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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 486 Documents
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Development and validation of a GeoGebra classroom–integrated interactive e-module for enhancing students’ conceptual understanding of integral calculus Rina Susilowati; Aska Muta Yuliani; Nur Farida
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.32431

Abstract

Technology-based e-modules can facilitate interactive learning by actively engaging students in constructing mathematical understanding. GeoGebra Classroom is a digital platform that supports it by enabling interactive activities, real-time monitoring, and immediate feedback. This study aimed to develop and validate an interactive e-module integrated with GeoGebra Classroom to support students' conceptual understanding of integrals. The research method employed is research and development using a modified 4-D model limited to three stages: define, design, and develop. The research subjects were 21 undergraduate students from the mathematics education program at STKIP Paracendekia NW Sumbawa. Data were collected through questionnaires, observations, interviews, and tests and analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed e-module achieved a very valid category, with an average score of 90.11% from material and media experts. Students' responses showed that the e-module was very practical (86.21%). The effectiveness evaluation demonstrated potential effectiveness based on an average score of 80.83 in the concept understanding ability test. These findings indicate that the GeoGebra Classroom–integrated interactive e-module is feasible for use as a learning resource to support students' conceptual understanding of integral calculus and has the potential to facilitate interactive and independent learning.
E-modules assisted learning: Mathematical reasoning of junior high school students in solving mathematical literacy problems Nailis Safiro; Novita Sari; Zuli Nuraeni; Novika Sukmaningthias; M. Hasbi Ramadhan
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33128

Abstract

The growing use of digital learning media in mathematics classrooms has not been matched by sufficient evidence of students’ mathematical reasoning (MR) when solving mathematical literacy problems. This study aims to analyze the MR of junior high school students at different MR levels while solving mathematical literacy problems on systems of linear equations in two variables (SLETV) in a learning context supported by a mathematical literacy-based e-module. Using a descriptive qualitative design, the study involved ninth-grade students from a public junior high school in Palembang, South Sumatra, Indonesia. Data were obtained through three written mathematical literacy problems and follow-up semi-structured interviews and then analyzed using three MR indicators: finding patterns of relationships and generalizing a statement, proposing conjecture, and verifying the truth of an argument. The results reveal that students’ MR remains limited, with only a small proportion demonstrating medium to high-level reasoning. High-reasoning students are already capable of demonstrating all indicators of MR, but low-reasoning students struggle to develop mathematical models from contextual problems. These findings suggest that e-module-assisted learning can support reasoning, but students at lower reasoning levels still require more explicit scaffolding, particularly for modeling, conjecturing, and justification.
Contextual numeracy learning through a culturally responsive–ethnomathematics (CReM) model using Joglo Jompongan architecture Westhy Devananda Putri; Ida Dwijayanti; Nizaruddin Nizaruddin
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33130

Abstract

Although research on culturally responsive pedagogy and ethnomathematics continues to grow, empirically grounded models for systematically integrating cultural contexts into numeracy-oriented geometry instruction remain limited. This study aimed to develop and evaluate a contextual numeracy learning model based on Culturally Responsive–Ethnomathematics (CReM) using the architectural features of the Joglo Jompongan. Research and Development (R&D) with design thinking was employed with 22 junior high school equivalent learners at a Community Learning Activity Center (Package B). Data were collected through interviews, classroom observations, and student activity sheets and were analyzed descriptively. The findings indicate notable improvements in students’ understanding of plane and solid geometry, as well as in their ability to connect mathematical concepts with culturally situated contexts. High levels of learning engagement and cultural awareness were also observed. Embedding geometric ideas within familiar architectural elements supported students’ construction of mathematical meaning from lived experiences, offering an adaptable framework for culturally responsive and conceptually grounded numeracy instruction.
Integrating desmos and songket motifs: A PMRI-based learning trajectory for rotation Puja Teressa Fawensi; Zulkardi Zulkardi; Ely Susanti; Meryansumayeka Meryansumayeka
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33421

Abstract

This study is motivated by students’ low conceptual understanding and spatial reasoning in rotation, as well as the limited integration of local cultural contexts with digital technology in mathematics learning. It aims to design and validate a PMRI-based Hypothetical Learning Trajectory (HLT) integrating Songket Mak Raje and Desmos to develop students’ conceptual understanding and spatial reasoning on rotation. The study employs a design research method of the validation study type, involving 6 students in the pilot experiment and 36 students in the teaching experiment. The main instrument is a Desmos-based E-LAS. Data were collected through observation, interviews, and analysis of students’ work documents and analyzed qualitatively using thematic and retrospective approaches. The results show that the developed HLT is valid and effective in developing students’ conceptual understanding and spatial reasoning. Retrospective analysis produced a Local Instructional Theory (LIT) as a refinement of the HLT, emphasizing gradual scaffolding, explicit articulation of rotation properties through guided inquiry before formal generalization, and early introduction of non-contextual problems with geometric constraints to foster spatial reasoning. This study implies a model for integrating ethnomathematics and digital technology, a PMRI-based LIT as a guide for instructional design, and a practical and validated Desmos-based E-LAS prototype.
The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
Perseverance in mathematical reasoning of climber students solving linear equations in one variable Ade Kumalasari; Rohati Rohati; Sri Winarni; Marlina Marlina; Annisa Nur Rasyid
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33592

Abstract

Research on mathematical reasoning has increasingly recognized perseverance as more than "not giving up"; it requires maintaining coherent reasoning when facing obstacles. However, micro-level analysis linking perseverance episodes to Adversity Quotient (AQ) dimensions remains limited, particularly in linear equation-in-one-variable contexts. The study used a descriptive qualitative approach, a single-case qualitative study that examined one climber-type student (selected via ARP questionnaire from 32 eighth graders) solving Linear Equation on Linear Variable (LEOV) tasks. Data included observations, semi-structured interviews, and written work, analyzed using Miles and Huberman's framework with source triangulation. The results show that Climber (AA) students illustrate strong Perseverance in Mathematical Reasoning (PiMR) through three integrated behaviors: (1) exploring multiple solution strategies and verifying results (Control–Endurance); (2) reflecting on errors and adapting approaches (Ownership–Reach); and (3) maintaining goal focus while revising strategies (Endurance–Control). These findings imply that mathematics instruction should systematically scaffold productive struggle, validation practices, and self-regulation to develop reasoning-specific perseverance, not merely task persistence.
Global trends in metacognition research for mathematics learning: A systematic literature review Viona Yuliza; Rohati Rohati; Duano Sapta Nusantara
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33665

Abstract

Although metacognition plays a pivotal role in mathematics learning, comprehensive studies mapping the global research landscape over the past five years remain scarce. This study addresses this gap by systematically examining global metacognitive research in mathematics education from 2021 to 2025. A systematic literature review (SLR) integrated with bibliometric analysis was conducted on 29 studies retrieved from six scientific databases (Scopus, ScienceDirect, PubMed, ERIC, Springer, and IEEE Xplore), following PRISMA 2020 guidelines. Two independent reviewers conducted screening; disagreements were resolved through discussion. Bibliometric visualization was performed using VOSviewer 1.6.20. Four main findings emerged: (1) research trends reveal theoretical maturity from basic studies toward cognitive-affective integration and technology-enhanced interventions; (2) Turkey and Indonesia lead research productivity (14% each), with Asian countries accounting for 55% of total output; (3) methodological approaches are balanced across qualitative, quantitative, and mixed-methods designs; and (4) metacognitive awareness significantly predicts mathematics achievement, operates within an integrated cognitive-affective system, shows individual differences, and is trainable through interventions, yet low-achieving students exhibit calibration problems. This study lays the groundwork for designing evidence-based metacognitive interventions and informing future research directions in mathematics education. Researchers and curriculum designers are encouraged to prioritize longitudinal designs, valid assessment instruments, and technology integration.
Evaluation of pharmacy mathematics assessment items using the Rasch model Alifa Sabrina; Fitri Savitri; Farida Tuahuns
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33850

Abstract

This study aims to assess the psychometric quality of mathematics evaluation tools using the Rasch Model. The analysis was conducted on 15 test items administered to university students, item difficulty, model fit, reliability, and test information function. The findings of the analysis show that the item difficulty level ranges from −1.50 to 1.75 logits, indicating sufficient variation in difficulty to measure abilities from low to high. Most items show good model fit with Mean Square INFIT and OUTFIT values within an acceptable 0.5–1.5. Item reliability was very high (0.99), indicating stability in the item difficulty hierarchy, while individual reliability was in the moderate category (0.60), reflecting the homogeneity of the respondents' abilities. The test's information function peaks in the ability range of approximately θ = 0 to θ = +1, where the lowest measurement error occurs in that range, making this instrument most accurate in assessing abilities that are average to slightly average. These findings are consistent with Rasch theory and previous research. Overall, the results of this study reinforce that the Rasch Model is effective for assessing and improving mathematics evaluation tools in higher education and provide for the development of more accurate instruments in future research
Generative AI in mathematics education: Considerations for academic integrity and assessment strategies Kunti Robiatul Mahmudah; Nur Robiah Nofikusumawati Peni; Faida Musa'ad; Soth Chea; Sommay Shingphachanh
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33851

Abstract

The rapid advancement of generative artificial intelligence (GenAI), particularly tools like ChatGPT, has introduced both opportunities and challenges for academic assessment in higher education. This systematic review explores how GenAI has influenced academic integrity concerns and highlights the assessment redesign strategies proposed or implemented in response. Drawing from 18 peer-reviewed articles published between 2022 and 2025, the review identifies seven key thematic areas: integration of GenAI in educational settings, pedagogical opportunities, integrity-related challenges, impacts on critical thinking and originality, educator and student perspectives, practical implementation outcomes, and strategic recommendations. While GenAI offers personalized feedback, improved access, and scaffolding for learning, it also raises critical issues, including plagiarism, superficial engagement, and the erosion of authorship. The review further reveals a lack of institutional policy, inconsistent ethical guidelines, and disparities in GenAI access among students. In response, researchers advocate for AI-resilient assessment models, ethical literacy, and adaptive institutional frameworks. Although the reviewed studies are general, these issues are critical in mathematics education, where assessment emphasizes reasoning and problem-solving. GenAI may bypass key cognitive processes, undermining assessment validity. The findings suggest proactive, pedagogically informed assessment redesign that leverages GenAI while safeguarding academic integrity, particularly in mathematics learning contexts.
Students’ construction of projection concepts through independent exploration in a technology-enhanced learning environment Aris Hadiyan Wijaksana; Yaya Sukjaya Kusumah; Turmudi Turmudi
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33973

Abstract

Conventional descriptive geometry instruction often fails to facilitate accurate spatial visualization, perpetuating epistemological obstacles. This study investigates how integrating independent exploration via GeoGebra impacts students' knowledge construction of orthogonal projection concepts. A descriptive qualitative case study was conducted involving 16 mathematics education students at the State University of Jakarta during the odd semester of 2026. Data were collected using a conceptual understanding test comprising three hierarchical questions and a structured interview guide, and then analyzed through an interactive qualitative model. Findings indicate that GeoGebra functions beyond a mere visual aid; it acts as a cognitive instrument mediating instrumental genesis. Specifically, independent exploration utilizing dragging and 3D manipulation empowered students to diagnose and dismantle persistent epistemological obstacles related to dimensional transformations and planar intersections. However, varying levels of student dependence on instructor scaffolding highlight that successful instrument adaptation relies on individual learning dispositions. The study implies that effectively integrating technology in geometry education requires a differentiated pedagogical approach and a shift toward orchestrated digital exploration.

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