Jurnal Elemen
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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<![CDATA[Students’ geometric thinking and problem-solving in circle topic: Mixed-method research ]]>
<![CDATA[Mirna Mirna]]>;
<![CDATA[Hamdani Syaputra]]>;
<![CDATA[Dewi Murni]]>;
<![CDATA[Nur 'Aini]]>;
<![CDATA[Ainil Mardhiah]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34070
<![CDATA[Despite the central role of geometry in the senior high school curriculum, students continue to struggle with abstract concepts in circle topics, often relying on rote memorization rather than conceptual understanding. This study employed a mixed-methods sequential explanatory design involving 69 senior high school students selected through purposive sampling. Data were collected using the Van Hiele geometry test to measure geometric thinking skills and a circle problem-solving test based on Polya’s stages. Quantitative data were analyzed using Pearson product–moment correlation, while qualitative data were examined through document analysis of students’ written responses. The results revealed a statistically significant but weak positive correlation between geometric thinking skills and mathematical problem-solving abilities (r = 0.277, p = 0.21), with geometric thinking contributing only 7.7% to the variance (R² = 0.077). Qualitative findings showed notable discrepancies: some students with low geometric thinking achieved high problem-solving scores through procedural approaches, while others with high geometric thinking performed poorly due to difficulties in execution and representation. These findings imply that improving geometric thinking alone is insufficient to enhance problem-solving performance. Mathematics instruction should move beyond rote memorization by integrating visualization activities and explicit heuristic training to better connect conceptual understanding with effective problem-solving strategies.]]>
<![CDATA[Can you read this chart? Assessing graph literacy competence and confidence calibration among Indonesian undergraduate health science students ]]>
<![CDATA[Bustang Bustang]]>;
<![CDATA[Garry Kuan]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.35213
<![CDATA[Despite growing international interest in graph literacy among health science students, empirical evidence from Indonesian higher education remains scarce, particularly regarding the alignment between students' competence and their confidence in interpreting graphical health information. This study investigated graph literacy competence among undergraduate health science students at a public Indonesian university, examined the relationship between competence and confidence, and identified areas of difficulty. A cross-sectional design was employed with 78 undergraduate health science students from Years 1 to 4. The validated 13-item Graph Literacy Scale was administered alongside an item-level confidence rating task. Statistical and calibration analysis were used to examine performance, confidence, and their alignment. Results showed that students achieved a mean score of 5.31 (SD = 2.19) out of 13, substantially below international benchmarks. Calibration analysis revealed a non-significant mean calibration score, indicating adequate group-level metacognitive calibration. A weak-to-moderate positive correlation between competence and confidence was found (r = 0.34, p = .002), suggesting that more competent students tended to be more confident. These findings highlight the urgent need to integrate explicit graph literacy instruction into Indonesian health science curricula to better prepare future healthcare professionals for data-informed clinical practice.]]>
<![CDATA[Role-playing game maker–based learning as a pedagogical tool for enhancing students' mathematical disposition ]]>
<![CDATA[Alim Wicaksono]]>;
<![CDATA[Al Jupri]]>;
<![CDATA[Tatang Herman]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.33824
<![CDATA[Mathematical disposition is crucial in learning mathematics, reflecting students attitudes, perseverance, curiosity, and appreciation of mathematics. However, many students still perceive mathematics as uninteresting and lack confidence in solving mathematical problems. This study aimed to evaluate the potential of an RPG Maker–based game as a pedagogical tool to support students’ mathematical disposition in the topic of geometric transformation. This study employed a pre-experimental quantitative approach with a one-group pretest-posttest design, supplemented by a brief interview. The participants of this study were 21 male high school students from Bandung, West Java, Indonesia. Data were collected using a mathematical disposition questionnaire administered before and after the intervention, as well as through interviews with one teacher and one student. Quantitative data were analyzed using paired-samples t-test. The results revealed a significant improvement in students' mathematical disposition, with the average score increasing from moderate to high. The analysis confirmed a significant change in students’ mathematical disposition, presenting a large effect size based on Cohen's criteria. The interview findings supported these results, indicating increased student engagement, confidence, and persistence. These results suggest that RPG Maker–based games have strong potential as a pedagogical tool for enhancing students’ mathematical disposition.]]>
<![CDATA[Development of a diagnostic assessment for measuring students' conceptual understanding of real numbers ]]>
<![CDATA[Nur Qomariyah Nawafilah]]>;
<![CDATA[Rizky Oktaviana Eko Putri]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34250
<![CDATA[This research was motivated by the limitations of assessment instruments capable of measuring students' initial conceptual understanding of mathematics related to real numbers, which is the basis of calculus. This study aimed to develop a valid, practical, and effective diagnostic assessment to measure students' conceptual understanding of mathematics. This research is developmental research with the Plomp model, which includes the stages of preliminary research, development or prototyping, and assessment of the product. Data were collected through interviews, observations, questionnaires, and tests and analyzed using quantitative descriptive analysis. The results of the validator assessment on the validation sheet indicate that the developed diagnostic assessment has a validity level of 91.8% (content aspect), 87.6% (construct aspect), and 92.6% (linguistic aspects). The practicality level was 70.85% (practical), as obtained from the questionnaire scores completed by the students. In terms of effectiveness, the developed assessment met the effectiveness criteria because it could identify areas of conceptual difficulty, differentiate levels of conceptual understanding, and provide meaningful information for decision-making. Its uniqueness lies in the development of a diagnostic assessment item design framework based on specific conceptual understanding indicators for real numbers in higher education and its assessment method.]]>
<![CDATA[Visual and interface design mechanisms: Systematic review of ethnomathematics media bridging culture and mathematics ]]>
<![CDATA[Nadia Shofa Zumara]]>;
<![CDATA[Eveline Siregar]]>;
<![CDATA[Iva Sarifah]]>;
<![CDATA[Imam Fitri Rahmadi]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34264
<![CDATA[Mathematics education continues to face representational challenges because abstract concepts are often disconnected from students lived and cultural experiences. Although ethnomathematics offers a way to contextualize learning, limited research has examined how visual and interface design may support the links between cultural contexts and formal mathematical understanding. This study presents a systematic literature review of 17 empirical studies from Scopus published between 2020 and 2025, following the PRISMA guidelines. The analysis identified recurring visual and interface design elements used to represent mathematical concepts in culturally meaningful and interactive ways. These elements are associated with three mediational processes: concretization, embodied engagement, and structured cognitive scaffolding, which may support learners in moving from cultural experiences to formal mathematical understanding. The novelty of this review lies in proposing these three constructs as analytical interpretations developed through cross-study thematic synthesis, rather than as mechanisms directly identified or tested within the primary studies. This review offers a design-oriented perspective on ethnomathematics learning and proposes an analytical framework to guide future research and practice, while highlighting the need for further empirical validation across diverse contexts.]]>
<![CDATA[Students' problem-solving performance in geometric extremum tasks through an integrated vector and analytical approach ]]>
<![CDATA[Tien Da Nguyen]]>;
<![CDATA[Ngoc Anh Nguyen]]>;
<![CDATA[Kieu Anh Phan]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34344
<![CDATA[This study addresses the inherent limitations of traditional Euclidean approaches to geometric extremum and distance problems, which frequently result in unsystematic and difficult-to-generalize solutions. To overcome these challenges, a structured three-step mathematical modeling framework is introduced: (1) vectorization of the geometric configuration; (2) formulation of an analytical objective function; and (3) systematic optimization via derivatives or gradients. Methodologically, the research employs a constructive modeling strategy that translates complex spatial relationships into vector-based algebraic expressions, rigorously tested across eight purposively selected examples ranging from elementary plane geometry to advanced spatial dynamics. The results indicate that this framework effectively transforms intricate geometric constraints into tractable, variable-dependent functions, allowing derivative-based optimization to yield precise extremum values while bypassing ad hoc geometric constructions. Ultimately, this research contributes to the literature by bridging synthetic geometry and mathematical analysis, offering a robust, generalizable tool that clarifies the underlying mathematical structures and fosters the development of abstract thinking and generalization capabilities for future pedagogical applications.]]>
<![CDATA[Developing a dynamic unitizing GeoGebra applet to support conceptual understanding of area and volume ]]>
<![CDATA[Danang Setyadi]]>;
<![CDATA[Tanti Listiani]]>;
<![CDATA[Fika Widya Pratama]]>;
<![CDATA[Robert Harry Soesanto]]>;
<![CDATA[Yohanes Bekta Ferdyan]]>;
<![CDATA[Elisabeth Denny Rahmawati]]>;
<![CDATA[Satwika Mahatma Pratiwi]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34365
<![CDATA[This study was motivated by the limited conceptual understanding of area and volume among prospective mathematics teachers, who often rely on procedural strategies instead of conceptual reasoning. This study aimed to develop and evaluate an interactive GeoGebra applet based on dynamic unitizing, an approach that extends GeoGebra beyond dynamic visualization by supporting conceptual construction through the manipulation of unit squares and cubes. An explanatory sequential mixed-methods design was used. The applet was developed using the ADDIE model integrated with Tessmer’s formative evaluation and implemented through one-on-one (three students), small-group (seven students), and field testing (28 students). The applet demonstrated very high validity (media: 99.48%; material: 99.31%) and high practicality, as evaluated by students (92%) and lecturers (89.93%). Students’ conceptual understanding improved significantly after using the applet (Wilcoxon Signed-Rank Test: Z = −4.541, p < 0.001), with a large effect size (r = 0.86) and moderate normalized gain (N-gain = 0.542). Qualitative findings further indicated that the applet enabled students to move beyond procedural strategies by independently exploring and constructing the area and volume concepts. These findings suggest that the applet is a valid, practical, and promising learning medium for enhancing the conceptual understanding of area and volume.]]>
<![CDATA[The epistemic path toward early algebraic knowledge: A didactical reconstruction ]]>
<![CDATA[Septiani Yugni Maudy]]>;
<![CDATA[Redo Martila Ruli]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34441
<![CDATA[Epistemological obstacles in acquiring variables and linear equations in one variable (LEOV) remain a systemic and unresolved issue in Indonesian mathematics education. Prior research has identified their symptoms but not their origins. This study reconstructs the epistemic path towards early algebraic knowledge by integrating the Anthropological Theory of the Didactic (ATD) and Didactical Design Research (DDR). Using a qualitative hermeneutic-phenomenological approach, ATD-based praxeological analysis was applied to the responses of 120 students in Grades VII to X in West Java, Indonesia, and to their teaching modules and lesson plans, followed by the design and implementation of a didactic sequence. Four obstacles were identified: ambiguity in the meaning of variables, difficulties with algebraic operations, procedural dependency without justification, and conceptual collapse when variables appear on both sides of an equation. Each was traced to the systematic absence of the logos block in didactical transposition. After implementation, full relational justification rose from 9.4% to 65.6%. The findings affirm that this epistemic path can be traversed only through designs that deliberately construct praxeological completeness, from practical technique to logical justification, with implications for curriculum and teacher professional development.]]>
<![CDATA[Investigating students’ mathematical creative thinking skills in integral calculus using Google Sites ]]>
<![CDATA[Yayu Sulastri]]>;
<![CDATA[Deti Ahmatika]]>;
<![CDATA[Annisa Nurmaulani]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34543
<![CDATA[Students need to develop creative mathematical thinking skills because these skills support academic success and are linked to a creative attitude an affective aspect that fosters the emergence of new ideas. In reality, students struggle to come up with new ideas when solving problems because they remain fixated on the examples provided. Therefore, learning that integrates technological support is necessary. This study aimed to investigate mathematical creative thinking skills in integral calculus using Google Sites. This study employed a qualitative method with a case study strategy. Data were obtained from students enrolled in the integral calculus course through interviews, observation, documentation, and questionnaires. The results showed that students with high and moderate creative attitudes were not yet able to fully meet the four indicators of mathematical creative thinking skills. The errors that emerged were predominantly conceptual errors that developed into procedural and technical errors. Google Sites-assisted learning through PBL was able to support group collaboration, but it had not optimized conceptual understanding and individual mathematical creative thinking skills. These findings imply the need to strengthen conceptual understanding, provide more interactive learning activities, and conduct individual evaluations to optimize the development of mathematical creative thinking skills.]]>
<![CDATA[The GASING method and pedagogical transformation in elementary school: A teacher perspective: Bahasa Indonesia ]]>
<![CDATA[Puspita Baity]]>;
<![CDATA[Tita Mulyati]]>;
<![CDATA[Abubakar Abubakar]]>
<![CDATA[ Jurnal Elemen Vol 12 No 3 (2026): July ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i3.34638
<![CDATA[Mathematics learning in elementary schools continues to face challenges, including students’ perceptions of mathematics as difficult, procedural teaching practices, and low engagement. These challenges highlight the need for instructional approaches that improve student learning and foster teachers’ pedagogical transformation. This study examined the pedagogical transformation of elementary school teachers who teach mathematics following the implementation of the GASING method in their teaching. A mixed-methods sequential explanatory design was employed involving 27 teachers, of whom 6 selected for interviews. Data were collected through questionnaires and semi-structured interviews and were analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ pedagogical transformation was high across the dimensions of perceptions, pedagogical strategies, and professional reflection. Teachers increasingly view errors as learning opportunities, adopt more contextual and student-centered instructional strategies, and engage more actively in professional reflection. These findings suggest that the GASING method can support teachers’ pedagogical transformation and contribute to more meaningful, reflective, and student-centered mathematics learning in elementary schools in Indonesia.]]>
