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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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Developing a dynamic unitizing GeoGebra applet to support conceptual understanding of area and volume Danang Setyadi; Tanti Listiani; Fika Widya Pratama; Robert Harry Soesanto; Yohanes Bekta Ferdyan; Elisabeth Denny Rahmawati; Satwika Mahatma Pratiwi
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.v12i3.34365

Abstract

This study was motivated by the limited conceptual understanding of area and volume among prospective mathematics teachers, who often rely on procedural strategies instead of conceptual reasoning. This study aimed to develop and evaluate an interactive GeoGebra applet based on dynamic unitizing, an approach that extends GeoGebra beyond dynamic visualization by supporting conceptual construction through the manipulation of unit squares and cubes. An explanatory sequential mixed-methods design was used. The applet was developed using the ADDIE model integrated with Tessmer’s formative evaluation and implemented through one-on-one (three students), small-group (seven students), and field testing (28 students). The applet demonstrated very high validity (media: 99.48%; material: 99.31%) and high practicality, as evaluated by students (92%) and lecturers (89.93%). Students’ conceptual understanding improved significantly after using the applet (Wilcoxon Signed-Rank Test: Z = −4.541, p < 0.001), with a large effect size (r = 0.86) and moderate normalized gain (N-gain = 0.542). Qualitative findings further indicated that the applet enabled students to move beyond procedural strategies by independently exploring and constructing the area and volume concepts. These findings suggest that the applet is a valid, practical, and promising learning medium for enhancing the conceptual understanding of area and volume.
The epistemic path toward early algebraic knowledge: A didactical reconstruction Septiani Yugni Maudy; Redo Martila Ruli
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.v12i3.34441

Abstract

Epistemological obstacles in acquiring variables and linear equations in one variable (LEOV) remain a systemic and unresolved issue in Indonesian mathematics education. Prior research has identified their symptoms but not their origins. This study reconstructs the epistemic path towards early algebraic knowledge by integrating the Anthropological Theory of the Didactic (ATD) and Didactical Design Research (DDR). Using a qualitative hermeneutic-phenomenological approach, ATD-based praxeological analysis was applied to the responses of 120 students in Grades VII to X in West Java, Indonesia, and to their teaching modules and lesson plans, followed by the design and implementation of a didactic sequence. Four obstacles were identified: ambiguity in the meaning of variables, difficulties with algebraic operations, procedural dependency without justification, and conceptual collapse when variables appear on both sides of an equation. Each was traced to the systematic absence of the logos block in didactical transposition. After implementation, full relational justification rose from 9.4% to 65.6%. The findings affirm that this epistemic path can be traversed only through designs that deliberately construct praxeological completeness, from practical technique to logical justification, with implications for curriculum and teacher professional development.
Investigating students’ mathematical creative thinking skills in integral calculus using Google Sites Yayu Sulastri; Deti Ahmatika; Annisa Nurmaulani
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.v12i3.34543

Abstract

Students need to develop creative mathematical thinking skills because these skills support academic success and are linked to a creative attitude an affective aspect that fosters the emergence of new ideas. In reality, students struggle to come up with new ideas when solving problems because they remain fixated on the examples provided. Therefore, learning that integrates technological support is necessary. This study aimed to investigate mathematical creative thinking skills in integral calculus using Google Sites. This study employed a qualitative method with a case study strategy. Data were obtained from students enrolled in the integral calculus course through interviews, observation, documentation, and questionnaires. The results showed that students with high and moderate creative attitudes were not yet able to fully meet the four indicators of mathematical creative thinking skills. The errors that emerged were predominantly conceptual errors that developed into procedural and technical errors. Google Sites-assisted learning through PBL was able to support group collaboration, but it had not optimized conceptual understanding and individual mathematical creative thinking skills. These findings imply the need to strengthen conceptual understanding, provide more interactive learning activities, and conduct individual evaluations to optimize the development of mathematical creative thinking skills.
The GASING method and pedagogical transformation in elementary school: A teacher perspective: Bahasa Indonesia Puspita Baity; Tita Mulyati; Abubakar Abubakar
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.v12i3.34638

Abstract

Mathematics learning in elementary schools continues to face challenges, including students’ perceptions of mathematics as difficult, procedural teaching practices, and low engagement. These challenges highlight the need for instructional approaches that improve student learning and foster teachers’ pedagogical transformation. This study examined the pedagogical transformation of elementary school teachers who teach mathematics following the implementation of the GASING method in their teaching. A mixed-methods sequential explanatory design was employed involving 27 teachers, of whom 6 selected for interviews. Data were collected through questionnaires and semi-structured interviews and were analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ pedagogical transformation was high across the dimensions of perceptions, pedagogical strategies, and professional reflection. Teachers increasingly view errors as learning opportunities, adopt more contextual and student-centered instructional strategies, and engage more actively in professional reflection. These findings suggest that the GASING method can support teachers’ pedagogical transformation and contribute to more meaningful, reflective, and student-centered mathematics learning in elementary schools in Indonesia.
Development of a web-based learning application for a trigonometry course with integrated Islamic values Faisal Faisal; Fahri Fahri; Anwar Anwar; Fenny Anggreni; Khairatul Ulya
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.v12i3.34813

Abstract

Trigonometry instruction in mathematics education is often perceived as abstract and insufficiently interactive, with limited integration of Islamic values. This study aimed to develop and implement a web-based trigonometry learning application integrating Islamic values as a supplementary learning resource. The application integrates instructional materials, interactive quizzes, educational games, and assignments to support student learning. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through lecturer interviews, needs-assessment questionnaires, expert validation, and student-response questionnaires. The application was validated by five experts, comprising two mathematics content experts, one Islamic studies expert, and two media experts, using validation instruments based on a Likert scale. Expert validation indicated that the application was highly feasible, with scores of 93.75% from mathematics content experts, 91.67% from the Islamic studies expert, and 94.50% from media experts. In addition, responses from 21 first-semester students yielded a score of 88.57%, categorized as “Very Positive.” These findings indicate that the developed application met the established feasibility criteria and received positive student responses, supporting its potential use as a supplementary learning resource for trigonometry instruction.
Epistemological obstacles in combinatorics as praxeological gaps among pre-service mathematics teachers Marhami Marhami; Dadan Dasari; Didi Suryadi; Dadang Juandi
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.v12i3.35192

Abstract

Combinatorics is widely regarded as difficult, yet most studies stop at classifying student errors without explaining their internal structures. This study reframed epistemological obstacles in combinatorial counting principles as praxeological gaps. Drawing on Brousseau's notion of obstacle and Chevallard's four-component praxeology (task, technique, technology, theory), it asks not where a difficulty comes from but which part of a learner's knowledge has failed to develop. Within the prospective phase of Didactical Design Research, we collected written responses to two counting problems from 83 pre-service mathematics teachers who had completed a Discrete Mathematics course, interviewed 17 of them, and read their textbooks praxeologically. Triangulating these sources, we identified three recurring gaps: a technique whose justification had collapsed into a surface keyword rule ("and" means multiply, "or" means add); a technique fitted only to familiar problems; and a technique applied with no justification at all. Across all, the practical block was secure while the theoretical block remained thin, an asymmetry mirrored in the textbook, which defined the rules through keywords rather than independence and disjointness. Reading obstacles this way turns a general diagnosis into a specific one, giving teacher educators a tool for designing instruction that targets the precise failed component of reading.
Quality assessment of mathematics textbooks: Identifying and addressing content mistakes M. Zainul Arifin; Kamaliyah Kamaliyah; Rahman Nul Hakim; Martin Suhendra
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.v12i3.34738

Abstract

This study examined the quality of government-issued mathematics textbooks by systematically identifying and analyzing content mistakes that may affect mathematical understanding and instructional effectiveness. Using a qualitative descriptive design with a document analysis approach, 16 secondary school mathematics textbooks were analyzed across five error categories: conceptual, procedural, representational, didactic, and technical errors. The findings revealed that all analyzed textbooks contained errors, with technical errors being the most frequent, while conceptual, procedural, and representational errors posed the greatest instructional risk. To extend existing textbook evaluation approaches, this study integrates error-type classification with an instructional severity analysis, distinguishing between major and minor errors based on their potential impact on learning. The results highlight that textbook quality issues are not limited to editorial inaccuracies but also include substantive mathematical and pedagogical weaknesses. This study contributes a severity-informed framework that can support more targeted textbook revisions, quality assurance, and instructional decision-making in mathematics education.

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