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Desimal: Jurnal Matematika
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 26139073     EISSN : 26139081     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Desimal: Jurnal Matematika, particularly focuses on the main issues in the development of the sciences of mathematics education, mathematics education, and applied mathematics. Desimal: Jurnal Matematika published three times a year, the period from January to April, May to Augustus, and September to December. This publication is available online via open access.
Arjuna Subject : -
Articles 330 Documents
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Transforming Mathematics Learning for Deaf Students:The Effectiveness of the ATI Instructional Model Pratiwi, Theresia Ayu; Pujaningsih
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.29194

Abstract

Mathematical word-problem solving remains a persistent challenge for deaf students, largely due to limited access to linguistic input and the abstract nature of mathematical reasoning. This study examines the effectiveness of the Aptitude Treatment Interaction (ATI) instructional model as an adaptive mechanism for improving mathematical problem-solving performance among seventh-grade deaf students. Employing a quantitative quasi-experimental one-group pretest–posttest design, the study involved ten students enrolled at a special junior high school in Indonesia. Students were classified into high, medium, and low aptitude groups based on an initial diagnostic assessment and received differentiated instructional treatments aligned with ATI principles. Data were collected through a validated mathematical word-problem test, classroom observations, and response questionnaires. Due to non-normal data distribution, the Wilcoxon Signed Rank Test was applied, accompanied by effect size estimation. The results demonstrate a statistically significant improvement in students’ problem-solving performance following ATI implementation, with mean scores increasing from 56.33 to 82.00 (p < 0.05) and a large effect size, indicating substantial practical impact. Beyond instructional effectiveness, the findings highlight ATI’s capacity to operationalize differentiated instruction by aligning learner aptitude with targeted pedagogical treatment. This study contributes empirical evidence to the global discourse on adaptive mathematics instruction and offers theoretical implications for inclusive learning models addressing heterogeneous cognitive and linguistic profiles in mathematics education.
Application of Robust Regression with MM-Estimation toAggregated Data on Iron Tablet Receipt and Consumptionamong Pregnant Women in North Sumatra Province Putri, Octa Yulanda; Cipta, Hendra
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30389

Abstract

Aggregated administrative data are widely used to monitor large-scale public health programs, yet their statistical analysis is often challenged by population heterogeneity and the presence of influential observations that can undermine conventional regression inference. This study applies robust regression with MM-estimation to aggregated data on iron tablet receipt and consumption among pregnant women in North Sumatra Province. As a baseline, ordinary least squares regression is first employed to examine associations between program-related indicators and the reported number of compliant pregnant women. Diagnostic evaluations reveal substantial leverage and influential units, indicating that ordinary least squares estimates are sensitive to extreme observations and scale-driven distortions inherent in regional administrative data. To address this issue, robust regression using MM-estimation is applied due to its high breakdown point and efficiency under conditions of influential observations. The comparative analysis demonstrates notable differences in coefficient stability and inferential conclusions between the conventional and robust models, highlighting how population scale effects can mechanically dominate regression outcomes when robustness is not considered. Rather than advancing causal claims regarding program effectiveness, this study emphasizes the methodological implications of applying robustness-oriented estimation techniques to aggregated administrative data. The findings underscore the importance of robust regression as a corrective analytical strategy for improving inferential stability and reliability in applied statistical analyses of regional health data characterized by heterogeneity and influential observations.
An analysis of students’ difficulties in multiplication and division of large numbers (thousands and millions) in social arithmetic at junior high school Bhoke, Wilibaldus; Finu, Maria Dafrosa; Ewol, Novalia Sudiatik
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202530484

Abstract

This study aims to analyze students’ difficulties in solving multiplication and division problems involving large numbers, specifically thousands and millions, within the context of social arithmetic at SMP Negeri 2 Bajawa. The participants consisted of 65 seventh-grade students from classes VIID and VIIF, and a descriptive qualitative approach was employed to obtain an in-depth understanding of the types and underlying factors of these difficulties. Data were collected through participant observation, in which the researcher acted as both teacher and observer, documenting learning activities, students’ responses to instructional strategies, procedural errors, place value difficulties, and problem-solving strategies used during the learning process. Data analysis was conducted descriptively through the stages of data reduction, data organization, interpretation, and conclusion drawing. The findings indicate that students experienced interconnected difficulties related to conceptual understanding, procedural competence, and place value knowledge. Conceptually, students tended to treat multiplication and division as mechanical procedures without understanding their meanings, leading to errors in selecting appropriate operations for word problems. Procedurally, students often applied calculation steps inconsistently, resulting in inaccurate solutions, while difficulties in place value were evident in the incorrect positioning of thousands and millions digits. In addition, limited practice, low learning motivation, and weak connections between mathematical tasks and real-life contexts contributed to students’ difficulties. These results suggest that students’ challenges in large-number operations are influenced by conceptual understanding, procedural skills, place value knowledge, problem-solving strategies, and learning context, highlighting the importance of contextual and problem-based mathematics instruction supported by regular practice to improve students’ ability to solve social arithmetic problems effectively.
Spatial Analysis of the Number of BPJS Ketenagakerjaan Participants using Geographically Weighted Panel Regression Sofia, Ayu; Zul’aina, Restu Apriani; Djuraidah, Anik; Pitri, Rizka
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30408

Abstract

Uneven participation in employment-based social protection remains a major challenge in decentralized labor markets where regional economic structures, labor informality, and institutional capacity vary substantially across locations. Conventional panel regression and standard spatial econometric models generally assume homogeneous relationships across regions, potentially obscuring localized determinants of participation behavior. This study examines spatially varying determinants of BPJS Ketenagakerjaan participation in South Kalimantan Province, Indonesia, using Geographically Weighted Panel Regression (GWPR) applied to panel data from thirteen districts and cities during 2018–2022. The GWPR approach is employed because it allows regression coefficients to vary across space and time, enabling the identification of spatial nonstationarity that cannot be captured by global panel models. The results reveal clear spatial heterogeneity in participation dynamics. The number of registered companies emerges as the most consistent determinant, showing statistically significant positive effects across all districts with coefficients ranging from 0.099 to 0.143. In contrast, informal worker income demonstrates localized negative effects in several districts (−0.104 to −0.088), suggesting substitution between informal earnings and participation in formal protection schemes. Average years of schooling shows strong positive effects in selected regions (0.554–0.699), indicating the importance of human capital in increasing social insurance awareness and participation. Model adequacy testing further confirms that the GWPR specification provides a better representation of spatial variation than the global panel model.
Application vs. non-application contexts in Euclidean geometry tasks in grades 10–12 South African mathematics textbooks Zhou, Tinevimbo; Ogbonnaya, Ugorji Iheanachor
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.29549

Abstract

Mathematical knowledge and ideas are shaped by cultural context, and context can influence mathematics teaching and learning. Contextualising mathematical problems provides relevance, meaning, and application to mathematical concepts, making them more accessible and engaging for students. This study investigated the contextual features of Euclidean geometry tasks in nine Grade 10-12 South African mathematics textbooks. The study employed a deductive content analysis approach to analyse Euclidean geometry tasks in the textbooks. The study focused on determining whether the tasks presented in the textbooks incorporated application (real-world) or non-application (abstract/intra-mathematical) contexts, based on a framework adapted from Zhu and Fan. A total of 2338 tasks were analysed across the textbooks. Findings revealed an overwhelming dominance of non-application tasks, with no geometry tasks presented in a real-life context. The lack of real-life contextual tasks in the textbooks may limit students' opportunities to connect mathematical concepts with everyday experiences, thereby restricting their development of problem-solving, critical thinking, and engagement, ultimately impacting students’ achievement and perception of the relevance of Euclidean geometry. We recommend incorporating more authentic, context-rich tasks into Euclidean geometry tasks in textbooks to enhance students’ opportunities to learn and their ability to apply Euclidean geometry concepts in meaningful ways. This highlights the need for collaborative curriculum and textbook design that presents mathematics as meaningful and culturally grounded.
Development of HOTs-Based Formative Numeration Assessment Instruments on Fractions Material for Grade Junior High School Finu, Maria Dafrosa; Bhoke, Wilibaldus; Tali Wangge, Maria Carmelita; Bela, Maria Editha
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/30828

Abstract

Strengthening students’ numeracy competence and higher-order thinking skills has become an important priority in contemporary mathematics education, particularly within curriculum reforms that emphasize analytical reasoning and meaningful problem solving. However, assessment practices in many mathematics classrooms still focus primarily on procedural knowledge and lower-order cognitive processes, limiting opportunities for students to demonstrate deeper mathematical understanding. This situation highlights the need for assessment instruments that integrate numeracy development with higher-order thinking skills (HOTS) in authentic learning contexts. This study aims to develop a HOTS-based formative numeracy assessment instrument for seventh-grade students on the topic of fractions and to evaluate the feasibility of the developed instrument for classroom use. The research employed a research and development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 64 students from classes VII A and VII B at SMP Negeri 2 Bajawa. Data were collected through interviews, classroom observations, expert validation sheets completed by mathematics teachers, and student response questionnaires. The findings indicate that the developed instrument meets the criteria of validity and practicality for mathematics learning, with expert validation reaching 82.85 percent, teacher responses 87.77 percent, and student responses 84.92 percent. The assessment tasks encourage contextual problem solving and analytical reasoning related to fraction concepts.
Comparison of Nonlinear Autoregressive Neural Network(NARNN) and Holt–Winters Methods for Antam Gold PricePrediction Akbar, Raihan; Saputra, Rika Ardiansyah; Najib, Mohamad Khoirun; Khatizah, Elis; Nurdiari, Sri
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30260

Abstract

The high volatility and nonlinear dynamics of Antam gold prices present significant challenges for accurate time series forecasting, particularly within emerging financial markets. This study aims to develop and evaluate a comparative forecasting framework by examining the performance of the Nonlinear Autoregressive Neural Network (NARNN) and the Holt–Winters exponential smoothing method. A quantitative approach was applied using daily gold price data from January 4, 2010, to January 4, 2025. Data preprocessing included linear interpolation for missing values, Box–Cox transformation for variance stabilization, and time series decomposition to identify structural patterns. The dataset was partitioned into training and testing sets using an 80:20 ratio. Model performance was assessed using the Mean Absolute Percentage Error (MAPE). The results demonstrate that the NARNN model significantly outperforms the Holt–Winters approach, achieving a MAPE of 0.44%, compared to 11.43% and 11.90% for the additive and multiplicative variants, respectively. These findings highlight the limitations of classical linear smoothing methods in capturing abrupt structural changes and confirm the superiority of nonlinear neural network models in modeling complex financial time series. This study provides a robust empirical contribution by establishing a comparative modeling framework that enhances forecasting accuracy in volatile commodity markets.
Development Of Lkpd Based On A Realistic MathematicsEducation Approach To Improve Higher-Level ThinkingAbilities (Hots) In Grade Vii Smp Tawa, Maria Goreti; Maria Carmelita Tali Wangge; Wilibaldus Bhoke; Melkior Wewe
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30843

Abstract

This study addresses the persistent challenge of fostering Higher Order Thinking Skills (HOTS) in mathematics learning, particularly in social arithmetic topics, where conventional instructional materials often fail to promote analytical and evaluative thinking. This research aims to develop and validate a student worksheet (LKPD) grounded in the Realistic Mathematics Education (RME) approach, designed to systematically support the development of HOTS through contextual problem-solving and guided reinvention processes. Employing a Research and Development (R&D) design with the ADDIE model, the study involved iterative stages of analysis, design, development, implementation, and evaluation, incorporating both qualitative feedback and quantitative assessment. The product was validated by subject matter and media experts, yielding high validity scores (3.78 and 3.54, respectively), indicating strong alignment with pedagogical and content standards. Field implementation with seventh-grade students demonstrated high practicality, reflected in a positive response rate of 93.76%. More importantly, the integration of contextual mathematical tasks facilitated students’ engagement in higher-order cognitive processes, including analysis, evaluation, and problem-solving within real-life scenarios. These findings suggest that the developed LKPD not only meets feasibility criteria but also functions as an effective pedagogical design that bridges theoretical principles of RME with HOTS-oriented instruction. This study contributes to mathematics education by offering an empirically validated instructional design that enhances cognitive engagement and supports meaningful learning in secondary education contexts.
Developing Teaching Materials Using A Collaborative LearningModel To Improve Students' Understanding Of MathematicalConcepts In Triangles And Quadranges In Grade 7 Lewa, Yusta Selvianjeli; Maria Carmelita Tali Wangge; Wilibaldus Bhoke; Melkior Wewe
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30844

Abstract

This study addresses the persistent challenge of students’ low conceptual understanding in geometry, particularly in triangles and quadrilaterals, which is often attributed to the dominance of procedural teaching and limited collaborative engagement. Although collaborative learning and Realistic Mathematics Education have been widely examined, their integration into structured teaching materials remains underexplored, especially in facilitating deeper conceptual understanding. This study aims to develop and evaluate collaborative learning-based teaching materials grounded in a realistic mathematics approach to enhance students’ conceptual understanding. The research employed a Research and Development design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. The participants were seventh-grade students at SMP Negeri 4 Bajawa. Data were collected through expert validation, classroom observation, and student and teacher response questionnaires, and analyzed using descriptive and inferential approaches. The findings indicate that the developed materials achieved high validity (96% from material experts and 100% from media experts) and strong practicality (student response 100% and teacher response 92%). Furthermore, the implementation results demonstrate a substantial improvement in students’ conceptual understanding, with an average achievement categorized as highly effective. These results suggest that integrating collaborative learning with realistic mathematical contexts provides a meaningful learning experience that supports active engagement and conceptual construction. This study contributes to mathematics education by offering an empirically validated instructional design that bridges collaborative interaction and contextual learning to improve conceptual understanding.
Systematic Literature Review: Meningkatkan Kemampuan Numerasi Siswa Dengan Pendekatan Etnomatematika Bela, Maria Editha; Marselina Wea; Melkior Wewe; Wilibaldus Bhoke
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30863

Abstract

This study aims to thoroughly analyze the role of ethnomathematical approaches in improving students' numeracy skills based on various published research results. This study uses the Systematic Literature Review (SLR) method by utilizing secondary data source in the from of scientific articles obtained from various academic data such as Google Scholar, Semantic Scholar, Crossref, SINTA, DOAJ with the supporting application Publish or Perish. The process of searching and selecting articles was carried out systematically through the stages of identification, screening, and quality evaluation according to the PRISMA procedure, so that 20 articles that met the inclusion criteria were obtained. Data from the selected articles were then analyzed qualitatively descriptively to identify consistent patterns of findings. The results of the study show that the integration of cultural elements in mathematics learning through an ethnomathematical approach makes a positive contribution to improving students' numeracy skills. Learning that relates mathematical concepts to the local cultural context has been proven to help students understand concepts in a more meaningful and contextual way. However, the implementation of this approach is still limited to specific cultural contexts and depends on teachers' creativity in developing relevant learning media and strategies

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