http://www.jm.ejournal.id/index.php/mendidik <p><strong>MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran </strong>(MENDIDIK) is managed by the Faculty of Teacher Training and Education of&nbsp;<a href="http://www.unmabanten.ac.id/" target="_blank" rel="noopener">Universitas Mathla'ul Anwar Banten</a>. The aim of MENDIDIK is&nbsp;to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning.&nbsp; MENDIDIK was published regularly twice a year, on April and October.&nbsp;</p> <p>MENDIDIK is indexed and/or available catalogue in:</p> <p><a href="http://sinta2.ristekdikti.go.id/journals/detail?id=224" target="_blank" rel="noopener"><img src="/public/site/images/admin/Sinta.png"></a><a href="http://isjd.pdii.lipi.go.id/index.php/Jurnal/get_jurnal_single/102958" target="_blank" rel="noopener"><img src="/public/site/images/admin/ISJD.png"></a><a href="https://scholar.google.co.id/citations?hl=en&amp;user=Hjtto_EAAAAJ" target="_blank" rel="noopener"><img src="/public/site/images/admin/Google_Scholar.png"></a><a href="https://www.base-search.net/Search/Results?lookfor=http%3A%2F%2Fojs.ejournal.id%2Findex.php%2Fmendidik&amp;type=all&amp;oaboost=1&amp;ling=1&amp;name=&amp;thes=&amp;refid=dcresen&amp;newsearch=1" target="_blank" rel="noopener"><img src="/public/site/images/admin/BASE.png"></a><a href="http://onesearch.id/Search/Results?filter=repoId:IOS3907" target="_blank" rel="noopener"><img src="/public/site/images/admin/IOS.png"></a><a href="http://index.pkp.sfu.ca/index.php/browse/index/606" target="_blank" rel="noopener"><img src="/public/site/images/admin/pkp-index.png"></a><a title="Crossref" href="https://search.crossref.org/?q=2528-4290" target="_blank" rel="noopener"><img src="/public/site/images/admin/crossref.png"></a></p> <p>MENDIDIK is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms:&nbsp;</p> <p><a title="CC BY" href="http://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener"><img src="http://ijec.ejournal.id/public/site/images/admin/cc_by1.png"></a>&nbsp; &nbsp;<img src="http://ijec.ejournal.id/public/site/images/admin/accessOA22.png"><br>MENDIDIK is licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited.</p> <h3><a href="http://u.lipi.go.id/1429173316" target="_blank" rel="noopener">ISSN (print)&nbsp;2443-1435</a>&nbsp;<a href="http://u.lipi.go.id/1475906720" target="_blank" rel="noopener"><br></a><strong><a href="http://u.lipi.go.id/1470626060" target="_blank" rel="noopener">ISSN (Online)&nbsp;2528-4290</a>&nbsp;</strong></h3> Universitas Mathla'ul Anwar Banten en-US MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 2443-1435 http://www.jm.ejournal.id/index.php/mendidik/article/view/493 <p>Traditional games can be used as an alternative learning method that is more relevant to students' experiences. One traditional game related to mathematics is the bekel ball game. This study aims to examine the ethnomathematical elements contained in the traditional bekel ball game and describe its use in teaching multiplication in elementary schools. This study used a literature review method with a qualitative approach. Data were obtained from various journal articles and one thesis relevant to the topics of ethnomathematics, the bekel ball game, and teaching multiplication in elementary schools. The data were analyzed using qualitative descriptive analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The study results indicate that the bekel ball game contains several ethnomathematical elements, namely the concepts of number, addition, subtraction, multiplication, and geometry. These concepts emerge through play activities such as counting the number of bekel balls, grouping the balls according to the game stages, determining the remaining balls, and recognizing the shapes of the game tools. In teaching multiplication, the bekel ball game can be used to help students understand the concepts of repeated addition and grouping more concretely through direct play experiences. In addition to supporting the understanding of mathematical concepts, the use of marbles can also help increase student involvement in learning while introducing local culture in the elementary school environment.</p> Ala Nabila S. Supriadi ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2026-06-22 2026-06-22 12 2 1 9 10.30653/003.2026122.493 http://www.jm.ejournal.id/index.php/mendidik/article/view/494 <p>This study aims to analyze the reading comprehension difficulties experienced by second-semester Economic Management students at Batanghari University Jambi, identify the most difficult reading comprehension components, and explore the factors influencing these difficulties. This study employed a qualitative ethnographic design. Data were collected through a reading comprehension test consists of 30 multiple-choice items and a questionnaire consists of 30 item. The sample consisted of 16 students. The questionnaire was administered using Google Forms. The instruments focused on five reading comprehension components: vocabulary understanding, identifying main ideas, making inferences, identifying references, and finding specific The findings revealed that vocabulary understanding, identifying main ideas, and making inferences were the most difficult reading comprehension components. The questionnaire results showed that 56.3% of the students experienced difficulties in understanding vocabulary and frequently relied on dictionaries when reading English texts. Meanwhile, the reading comprehension test indicated an average score of 83.81, which was categorized as good. This study concludes that although students achieved a good average score on the reading comprehension test, they still experienced difficulties in understanding vocabulary, identifying main ideas, making inferences, recognizing references, and locating specific information in English academic texts. Vocabulary and inference were found to be the most challenging components of reading comprehension. The findings of this study are expected to provide useful insights for improving English reading instruction, particularly in English for Specific Purposes (ESP) courses for Economic Management students</p> Kartika Dewi ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2026-07-27 2026-07-27 12 2 10.30653/003.2026122.494