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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 2 Documents
 1 
Search results for , issue "vol 12 no 3 (2026): july" : 2 Documents clear
Students’ mathematical problem-solving based on geometric thinking skills in circle topic: a mixed-method research Mirna Mirna; Hamdani Syaputra; Dewi Murni; Nur 'Aini; Ainil Mardhiah
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.34070

Abstract

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.
Can you read this chart? Assessing graph literacy competence and confidence calibration among Indonesian undergraduate health science students Bustang Bustang; Garry Kuan
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.35213

Abstract

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.

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