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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 18 Documents
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Search results for , issue "Vol 12 No 1 (2026): January" : 18 Documents clear
Transformations of students’ cognitive processes when solving PISA-like problems: A commognitive analysis Atmaja, Satriya Adika Arif; Zaenuri; Isnarto; Dewi (Nino Adhi), Nuriana Rachmani
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.v12i1.30715

Abstract

The mathematical literacy of Indonesian students in PISA 2022 was categorized as low, highlighting the importance of understanding students’ cognitive processes in mathematical problem solving. This study examines transformations in the cognitive processes of a 15-year-old Indonesian student when solving PISA-like problems using Sfard’s commognitive framework. A qualitative approach was employed to capture detailed learning dynamics. The participant was a 15-year-old student from a randomly selected junior high school in Rembang Regency, Central Java Province, Indonesia, purposefully selected based on the mathematics teacher’s nomination for strong mathematical ability and clear evidence of cognitive shifts during problem solving. The tasks were developed by the researcher and adapted to relevant Indonesian contexts. Qualitative data—including written work, observations, and semi-structured interviews—were analyzed using mathematical literacy processes (formulating, employing, interpreting, and evaluating) and mapped onto four commognitive components: Word Use (WU), Visual Mediators (VM), Routines (R), and Narratives (N). Findings show that reflective self-evaluation supports cognitive restructuring, enabling movement from procedural errors toward coherent reasoning through shifts in WU, VM, and R. The study underscores the need for instructional designs that foster meta-level discourse, reflective thinking, and flexible visual re-representation to strengthen students’ mathematical reasoning.
Students’ reasoning patterns in solving statistical data problems at the junior high school level: An APOS perspective Kusumaningrum, Betty; Irfan, Muhammad; Puspita, Yova Ayu; Harini, Esti; Djufri, Elyas; Bergman, Luc
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.v12i1.30955

Abstract

Many students face challenges in reasoning through statistical data problems; however, little is known about how their thinking processes develop through different cognitive stages. A qualitative descriptive design was employed to explore students’ reasoning patterns in solving statistical data problems through the lens of Action, Process, Object, and Schema (APOS) theory. This study was conducted with seventh-grade students at a public junior high school in Kulon Progo, Indonesia. Data were collected through written tests and semi-structured interviews and were analyzed using coding techniques aligned with the APOS indicators. The results show that students with correct answers demonstrated conceptual reasoning and progressed through all APOS stages, whereas those with incorrect answers showed fragmented understanding and failed to complete the cognitive sequence. This study contributes to mathematics education by extending the APOS theory to statistical data representation at the secondary level.
Numeracy across field-dependent and field-independent cognitive styles of junior high students in Indonesia Son, Aloisius Loka; Bete, Hendrika; Salsinha, Cecilia Novianti
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.v12i1.32267

Abstract

This study explores differences in numeracy between junior high school students with Field-Dependent (FD) and Field-Independent (FI) cognitive styles. Using a qualitative descriptive approach, the study was conducted in two junior high schools in Kefamenanu, West Timor, Indonesia. Forty students, evenly distributed across the two schools, participated in the study. Data were collected through numeracy tests and in-depth interviews to examine students’ performance across three numeracy components: understanding, application, and reasoning. The findings reveal that students with an FI cognitive style generally demonstrated competence in all three components, although some experienced difficulties in reasoning tasks requiring critical evaluation and formal justification. In contrast, students with an FD cognitive style tended to achieve only the understanding and application components and faced persistent challenges in progressing to the reasoning component. These results highlight the importance of differentiated numeracy instruction. FD students benefit from visual representations, explicit guidance, and collaborative learning to strengthen foundational, whereas FI students require non-routine and argumentative tasks to enhance higher-order reasoning. This study recommends that educators and future researchers implement inclusive numeracy literacy practices aligned with students’ cognitive styles.
Conceptual and procedural errors of pre-service elementary teachers in solving educational research statistics problems Rohimah, Siti Maryam; Putri, Sarah Anida; Helsa, Yullys
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.v12i1.32327

Abstract

Pre-service elementary teachers often make errors in educational research and problem-solving, highlighting the need to examine the nature and causes of these errors. This study employed a qualitative descriptive case study design to identify the types of errors made by Elementary School Teacher Education (ESTE) students in solving educational research statistics problems and to examine the factors contributing to these errors. The participants were 58 ESTE students enrolled in a statistics course at a private university in Indonesia. Data were collected through problem-solving tests, interviews, and classroom observations. The test instrument was used to assess students’ understanding of statistical concepts, while interviews and observations explored cognitive and contextual factors influencing error occurrence. The findings indicate that conceptual errors occurred in 17% of cases and procedural errors in 22%. Conceptual errors were primarily due to difficulties interpreting statistical software outputs, whereas procedural errors were associated with inaccuracies in applying formulas and performing calculations. These findings contribute to a clearer theoretical understanding of conceptual and procedural errors in statistics learning and highlight the need for instructional approaches that balance conceptual and procedural aspects in educational research statistics.
Students’ critical thinking across self-efficacy levels in STEM website-supported challenge-based differentiated learning Khairunnisa, Fadhila Salvia; Ardiansyah, Adi Satrio; Wulandari, Rini
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.v12i1.32330

Abstract

This study aims to examine the effectiveness of implementing Challenge-Based Differentiated Learning supported by a STEM website, analyze the influence of self-efficacy on critical thinking, and describe students’ critical thinking skills in relation to self-efficacy. The research employed a mixed-methods approach, a sequential explanatory design, and simple random sampling. Class VIII B served as the experimental group implementing the CB-DL model, and VIII A as the control group implementing problem-based learning, with each group consisting of 33 students. The results showed that the CB-DL model was effective in improving critical thinking skills, as indicated by an increase in the average pretest score from 65.15 to 83.33 on the posttest and a Cohen's D of 0.57. In addition, self-efficacy has a significant effect on critical thinking skills with a value R2 of 0.3542. Subjects with high self-efficacy met all six indicators of critical thinking skills, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Those with moderate self-efficacy did not meet the self-regulation indicator, and those with low self-efficacy did not meet the explanation and self-regulation indicators. These findings confirm that the CB-DL supported by a STEM website, along with self-efficacy reinforcement, can optimize students’ critical thinking skills.
Developing a PMRI-based augmented reality learning trajectory to support students’ problem-solving skills in circle geometry Wulandari, Trisna; Susanti, Ely; Hiltrimartin, Cecil
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.v12i1.32435

Abstract

This study reports a validation study within design research aimed at developing a PMRI-based augmented reality (AR) learning trajectory to support high school students’ problem-solving skills in circle geometry. The subjects of this study were 35 eleventh-grade students at a senior high school in Palembang. The research employed a design research methodology, specifically a validation study, consisting of three phases: preliminary design, design experiment, and retrospective analysis. Data were collected from worksheets, classroom observations, and problem-solving tests, and analyzed descriptively using qualitative and quantitative approaches. This study produced a learning trajectory consisting of a sequence of contextual and AR-assisted learning activities that guided students from exploring real-world circular situations to formal circle concepts. The implementation of this trajectory resulted in measurable improvements in students’ problem-solving skills, as indicated by an increase in mean test scores from 19.37 in the pre-test to 66.51 in the post-test. Students demonstrated strong performance in understanding problems, devising solution plans, and carrying out solution strategies, with achievement percentages ranging from 71% to 100% on these indicators. However, students’ evaluation and reflection skills remained relatively low, indicating the need for greater emphasis on reflective activities within the learning trajectory.
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.
Developing an interactive e-book integrating pedagogical deep learning and local wisdom to enhance digital literacy and mathematical critical thinking Luritawaty, Irena Puji; Supriyadi, Edi; Afriansyah, Ekasatya Aldila; Mardiani, Dian
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.v12i1.32526

Abstract

This study aimed to develop and evaluate an interactive e-book integrating deep learning principles with Garut local wisdom to enhance digital literacy and mathematical critical thinking. Using a research and development (R&D) approach with the ADDIE model and a quasi-experimental design, 73 seventh-grade students participated: 36 in the experimental group and 37 in the control group. Data were collected through mathematical critical thinking tests, digital literacy questionnaires, and expert validation sheets, then analyzed using normalized gain scores, the Mann-Whitney U test, and Cohen’s d. The e-book achieved very high validity (93.33%) and practicality ratings exceeding 95%. The experimental group demonstrated significantly greater gains in mathematical critical thinking (Ng = 0.89) than the control group (Ng = 0.70), with a Cohen’s d of 2.59 indicating a very strong effect. Additionally, 95.35% of students reported improved digital literacy. These findings indicate that culturally grounded interactive e-books can effectively enhance 21st-century skills, providing a replicable framework for integrating local wisdom in mathematics education across diverse cultural contexts.
The effectiveness of AI-based emotional feedback in an online mathematics game on fractions for junior high school students Siregar, Razid Ananda; Johar, Rahmah; Mailizar
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.v12i1.32528

Abstract

Mathematics learning often triggers anxiety and motivation loss when students encounter persistent failure. The present study examines the impact of an online math game featuring AI-based emotional feedback on students’ learning outcomes in fraction topics. Specifically, it analyzes the effectiveness of real-time AI emotional feedback in improving academic performance among junior high school students. A sequential explanatory mixed-methods design was employed. The study involved 119 eighth-grade students aged 13–14 years, with balanced gender representation across two research sites. Participants were assigned to an intervention group (n=61) receiving AI feedback and a control group (n=58). Quantitative analysis using t-tests revealed that the intervention group significantly outperformed the control group in both School X (t = -5.43, p < .001, d = 1.42) and School Y (t = 2.22, p < .033, d = 0.57), indicating medium-to-large effect sizes. System log data showed that “Neutral” was the most frequent emotional state, while “Sadness” emerged as the primary negative emotion during challenging tasks. Qualitative findings further indicated that AI feedback supported cognitive reappraisal and refocusing strategies, enabling students to transform negative emotions into persistence. Overall, AI-based emotional feedback functions as effective affective scaffolding, mitigating the impact of negative emotions on mathematical performance.
Designing a learning trajectory for cube nets using the Engklek game: An educational design research study within realistic mathematics education Zuliana, Eka; Fauzi, Lalu Muhammad; Nugroho, Femas Anggit Wahyu
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.v12i1.32583

Abstract

The tendency to teach geometry mechanically highlights the need for mathematics instruction grounded in students’ daily contexts. This study designs a Learning Trajectory (LT) for cube nets using the engklek game—a traditional Indonesian hopping game—as a realistic context, framed within Realistic Mathematics Education (RME), and implemented through educational design research (validation study type). Conducted at one school in Kudus, the study involved 21 Grade 5 students across three phases: preparing for the experiment, designing the experiment (pilot and teaching experiment), and retrospective analysis. The resulting LT comprises four sequenced activities aligned with RME’s modeling levels—situational, model-of, model-for, and formal—through which students progressed from informal understandings (e.g., engklek kapal terbang as a cube net) to formal knowledge: recognizing eleven distinct cube nets organized into four pattern categories (1-4-1, 2-3-1, 2-2-2, and 3-3). This LT contributes to the expansion of instructional design in mathematics and provides teachers with a culturally responsive, game-based pedagogical tool that bridges students’ informal experiences with formal geometric concepts.

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