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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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Geometric transformation and cultural values in traditional batik of Banyumas and Pekalongan: An ethnomathematics study Kusno, Kusno; Gunawan; Nalim; Eka Setyaningsih; Furqon, Miftahul; Faiz, Mohd
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.v11i3.30721

Abstract

Banyumas and Pekalongan batik are local cultural heritages of Central Java that contain philosophical values, regional identity, and geometric patterns. Although batik has been widely known as a uniform, its use as a medium for learning mathematics, especially transformation geometry, is still limited. This study aims to examine the relationship between Banyumas and Pekalongan batik motifs with the concept of transformation geometry and the cultural values ​​contained. A qualitative approach with ethnographic methods was used through observation, documentation, in-depth interviews, and field notes. The subjects of the study included cultural figures, batik craftsmen, and tour guides at the Anto Jamil Batik Center (Banyumas) and the Pekalongan Batik Museum. The study focused on the Jahe Srimpang and Babon Angrem motifs (Banyumas), as well as Jlamprang Gunungan and Jlamprang Seamless (Pekalongan). The results showed that these motifs contain elements of geometric transformation such as translation, rotation, symmetry, reflection, and dilation. This study recommends the use of batik as a source of mathematics learning based on local wisdom.
Correction to: Constructing mathematical bitterness scale related to teacher factor Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry; Yanti
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.v11i3.32120

Abstract

Correction to: Jurnal Elemen, Vol. 10 No. 2, May 2024, p. 395-409 https:/doi.org/10.29408/jel.v10i2.25508 The original version of this article unfortunately contained a mistake. The article contains a duplication of table numbers, specifically Table 2, resulting in a disruption of the sequential order of tables. Additionally, several citations are absent from the reference list, including Lima et al. (2019); McGee & Spencer (2021); Elliot & Bachman (2018); Durksen et al. (2017); Jais et al. (2019); Mammana & Pennisi (2011); Sierpinska et al. (2008); Heyder et al. (2019); and Carmichael et al. (2017). The original article has been corrected. The original article can be found online at https://doi.org/10.29408/jel.v10i2.25508
Self-efficacy, self-regulation, and math anxiety as predictors of elementary students’ mathematical problem-solving Rahman, Arief Aulia; ‘Afifah, Nur; Rahmatika, Ahmad; Suárez, Cesar Augusto Hernández
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.v11i4.30046

Abstract

Mathematical problem-solving is a core competency in primary education, yet how self-efficacy, self-regulation, and mathematics anxiety jointly influence performance on tasks of varying cognitive demand remains unclear. This study assessed 180 fifth-grade students from five public elementary schools in Medan City, Indonesia, using three instruments: a 10-item Mathematics Achievement Test (6 LOTS and 4 HOTS items), a 20-item Self-Efficacy and Self-Regulation Scale (10 items per subscale), and the 9-item Modified Abbreviated Math Anxiety Scale (mAMAS). Multiple linear regression showed that self-efficacy (βLOTS = 0.279; βHOTS = 0.261) and self-regulation (βLOTS = 0.214; βHOTS = 0.223) significantly predicted performance on both lower- and higher-order thinking tasks (p < 0.001), explaining 63.7% and 55.2% of the variance, respectively. Mathematics anxiety was not a significant predictor (p > 0.23). Findings suggest that fostering students’ confidence and metacognitive strategies is more effective than reducing anxiety for improving mathematical problem-solving across cognitive complexity levels. Educational interventions should prioritize strengthening self-efficacy and self-regulation to support robust mathematical development in upper primary classrooms.
Reflective thinking focuses of intellectual disability students in solving mathematics problems involving the context of traditional ceremonies Serang, Maeya; Ratumanan, Tanwey Gerson; Matitaputty, Christi; Moma, La
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.v11i4.30244

Abstract

Students’ mathematical reflective thinking skills are not yet fully developed, especially among students with disabilities. To address this issue, culture-based problems can be applied as a learning approach. This study aims to describe students' reflective thinking skills in solving problems related to Maluku cultural contexts, such as traditional events. This research uses a qualitative approach. The subjects were two students with disabilities selected based on specific criteria from a State Junior High School in Maluku Province, Indonesia. The instruments used were two problem-solving tasks and interview guidelines. Data analysis involved data reduction, presentation, and drawing conclusions. The results showed that one student was able to solve the problem well, demonstrating reflective thinking. However, the other student faced difficulties, especially in the reacting stage, where they struggled to understand the given problems, which hindered the overall reflective thinking process. The progress shown by one student indicates that culture-based problems offer positive benefits for students with intellectual disabilities. Therefore, schools are encouraged to integrate Maluku culture-based content into the curriculum and apply strategies that foster reflective thinking.
Wura Bongi Monca dance as a promising context for fostering problem-solving skills in learning set theory Khairullah; Prahmana, Rully Charitas Indra; Peni, Nur Robiah Nofikusumawati
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.v11i4.30579

Abstract

The Wura Bongi Monca dance embodies the philosophical values of Bima culture, which can be contextualized to facilitate students' understanding of abstract mathematical concepts, such as set theory. Although most ethnomathematics research has focused on concrete elements such as geometric shapes and numerical patterns in cultural practices, little attention has been given to how cultural values can support the teaching of abstract topics. Yet, local traditions hold significant potential to provide meaningful contexts for such learning. This study addresses that gap by investigating the traditional Bima dance Wura Bongi Monca as a contextual learning resource to introduce set theory and enhance students' problem-solving skills. Problem-solving is a key mathematical competency, indicating conceptual understanding, critical thinking, and the ability to apply knowledge in new situations. It also serves as a benchmark for evaluating the impact of culturally contextualized instruction. Using an ethnography approach including literature review, field observations, and interviews with cultural experts, the study interprets the symbolic meanings of Gerak Wura, the dance's core movements, and connects them to set theory concepts. The findings demonstrate that dance can foster conceptual understanding and cultural awareness, support culturally responsive mathematics education while preserving local heritage and providing insights for innovative instructional design.
Technological proficiency and online resource utilization in mathematics education: A study of higher education instructors in the Philippines Acopio, Ma. Kathleen Mae Geremias
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.v11i4.32134

Abstract

This study examined the relationship between technological proficiency and online resource utilization among 31 mathematics instructors in higher education institutions (HEIs) in Tacloban City, Philippines. Using a descriptive-correlational design, the research assessed how instructors’ competence in key information and communication technology (ICT) domains—such as word processing, video conferencing, electronic presentations, web navigation, and troubleshooting—correlated with their ability to effectively use online instructional resources. Adapted instruments from (Flores, 2019) and (Das, 2019) were employed to measure online resource utilization and technological proficiency, respectively. Data were analyzed using descriptive statistics and Pearson correlation. Results indicated a significant positive association—though not causal—between overall technological proficiency and online resource use, with document scanning and spreadsheet processing showing statistically significant relationships at the 0.05 level. Notably, eleven participants reported no prior professional development in digital pedagogy, highlighting disparities in readiness. Despite this, most instructors reported moderate to high self-efficacy in utilizing online resources. Ethical protocols were followed, and participation was voluntary. The findings emphasize the need for targeted, ongoing professional development and institutional support to strengthen technology integration in mathematics teaching, particularly in resource-constrained settings like the Philippines.
A thematic mapping study of mathematical creativity: Bridging creative thinking and attitude toward mathematics Yudha, Adinda Salshabilla; Rosnawati, Raden
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.v11i4.30727

Abstract

Creativity is a key 21st-century competence, especially vital in mathematics education. This study presents a systematic literature review and thematic mapping analysis of mathematical creativity from 2016 to 2025, using data from the Scopus database analyzed via RStudio Biblioshiny and the PRISMA framework. It explores three core questions: the evolution of research themes in mathematical creativity, the thematic linkage between creative thinking and attitudes toward mathematics, and pedagogical approaches that connect both constructs. Bibliometric analysis reveals mathematical creativity as a central and evolving theme, prominently positioned in co-occurrence networks and thematic quadrants. Creative thinking and attitudes toward mathematics appear within the same thematic cluster, indicating a strong cognitive-affective connection. Emerging research also identifies ethnic factors and environmental literacy as potential mediators in this relationship. These findings suggest that Realistic Mathematics Education (RME), particularly models incorporating ethnic contexts and environmental themes, may serve as effective pedagogical strategies. Such approaches have the potential to enhance both creative thinking and positive attitudes toward mathematics, contributing meaningfully to the broader discourse on mathematical creativity.
Unveiling students’ cognitive patterns in word problem solving: The case of single-variable linear equations Arifin, Zaenal; Jupri, Al
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.v11i4.30786

Abstract

Students often struggle to transfer their procedural knowledge of linear equations into meaningful solutions when faced with word problems, revealing a persistent gap in integrating conceptual understanding, strategic reasoning, and metacognitive evaluation. This study investigates students’ cognitive profiles in solving mathematical word problems involving single-variable linear equations. Grounded in a synthesized framework from Polya’s heuristic model and the NCTM problem-solving process, the research focuses on five cognitive stages: understanding, analyzing, strategizing, executing, and evaluating. Using a qualitative descriptive method, data were collected from 30 eighth-grade students through written tasks and semi-structured interviews. The findings indicate strong performance in problem comprehension; however, there was a notable decline in evaluation and reflection stages. Interview data revealed that low-performing students often lacked conceptual understanding and demonstrated limited metacognitive awareness, whereas high performers integrated conceptual, procedural, and reflective thinking. This study highlights the gap between procedural fluency and strategic reasoning across performance levels, emphasizing the need for instructional approaches that integrate metacognitive scaffolding to enhance problem-solving competence. A diagnostic framework is proposed to support teachers in identifying and addressing students' cognitive needs.
Secondary students’ informal strategies in solving enumeration problems prior to formal combinatorics instruction Putra, Aan; Zulkardi; Putri, Ratu Ilma Indra; Laswadi
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.v11i4.31088

Abstract

Although enumeration problems are fundamental in combinatorics, little is known about how students intuitively approach such enumeration problems before receiving formal instruction. This exploratory qualitative study investigated the initial strategies employed by twelve-grade students in solving enumeration problems prior to formal instruction on enumeration rules. Fifteen students from a public senior high school in Kerinci, Indonesia, who had not yet learned combinatorics in the curriculum, participated in this study. Data were collected through students’ written responses to three combinatorial problems presented in different real-life contexts and further explored through semi-structured interviews. Only responses demonstrating coherent and interpretable strategy were analyzed. The findings reveal three dominant strategies: listing all possible arrangements, generalizing patterns, and applying the multiplication principle. These findings indicate that students possess intuitive approaches that can serve as a foundation for formal combinatorial reasoning. The study aligns with the Realistic Mathematics Education (RME) perspective, emphasizing the importance of guided reinvention and contextual mathematization, and proposes implications for designing learning trajectories that build on students’ informal reasoning in secondary mathematics education.
Modeling the determinants of AI integration in primary mathematics education: A structural equation modeling analysis Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup; Astari; Nurcahyo, Rahmat
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.v11i4.30518

Abstract

This study addresses a critical gap in educational technology research by simultaneously examining the internal and external determinants of Artificial Intelligence (AI) integration in primary mathematics instruction. Using a second-order Structural Equation Modeling (SEM) framework, the study investigates how teachers’ attitudes and TPACK competencies (internal factors), alongside policy support, infrastructure, and community engagement (external factors), influence AI utilization among 516 primary school mathematics teachers in Jakarta, Indonesia. The results reveal that internal factors have a strong direct effect on AI utilization (β = 0.791; p < 0.001), while external factors exert a significant indirect influence via internal mediators (β = 0.217; p < 0.001), despite an insignificant direct effect (β = 0.008; p = 0.908). The model explains 78.1% of the variance in AI utilization (R² = 0.781) and shows high predictive relevance (Q² > 0.70). These findings underscore the pivotal role of teacher readiness in AI integration, with systemic support enhancing its effectiveness through internal capacity-building. The study contributes an empirically validated instrument and a comprehensive ecological model, offering actionable insights for policymakers and educators in developing nations pursuing ethical, equitable, and sustainable AI integration in primary education.

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