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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 497 Documents
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From cultural movement to structural equivalence: Modeling graph isomorphism through serampang dua belas dance Rahmi Ramadhani; Nuraini Sri Bina; Suci Dahlya Narpila; Muhammad Rizky Mazaly; Rusmini Rusmini
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.v12i2.34059

Abstract

This study addresses a limitation in ethnomathematics research, which often does not go beyond identifying visual patterns, by examining how ethnomathematical modeling of traditional dance can illuminate graph isomorphism. Focusing on the Serampang Dua Belas dance of North Sumatra, the study employs a qualitative ethnographic approach, with data collected through performance observations, video documentation, interviews with cultural experts in Serdang Bedagai Regency, and a review of choreographic literature. Movement sequences were analyzed through data reduction, categorization of transition patterns, and reconstruction of spatial–temporal relations, then modeled as directed graphs using GeoGebra. Dancers’ positions were represented as vertices and transitions as directed edges, enabling formal analysis through adjacency matrices and bijective mappings to verify isomorphism. The findings reveal that although the variations differ visually, several segments exhibit structural equivalence across linear, cyclic, and loop-containing graphs. This study advances ethnomathematics toward formal structural verification grounded in graph theory and highlights its potential to support relational understanding in discrete mathematics learning.
Problem-based learning in basic mathematics modules: Effects on computational thinking and resilience Fitry Wahyuni; Reny Khaerany Nisfiary; Muhammad Daut Siagian; Ade Evi Fatimah
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.v12i2.34142

Abstract

The simultaneous development of computational thinking skills and mathematical resilience remains a challenge in basic mathematics learning in higher education, primarily due to the limited number of interventions that empirically examine the relationship between the two after learning. This study aims to analyze the effect of a project-based learning (PBL)-based basic mathematics module on students’ computational thinking skills and mathematical resilience, as well as the relationship between the two constructs after the intervention. This study employed a quasi-experimental method with a single-group pretest-posttest design involving 31 students. Data were collected through a computational thinking test and a mathematical resilience questionnaire and then analyzed using descriptive statistics, normality tests, paired t-tests, effect sizes, and Pearson correlations. The results demonstrated a significant increase in computational thinking skills (t(30) = −13.348, p < 0.001, d = 2.397) and mathematical resilience (t(30) = −13.338, p < 0.001, d = 2.396), but no significant relationship was found between the two (r = 0.053, p = 0.777). These findings indicate that the PBL module is effective in improving both abilities separately, suggesting that a more integrative learning design is necessary to connect the development of both simultaneously.
Investigating students’ mathematical literacy: How students solve PISA-like problems in the Jambi context Tria Gustiningsi; Feri Tiona Pasaribu; Ranisa Junita; Zaleha Ismail
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.v12i2.34156

Abstract

Mathematical literacy is essential for preparing students to solve real-world problems, yet the cognitive processes underlying context-based problem solving remain insufficiently understood. In the PISA framework, mathematical literacy involves the ability to formulate, employ, and interpret mathematics in meaningful contexts. Previous studies have focused primarily on outcomes rather than the processes involved, particularly within local cultural settings such as Jambi. Given the persistent underperformance of Indonesian students in PISA, examining mathematical literacy in a local context is important. This study aimed to analyze students’ mathematical literacy processes using Jambi-based contextual tasks. A qualitative descriptive design was employed involving 24 seventh-grade students selected through purposive sampling to represent high, moderate, and low ability levels. Data were collected through PISA-like written tests and semi-structured interviews and analyzed based on the processes of formulate, employ, and interpret/evaluate. The results showed that 68.06% of students were able to formulate problems, 52.78% successfully employed appropriate mathematical procedures, and only 34.72% correctly interpreted and evaluated solutions. These findings indicate that students experience the greatest difficulty in connecting mathematical results to real-life situations. The research process-oriented assessment and culturally contextualized tasks strengthen students’ interpretative and evaluative competencies in mathematical literacy.
Students’ commognition in solving linear programming question Achmad Ghozi Khoiruddin; Ali Shodikin; Evangelista Lus Windyana Palupi
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.v12i2.34184

Abstract

Although mathematical communication is considered important, students still struggle to express mathematical ideas effectively. Therefore, this research is going to use a commognitive framework that provides a valuable lens for analyzing and enhancing students' mathematical communication skills. The purpose of this study is to describe students' cognition in solving linear programming problems. The researcher selected six students for interviews based on the consistency of their answers and then selected two students from the six students who had been interviewed. Commognitive analysis shows striking differences in mathematical thinking and communication between DAJ and ED subjects, who are students with high and low commognitive abilities, respectively. Students with high commognitive abilities tend to be more comprehensive and exploratory. In contrast, a student with low commognitive ability is relatively more limited and procedural. This implies that teachers cannot judge understanding only by whether students reach the correct answer. They must also attend to how students talk, write, and represent mathematics, since these discursive moves reveal whether their routines are genuinely conceptual or merely imitative. As a result, it is advised that future studies include a group discussion, better-developed question types, and more specified student criteria.
Students’ geometric thinking and problem-solving in circle topic: 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.
Role-playing game maker–based learning as a pedagogical tool for enhancing students' mathematical disposition Alim Wicaksono; Al Jupri; Tatang Herman
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.v12i3.33824

Abstract

Mathematical disposition is crucial in learning mathematics, reflecting students attitudes, perseverance, curiosity, and appreciation of mathematics. However, many students still perceive mathematics as uninteresting and lack confidence in solving mathematical problems. This study aimed to evaluate the potential of an RPG Maker–based game as a pedagogical tool to support students’ mathematical disposition in the topic of geometric transformation. This study employed a pre-experimental quantitative approach with a one-group pretest-posttest design, supplemented by a brief interview. The participants of this study were 21 male high school students from Bandung, West Java, Indonesia. Data were collected using a mathematical disposition questionnaire administered before and after the intervention, as well as through interviews with one teacher and one student. Quantitative data were analyzed using paired-samples t-test. The results revealed a significant improvement in students' mathematical disposition, with the average score increasing from moderate to high. The analysis confirmed a significant change in students’ mathematical disposition, presenting a large effect size based on Cohen's criteria. The interview findings supported these results, indicating increased student engagement, confidence, and persistence. These results suggest that RPG Maker–based games have strong potential as a pedagogical tool for enhancing students’ mathematical disposition.
Development of a diagnostic assessment for measuring students' conceptual understanding of real numbers Nur Qomariyah Nawafilah; Rizky Oktaviana Eko Putri
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.v12i3.34250

Abstract

This research was motivated by the limitations of assessment instruments capable of measuring students' initial conceptual understanding of mathematics related to real numbers, which is the basis of calculus. This study aimed to develop a valid, practical, and effective diagnostic assessment to measure students' conceptual understanding of mathematics. This research is developmental research with the Plomp model, which includes the stages of preliminary research, development or prototyping, and assessment of the product. Data were collected through interviews, observations, questionnaires, and tests and analyzed using quantitative descriptive analysis. The results of the validator assessment on the validation sheet indicate that the developed diagnostic assessment has a validity level of 91.8% (content aspect), 87.6% (construct aspect), and 92.6% (linguistic aspects). The practicality level was 70.85% (practical), as obtained from the questionnaire scores completed by the students. In terms of effectiveness, the developed assessment met the effectiveness criteria because it could identify areas of conceptual difficulty, differentiate levels of conceptual understanding, and provide meaningful information for decision-making. Its uniqueness lies in the development of a diagnostic assessment item design framework based on specific conceptual understanding indicators for real numbers in higher education and its assessment method.
Visual and interface design mechanisms: Systematic review of ethnomathematics media bridging culture and mathematics Nadia Shofa Zumara; Eveline Siregar; Iva Sarifah; Imam Fitri Rahmadi
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.v12i3.34264

Abstract

Mathematics education continues to face representational challenges because abstract concepts are often disconnected from students lived and cultural experiences. Although ethnomathematics offers a way to contextualize learning, limited research has examined how visual and interface design may support the links between cultural contexts and formal mathematical understanding. This study presents a systematic literature review of 17 empirical studies from Scopus published between 2020 and 2025, following the PRISMA guidelines. The analysis identified recurring visual and interface design elements used to represent mathematical concepts in culturally meaningful and interactive ways. These elements are associated with three mediational processes: concretization, embodied engagement, and structured cognitive scaffolding, which may support learners in moving from cultural experiences to formal mathematical understanding. The novelty of this review lies in proposing these three constructs as analytical interpretations developed through cross-study thematic synthesis, rather than as mechanisms directly identified or tested within the primary studies. This review offers a design-oriented perspective on ethnomathematics learning and proposes an analytical framework to guide future research and practice, while highlighting the need for further empirical validation across diverse contexts.
Students' problem-solving performance in geometric extremum tasks through an integrated vector and analytical approach Tien Da Nguyen; Ngoc Anh Nguyen; Kieu Anh Phan
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.v12i3.34344

Abstract

This study addresses the inherent limitations of traditional Euclidean approaches to geometric extremum and distance problems, which frequently result in unsystematic and difficult-to-generalize solutions. To overcome these challenges, a structured three-step mathematical modeling framework is introduced: (1) vectorization of the geometric configuration; (2) formulation of an analytical objective function; and (3) systematic optimization via derivatives or gradients. Methodologically, the research employs a constructive modeling strategy that translates complex spatial relationships into vector-based algebraic expressions, rigorously tested across eight purposively selected examples ranging from elementary plane geometry to advanced spatial dynamics. The results indicate that this framework effectively transforms intricate geometric constraints into tractable, variable-dependent functions, allowing derivative-based optimization to yield precise extremum values while bypassing ad hoc geometric constructions. Ultimately, this research contributes to the literature by bridging synthetic geometry and mathematical analysis, offering a robust, generalizable tool that clarifies the underlying mathematical structures and fosters the development of abstract thinking and generalization capabilities for future pedagogical applications.

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