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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 470 Documents
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Rethinking mathematics learning resources: An interpretative phenomenological study of Indonesian mathematics teachers in digital learning contexts Nurhikmayati, Iik; Kuncoro, Krida Singgih; Firliani; Sari, Rika Mulyati Mustika
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.v12i1.33129

Abstract

The rapid expansion of digital technology requires mathematics teachers to integrate diverse learning resources effectively; however, existing studies have largely emphasized resource mapping rather than teachers lived experiences and meaning-making. This study addresses this gap by offering a phenomenological perspective on how teachers interpret learning resources in digital contexts. Using a qualitative interpretive paradigm and Interpretative Phenomenological Analysis (IPA), the study explores Indonesian mathematics teachers’ perceptions of resource utilization. Seventy-five teachers from ten cities participated, a sample size methodologically appropriate for IPA. Data were collected through semi-structured open-ended questionnaires and analyzed using IPA procedures. Findings indicate that although teachers increasingly access internet-based resources, textbooks remain the primary instructional reference due to their perceived curricular coherence. Worksheets are considered the most effective resource because they promote structured reasoning, contextual problem-solving, and explicit cognitive engagement, thereby supporting deeper conceptual understanding. These findings align with broader debates in Digital Pedagogy that emphasize pedagogical coherence over technology-driven instruction. Despite ample resources, utilization is constrained by limited digital pedagogical competence and recurring technical challenges. This study contributes by foregrounding teachers’ meaning-making and informing professional development and resource design.
Tracing elementary students’ learning trajectories of surface area in museum-based activities Octaria, Dina; Zulkardi; Putri, Ratu Ilma Indra; 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.v12i1.33240

Abstract

Understanding the surface area of three-dimensional shapes remains challenging for elementary students, particularly in distinguishing between area and perimeter and in connecting two-dimensional representations to three-dimensional objects. This study aims to trace elementary students’ learning trajectories on the surface area of cubes and cuboids through museum-based activities to support spatial literacy development. The study employed a design research methodology with a validation study approach, consisting of preliminary design, a pilot experiment, a teaching experiment, and a retrospective analysis. Participants were 44 fifth-grade students from an elementary school in Palembang, Indonesia. Data were collected through classroom observations, students’ worksheets, video recordings, and interviews, and analyzed qualitatively by comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT). The results show that the museum context supported students’ spatial visualization, reasoning, and communication by enabling them to identify geometric attributes of artefacts, construct and validate nets, and derive surface area formulas through guided reinvention. The targeted use of Augmented Reality (AR) further supported students during critical transitions between two-and three-dimensional representations. The synthesis of the HLT and ALT yielded a validated Learning Trajectory, which was abstracted into a Local Instructional Theory (LIT) for teaching surface area in elementary geometry.
The Development of GeoGebra in problem-based learning to enhance students' mathematical critical thinking skills Kurniawan, Ade; Masjudin; Yuntawati; Juliangkary, Eliska; Permata, Reny Amalia; Syahrir; Muzaki, Ahmad
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.v12i1.33246

Abstract

This study is motivated by students' low critical thinking skills, particularly in three-dimensional geometry. Moreover, the limited availability of effective interactive learning media impedes the development of these skills. Three-dimensional geometry requires a more engaging and interactive approach to enhance understanding. This study aims to develop GeoGebra-based learning media within the Problem-Based Learning model to enhance students' critical thinking skills in mathematics. The research method employed is Research and Development using the ADDIE design model. The study subjects consist of eighth-grade students. The research instruments include validation sheets, practicality questionnaires, and tests. The validation results indicate that the GeoGebra validation score is reaching 95.16% (highly valid). The practicality test showed an average score of 96.09% (highly practical). The obtained N-Gain score of 0.7655 (high category) indicates an improvement in students' critical thinking abilities. The findings of this study conclude that the use of GeoGebra in PBL-based learning is effective in enhancing students' mathematical critical thinking skills and can serve as an innovative alternative for teaching three-dimensional geometry. The findings of this study have positive implications for enhancing students' critical thinking skills through the integration of interactive learning tools such as GeoGebra, which can improve engagement and understanding in mathematics.
Improving university students’ geometrical understanding of derivatives through graphic visualization Khotimah, Khotimah; Lestari, Indri; Agus, Ria Noviana; Oktaviyanthi, Rina; Putri, Shila Panca; Ünver, Semiha Kula
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.v12i1.33325

Abstract

This study addresses university students’ persistent difficulties in developing geometrical thinking, defined as the ability to interpret slopes, understand tangent behavior, and coordinate graphical and symbolic representations, when learning derivative concepts. The study investigates changes in students’ geometrical thinking following instruction supported by graphic visualization. A one-group pretest–posttest quasi-experimental design was conducted with 30 students in mathematics education, limiting causal inference due to the absence of a control group. Data were collected using a six-item open-ended geometrical thinking test and structured classroom observations, which served as triangulation. The results showed significant improvement after the visualization-based instruction. The average pretest score increased from 48.12 to 67.51, with a normalized gain (N-gain) of 0.39, indicating moderate improvement. A paired-sample t-test confirmed a statistically significant difference (p < 0.001). Although the effect size was large (d = 4.17), this finding should be interpreted cautiously given the study design and sample size. Observation data supported these results by revealing improved graphical reasoning, representational coordination, and student engagement. These findings indicate the potential of graphic visualization to support students’ geometrical thinking in derivative learning, rather than to demonstrate definitive instructional effectiveness.
Developing a built-in definition of fraction manipulative to enhance students’ conceptual understanding Darmawijoyo; Yukans, Septy Sari; Kurniadi, Elika; Pratiwi, Weni Dwi
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.v12i1.33341

Abstract

This study addresses the challenge of students limited conceptual understanding of fractions by developing a physical manipulative called the Built-in Definition of Fraction (BDF). Using design research developmental studies, data were collected through written tests, questionnaires, and interviews. A total of 41 fifth-grade students participated in the study. The BDF and its accompanying student worksheet integrate dual visual-symbolic representations, that link each concrete action to its corresponding fraction notation and scaffold students in constructing their own understanding of fractions, offering a new approach to using fraction manipulatives. Validation results show that the manipulative is valid, practical, and effective in supporting student understanding of basic fraction concepts, equivalent fractions, and same-denominator addition, even with minimal teacher guidance. Student performance was high across visual-concrete tasks. However, a noticeable gap emerged in unlike-denominator addition between visual concrete performance (88%) and formal-symbolic procedures (77%). This finding highlights the need for additional scaffolding to help students transition more smoothly from concrete representations to abstract symbolic reasoning.
A Rasch-based regression analysis of predictive relationships among mathematics motivation constructs Alyani, Fitri; Nurafni; Hadi, Windia
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.v12i1.33345

Abstract

Mathematics motivation refers to students’ internal or external beliefs, values, emotions, and regulatory processes that drive their engagement and effort in learning mathematics. This study investigates the relationships among the constructs of mathematics motivation (intrinsic value, self-regulation, self-efficacy, utility value, and anxiety). The methodology of this research employs a quantitative approach (Rasch and partial t-test analyses), with 317 secondary school students in Jakarta, Indonesia, as respondents. The validation and reliability instruments were conducted using the Rasch model, and then the regression analysis and partial t-test analyses were used to examine predictive relationships among the motivational constructs. The results showed that self-efficacy is the most influential factor, significantly predicting intrinsic value, self-regulation, utility value, and anxiety test. Intrinsic value and utility value also contributed significantly to multiple motivational outcomes, while anxiety test was predicted by intrinsic value, self-efficacy, and utility value, but not by self-regulation. The findings provide theoretical evidence that self-efficacy functions as a central mechanism linking key dimensions of mathematics motivation, underscoring its important role in shaping students’ motivational profiles in mathematics learning contexts.
Ethnomathematics in elementary education: A systematic review of pedagogical approaches, technological innovation, and global implementations Jeinne Mumu; Rully Charitas Indra Prahmana; Benidiktus Tanujaya
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

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Abstract

Ethnomathematics, which integrates mathematical practices grounded in cultural traditions, has gained prominence as an approach to fostering culturally responsive learning in elementary mathematics education. This systematic review synthesizes 65 peer-reviewed empirical studies published between 2020 and 2025, examining its implementation across diverse global contexts. The analysis is organized around three domains: pedagogical approaches incorporating local narratives, cultural artifacts, and Indigenous knowledge; technological innovations, including digital modules, augmented reality, and mobile learning platforms; and comparative curricular frameworks across countries such as Indonesia, Brazil, Thailand, the United States, Mexico, Zimbabwe, Nigeria, Israel, and the Middle East. These contexts were selected based on their representation in the reviewed literature and relevance to the study’s focus. Findings indicate that culturally grounded instruction enhances student engagement, problem-solving, and mathematical literacy, often with moderate to large effect sizes. Technology integration expands access and relevance, though digital inequities persist. Cross-national variation is evident. Key challenges include limited authentic resources, fragmented teacher development, and lack of standardized assessment. Future research should prioritize longitudinal studies and AI-supported learning environments.
Developing GeoGebra-based digital worksheets to foster conceptual understanding in circle geometry Putu Friska Anandita; I Wayan Sudiarsa; I Gusti Agung Ngurah Trisna Jayantika
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

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Abstract

Digital tools are increasingly being used in mathematics learning; however, there are few empirical studies that have examined the effect of GeoGebra integration in structured learning media (e.g., digital worksheets) on students’ conceptual understanding in particular topics such as circles. This research aims to design and validate a digital worksheet using GeoGebra to improve students’ understanding of basic mathematical concepts. This study employed the Research and Development (R&D) approach using the ADDIE model. The subjects of the study were 48 students of Grade XI of a state senior high school in Gianyar, Bali, Indonesia. Data collection was conducted through expert validation, user evaluation, and concept understanding tests. Results showed that the developed digital worksheet was valid (average expert rating was above 4.2), practical (practically applicable on all indicators' evaluation), and effective, which was evidenced by a significant increase in student scores from pre-test (M = 73) to post-test (M = 87) with an N-Gain score of 0.68. Theoretically, this study contributes to the evidence of GeoGebra-supported conceptual learning in geometry, based on design-based research. Unlike its use as a standalone tool, the current study incorporates GeoGebra in structured worksheets to provide a guided-discovery framework for conceptual understanding.
Enhancing vocational students’ mathematical problem-solving through contextual teaching factory learning Muhtarom Muhtarom; Hary Nurprio Utomo; Ida Dwijayanti
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The discrepancy between classroom mathematics and the demands of the Business and Industrial World often results in less-than-ideal problem-solving ability for vocational high school students. To meet this challenge, learning methods that link mathematics to real-world work contexts are needed. The purpose of this study is to investigate the effectiveness of integrating the Teaching Factory (TeFa) model with a contextual learning approach in teaching relations and functions. A quantitative quasi-experimental method with the pre-test–post-test control group design was employed. The sample was 46 eleventh-grade pharmacy students at Muhammadiyah Al Manaar Vocational High School, Pemalang, selected through purposive sampling and divided equally into experimental and control groups. Data were collected using a validated mathematical problem-solving instrument and analysed using an independent samples t-test. Post-test performances differed significantly between the two groups (p < 0.05). The experimental group gained a moderate improvement with an N-gain score of 0.42. Moreover, the Cohen’s d value of 0.81 indicated a large effect of the TeFa model compared with conventional instruction.  These findings indicate that the integration of TeFa and contextual learning is effective to improve students’ mathematical problem-solving abilities while reinforcing the relevance of mathematics learning to real industrial workplace contexts in vocational education.
Undergraduate students’ mathematical reasoning in numeracy-based tasks: A Rasch model approach Dewi Hamidah; Jerhi Wahyu Fernanda; Zun Azizul Hakim; Galuh Nuril Lathifah
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

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Abstract

Mathematical reasoning is essential in higher education because it enables students to formulate conjecture, generalize patterns, and justify. This study examined undergraduate students’ mathematical reasoning, operationalized through conjecturing, generalizing, and justifying, in two numeracy tasks. A purposive sample of 185 mathematics education students from the first, third and fifth semesters at a State University in Kediri, Indonesia, participated in the study. Responses were scored using an analytic rubric and analyzed with the Rasch model to estimate item difficulty and person ability, evaluate item fit and reliability, and examine Differential Item Functioning (DIF) across gender, Grade Point Average (GPA), and semester level. The results indicated that conjecturing and justifying were the most challenging aspects for students, while evidence of generalizing was relatively limited. Rasch analysis verified the instrument’s validity and reliability, with all items satisfying fit requirements, while DIF analysis indicated no significant demographic bias. However, observed patterns suggested that female students tended to be more systematic and accurate, male students were generally more flexible but less consistent, and students with higher GPAs displayed stronger logical reasoning. These findings highlight the importance of instructional strategies that intentionally foster mathematical reasoning and suggest future research involving multiple institutions and longitudinal designs.

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