cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandar lampung,
Lampung
INDONESIA
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 359 Documents
 32   33   34   35   36 
Problems Of Developing Creative Thinking In Mathematics Learning Pramida, Intan; Rosiatuningsih; Kusno
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31081

Abstract

The limited development of creative thinking in mathematics education reflects a fundamental gap between conventional instructional practices and the cognitive demands of contemporary learning. Many learning environments still emphasize procedural knowledge, restricting students’ opportunities to generate, explore, and refine mathematical ideas. This study aims to examine how creative thinking can be fostered through the integration of problem posing and Project-Based Learning in mathematics education. A systematic literature review was conducted by analyzing selected peer-reviewed studies indexed in Scopus, focusing on instructional approaches that support creative thinking development. The analysis was guided by four key dimensions of creative thinking: fluency, flexibility, originality, and elaboration. The findings reveal that problem posing functions as a generative mechanism that promotes idea production and originality, while Project-Based Learning operates as a contextual mechanism that supports idea refinement and elaboration. The interaction between these approaches facilitates the development of flexibility as a connecting dimension between idea generation and contextual application. Based on these findings, this study proposes an integrated conceptual model that explains how generative and contextual processes interact to support the multidimensional development of creative thinking. This model offers a more dynamic and process-oriented perspective that moves beyond the use of isolated instructional strategies. The study contributes to advancing theoretical understanding while also providing practical insights for designing mathematics learning environments that foster meaningful and sustainable creative thinking.     
Integrating Financial Literacy into Game-Based Learning through Cashflow MathPoly: Effects on Students’ Mathematical Conceptual Understanding Femi Nur Maulida; Yesi Franita; Nina Agustyaningrum
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31085

Abstract

Understanding mathematical concepts is essential for high school students, as it enables them to apply mathematics in real-life contexts, including financial management. This study was conducted to examine the classical mastery and the effect of Game-Based Learning (GBL) assisted by Cashflow MathPoly integrated with financial literacy on students’ mathematical conceptual understanding at SMA Negeri 1 Grabag. A quantitative approach was applied using a quasi-experimental design with a nonequivalent control group. The participants consisted of 60 students, with class XI F-1 as the experimental group (28 students) and class XI F-2 as the control group (32 students). The research instruments included a mathematical conceptual understanding test (pretest and posttest), interview guidelines, and observation sheets. Data analysis was carried out by examining the equivalence of students’ initial abilities using an Independent Samples t-test. The findings confirmed that both classes had comparable initial abilities. The experimental class achieved a learning mastery level of 80.29%, while the control class reached only 50%. The classical mastery analysis further showed that the experimental class fulfilled the criteria of classical achievement (Zcount =1.746 > Ztable=1.645), while the control class did not achieve classical achievement (Zcount =-3.265 < Ztable=1.645). Moreover, the Independent Samples t-test result that (tcount =4.25 > ttable=2.00172), demonstrated that students who learned through the GBL model possessed higher mathematical conceptual understanding than those who were taught using direct instruction.
Developing Augmented Reality-Based Interactive Learning Media to Enhance Students’ Mathematical Communication Skills and Self-Confidence yanuarto, Wanda Nugroho; Arifudin, Imam
Desimal Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31116

Abstract

The growing integration of digital technology in education has increased the demand for innovative mathematics learning environments that support both cognitive and affective student development. However, mathematics instruction in many secondary schools remains teacher-centered and procedural, limiting students’ opportunities to communicate mathematical ideas and develop confidence during learning activities. Although Augmented Reality (AR) has shown strong potential in mathematics education, previous studies have primarily focused on conceptual understanding and achievement, while the simultaneous development of mathematical communication skills and self-confidence remains underexplored. This study aimed to develop AR-based interactive learning media for Systems of Linear Equations in Two Variables and examine its validity, practicality, and effectiveness in improving students’ mathematical communication skills and self-confidence. The study employed a Research and Development approach using the ADDIE model involving 44 eighth-grade students at SMP Muhammadiyah 2 Purwokerto, Indonesia. Data were collected through mathematical communication tests, self-confidence questionnaires, interviews, observations, validation sheets, and student response questionnaires. The findings revealed that the developed media achieved high validity and practicality levels, while the experimental group demonstrated significantly higher learning improvement than the control group (p < .05). The large effect size indicates that immersive AR-supported learning facilitated stronger conceptual understanding, mathematical communication, and student confidence. The study concludes that AR-based learning media can function as an effective pedagogical environment for more participatory and meaningful mathematics learning.
Development of STEM-Based Assemblr EDU Learning Media toImprove Students' Creative Thinking Skills and Performance Prakosa, Ilham Panca; Yanuarto, Wanda Nugroho
Desimal Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31271

Abstract

The increasing emphasis on twenty-first century competencies has intensified the need for mathematics learning environments that promote creative thinking, conceptual exploration, and active student engagement. Nevertheless, mathematics instruction in many secondary schools continues to rely heavily on procedural and teacher-centered approaches, limiting students’ opportunities to develop flexible and original mathematical reasoning. Although augmented reality (AR) has shown promising potential in educational contexts, existing studies have predominantly focused on learning motivation and academic achievement, while the development of creative mathematical cognition within immersive STEM-oriented environments remains insufficiently explored. This study aimed to develop STEM-based Assemblr EDU learning media and examine its validity, practicality, and effectiveness in improving students’ creative thinking skills and classroom performance in trigonometry learning. The study employed a Research and Development approach integrated with a quasi-experimental design using the ADDIE model. The participants consisted of 60 tenth-grade students at SMA Muhammadiyah Tambak, Indonesia, divided into experimental and control classes. Data were collected through creative thinking tests, classroom observations, interviews, validation sheets, and student response questionnaires. The developed media achieved a validity score of 83.16% and a practicality percentage of 90.6%, indicating high feasibility for classroom implementation. Inferential analysis using the Mann–Whitney U test revealed a statistically significant difference between groups (p < .001), while the experimental class achieved a moderate N-Gain score (0.37) and a large effect size (d = 0.59). Qualitative findings additionally demonstrated increased participation, collaborative interaction, and confidence during learning activities. These findings suggest that immersive AR-supported STEM learning can function as a transformative pedagogical environment that fosters meaningful, exploratory, and creativity-oriented mathematics learning in contemporary secondary education
Design and Development of an Interactive Learning Media Based on Authoring Tools for Fundamental Competencies in Computer Networking and Telecommunications Education Aristo , Muhar; Irfan, Dedy
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31287

Abstract

The rapid advancement of digital technology has intensified the demand for innovative learning systems capable of enhancing student engagement and supporting effective knowledge acquisition, particularly in vocational education. However, many existing digital learning tools remain fragmented, lacking integration between instructional content, interactivity, and assessment. This study aims to develop an integrated interactive learning system based on authoring tools for computer networking and telecommunications education. The research employed a Research and Development approach using the Multimedia Development Life Cycle model, encompassing concept, design, material collecting, assembly, testing, and distribution stages. The developed system integrates instructional materials with embedded formative assessment to support active learning and continuous feedback. Functional testing using black-box methods demonstrated a 100% success rate across all system components, indicating high technical reliability. Furthermore, expert validation involving material and media experts revealed that the system achieved a “very valid” classification, with an overall score of 90%, confirming its pedagogical and technical feasibility. The integration of interactive features such as quizzes and educational games significantly enhances cognitive engagement and supports deeper learning processes. This study contributes by proposing an integrated learning architecture that unifies content delivery, interactivity, and embedded assessment within a single platform. The findings highlight the potential of such systems to improve learning effectiveness in vocational education. Therefore, this study offers a scalable and impactful solution for advancing technology-enhanced learning environments in the digital era.
Analysis of Students’ Financial Mathematics Ability: A Descriptive Quantitative Study Putri, Eka Pravitasari; Kahar, Muhammad Syahrul; Kawaitou, Oktovianus A.
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31290

Abstract

In an era of increasing financial complexity, the ability to apply mathematical reasoning in financial decision making has become a critical competence for university students, yet many still struggle to translate mathematical knowledge into practical financial contexts. This study aims to develop a data-driven empirical profile of students’ financial mathematics ability based on academic performance records. A descriptive quantitative approach was employed using secondary data from 26 students enrolled in an Economic Mathematics course, including assignment scores, midterm examinations, final examinations, and final academic scores. The data were analyzed using descriptive statistics combined with interpretive analysis to identify performance patterns, variability, and achievement distribution. The findings reveal that students’ financial mathematics ability is generally positioned at a moderate to high level, with a mean final score of 70.09 and a median of 78.25, indicating a negatively skewed distribution influenced by lower-performing students. While 61.54% of students were classified in high and very high categories, 23.08% remained in the low category, reflecting a substantial performance gap. In addition, students performed better in assignments and midterm examinations than in final examinations, suggesting challenges in comprehensive and independent problem-solving contexts. This study introduces a data-driven descriptive profiling approach that integrates financial literacy, mathematical literacy, and academic performance into a unified analytical framework. The findings offer meaningful implications for strengthening financial numeracy and improving instructional strategies in higher education.
Efforts to Improve the Ability to Understand Trogonometry Concepts by Implementing the Discovery Learning Model of Students in Class XI SMA IT Persis Palu Sahabudin, Nurfadila; Hadjar, Ibnu; Pathuddin; Fajriani
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.32452

Abstract

The growing demand for twenty-first century competencies has increased the need for mathematics instruction that promotes conceptual understanding, reflective reasoning, and active student engagement. However, trigonometry learning in many secondary schools remains dominated by procedural instruction and formula memorization, causing students to experience difficulties in understanding conceptual relationships. This study aimed to investigate the implementation of the discovery learning model in improving students’ conceptual understanding of trigonometry among class XI students at SMA IT Persis Palu, Indonesia. The study employed a qualitative-dominant Classroom Action Research design conducted through two iterative cycles consisting of planning, action, observation, and reflection stages. The participants involved 23 students, with three focal informants selected purposively based on preliminary conceptual difficulties. Data were collected through conceptual understanding tests, classroom observations, interviews, field notes, and documentation. The findings revealed substantial improvement in students’ conceptual understanding across all indicators, including the ability to restate concepts, identify conceptual relationships, distinguish examples and non-examples, and apply trigonometric concepts accurately in contextual problem-solving situations. Learning mastery increased progressively until 88.24% of students achieved the minimum competency criterion in Cycle II. The study concludes that discovery learning effectively facilitates conceptual reconstruction, collaborative inquiry, and meaningful mathematical understanding in secondary trigonometry learning. 
Qualitative Analysis of Technology Utilization Problems in Mathematics Learning from the Perspective of Teachers and Students Prisnaini, Rizqi Muji; Wahyu, Wiwit; Kusno
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.31452

Abstract

Technology integration in mathematics learning offers opportunities to make abstract concepts more concrete, interactive, and accessible. However, its implementation in schools often faces challenges related to teacher competence, student digital literacy, infrastructure, and learning distractions. This study aims to analyze the problems of technology utilization in mathematics learning from the perspectives of teachers and students and to identify possible strategies for optimizing its use. A qualitative phenomenological design supported by descriptive questionnaire data was employed. The participants consisted of three mathematics teachers and twelve junior high school students selected through purposive sampling because they had direct experience with technology-assisted mathematics learning. Data were collected through questionnaires, classroom observations, semi-structured interviews, and documentation. The data were analyzed using an interactive qualitative model involving data condensation, data display, coding, theme development, and conclusion drawing, while questionnaire results were examined using descriptive statistics. The findings show that technology utilization in mathematics learning was categorized as good but not yet optimal, with an average score of 3.27 for teachers and 3.16 for students. Teachers generally used technology to deliver materials and visualize mathematical concepts, but they still encountered difficulties in designing interactive and problem-solving-based learning activities. Students perceived technology as helpful for understanding mathematics, particularly through visualization, yet they also experienced distractions, application-use difficulties, and limited internet access. These findings indicate that effective technology integration requires more than device availability; it depends on teacher readiness, students’ digital literacy, learning discipline, and institutional support. Therefore, continuous teacher training, digital literacy strengthening, adequate infrastructure, and blended learning implementation are recommended to optimize technology-supported mathematics learning.
Design and Evaluation of Multimedia-Based Interactive E-Teaching Materials for Enhancing Critical Thinking and Interest Learning in Elementary Mathematics: An ADDIE Approach Mardiyanti, Diyah; Gunawan
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31131

Abstract

Elementary mathematics learning often remains dependent on printed materials and teacher-centered explanation, limiting students’ opportunities to engage with concepts visually, interactively, and critically. This study aimed to develop and evaluate multimedia-based interactive e-teaching materials designed to enhance fifth-grade students’ mathematical critical thinking skills and learning interest in the topic of circumference and area of plane figures. The study employed a research and development approach integrated with a quasi-experimental evaluation. The product was developed through the ADDIE model, covering analysis, design, development, implementation, and evaluation. Participants were fifth-grade students at UMP Elementary School, Banyumas Regency, Indonesia. Product validity was examined through media and material expert assessments, practicality was measured using teacher and student response questionnaires, and effectiveness was tested by comparing an experimental class using the developed e-teaching materials with a control class using conventional materials. The results showed that the product was valid, with media expert validation reaching 83.35% and material expert validation reaching 98.18%. Practicality was also very high, as indicated by the teacher response score of 97.78% and the student response average of 89.29%. The experimental class achieved higher critical thinking scores than the control class, 85.75 versus 67.75, and higher learning interest, 81.83 versus 72.00. The t-test results confirmed significant differences between the two groups, with p < .05. These findings demonstrate that multimedia-based interactive e-teaching materials can function as integrated cognitive and motivational scaffolds in elementary mathematics learning.
Analysis of Population Growth in Central Lampung Regency Using Exponential and Logistic Models with GRG Parameter Optimization and Model Performance Evaluation Al Mahkya, Prana; Sutrisno, Agus; Zakaria, La
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31153

Abstract

Accurate regional population projection is essential for development planning, infrastructure allocation, public service provision, and long-term resource management. This study analyzes population growth in Central Lampung Regency, Indonesia, by comparing exponential and logistic growth models supported by Generalized Reduced Gradient (GRG) parameter optimization and integrated model performance evaluation. Annual population data from 2016 to 2025 were obtained from official statistics, with 2016 defined as the base year. The exponential model was formulated under the assumption of unlimited proportional growth, whereas the logistic model incorporated a carrying capacity of 2,000,000 people as a modeling assumption to represent bounded demographic growth. The growth-rate parameter was optimized by minimizing Mean Absolute Percentage Error (MAPE), and model performance was evaluated using MAPE, Mean Absolute Error (MAE), and Root Mean Square Error (RMSE). Robustness analysis, direct parameter sensitivity analysis, and paired t-test were also conducted to examine parameter stability and statistical differences between model errors. The results show that the population increased from 1,250,486 people in 2016 to 1,541,429 people in 2025, with a marked structural rise around 2020. Both models achieved very accurate performance, with MAPE values below 10%. However, the logistic model produced slightly lower errors, with MAPE of 2.3227%, MAE of 31,760.57 people, and RMSE of 40,705.66 people. Robustness and sensitivity analyses confirmed stable parameter behavior in both models. The paired t-test indicated no statistically significant difference between their errors. Thus, the logistic model is recommended as the more conceptually appropriate framework for long-term regional population projection.

Page 35 of 36 | Total Record : 359

 32   33   34   35   36 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026): Desimal Vol. 9 No. 1 (2026): Desimal Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika Vol. 8 No. 2 (2025): Desimal: Jurnal Matematika Vol. 8 No. 1 (2025): Desimal: Jurnal Matematika Vol. 7 No. 3 (2024): Desimal: Jurnal Matematika Vol. 7 No. 2 (2024): Desimal: Jurnal Matematika Vol. 7 No. 1 (2024): Desimal: Jurnal Matematika Vol. 6 No. 3 (2023): Desimal: Jurnal Matematika Vol. 6 No. 2 (2023): Desimal: Jurnal Matematika Vol. 6 No. 1 (2023): Desimal: Jurnal Matematika Vol. 5 No. 3 (2022): Desimal: Jurnal Matematika Vol. 5 No. 2 (2022): Desimal: Jurnal Matematika Vol. 5 No. 1 (2022): Desimal: Jurnal Matematika Vol. 4 No. 3 (2021): Desimal: Jurnal Matematika Vol. 4 No. 2 (2021): Desimal: Jurnal Matematika Vol. 4 No. 1 (2021): Desimal: Jurnal Matematika Vol. 3 No. 3 (2020): Desimal: Jurnal Matematika Vol. 3 No. 2 (2020): Desimal: Jurnal Matematika Vol. 3 No. 1 (2020): Desimal: Jurnal Matematika Vol. 2 No. 3 (2019): Desimal: Jurnal Matematika Vol. 2 No. 2 (2019): Desimal: Jurnal Matematika Vol. 2 No. 1 (2019): Desimal: Jurnal Matematika Vol. 1 No. 3 (2018): Desimal : Jurnal Matematika Vol. 1 No. 2 (2018): Desimal : Jurnal Matematika Vol. 1 No. 1 (2018): Desimal: Jurnal Matematika More Issue