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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 447 Documents
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Students’ mathematics learning attitudes and behaviors: A case study of boarding school alumni in higher education Crismono, Prima Cristi; Siti Lailatul Maghfiroh; Harapandi Dahri; Mahnawawe Yakoh
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.28272

Abstract

Islamic boarding school (pesantren) education emphasizes moral discipline, obedience, and religious devotion, shaping students’ character from an early age. However, when pesantren graduates enter university, particularly in subjects like mathematics that require analytical thinking and problem-solving, they often face adaptation challenges. While pesantren instills strong ethical values, it generally lacks learning strategies that develop higher-order cognitive skills. This study investigates how pesantren education influences university students’ learning attitudes and behaviors in mathematics courses, focusing on learning motivation, active engagement, and time management. The research uses a quantitative approach with a descriptive correlational design. The sample consists of 132 students from pesantren backgrounds enrolled at the Islamic University of Jember, selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed through Pearson correlation, ANOVA, and linear regression. Findings reveal that pesantren education has only a limited effect on students’ academic attitudes in mathematics, especially in motivation and engagement. Although it supports character development, pesantren education does not sufficiently equip students with the analytical skills required for university-level learning. The study recommends integrating more analytical and interactive teaching methods into pesantren curricula to help students adapt and succeed academically.
Mathematical literacy of prospective mathematics teacher based on cognitive style Santoso, Fransiskus Gatot Iman; Ana Easti Rahayu Maya Sari
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.28494

Abstract

Mathematical literacy has become a crucial competency that prospective mathematics teachers must master, especially in the context of globalization. However, a significant challenge is the low mathematical literacy skills, particularly in communication, reasoning, and mathematical modeling. This study aims to analyze the mathematical literacy skills of prospective mathematics teachers based on their cognitive styles, namely field-independent (FI) and field-dependent (FD). A descriptive qualitative approach was used with four students selected based on cognitive style tests and mathematical literacy tests. The instruments used included PISA-based mathematical literacy tests, the Group Embedded Figures Test (GEFT), semi-structured interviews, and observation sheets. The results indicated that students with the FI cognitive style exhibited better communication, mathematization, representation, and reasoning skills, especially in numerical-based problems. In contrast, students with the FD cognitive style faced difficulties in mathematics, representation, and using symbols and diagrams, particularly in data-based and visual problems. Cognitive style plays a significant role in shaping students' mathematical literacy skills and should be considered in teacher education programs.
Unpacking research on computational thinking in mathematics education: A systematic literature review Cut Morina Zubainur; Cut Rina Rossalina; Muhammad Subianto; Dwi Fadhiliani
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.29183

Abstract

Computational Thinking (CT) is an essential 21st-century skill to prepare students for higher education and future careers. However, comprehensive insights into how CT is effectively implemented in mathematics learning regarding strategies, suitable topics, and integration trends are still limited. This systematic review explores empirical studies on CT in mathematics education from December 2019 to November 2024, sourced from Emerald, EBSCO, and ProQuest databases. Following PRISMA guidelines, 22 articles were selected from an initial 8,518 based on defined inclusion and exclusion criteria. The findings show that CT strongly supports students’ problem-solving skills, particularly through Project-Based Learning (PjBL), which fosters engagement, collaboration, and algorithmic thinking. Geometry and statistics emerged as the most effective topics for developing CT, as they promote decomposition, pattern recognition, and abstraction skills aligned with junior high school cognitive development. Although CT-related research varies in focus, integrating CT into mathematics remains vital, especially with the rise of digital tools and interdisciplinary learning. This review provides insight into current research trends, key strategies, and appropriate mathematical content for CT development. Recommendations include providing CT training for teachers, embedding CT into the curriculum, and encouraging interdisciplinary collaboration to equip students with the digital-age competencies needed for real-world problem-solving and conceptual understanding.
Bugis ethnomathematics: Exploration of the sulapa eppa walasuji motif as a source of learning mathematics Aras, Andi; Nasruddin; Zahrawati B., Fawziah; Syahrul
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.29549

Abstract

Mathematics has historically been integrated into everyday life, and Indonesia's cultural heritage, such as the walasuji of the Bugis community, provides a valuable context for learning. This study explores activities involving mathematical concepts found in the making of walasuji. A descriptive qualitative method with an ethnographic approach was used. Data were collected through observation, documentation, and interviews. The findings reveal that making walasuji involves mathematical concepts such as translation, reflection, rotation, and straight-line equations, offering potential as contextual learning resources in schools. Additionally, the sulapa eppa walasuji motif embodies character values manifested in humans, namely intellectuality (acca), courage (warani), honesty (lempu), and wealth (sugi), referred to as sulapa eppa na taue (the philosophy of a quadrilateral human). Integrating cultural artifacts like walasuji into mathematics learning can enhance students' engagement, cultural awareness, and critical thinking skills. This research implies that future mathematics education should incorporate elements of local wisdom to create meaningful, relevant, and culturally responsive learning experiences, aligning mathematics more closely with students' everyday realities and cultural identities.
The effectiveness of problem-based learning in enhancing mathematical literacy: A systematic meta-analysis Ahmad Gufron; Isti Hidayah; Ardhi Prabowo; Wardono; Scolastika Mariani
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.30002

Abstract

This meta-analysis aims to evaluate the effectiveness of Problem-Based Learning (PBL) in improving students' mathematical literacy by reviewing empirical studies comparing PBL with conventional learning. The results show that PBL significantly improves mathematical literacy, with an effect size of 1.165, categorized as high. However, the effectiveness of PBL is influenced by moderating factors such as education level, student learning style, learning duration, and problem relevance. Findings suggest that PBL is more effective at the junior high school level than senior high school, although the difference is not statistically significant (p > 0.05). This study is limited by the short intervention duration in most analyzed studies and the lack of investigation into external factors like student motivation and teacher roles. Future research is recommended to conduct longitudinal studies, explore the integration of digital tools, and compare the use of real-world and academic problems in PBL. Overall, the findings confirm that PBL is an effective and promising approach for enhancing mathematical literacy when implemented with attention to relevant contextual and learner-specific factors.
Elementary teachers’ understanding of STEM integration: A study in the Indonesia – Malaysia border area Saputro, Totok Victor Didik; Sari, Yessi Fatika; Silvester; Cahyaningtyas, Christian; Pery Jayanto; Harmoni, Grecia Putri
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.30003

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education is vital in preparing students to face future challenges by fostering critical thinking and problem-solving skills. However, in border areas such as Indonesia and Malaysia, the implementation of STEM education remains underexplored. This study uses a quantitative descriptive-comparative design to analyze school teachers' understanding of STEM implementation. It involves 44 teachers from the Indonesia-Malaysia border area in Bengkayang Regency, West Kalimantan, Indonesia. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics and an independent t-test to assess and compare teachers' levels of understanding. The findings indicated moderate scores for STEM knowledge (3.84), implementation practices (3.71), and school support (3.66), while challenges scored low (2.98). In terms of teaching experience, there was no significant difference between teachers with less than 10 years and those with more than 10 years of experience concerning their understanding of STEM implementation in elementary schools. This is attributed to the limited availability of training programs that could enhance teachers' knowledge regarding STEM education.
Students' conceptual understanding of limit of functions reviewed from mathematical beliefs Usman; Aiyub; M. Hasbi
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.v11i3.29144

Abstract

Conceptual understanding is a student’s cognitive structure characterised by the ability to transform and explain concepts in solving problems. Many students were unable to explain the concepts and the relationships between concepts in solving the limit of functions. This study aimed to explore students' conceptual understanding of the limit of functions in terms of mathematical beliefs. The subjects were 30 mathematics education students at Syiah Kuala University who had taken calculus courses for advanced real analyses. Data were collected using questionnaires, tests, and interviews. Data processing was carried out by reducing data, presenting, analysing, and drawing conclusions. The results of the study showed that students with strong mathematical beliefs demonstrated a more complete and integrated conceptual understanding of the limits of functions, as they could connect concepts, procedures, and graphical representations. In contrast, students with medium and low mathematical beliefs tended to focus only on procedural knowledge, often failing to explain underlying concepts or make meaningful connections between concepts and problem-solving steps. Based on the results, calculus lecturers need to build a strong conception of the material on the real number system and real functions so that the concept of the limit of functions is easily understood and memorised.
A local instructional theory for learning the concept of arithmetic sequence through pocah piring game Putri, Dhea Anisah; Zulkardi; Ely Susanti; Meryansumayeka
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.v11i3.29672

Abstract

The nth-term formula is an arithmetic sequence subtopic that contributes significantly to explaining the fundamental concept of an arithmetic sequence. This study aimed to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) to find the nth-term formula in an arithmetic sequence through the Pocah Piring game. This study was conducted on eighth-grade students in Palembang, Indonesia. This study used educational design research with a validation study, starting with a preliminary design, design experiments, and retrospective analysis. The learning trajectory in this study begins with rich circumstances that require mathematical reasoning rather than abstraction or exact definitions. Three structured learning activities integrating the Pocah Piring game were applied to help the students explore the concept of an arithmetic sequence. To effectively teach arithmetic sequences, instruction should progress from concrete representations, such as physical manipulatives and visual patterns that help students recognise sequential structures, to more abstract forms, including symbolic expressions and general formulas. The developed LIT accurately predicted students’ thinking throughout the learning process, supporting their progression toward the intended learning objectives. Teachers are encouraged to use the LIT derived from this study to guide instruction and design alternative learning pathways when teaching arithmetic sequences.
Shaping self-efficacy in online mathematics: A comparative study by gender and semester level Nurhayati, Suci; Noviyanti, Mery; Mohamad, Liana
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.v11i3.29689

Abstract

Self-efficacy plays an important role in online mathematics learning, especially because the process demands a high level of independence and self-regulation. However, few studies have explored how sources of self-efficacy may differ based on gender and academic stage in the context of distance education. This study aimed to examine whether there are significant differences across five sources of self-efficacy–mastery experience, vicarious experience, social persuasion, physiological state, and belief–based on students’ gender and academic semester. A total of 104 students from the Mathematics Education program at Universitas Terbuka participated in this study. As the data did not meet the normality assumptions, the Mann–Whitney U and Kruskal–Wallis tests were used. The results showed no significant differences between male and female students across any of the self-efficacy dimensions. However, the academic semester revealed significant differences in two dimensions: social persuasion and belief, with middle-semester students scoring the highest. This implies that self-efficacy support strategies should be tailored to students' academic stages. Those in early semesters may benefit more from peer modelling and encouragement, while those nearing graduation may need more support to manage academic stress. Future studies should involve more diverse samples to validate these results.
The role of mathematics education in shaping sustainable futures: A systematic literature review Lina, Sri Intan; Johar, Rahmah; Anwar
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.v11i3.29706

Abstract

The integration of Sustainable Development Goals (SDGs) into mathematics education has gained increasing attention in recent years. This study systematically reviews how mathematics contributes to sustainability and aligns with the SDGs. A systematic literature review (SLR) was conducted following the PRISMA guidelines, analysing 31 studies published between 2019 and 2024 from databases such as EBSCO, ERIC, ProQuest, and Taylor & Francis. Content analysis identified key themes, including the SDGs addressed, educational levels, and research methodologies. The findings indicate that most studies focus on SDG 4 (Quality Education) and SDG 13 (Climate Action), primarily in primary and secondary schools. Qualitative and mixed-methods approaches are commonly used, with project-based learning as a frequently applied instructional model. The review confirms that mathematics education plays a vital role in fostering critical thinking, problem-solving, and sustainability awareness. However, challenges persist in terms of curriculum development and teacher training. Future research should explore interdisciplinary approaches and expand the integration of diverse SDGs into mathematics education to strengthen its role in addressing global sustainability challenges.

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