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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
Enhancing critical thinking with realistic mathematics education: Insight from learning styles, thinking habits, and cognitive abilities Retta, Allen Marga; Putri, Ratu Ilma Indra; Zulkardi; Susanti, Ely
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.v11i3.30013

Abstract

Although critical thinking is vital in 21st-century learning, mathematics classes often emphasise procedures over reasoning. Few studies have explored how students’ characteristics (learning styles, thinking habits, and cognitive abilities) interact with contextual learning approaches such as Pendidikan Matematika Realistik Indonesia (PMRI). This study aimed to describe the students’ critical thinking using PMRI as a learning approach, specifically by analysing how these abilities vary based on students’ learning styles, thinking habits, and cognitive ability levels. The context of water pH was used to explore the measures of central tendency. Students were observed based on their learning styles, thinking habits, and cognitive abilities. This study used a descriptive qualitative method with 29 eighth-grade students from junior high school in Palembang. Data were collected through tests, questionnaires (learning styles and thinking habits), and the participants’ academic records. The data were analysed using Miles, Huberman, and Saldana’s model, which involves data reduction, presentation, and conclusions. The results show that female students tend to possess “quite critical category”, while male students also show “quite critical category” category when analysed by learning style, but lower in thinking habits and cognitive ability. This implies that teaching should consider students' differences to support the development of critical thinking.
Correlation of mathematical resilience, attitudes and learning habits, gender and their impact on student academic performance Fatimah, Ade Evi; Siagian, Muhammad Daut; Rini Sulastri
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.v11i3.30058

Abstract

Students enrolled in Informatics Engineering Education programs frequently encounter substantial obstacles in mastering Discrete Mathematics, a fundamental subject that necessitates perseverance, logical reasoning, and effective study strategies. These challenges are often compounded by negative perceptions of mathematics, lack of perseverance in learning, and ineffective study habits. In this context, it is imperative to investigate non-cognitive factors that may influence students’ academic performance (SAP), such as mathematics resilience (MR), attitudes and learning habits (ALH), and gender. This study endeavours to examine the extent to which MR, ALH, and gender contribute to SAP in Discrete Mathematics. A quantitative ex post facto correlational design was employed, involving a sample of 50 third-semester students selected through proportional random sampling methods. Data were collected using standardised questionnaires assessing MR and ALH, along with academic records from the targeted course. The findings indicate that both MR and ALH significantly influence students’ academic performance. Among these factors, ALH emerged as the most influential contributor to academic success. In contrast, gender did not have any substantial impact on students’ achievement. These results emphasize the significance of non-cognitive factors—particularly resilience and effective learning behaviors—in supporting students’ success in mathematics-related coursework.
Bridging conceptual understanding and mathematical representation through game-based cuboid learning in junior high school Latifa, Ulfa; Indrasari, Peti; Pramuditya, Surya Amami; Asnawati, Sri
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.v11i3.30085

Abstract

In the era of modernisation, conceptual understanding and mathematical representation are key components of education. However, many students still encounter difficulties in understanding and accurately representing rectangular prisms. This study addresses the need for innovative learning by examining students' experiences in understanding and representing rectangular prisms through a Role-Playing Game-based educational game and module. This study employed a qualitative method to understand the experiences of 17 eighth-grade junior high school students in learning rectangular prisms through an RPG game and a supplementary module. Data were collected through observation, module analysis, and documentation and then analysed thematically. The findings revealed that while some students found it easier to grasp concepts through visual exploration, others struggled to apply these concepts flexibly beyond the game. Students who actively engaged in gameplay demonstrated a deeper understanding and were better able to make meaningful conceptual connections. Although verbal representation improved significantly, symbolic representation remained challenging for some students. This study emphasises the importance of designing educational games that support conceptual understanding and representation skills. The implications of this study highlight the need for the development of interactive learning media that can facilitate students' conceptual connections and foster their mathematical representation skills.
How math happens at home: A Rasch-based validation of the home mathematics environment scale in early childhood Nugraha, Adi Cahya; Rachmadani, Ira; Mardiana; Refiyanti, Nur Alifa Deviar; Soebagyo, Joko
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.v11i3.30220

Abstract

Preschool education is important for developing children’s social and cognitive skills, with early mathematical ability being a strong predictor of future success. This study evaluated the psychometric properties of the Preschool Home Mathematics Questionnaire (PHMQ) using Rasch Model Analysis. A total of 95 parents and guardians of preschool-aged children participated in the study. A total of 37 Likert-scale items were analysed. The results showed excellent person reliability (0.93) and item reliability (0.96), indicating strong consistency and well-targeted item difficulty. Of the 37 items, 32 were valid according to the Rasch fit criteria, while five items (Q13, Q15, Q22, Q24, and Q26) showed misfit based on the Outfit mean square (MNSQ), Z-standard (ZSTD), and PTMEA-CORR. The Likert scale functioned well with ordered thresholds and smooth transitions between categories. The unidimensionality test confirmed that the PHMQ measures a single construct, with 44.1% of the variance explained and only 12.8% unexplained in the first contrast. While the PHMQ shows good validity and reliability, this study focused only on basic Rasch validation. Future research should explore differential item functioning (DIF), item bias, and long-term stability to further improve this instrument and support its use in different settings.
Geometric transformation and cultural values in traditional batik of Banyumas and Pekalongan: An ethnomathematics study Kusno, Kusno; Gunawan; Nalim; Eka Setyaningsih; Furqon, Miftahul; Faiz, Mohd
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.v11i3.30721

Abstract

Banyumas and Pekalongan batik are local cultural heritages of Central Java that contain philosophical values, regional identity, and geometric patterns. Although batik has been widely known as a uniform, its use as a medium for learning mathematics, especially transformation geometry, is still limited. This study aims to examine the relationship between Banyumas and Pekalongan batik motifs with the concept of transformation geometry and the cultural values ​​contained. A qualitative approach with ethnographic methods was used through observation, documentation, in-depth interviews, and field notes. The subjects of the study included cultural figures, batik craftsmen, and tour guides at the Anto Jamil Batik Center (Banyumas) and the Pekalongan Batik Museum. The study focused on the Jahe Srimpang and Babon Angrem motifs (Banyumas), as well as Jlamprang Gunungan and Jlamprang Seamless (Pekalongan). The results showed that these motifs contain elements of geometric transformation such as translation, rotation, symmetry, reflection, and dilation. This study recommends the use of batik as a source of mathematics learning based on local wisdom.
Correction to: Constructing mathematical bitterness scale related to teacher factor Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry; Yanti
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.v11i3.32120

Abstract

Correction to: Jurnal Elemen, Vol. 10 No. 2, May 2024, p. 395-409 https:/doi.org/10.29408/jel.v10i2.25508 The original version of this article unfortunately contained a mistake. The article contains a duplication of table numbers, specifically Table 2, resulting in a disruption of the sequential order of tables. Additionally, several citations are absent from the reference list, including Lima et al. (2019); McGee & Spencer (2021); Elliot & Bachman (2018); Durksen et al. (2017); Jais et al. (2019); Mammana & Pennisi (2011); Sierpinska et al. (2008); Heyder et al. (2019); and Carmichael et al. (2017). The original article has been corrected. The original article can be found online at https://doi.org/10.29408/jel.v10i2.25508

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