages. The first stage encompasses several activities, namely Let’s Guess and Let’s Read. The second stage involved activities like Let’s Search, Let’s Discuss, and Let’s Conclude. The third stage comprised activities of Let’s Practice and Self-Reflection.
Students' misconceptions in algebraic concepts: A four-tier diagnostic test approach Hestu Wilujeng; Aristiawan; Joel I. Alvarez
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27604

Abstract

Misconceptions in algebraic thinking refer to misunderstandings in grasping and manipulating abstract concepts such as variables and mathematical relations. These misconceptions are often consistently applied by students in certain situations even though they deviate from the correct concept. This qualitative study used a case study approach focused on analyzing students' misconceptions in understanding algebra, specifically in the topic system of linear equations in two variables (SLETV). This study utilized a four-tier diagnostic test combined with the Certainty of Response Index (CRI) to identify students' misconceptions. The test consisted of 12 questions covering four aspects of algebraic thinking: problem-solving, mathematical modeling, generalization, and analytical thinking. The subjects were 118 junior high school students in Ponorogo who had studied SLETV materials. The results showed that students experienced misconceptions, such as errors in interpreting mathematical statements, simplifying concepts, and organizing ideas. Although their understanding was incorrect, the students exhibited a high level of confidence in their answers. Teachers should use more explicit approaches to convey abstract concepts and provide appropriate feedback. Diagnostic tools such as the CRI can help teachers identify students' misconceptions and offer more effective remedial teaching, thereby significantly enhancing students' understanding of algebra.
The impact of project-based learning on mathematics interest and self-efficacy among senior high school students Rahman, Arief Aulia; Usalmy, Nyak Wha; Hernández, César; Refugio, Craig N
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27622

Abstract

This research sought to explore how the Project-Based Learning (PjBL) model affects the learning interest and self-efficacy of eleventh-grade students in Senior High School. Employing a quantitative quasi-experimental design, the study utilized a sample of eleventh-grade students selected through simple random sampling. Data were gathered using questionnaires and observational methods and analyzed using a multivariate analysis of variance (MANOVA) test. The results underscored the notable influence of the PjBL model in enhancing learning interest and self-efficacy. The PjBL approach positively affected these variables in the experimental group of 28 students. The robustness of these results was confirmed by Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root tests, each demonstrating F-values with a significance level of 0.000, well below the threshold of 0.05. Moreover, the Coefficient of determination (R²) revealed that the PjBL model accounted for 73.5% of the variance in learning interest and 90.2% in self-efficacy, with the remaining variance being attributable to other factors not addressed in this study.
Integration of item response theory in the development of PhET-based graphing lines worksheets for optimizing student algebra competence Giyanti; Lestari, Indri; Oktaviyanthi, Rina
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27634

Abstract

This study develops and evaluates a graphing line worksheet based on PhET Interactive Simulation integrated with Item Response Theory (IRT) methods to enhance student algebra competence. Involving 120 students, the worksheet comprises 12 items measuring four key indicators: understanding the geometric significance of line slopes, constructing line equations, graphing from line equations, and predicting the effects of variable changes. The 2-Parameter Logistic (2PL) model of IRT was employed to analyze item difficulty and student ability in logit form. The results indicate that the worksheet is effective in improving student algebra competence, with Items 1 and 11 demonstrating a good balance between difficulty and discrimination. Item 2 requires further review because of its high difficulty, whereas Item 12 is considered too easy. Heatmap analysis and Item Characteristic Curves (ICC) revealed variations in student response patterns, confirming the test's ability to evaluate diverse levels of student ability. The integration of interactive simulation and IRT has proven to be an effective strategy in instructional design, supporting adaptive and personalized learning.

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