AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Journal title AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Frequency Aksioma routinely publishes three times a year: April, September and December. DOI Prefix 10.26877 by ISSN ISSN 2579-7646 (online) | ISSN 2086-2725 (Cetak) Publisher Universitas PGRI Semarang Citation Google Scholar | Garuda | Dimensions
Argumentation ability of eighth-grade students on Pythagorean theorem material using Toulmin's argumentation model
It is known that students' argumentation skills remain in the low category, and it is important for teachers to improve the teaching and learning process to foster their development. Before making improvements, it is necessary to assess each student's argumentation ability to determine appropriate steps to enhance the teaching and learning process, ensuring that every student's argumentation skills improve. Therefore, this study aims to describe students' argumentation skills on the Pythagorean Theorem using Toulmin's Argumentation Scheme (claim, data/grounds, warrant, backing, qualifier, rebuttal) among eighth-grade students in junior high school. The research employed a descriptive approach. The research subjects were four eighth-grade students, purposively selected from one class. Data were collected through: (1) contextual problem-solving tasks on the Pythagorean Theorem designed to elicit argument components, (2) argumentation worksheets based on Toulmin's scheme, (3) clinical interviews to explore students' reasoning, and (4) observation and document analysis. Data analysis was conducted through data reduction, display, and conclusion drawing, using coding techniques to identify the occurrence and quality of each Toulmin component, then grouping them into low, medium, and high argument quality categories. The results showed that one student had high argumentation ability, two had moderate, and one had low.
Copyright (c) 2026 AKSIOMA: Jurnal Matematika dan Pendidikan Matematika https://creativecommons.org/licenses/by-nc-sa/4.0
Development of contextual learning-based mathematics teaching modules on rational number materials
This research aims to develop a mathematics teaching module on rational number material for grade VII junior high school students that is valid, practical, and effective. This research is motivated by students' limited understanding of rational numbers and by the limitations of teaching materials that fail to connect the material to real-life contexts systematically. The research gap lies in the limited development of contextual modules that not only focus on validity and practicality but also comprehensively test effectiveness through statistical analysis. The novelty of this research lies in the development of a teaching module that integrates real-life contexts into each learning component in a structured manner and is equipped with an effectiveness analysis using statistical tests and N-Gain. The method used is research and development (R&D) with a 4D model, which includes the define, design, develop, and disseminate stages. The research subjects consisted of expert validators, teachers, and 23 grade VII junior high school students. The results of the study showed that the teaching module had an eligibility level of 76% (material experts) and 80% (media experts) with the feasible category, a practicality level of 90% (teachers) and 77.78% (students) with the very practical and practical category, and effectively improved student learning outcomes with an N-Gain value of 0.47 (medium category). Thus, this context-based teaching module is suitable as an alternative teaching material to improve students' understanding of rational numbers.
Long-run dynamics and error correction mechanism of inflation in Indonesia: a vector error correction model approach
This study examines the impact of BI Rate fluctuations and exchange rate movements on inflation stability in Indonesia from August 2016 to August 2025. The Vector Error Correction Model (VECM) maps long-term, short-term, and dynamic responses among variables. VECM estimations reveal a significant long-term equilibrium with an Exchange Rate coefficient of 1.9314 and a BI Rate coefficient of -0.0917. These findings highlight a high exchange rate pass-through, in which price stability is more sensitive to currency fluctuations than to interest rate policy. Variance Decomposition analysis confirms substantial inflation inertia, dominated by a self-shock of 97.16%. Meanwhile, the insignificant Error Correction Term (ECT) of -0.0554 suggests a slow adjustment mechanism toward equilibrium. Consequently, monetary authorities are advised to prioritize exchange rate stability and public expectation management to mitigate structural price pressures.
Identifying key determinants of students' mathematics achievement using lasso regression
Cognitive, socioeconomic, and instructional factors influence students' mathematics achievement. However, modeling these determinants becomes challenging when the number of predictors is relatively large compared to the available sample size, potentially leading to unstable estimates in conventional regression models. This study aims to identify key determinants of students' mathematics achievement using the Least Absolute Shrinkage and Selection Operator (LASSO) regression approach and to construct a parsimonious predictive model. The study employed a quantitative design involving 50 second-grade students from SMA Negeri 1 Subah, Batang, Central Java, Indonesia. Predictor variables included intelligence quotient (IQ), tutoring participation, parental income, parental educational background, study duration, teacher characteristics, and gender. Categorical predictors were converted to dummy variables, and all predictors were standardized before analysis. The optimal regularization parameter was determined using -fold cross-validation, and model performance was evaluated using Root Mean Square Error (RMSE), Mean Absolute Error (MAE), and coefficient of determination . The LASSO results indicate that only three predictors retain non-zero coefficients: IQ ( = 3.134), tutoring participation ( = 6.675), and parental income ( = 1.299). The resulting model achieves RMSE = 9.55, MAE = 8.23, and = 0.061, suggesting limited explanatory power but improved model parsimony and interpretability. Coefficient stability analysis further shows that IQ is a relatively robust predictor, while tutoring effects exhibit higher variability across cross-validation folds. These findings highlight the importance of cognitive ability and supplementary academic support in shaping mathematics achievement, while also indicating that many relevant behavioral and environmental determinants remain unobserved. Methodologically, the study demonstrates the usefulness of regularized regression in handling small-sample multivariable educational data and producing interpretable sparse models. Future research should incorporate richer behavioral variables and explore nonlinear machine learning approaches to improve predictive performance.
Students' errors in solving ethnomathematics word problems using the newman procedure: A perspective from learning styles
Some students had difficulty solving ethnomathematics word problems, indicating the need for further research to address this issue. This study aims to identify the types of errors made and the factors causing them. It applies Newman's Error Analysis, which includes reading errors, comprehension errors, transformation errors, process skill errors, and writing errors in the final answer. It incorporates the role of ethnomathematics as an innovation in contextual learning that introduces Indonesian culture to students. This study uses a qualitative method with six eighth-grade students as research subjects. Data were collected through learning-style questionnaires, ethnomathematics story problem tests, and interviews. Subjects were selected using purposive sampling, and data analysis employed the Miles and Huberman model. The results of the study showed that students with a visual learning style made comprehension errors and errors in writing the final answer, students with an auditory learning style made comprehension errors, process skill errors, and errors in writing the final answer, and students with a kinesthetic learning style made comprehension errors and errors in writing the final answer. Factors contributing to errors among students with visual, auditory, and kinesthetic learning styles include a lack of attention to detail when processing information, rushing through tasks, and the carryover of errors from previous stages.
Mathematical problem solving ability through teams games tournament assisted by gimkit based on mathematical resilience
Mathematics is a universal science that underlies the development of modern technology and plays an important role in advancing human thinking. One essential ability for students is mathematical problem-solving ability. However, In reality, Indonesian students' mathematical problem-solving ability is still considered low, partly due to the implementation of less effective teaching approaches. Therefore, innovation is needed through the implementation of the Teams Games Tournament (TGT) learning model assisted by Gimkit. This study aims to: (1) examine the effectiveness of the Gimkit-assisted TGT model on students' mathematical problem-solving ability; and (2) describe students' problem-solving ability in terms of their mathematical resilience. This study employed a mixed-methods approach. The quantitative phase used a true experimental design with a posttest-only control design involving 33 students in the experimental group and 30 students in the control group. Quantitative data were analyzed using the Wilcoxon test for average completeness, the binomial test for classical completeness, the Mann–Whitney test for differences between two groups, and the chi-square test for proportional analysis. Meanwhile, qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results show that: (1) the Gimkit-assisted TGT model is effective in improving students' mathematical problem-solving ability; and (2) students with high mathematical resilience are able to meet all problem-solving indicators (understanding problems, planning, implementing strategies, and reviewing results), students with moderate resilience fulfill most indicators but are less optimal in reviewing results, while students with low resilience only fulfill the indicator of understanding problems.
Modeling the frequency of traffic accident compensation claims by jasa raharja using the GSTARX model
Fluctuations in traffic accident frequency increase PT Jasa Raharja's exposure to claims and financial risks, while total compensation claims are stochastic because they are influenced by incident frequency and accident severity. Although the Generalized Space-Time Autoregressive with Exogenous Variable (GSTARX) model has been widely used to model spatial-temporal data, its application remains primarily in macroeconomics, simulation studies, and non-insurance phenomena. Hence, its application to model the frequency of traffic accident compensation claims, influenced by spatio-temporal relationships and external factors such as calendar variations, remains relatively limited. Therefore, this study aims to model and forecast the frequency of traffic accident compensation claims in four police districts, namely Batu Police District, Malang City Police District, Malang Police District, and Pasuruan Police District, for the period 2020-2024 using the GSTARX model. The data used are monthly secondary data from PT Jasa Raharja Malang Branch, with exogenous variables in the form of calendar variables. The analysis was conducted through data characteristic identification, stationarity testing, spatial-temporal correlation analysis using the Cross Correlation Function (CCF), model identification, location-weight determination, parameter estimation using Seemingly Unrelated Regression (SUR), and forecasting and model accuracy evaluation. The results of the study show that the GSTARX(2,1)(0,0,0) model with CCF(0)-based neighborhood location weights and cross-correlation normalization location weights produces relatively identical forecasting performance.
Designing hypothetical learning trajectory of geometry transformation using realistic mathematics education
Geometric transformation is an important topic in mathematics that students must master. However, many students find it difficult to understand geometric transformations abstractly. Thus, the purpose of this research is to develop a learning trajectory that facilitates students' understanding of geometric transformations by using the context of Tayub Dance and GeoGebra media for ninth-grade students at junior high schools in Semarang. The approach applied is Realistic Mathematics Education (RME). This research used a validation study design within the Design Research method, with 3 stages: preliminary design, teaching experiment, and retrospective analysis. This research resulted in a Hypothetical Learning Trajectory (HLT) design which includes 4 activities, namely: (1) observing Tayub Dance videos to identify translational and reflective movements, (2) discovering the concept of translation through the representation of ngayang movement assisted by GeoGebra, (3) discovering the concepts of reflection and rotation through the exploration of ngleyang formation using GeoGebra's trace feature, and (4) discovering the concept of dilation through the change in gobyok formation from a small to a large circle. Based on this series of activities, this hypothetical learning trajectory has the potential to foster students' creative thinking skills.
The effect of team assisted individualization on students' mathematical problem solving ability
Mathematical problem-solving ability is a critical competency in 21st-century education, yet many students at the junior secondary level continue to struggle with solving non-routine problems and applying systematic strategies. This study aims to examine the effect of the Team Assisted Individualization (TAI) cooperative learning model on students' mathematical problem-solving ability in a madrasah context, which remains underexplored in previous research. A quantitative approach with a quasi-experimental, non-equivalent control-group pretest-posttest design was employed. The sample consisted of 65 eighth-grade students divided into an experimental group (n=32) taught using the TAI model and a control group (n=33) taught using conventional instruction. Data were collected via a validated essay test based on Polya's four problem-solving indicators and analyzed using an independent-samples t-test, with effect size calculated using Cohen's d. The findings revealed that the TAI model significantly improved students' problem-solving skills (p < 0.001), with the experimental group substantially outperforming the control group and a very large effect size (Cohen's d = 1.94). These results position TAI as an effective instructional alternative for madrasah contexts, addressing the research gap in the implementation of cooperative learning in such settings. The study contributes practical insights for mathematics teachers seeking to enhance higher-order thinking skills and offers a foundation for further research on TAI's long-term impacts across diverse educational environments.
A Nonlinear mathematical model of student motivation dynamics with an empirical calibration framework and simulation analysis
Student learning motivation is a dynamic construct that changes over time in response to support, academic pressure, and fatigue. However, many existing studies examine motivation only at a single point in time or rely on descriptive approaches, limiting their ability to quantify how motivation evolves. This study develops a nonlinear mathematical model of student motivation dynamics and links the model to an empirical calibration framework. The proposed model represents motivation as a bounded process influenced by support saturation, motivational decline, and nonlinear burnout effects. To reduce the analysis's hypothetical nature, the study outlines how repeated measurements of motivation, perceived support, and inhibiting factors can be used to estimate model parameters from longitudinal data. The framework is accompanied by scenario-based simulations under stable support, temporary academic stress, early intervention, delayed intervention, and high-burnout conditions. These scenarios are designed to generate substantive insight into recovery, intervention timing, and motivational vulnerability. The study offers a mathematically interpretable and educationally relevant framework for understanding student motivation over time and for guiding future data-informed intervention design.
Comparison of Gauss Quadrature and Newton–Cotes methods of order 10 in definite integral calculations
This study aims to evaluate and compare the accuracy of the Gauss Quadrature Method and the 10th Order Newton–Cotes Method based on numerical error in computing definite integrals, especially for complex functions that are difficult to solve analytically. The Gauss Quadrature Method studied includes the use of 2-point, 3-point, 4-point, 5-point, and 6-point rules, where the term points refers to the number of nodes used in the integration process. In contrast, the 10th-order Newton–Cotes Method is used for comparison, based on a high-degree interpolation polynomial at equidistant points. The comparison of the two methods is based on the accuracy of the numerical results as the main criterion. In this study, Microsoft Excel is used as a tool for numerical calculations. The results show that the Gauss Quadrature Method with 6 points provides numerical integral results with the highest level of accuracy compared to the Gauss Quadrature Method with fewer points, but generally produces larger errors than the 10th Order Newton–Cotes Method. These results indicate that, for the cases considered in this study, the 10th-order Newton–Cotes method is more efficient and accurate for calculating definite integrals.
Building spatial skills in a fun way: Exploring cube learning through a joyful approach
Spatial ability is a crucial component of learning geometry, particularly with cube materials that require students to visualize three-dimensional objects, perform mental rotation, and understand relationships among faces. This study aims to describe students' spatial abilities through the implementation of Joyful Learning in class IX.3 of SMP Negeri 17 Palembang. The research employed a descriptive design with a final sample of 34 students. Instruments included a spatial ability test based on five indicators (perception, orientation, rotation, relation, and visualization) and in-depth interviews with representatives from high-, medium-, and low-ability groups. Data were analyzed using quantitative (percentage scores) and qualitative techniques (data reduction, display, and conclusion drawing). The results show that the average spatial ability was 71.3% (moderate). Stronger performance was observed in rotation, orientation, and visualization indicators. At the same time, weaknesses were noted in relation and perception, especially in determining the surface area of composite solids and understanding hidden cube structures. The implementation of Joyful Learning through exploration, group discussions, concrete media (cube nets), and educational games enhanced student engagement and participation. Overall, the implementation of Joyful Learning is associated with increased students' enthusiasm, participation, and spatial understanding, and effectively supports students' understanding of the relationship between two-dimensional and three-dimensional representations.
The study examined students' mathematical reasoning skills in evaluating functions using GeoGebra in arithmetic sequence at senior high school
Mathematical reasoning ability remains relatively low, particularly in arithmetic sequence material that requires skills in recognizing patterns and evaluating functions. Therefore, it is necessary to apply the Inquiry-Based Learning method, assisted by GeoGebra, in the learning process. This study aims to describe students' mathematical reasoning abilities through Inquiry-Based Learning assisted by GeoGebra in evaluating arithmetic sequence functions in Grade XI of SMA Negeri 8 Palembang. The research employed a descriptive method with 28 students from Class XI.6 as subjects. Data were collected through a written test consisting of three essay questions based on mathematical reasoning indicators to measure students' ability to evaluate arithmetic sequence functions. Data analysis was conducted descriptively based on the indicators of students' mathematical reasoning abilities. The results showed that the average mathematical reasoning ability of students was in the good category, with a percentage of 68.9%. The distribution of students' abilities consisted of 39.29% (11 students) in the excellent category, 17.86% (5 students) in the good category, 39.29% (11 students) in the fair category, and 3.57% (1 student) in the poor category. Research findings indicate that the use of GeoGebra in inquiry-based learning supports students in understanding arithmetic sequences, evaluating functions, and determining the n-th term in a more structured and logical manner.
Copyright (c) 2025 AKSIOMA: Jurnal Matematika dan Pendidikan Matematika https://creativecommons.org/licenses/by-nc-sa/4.0
Survival analysis of the recovery rate of typhoid fever using the Kaplan-Meier and Nelson-Aalen methods
Typhoid fever remains a health problem with a high incidence in Indonesia. This study analyzes the recovery rate and identifies factors influencing the recovery of typhoid fever patients using the Kaplan-Meier, Nelson-Aalen, and Cox Proportional Hazard models. This quantitative study was based on data from 400 inpatients at Medan Haji General Hospital from January to December 2024. The variables studied included age, gender, type of antibiotic, and comorbidities. The results showed a median recovery time of five days, with a sharp decline after the fourth day. Patients without comorbidities had a higher chance of recovery, and comorbidities were shown to significantly influence the recovery rate (p < 0.001; HR = 1.626), while other variables were insignificant.
Procedural fluency of 10th-grade students on the spltv topic through discovery learning assisted by photomath
Procedural fluency is a crucial component of mathematical proficiency, enabling students to solve problems accurately and efficiently. This study aimed to describe the procedural fluency of tenth-grade students in solving Three-Variable Linear Equation Systems (SPLTV) through Discovery Learning assisted by Photomath. This study employed a descriptive qualitative approach, involving 39 tenth-grade students from a senior high school in Palembang. Three participants were selected as main participants based on their ability levels: high, moderate, and low. Data were collected through procedural fluency tests and interviews. The use of these two techniques provided a more comprehensive picture of students' procedural fluency. The results showed variation in students' procedural fluency levels. Students with high abilities were able to choose and utilise the appropriate solution procedures, apply the steps systematically, and modify or correct the procedures when they found inconsistencies in the results. Students in the moderate category can choose the correct method and attempt to recheck the solution results, but are not yet fully able to correct the errors found. Meanwhile, students with low abilities are not yet able to apply solution procedures, nor modify or correct procedures, even when errors occur in the solution.
Students' analogical reasoning and creative thinking across mathematical ability levels
This study examines students' analogical reasoning and creative thinking in solving open-ended mathematical reflection problems across different levels of mathematical ability. Using a qualitative descriptive approach, data were collected from ninth-grade students through written tasks and interviews, with three participants representing high, medium, and low ability levels. The analysis focused on the stages of analogical reasoning: structuring, mapping, applying, and verifying based on Ruppert's model. The findings show apparent differences in students' reasoning processes. High-ability students demonstrated complete and systematic analogical reasoning across all stages and were able to justify their solutions logically. Medium-ability students demonstrated a partial understanding and relied mainly on procedural strategies, whereas low-ability students relied on intuitive visualization with limited mathematical justification. These differences suggest that creative thinking plays a crucial role in enhancing the completeness of analogical reasoning. The novelty of this study lies in its detailed analysis of how students with different mathematical ability levels progress through each stage of analogical reasoning when solving open-ended reflection problems. The results suggest that integrating analogical reasoning tasks into open-ended mathematics instruction can strengthen students' conceptual understanding and support the development of creative thinking.
Students' error profiles in solving statistical problems based on Newman's error analysis
Many students experience difficulties when solving statistical problems, indicating the need for further research to address these issues. The purpose of this study is to identify the types of errors students make and the factors contributing to these errors. The error types in this study are analyzed using Newman's Error Analysis (NEA), which includes reading and decoding errors, comprehension errors, transformation errors, process skill errors, and encoding errors. This study employs a qualitative method with six ninth-grade students as research subjects. Data were collected through tests, interviews, and documentation. A purposive sampling technique was employed, and the data were analyzed using Miles and Huberman's data analysis model. The results show that students with low cognitive ability committed comprehension errors, while students with medium and high cognitive ability did not. Process skill errors and encoding errors occurred among students across all cognitive ability levels—high, medium, and low. The factors contributing to these errors include limited literacy skills, lack of student accuracy, and the influence of previous errors.
Analysis of students' algebra learning motivation through the use of desmos and amplify classroom
Learning motivation is a crucial factor in the success of mathematics education, a field that requires strong analytical skills and persistence. However, based on preliminary observations, students tend to exhibit low learning motivation when encountering algebraic materials, which are often abstract and theoretical. Due to this, the present study aimed to evaluate students' learning motivation after using interactive digital learning tools (Desmos and Amplify Classroom) in algebra. Using a descriptive quantitative approach, this study focused on Grade IX students of SMA Harapan in Bangka Regency. A learning motivation questionnaire consisting of 15 items was used, based on five motivational indicators: learning drive, attention, perseverance, diligence, and the desire to succeed. The data were descriptively analyzed by calculating the mean scores and categorizing the students' motivation levels. The results indicate that students' learning motivation, in general, fell into the moderate category, with a mean score of 2.79. Each indicator recorded results in the mild category, with the highest score of 2.91 for perseverance in completing tasks and the lowest score of 2.67 for the desire to succeed. The results suggest that the use of Desmos and Amplify Classroom had a positive impact on students' motivation to learn, particularly in the interest and engagement dimension, through the interactive algebraic graph visualizations. However, the effect had not yet reached a high level. The integration of interactive digital media for the first time in this study helps develop a more positively impactful approach to teaching mathematics by increasing students' motivation and deepening their engagement in the exploration phase of their learning.
Development of mobile learning-based geometric numeracy media (nuget-mo) using a contextual approach on quadrilateral area material
This study develops a mobile learning–based geometry numeracy media called Nuget-Mo. The media integrates a contextual learning approach into the topic of quadrilateral area. The primary objective of the study is to improve students' numeracy literacy significantly. The method used is Research and Development with the ADDIE model. The study involves 30 seventh-grade students from SMPN 16 Jambi City. The purposive sampling technique is used to determine the research sample. Data were obtained through expert validation, student questionnaires, and numeracy tests. Expert validation showed scores above 85%. These scores placed Nuget-Mo in the "very valid" category. Student questionnaires indicated a very high level of practicality. The practicality score reached 85,43%. Students found the media very easy to use and engaging. The effectiveness test showed a very significant improvement in learning outcomes. The average pretest score was 64,06. The posttest score increased to 89,53 after the use of the media. The N-Gain value of 0,71 belonged to the high category. This improvement indicated much better concept mastery. The media also enhanced students' problem-solving abilities. The findings confirmed that Nuget-Mo was highly effective in improving numeracy literacy. The media was valid, practical, and highly suitable for implementation in geometry learning. Nuget-Mo proved to provide a significant learning impact for students.
The Utilization of cross-math-based student worksheets in understanding number operations through set materials
This study aims to explore the potential use of student worksheets (LKM) based on Cross Math with the Realistic Mathematics Education (RME) approach to improve students’ understanding of number operations through set theory. The research employed a preliminary study with a mixed-method approach. Data were collected through questionnaires distributed to 75 mathematics education students at Universitas Muhammadiyah Bangka Belitung who had taken Basic Mathematics courses, as well as interviews with course lecturers. The questionnaire results revealed that the majority of students considered arithmetic operations as an essential topic to master, with a tendency to better understand concepts when linked to real-life experiences. Most students also perceived that learning media, particularly worksheets, are highly supportive in the learning process. Lecturer interviews further indicated that students often face difficulties in understanding algebra, sets, and geometry, which highlights the need for innovative, interactive, and contextual learning media. Based on these findings, Cross Math-based worksheets with the RME approach have the potential to become an alternative learning medium that can increase motivation, strengthen conceptual understanding, and provide a more meaningful learning experience. This study serves as a preliminary foundation for subsequent development stages, namely the production of Cross Math-based worksheets that are valid, practical, and effective for use in mathematics learning at the higher education level.
The Influence of animated videos using plotagon and canva on quadratic function materialon students' conceptual understanding
The main problem in mathematics learning at the high school level, especially in quadratic function material, is the low level of students' conceptual understanding. The purpose of this scientific study is to determine the significant effect of using animatestudy used a quantitative approach using an experimental method with a pretest-posttest cd video media created with the help of Plotagon and Canva on quadratic function material on high school students' conceptual understanding abilities. This ontrol group design. The main instrument was a test designed to assess students' level of mathematical concept understanding. The data study shows that the use of animated video content significantly improves students' conceptual understanding, as indicated by a significance value (Sig.two-sided p) of less than 0.001. These results show that the use of Plotagon and Canva to create animated video-based learning materials is proven to be effective and feasible to be implemented as an innovative alternative in mathematics learning, especially in abstract materials such as quadratic functions.
Penerapan model PjBL berbantuan geogebra untuk meningkatkan kemampuan berpikir kreatif matematis siswa
Mathematical creative thinking skills are essential for students in the digital era, as they help students generate new ideas in problem-solving. Creative thinking is one of the 4Cs skill competencies identified as key 21st-century educational skills. Mathematics is one of the subjects expected to enhance students’ mathematical creative thinking abilities through the appropriate selection of learning models, media, and methods.The purpose of this study is to determine the effectiveness of learning using the Project-Based Learning (PjBL) model assisted by GeoGebra in improving students’ mathematical creative thinking skills. The method used in this study is the Systematic Literature Review (SLR). Literature searches were conducted through Google Scholar and Scopus within the time span of 2018–2025. The search yielded 26 articles related to the use of the Project-Based Learning (PjBL) model assisted by GeoGebra and students’ mathematical creative thinking skills. Based on the results of the literature review, it can be concluded that the implementation of the PjBL model assisted by GeoGebra is effective in enhancing students’ mathematical creative thinking skills.
The effect of learning styles on senior high school students’ mathematical abstraction ability: A study at SMA N 11 Semarang
This study addresses the low level of mathematical abstraction ability among students at SMA Negeri 11 Semarang, as identified through a preliminary investigation. To overcome this issue, the Multi-Representation Discourse Model supported by performance-based assessment was employed, with the aim of enhancing students' abstraction capabilities. The primary objective of this research is to examine the influence of students’ learning styles on their mathematical abstraction ability. A quantitative research approach was adopted, focusing on the relationship between learning styles and abstraction skills. Data were collected through an abstraction ability test, a learning style questionnaire, and interviews. The study population comprised Grade XI students at SMA Negeri 11 Semarang during the 2024/2025 academic year. A purposive sampling technique was utilized to select participants who, in the even semester of the 2024/2025 academic year, had studied the topic of related angles, demonstrated active classroom participation, and possessed effective communication skills. The sample selected for this study was Class XI-10. The findings revealed a positive correlation between students’ learning styles and their mathematical abstraction ability, with a correlation coefficient of 0.854, indicating a strong positive relationship. Furthermore, the coefficient of determination showed that learning styles accounted for 73% of the variance in students’ abstraction ability, while the remaining 27% was influenced by other factors. Based on these results, it can be concluded that learning styles significantly and positively affect students' mathematical abstraction thinking ability.
Mathematical Abstraction Thinking Ability
Persamaan Diferensial Parsial dalam teknologi radar pada era perang dunia II: suatu tinjauan historis
This study examines the contribution of Partial Differential Equations (PDEs) to the development of radar technology, highlighting World War II as a crucial historical period. This context was chosen because radar experienced rapid progress during that time, and the application of Maxwell’s equations and the wave equation proved decisive in shaping global military strategy. Thus, World War II serves as a concrete example of how mathematical models can bridge theory and practice while driving technological innovations that changed the course of history. The issue addressed is the lack of understanding and emphasis on the application of PDEs in current engineering education. The objective of this research is to explore the role of PDEs in supporting radar design and optimization while identifying gaps in engineering curricula related to their application. The method employed is a literature study, analyzing various scientific sources and relevant historical documents. The findings indicate that PDEs, through Maxwell’s equations and the wave equation, provide a fundamental mathematical basis for radar development. These results show that radar not only enhanced object detection accuracy but also significantly influenced military strategy. The study further reveals that current teaching approaches remain largely theoretical and insufficiently applicative, leaving graduates unprepared for industry challenges. Therefore, a better understanding of PDEs is expected to foster innovation in radar technology and other fields. The study also emphasizes the need for curriculum reform to be more practice-oriented, enabling graduates to connect theory with real-world applications and contribute effectively to future technological and industrial progress.
Ethnomathematics on theme P5 local wisdom at SMP 3 Satu Atap Gebog
This study aims to examine the ethnomathematics values in the theme of the P5 activities of SMP 3 Satu Atap Gebog, which has the theme of local wisdom. The researcher conducted the research at SMP 3 Satu Atap Gebog, located in Rahwatu Village, Gebog District, Kudus Regency. The theme of local wisdom in P5 at SMP 3 Satu Atap Gebog is the Bodo Contong tradition, which is typical of the culture in Rahtawu Village, Kudus Regency. The research was conducted as a type of qualitative research. The analysis of this qualitative research uses the Miles and Huberman method, which consists of four steps, namely data collection, data reduction, data presentation, and drawing conclusions. Data was obtained from various sources to be analyzed, and the data that was received was then triangulated to determine the validity of the research data. The type of triangulation used is source triangulation. The results of the study are that there are close mathematical values in the Bodo Contong tradition. Traditional food in the Bodo Contong tradition has various forms of mathematical objects and has its own philosophy about the lives of people as God's creatures. This explains the ethnomathematics values that exist in the Bodo Contong culture, which is alive and continues to be maintained by the residents of Rahtawu Village, Gebog District, Kudus Regency.
Penjadwalan perkuliahan dengan model integer linear programming di teknik logistik universitas pertamina
Penjadwalan perkuliahan yang memuaskan semua pihak seringkali tidak mudah untuk dilakukan. Fenomena ini terjadi secara berulang setiap semester baru akan dimulai. Ada banyak keterbatasan dan kendala yang perlu dipertimbangkan agar jadwal yang optimal dapat disusun, antara lain jumlah dosen, pemetaan keahlian terhadap mata kuliah, dan ketersediaan ruang yang terbatas. Penelitian ini berfokus pada penyelesaian permasalahan penjadwalan kuliah di Program Studi Teknik Logistik Universitas Pertamina. Model integer linear programming (ILP) dimanfaatkan untuk mencari jadwal terbaik yang mengakomodir keterbatasan ruang, waktu, dan personil baik dari sisi dosen maupun mahasiswa. Model ILP dirancang untuk menjawab berbagai tantangan seperti kemungkinan konflik jadwal, dan pembagian waktu antara kelas teori dan praktikum yang tidak sesuai urutan rencana pembelajaran. Pencarian solusi optimal dilakukan dengan bantuan perangkat lunak LINGO. Jadwal yang diperoleh, selain optimal, juga memperhatikan penggunaan ruang yang efisien. Meskipun jadwal yang memenuhi seluruh konstrain ditemukan, namun diketahui pula masih ada keterbatasan solusi dimana tidak ada jeda antar kelas dalam beberapa kasus, yang menunjukkan perlunya penyesuaian lebih lanjut pada pengembangan model berikutnya.
Penerapan pembelajaran berdiferensiasi dengan pendekatan tarl dan culturally responsive teaching terhadap pemahaman konsep materi aljabar
Rendahnya pemahaman konsep matematis disalah satu sekolah kota Jambi disebabkan oleh penerapan pembelajaran yang masih menggunakan pembelajaran yang konvensional. Konvensional artinya pembelajaran yang seperti guru menjelaskan materi dengan ceramah lalu diberikan tes tanpa menggunakan model dan pendekatan yang membantu akan pemahaman konsep matematis siswa. Berdasarkan kurikulum merdeka yang diterapkan serentak dibutuhkan inovasi untuk mewujudkan kegiatan pembelajaran yang lebih menyenangkan. Dalam hal ini, guru perlu mengetahui gaya belajar siswa sehingga dapat mewujudkan tujuan dari penerapan kurikulum merdeka. Tujuan dilakukannya penelitian ini ialah supaya mengetahui perbedaan pengaruh yang signifikan dari penerapan pembelajaran berdiferensiasi dengan pendekatan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT) pada materi aljabar. Penelitian ini menggunakan metode eksperimen dengan desain penelitian control group design dan populasinya ialah siswa kelas tujuh. Instrumen yang digunakan ialah angket dan soal tes. Teknik analisis datanya menggunakan uji normalitas, homegenitas, anova dan tukey. Adapun hasil yang diperoleh ialah adanya perbedaan yang signifikan dari penerapan pembelajaran yang diteliti sesuai gaya belajar anak tersebut dengan pendekatan TaRL dan CRT pada pemahaman konsep matematis siswa dengan materi aljabar kelas tujuh. Dengan demikian penelitian ini juga diharapkan bisa menjadi pertimbangan, pandangan dan informasi untuk membuat penelitian selanjutnya yang lebih luas. Peneliti juga berharap dengan penggunaan pembelajaran berdiferensiasi berdasarkan gaya belajar siswa melalui pendekatan TaRL dan CRT akan pemahaman konsep siswa pada materi aljabar kelas tujuh bisa menjadi bahan pertimbangan untuk penelitian selanjutnya.
Penerapan model pembelajaran reading, mind mapping, sharing (RMS) berbantuan desmos untuk meningkatkan kemampuan berpikir kritis dan self concept siswa
This study emerged due to the significant need to improve students' critical thinking skills and self-concept. The purpose of this study was to analyze the effectiveness of the Reading, Mind Mapping, and Sharing (RMS) learning model assisted by Desmos in improving critical thinking skills and self-concept. The research method used a quasi-experiment with a non-equivalent control group design. The research sample consisted of two classes randomly selected from a public junior high school in Purwakarta. The main instruments were a valid and reliable critical thinking skills test and a questionnaire to measure self-concept. The results showed that students who participated in Desmos-assisted RMS learning obtained an average posttest score of 45.6 for critical thinking skills, which was higher than the conventional class score of 13.3. The N-Gain value of the Desmos-assisted RMS class was 0.21 (moderate category), while the conventional class was 0.14. The t-test showed a value of (2.741) ≥ (1.692), indicating a significant increase in critical thinking skills, with better results than conventional learning. In addition, the self-concept of students in the RMS class was in the moderate category with a range of 2.79 ≤ X < 3.03 and showed a positive response. Based on these findings, the Desmos-assisted RMS model can be one option for creating more active learning and supporting the development of students' critical thinking.
Meningkatkan kemampuan penalaran matematis dan self-regulated learning melalui model CinQASE
Self-regulated learning and mathematical reasoning ability are two fundamental competencies that need to be optimized in the context of mathematics learning. This study aims to strengthen students’ mathematical reasoning ability while mapping their level of self-regulated learning through the implementation of the Collaborative in Questioning, Analyzing, Synthesizing, and Evaluating (CinQASE) learning model. The study employed a Nonequivalent Control Group Design with seventh-grade students from a junior high school as the research subjects, involving two randomly assigned classes. The instruments used were a mathematical reasoning ability test and a Self-Regulated Learning (SRL) questionnaire in the form of statements with a Likert scale, both of which met high validity and reliability criteria. The findings revealed a statistically significant difference in the improvement of mathematical reasoning ability between students in the experimental and control classes. The results also indicated that the self-regulated learning of students who participated in the CinQASE learning model was categorized as moderate. These findings suggest that the CinQASE model can serve as a strategic option to optimize.
Pengaruh model pembelajaran project-based learning berbantuan prezi terhadap kemampuan penyelesaian masalah siswa kelas VIII
This study aims to examine the effect of the Project-Based Learning (PjBL) model assisted by Prezi media on students’ mathematical problem-solving skills. The research employed a quantitative method with a quasi-experimental approach using a pretest-posttest control group design. The population consisted of all eighth-grade students at SMP Muhammadiyah 1 Medan, totaling 320 students. The sample consisted of 37 students, comprising the experimental class VIII-T1 (18 students) and the control class VIII-U (19 students). Data analysis was conducted through three stages: first, the normality test using Shapiro-Wilk; second, the homogeneity test using Levene’s Test; and third, the independent-samples t-test. The results showed that the significance value (Sig. 2-tailed) of the t-test was 0.002. Since this value is lower than the significance level of 0.05 (0.002 < 0.05), the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. These findings confirm that the PjBL model assisted by Prezi has a strong effect in enhancing students’ mathematical problem-solving skills.