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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 4 (2025): October" : 16 Documents clear
Learning trajectory on understanding monetary values for autistic students through a modified monopoly game Marhamah; Putri, Ratu Ilma Indra; Zulkardi; Hartono, Yusuf
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.v11i4.32052

Abstract

Children with autism spectrum disorder (ASD) often have difficulty understanding abstract concepts, such as monetary values, due to limitations in executive functioning and concept generalization. This study aimed to develop and test a learning trajectory for understanding monetary values through a modified Monopoly game according to the characteristics of autistic students. The study employed a design research approach with validation type, using hypothetical and actual learning trajectory (HLT-ALT) analysis through the stages of preparation, design experiments (pilot and teaching experiments), and retrospective analysis of the data. The research subjects were eight autistic students at the junior high school level at SLB Bina Autis Mandiri, Indonesia. Data were collected through student activity sheets, observations, interviews, and documentation and then analyzed qualitatively. The results showed that the learning trajectory consisting of four activities (playing modified Monopoly, recognizing the value of money, counting the number of pictorial patches of money, and adding up the value of money) effectively helped students gradually understand the concept of monetary value. Game-based activities also increased students' engagement and understanding of the material. This study contributes to a replicable and inclusive learning trajectory that integrates structured gameplay with mathematical reasoning for students with autism.
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.
How mathematical disposition shapes computational thinking in solving systems of linear equations: A flowchart-supported qualitative study Azizia, Ananda Jullailatul; Masrukan; Susilo, Bambang Eko; Arifuddin, Ahmad
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.v11i4.32082

Abstract

Computational thinking (CT) is a vital 21st-century skill in mathematics education, enabling students to solve problems systematically through decomposition, pattern recognition, abstraction, and algorithmic thinking. However, students’ mathematical disposition—encompassing beliefs, habits of mind, and affective tendencies—may significantly influence CT development. Guided by the affective–cognitive interaction model, this study aimed to explore how mathematical disposition shapes students’ CT skills, particularly in solving systems of three-variable linear equations using self-constructed, flowchart-supported algorithmic representations. A descriptive qualitative approach was adopted, with six students (two each from high, medium, and low disposition levels, identified via questionnaire) participating. Data collection involved a disposition scale, CT test, interviews, and documentation. Findings revealed that high-disposition students successfully demonstrated all CT indicators and produced coherent flowcharts. Medium-disposition students showed variability: some met all criteria, while others faltered in algorithmic design. Low-disposition students managed only basic decomposition and pattern recognition, with incomplete abstraction and fragmented flowcharts. These results suggest a strong link between affective factors and cognitive performance in CT tasks. Implications highlight the importance of integrating disposition-aware scaffolding—such as interactive visual tools and guided reflection—to support diverse learners and enhance CT development in mathematics classrooms.
Mapping cognitive load profiles in realistic mathematics education: A study with aerospace engineering students Funny, Rindu Alriavindra; Rahmawati, Fajar Khanif
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.v11i4.32104

Abstract

Although Realistic Mathematics Education (RME) promotes deeper conceptual learning, empirical evidence mapping different types of cognitive loads in university engineering mathematics is limited. This mixed-methods study profiled intrinsic, extraneous, and germane cognitive loads among 76 first-year aeronautical engineering students working on RME-based task, a contextualized double integral problems modelling aircraft wing surface. We measured load components with a CLT questionnaire that adapted from Leppink et.al and mental effort with the Paas scale, then triangulated findings with student reflections and observations. Correlations showed intrinsic and germane load related to students’ mental effort, while extraneous load was minimal, suggesting clear task design. Multiple regression analysis clarified that the germane load was the main unique predictor of mental effort, whereas intrinsic complexity and extraneous factors contributed little uniquely. Qualitative data confirmed that students used strategies such as breaking tasks into sub-steps, activating prior knowledge, and peer explanation to manage effort. We propose an RME–CLT alignment framework that scaffolds intrinsic difficulty, minimizes extraneous processing, and cultivates germane engagement through reflective context-rich tasks. The findings also inform the design of cognitively efficient engineering-mathematics curricula. Thus, it offers practical guidance for designing cognitively efficient engineering mathematics instruction and recommends future studies using longitudinal and real-time measures.
Integrating augmented reality with the e-IM3 structured thinking model to enhance problem-solving skills and learning interest in elementary spatial geometry Maulana, Abas; Murtafiah, Wasilatul; Handhika, Jeffry; Alvares, Joel I.
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.v11i4.32139

Abstract

This study addresses the need to improve fifth-grade students’ problem-solving skills and learning interest in spatial geometry—a topic often perceived as abstract and challenging—by developing an Augmented Reality (AR)-based instructional medium integrated with the e-IM3 (intelligent, meaningful, mindful, joyful) model. Grounded in the ADDIE framework, the research encompassed the analysis, design, development, implementation, and evaluation phases at SDN Kwadungan Lor, Ngawi, East Java. Initial analysis via diagnostic tests and teacher interviews confirmed low baseline performance and motivation levels. The resulting AR-e-IM3 media underwent expert validation and readability testing, achieving high validity scores (media: 3.79; problem-solving instrument: 3.42; and interest instrument: 3.98). A limited trial (n = 10) and a large-scale trial (n = 32) demonstrated strong practicality (88% and 84.5%, respectively). Effectiveness was evidenced by moderate N-Gain improvements in problem-solving skills (0.58 and 0.51) and learning interest (0.63 and 0.51). These findings indicate that the AR-e-IM3 integration successfully fosters engagement and meaningful learning, aligning with Generation Alpha’s digital learning preferences. This study underscores the potential of technology-enhanced affective–cognitive models in elementary mathematics education. The implications include the scalable adoption of such media to strengthen 21st-century competencies—particularly critical thinking, spatial reasoning, and intrinsic motivation—while supporting curriculum innovation in resource-constrained settings.
Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Dahlan, Taufiqulloh; Iskandar, Dadang; Rohimah, Siti Maryam; Nurhadi, Moh.; Hamdani, Acep Roni
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.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.

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