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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 16 Documents
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Search results for , issue "Vol 11 No 3 (2025): July" : 16 Documents clear
Students' conceptual understanding of limit of functions reviewed from mathematical beliefs Usman; Aiyub; M. Hasbi
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29144

Abstract

Conceptual understanding is a student’s cognitive structure characterised by the ability to transform and explain concepts in solving problems. Many students were unable to explain the concepts and the relationships between concepts in solving the limit of functions. This study aimed to explore students' conceptual understanding of the limit of functions in terms of mathematical beliefs. The subjects were 30 mathematics education students at Syiah Kuala University who had taken calculus courses for advanced real analyses. Data were collected using questionnaires, tests, and interviews. Data processing was carried out by reducing data, presenting, analysing, and drawing conclusions. The results of the study showed that students with strong mathematical beliefs demonstrated a more complete and integrated conceptual understanding of the limits of functions, as they could connect concepts, procedures, and graphical representations. In contrast, students with medium and low mathematical beliefs tended to focus only on procedural knowledge, often failing to explain underlying concepts or make meaningful connections between concepts and problem-solving steps. Based on the results, calculus lecturers need to build a strong conception of the material on the real number system and real functions so that the concept of the limit of functions is easily understood and memorised.
A local instructional theory for learning the concept of arithmetic sequence through pocah piring game Putri, Dhea Anisah; Zulkardi; Ely Susanti; Meryansumayeka
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29672

Abstract

The nth-term formula is an arithmetic sequence subtopic that contributes significantly to explaining the fundamental concept of an arithmetic sequence. This study aimed to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) to find the nth-term formula in an arithmetic sequence through the Pocah Piring game. This study was conducted on eighth-grade students in Palembang, Indonesia. This study used educational design research with a validation study, starting with a preliminary design, design experiments, and retrospective analysis. The learning trajectory in this study begins with rich circumstances that require mathematical reasoning rather than abstraction or exact definitions. Three structured learning activities integrating the Pocah Piring game were applied to help the students explore the concept of an arithmetic sequence. To effectively teach arithmetic sequences, instruction should progress from concrete representations, such as physical manipulatives and visual patterns that help students recognise sequential structures, to more abstract forms, including symbolic expressions and general formulas. The developed LIT accurately predicted students’ thinking throughout the learning process, supporting their progression toward the intended learning objectives. Teachers are encouraged to use the LIT derived from this study to guide instruction and design alternative learning pathways when teaching arithmetic sequences.
Shaping self-efficacy in online mathematics: A comparative study by gender and semester level Nurhayati, Suci; Noviyanti, Mery; Mohamad, Liana
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29689

Abstract

Self-efficacy plays an important role in online mathematics learning, especially because the process demands a high level of independence and self-regulation. However, few studies have explored how sources of self-efficacy may differ based on gender and academic stage in the context of distance education. This study aimed to examine whether there are significant differences across five sources of self-efficacy–mastery experience, vicarious experience, social persuasion, physiological state, and belief–based on students’ gender and academic semester. A total of 104 students from the Mathematics Education program at Universitas Terbuka participated in this study. As the data did not meet the normality assumptions, the Mann–Whitney U and Kruskal–Wallis tests were used. The results showed no significant differences between male and female students across any of the self-efficacy dimensions. However, the academic semester revealed significant differences in two dimensions: social persuasion and belief, with middle-semester students scoring the highest. This implies that self-efficacy support strategies should be tailored to students' academic stages. Those in early semesters may benefit more from peer modelling and encouragement, while those nearing graduation may need more support to manage academic stress. Future studies should involve more diverse samples to validate these results.
The role of mathematics education in shaping sustainable futures: A systematic literature review Lina, Sri Intan; Johar, Rahmah; Anwar
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29706

Abstract

The integration of Sustainable Development Goals (SDGs) into mathematics education has gained increasing attention in recent years. This study systematically reviews how mathematics contributes to sustainability and aligns with the SDGs. A systematic literature review (SLR) was conducted following the PRISMA guidelines, analysing 31 studies published between 2019 and 2024 from databases such as EBSCO, ERIC, ProQuest, and Taylor & Francis. Content analysis identified key themes, including the SDGs addressed, educational levels, and research methodologies. The findings indicate that most studies focus on SDG 4 (Quality Education) and SDG 13 (Climate Action), primarily in primary and secondary schools. Qualitative and mixed-methods approaches are commonly used, with project-based learning as a frequently applied instructional model. The review confirms that mathematics education plays a vital role in fostering critical thinking, problem-solving, and sustainability awareness. However, challenges persist in terms of curriculum development and teacher training. Future research should explore interdisciplinary approaches and expand the integration of diverse SDGs into mathematics education to strengthen its role in addressing global sustainability challenges.
Utilizing open-ended approach to enhance mathematical understanding among vocational high school students Rifai, Rusdian; Turmudi; Jarnawi Afgani Dahlan; Suhendra
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29711

Abstract

Mathematics learning in vocational high schools is still teacher-centred and relies on structured exercises, leaving little room for students to develop a conceptual understanding. The open-ended approach can be a solution because it allows students to explore various strategies for solving mathematical problems in depth. However, its implementation in vocational high schools remains limited. This study aimed to examine the effectiveness of the open-ended approach in improving the mathematical understanding of vocational high school students. A quasi-experimental design with a pretest-posttest control group design was used. The sample consisted of 72 students in the 11th-grade of Computer and Network Engineering, selected based on previously formed classes. Data were obtained through a mathematical understanding test that measured students' ability to identify, use, and apply the concepts of sequences and series to solve everyday problems. The test instrument consisted of three essay questions, with a maximum score of four for each item. As the data were not normally distributed, the Mann-Whitney U test analysis was used. The results showed that the increase in mathematical understanding of the group of students who received the open-ended approach was significantly better than that of the group who received direct learning.
Challenge-based learning assisted by virtual reality STEAM trails at a cultural heritage museum to promote mathematical creative thinking skills Winasis, Andy Nova; Rejeki, Asri; Cahyono, Adi Nur
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29778

Abstract

The 21st century requires every individual to possess creative thinking skills to face increasingly complex challenges. This skill can be developed through learning mathematics. This study aimed to determine the quality of challenge-based learning assisted by virtual reality STEAM Trails in the context of the Pekalongan Batik Museum to improve mathematical creative thinking skills. The method used in this study was design research. The participants of this study were 30 ninth-grade students at a junior high school in Pekalongan, Indonesia. The data collection techniques included validation sheets, questionnaires, and tests. Qualitative data analysis techniques were used to analyse the students' responses after learning. Quantitative data analysis techniques were used to analyse mathematical creative thinking skills based on the pretest and posttest results. Validity was analysed based on the validation results by three validators, and practicality was analysed based on the results of the practicality questionnaire by five students from the experimental group. The results of this study showed a significant increase in the pre- and post-test results. Additionally, the results of the student response questionnaire indicated high satisfaction with the learning process. Further research is needed to develop VR for other contexts.
Textbook analysis of integers content using the praxeology framework Fitriasari, Putri; Suhendra; Suryadi, Didi; Nurlaelah, Elah
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29859

Abstract

Textbooks play a crucial role in the learning process, influencing instructional practices and students' cognitive development. However, some textbooks fail to support students in constructing new knowledge because of a lack of gradual concept progression. Consequently, textbook analysis has become a key focus of educational research. This study analysed a seventh-grade mathematics textbook on integers using the praxeology framework. It examines the material structure and identifies potential learning obstacles to learning. As part of Didactical Design Research (DDR) at the prospective stage, this study adopts an interpretive paradigm and qualitative approach. The praxeology framework, derived from the Anthropological Theory of the Didactic (ATD), serves as an analytical lens for this study. The researchers conducted an in-depth analysis of praxeological components, including task types, techniques, technologies, and the underlying theories. The findings revealed that the textbook systematically presented integer content but lacked support for epistemic knowledge construction. Additionally, potential didactic and ontogenic obstacles were identified. The findings contribute theoretically by demonstrating the framework’s application to textbook analysis. Practically, it guides the alignment of mathematical tasks with learning goals and reduces the learning obstacles. The results inform policy by emphasising the development of contextually and pedagogically relevant textbooks, rather than direct adaptation.
Integrating virtual reality and problem-based learning in STEM education: A contextual approach to enhance mathematical literacy through cultural heritage Munzid Mahendra; Nanik Asriyah Ismawati; Adi Nur Cahyono
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29894

Abstract

Mathematical literacy is an essential competency in mathematics education that plays a crucial role in equipping students to meet the demands of the 21st century. However, students' mathematical literacy in Indonesia remains low. This study aimed to investigate how problem-based learning (PBL) with virtual reality (VR) technology in STEM education, contextualised within the complex of Arjuna Temple in Dieng, could be designed to enhance mathematical literacy. The study employed a design research method involving tenth-grade students at a senior high school in Wonosobo, Indonesia. Qualitative techniques were used to analyse students' responses to the implemented learning, while quantitative techniques were applied to analyse students' pretest and posttest results. The study produced a learning design validated by three experts and deemed practical by five practitioners. The results indicated a significant improvement in students' pre- and post-test scores. Students also provided positive feedback regarding the developed learning program. Given these results, Problem-Based Learning with Virtual Reality STEM education technology contextualised to the Arjuna Dieng Temple complex was considered a viable approach to enhancing mathematical literacy.
Uncovering mathematical activities and concepts in Batik Pendekar of Madiun City through the lens of ethnomathematics Ika Krisdiana; Titin Masfingatin; Wasilatul Murtaifiah; Febriana Nor Fadhilla; Gerald DG. Mabuti
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29982

Abstract

Despite the growing recognition of ethnomathematics as a bridge between culture and formal mathematics education, limited research has explored the mathematical knowledge embedded in regional cultural artifacts such as Batik Pendekar from Madiun City, Indonesia. This study aims to uncover the mathematical activities, concepts, and anthropological aspects inherent in the Batik Pendekar tradition to support culturally responsive mathematics education. This research employed a qualitative ethnographic approach. This research was conducted at the Batik Murni Madiun City Gallery by collecting data through observation, interviews, and documentation. The data were analysed qualitatively using triangulation methods. The findings reveal that artisans engage in meaningful mathematical practices, such as measuring fabric dimensions, counting dye usage and production costs, and designing motifs based on geometric principles. The mathematical concepts embedded in Batik Pendekar include geometry, triangular shapes, and transformation geometry (translation and reflection). Additionally, anthropological aspects, such as local wisdom, social values, and symbolic meanings, are integral to these activities. The study concludes that Batik Pendekar serves as a rich ethnomathematical resource, offering opportunities to bridge mathematics learning with local culture and enhance contextual understanding in mathematics education.
Pedagogical scaffolding strategies for supporting students with mathematical learning difficulties in special education Anggreni, Melda; Anwar; Munzir, Said
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29996

Abstract

Students with special needs, including those with speech impairments, often face challenges in learning mathematics and therefore require specialised strategies, such as scaffolding, to enhance their mathematical understanding. This study aimed to examine how scaffolding strategies support students with speech impairments in overcoming difficulties in learning mathematics in a special school setting. This qualitative case study involved one teacher and five students with speech impairments, selected through purposive sampling. Data were collected through observations, tests, interviews, and audio and video recordings. Data analysis was conducted in three stages: data reduction, data display, and conclusion drawing and verification. The findings show that the teacher’s scaffolding aligned with six aspects of the Mäkinen and Mäkinen framework: activation, presence, sensitivity, assistance, trust, and autonomy. Activation and assistance were the most strongly associated with improved conceptual understanding. The students demonstrated the ability to define, represent, and calculate the perimeter of squares and rectangles. Visual aids, concrete objects, and multimodal communication (oral, gestural, and sign language) enhanced understanding. Integrating visual, kinesthetic, and nonverbal strategies provides meaningful support for students with speech impairments, and the six-dimensional scaffolding framework serves as a practical guide for inclusive instructional design.

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