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All Journal Jurnal Manajemen & Supervisi Pendidikan Zero : Jurnal Sains, Matematika, dan Terapan MATHEdunesa
Dina Fakhriyana
Universitas Islam Negeri Sunan Kudus
Agriculture, Biological Sciences & Forestry Chemistry Decision Sciences, Operations Research & Management Education Mathematics Physics Other

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Simplex vs. Revised Simplex for Budget Allocation in Madrasah Teacher and Staff Development Programs under MoRA Kudus, Indonesia Dina Fakhriyana; Mia Ning Anggreini
ZERO: Jurnal Sains, Matematika dan Terapan Vol 10, No 1 (2026): Zero: Jurnal Sains Matematika dan Terapan
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/zero.v10i1.26870

Abstract

This study compared the Simplex and Revised Simplex Methods for allocating the 2025 budget for the madrasah teacher and staff development programs under the Madrasah Education Division of the Ministry of Religious Affairs (MoRA) in Kudus, Indonesia. A quantitative case study design was employed to formulate a weighted linear programming model that identifies the most beneficial combination of programs under fixed budget constraints, with an emphasis on procedural comparison rather than policy impact. Both methods converged to the same optimal solution after four iterations, indicating equivalent computational performance for the small-scale model. The optimal allocation resulted in implementable program frequencies and achieved a maximum total weighted benefit of 129,133.6, primarily by prioritizing cost-free, high-benefit training programs while maintaining compliance with budget limits. Methodologically, the study demonstrates a transferable and reproducible linear programming framework that contributes to applied mathematics by illustrating how Simplex-based techniques can be adapted as transparent decision-support tools for small-scale public-sector budgeting problems. Although the Revised Simplex Method offers theoretical advantages for larger models, empirical differences in this case were minimal due to the model’s scale. The study was limited to a single fiscal year and did not include sensitivity analysis, which should be addressed in future research.
Enhancing Mathematical Comprehension through Technology: A Systematic Literature Review on the Effectiveness of Mathematics Software Dina Fakhriyana; Nelly Mukhibbatunni’mah; Muhammad Rifqi Asshofi; Tsalisa Zidna Ifthoriya
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p560-571

Abstract

The role of educators in designing effective learning media is crucial to address students’ difficulties in mathematics, particularly the lack of engagement and limited integration of technology in the learning process. This study aims to fill this gap by systematically reviewing the use of mathematics software in enhancing mathematical comprehension, focusing on identifying the types of software, analyzing their effectiveness in supporting improved mathematical comprehension, and examining factors that influence their use. A qualitative Systematic Literature Review (SLR) approach was employed, with data collected using the Publish or Perish application based on the Google Scholar database. From 747 articles published between 2020 and 2024, 27 relevant articles were selected for analysis after applying exclusion criteria. The findings identified eight types of mathematics software commonly used in learning, namely GeoGebra, Construct, Cabri 3D, Wingeom, Autograph, Maple, Geometer’s Sketchpad, and SageMath. These software programs were found to be effective in enhancing mathematical comprehension through interactive visualizations, independent exploration, and active learning processes. Their effectiveness, however, depends not only on technological sophistication but also on instructional design, collaboration, and learning methods employed by educators. The results imply that integrating mathematics software into teaching can significantly improve students’ conceptual comprehension and overall learning quality. Future research is encouraged to examine contextual factors such as infrastructure, teachers’ skills, and students’ readiness, as well as to explore impacts on non-cognitive aspects like motivation, attitudes, and critical thinking, while also developing valid evaluation instruments for measuring comprehension improvement.
Variations in Mathematics Learning Management in Inclusive Education: A Multi-Site Study in Madrasah Ibtidaiyah Dina Fakhriyana; Ismanto Ismanto; Mia Ning Angreini; Wahyu Indah Fitriyati
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: This study aims to analyze variations in mathematics learning management practices in inclusive education across two inclusive Islamic elementary schools in Indonesia. The research was conducted at two inclusive madrasahs, namely Madrasah Ibtidaiyah Terpadu Ar-Roihan Lawang Malang and Madrasah Ibtidaiyah Muhammadiyah Program Khusus Kartasura. A qualitative multi-site study was conducted. Data were collected through observations, semi-structured interviews, and documentation involving principals, classroom teachers responsible for mathematics instruction, shadow teachers, inclusion coordinators, and parents. The data were analyzed through within-site and cross-site analysis to identify patterns and variations in mathematics learning management practices, while trustworthiness was ensured through source and technique triangulation. The findings reveal that mathematics learning management practices varied across three dimensions: planning, implementation, and evaluation. Planning practices differed in the mechanisms for developing Individualized Education Programs (IEPs), curriculum adaptation, and coordination between classroom teachers and shadow teachers. Implementation practices differed in classroom support patterns, instructional strategies, and the respective roles of classroom teachers and shadow teachers in providing individualized assistance to students with special educational needs. Evaluation practices differed in assessment procedures, reporting mechanisms, and the use of students’ individual learning progress as the basis for evaluation. Cross-site analysis indicates that these variations are influenced by school characteristics, school policies, coordination between classroom teachers and shadow teachers, and the diverse learning needs of students with special educational needs. This study contributes empirical evidence to the literature on contextualized mathematics learning management by demonstrating that its implementation is context-dependent and shaped by school characteristics, collaborative practices, and students' diverse learning needs. Keywords: inclusive education; mathematics learning management; multi-site study; special educational needs
Co-Authors Ismanto Ismanto Mia Ning Anggreini Mia Ning Angreini Muhammad Rifqi Asshofi Nelly Mukhibbatunni’mah Tsalisa Zidna Ifthoriya Wahyu Indah Fitriyati