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All Journal Zero : Jurnal Sains, Matematika, dan Terapan MATHEdunesa
Dina Fakhriyana
Universitas Islam Negeri Sunan Kudus
Agriculture, Biological Sciences & Forestry Chemistry 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.
Co-Authors Mia Ning Anggreini Muhammad Rifqi Asshofi Nelly Mukhibbatunni’mah Tsalisa Zidna Ifthoriya