cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wiwit Damayanti Lestari
Contact Email
wiwitdamayantilestari@unwir.ac.id
Phone
-
Journal Mail Official
mathline@unwir.ac.id
Editorial Address
-
Location
Kab. indramayu,
Jawa barat
INDONESIA
M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Wiralodra
ISSN : 25025872     EISSN : 26223627     DOI : -
Core Subject : Education,
Education Mathematics
Mathline is published by Mathematics Education Department of Wiralodra University. Mathline publishes the research issues on mathematics, mathematics education, and could be experiment, research and development, or classroom action research. This Journal are bi-annual publication, on February and August.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 20 Documents
 1   2 
Search results for , issue "Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika" : 20 Documents clear
Development Of Contextual Teaching Materials Using A Sports Context In Statistics For Sports-Talented Schools Nusa Tenggara Timur Province Boleng, Yasinta Christanti; Rudhito, Marcellinus Andy
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.686

Abstract

At Nusa Tenggara Timur Provincial Sports Gifted High School in Kupang show that there are still many students who are not enthusiastic about learning mathematics in class. On every occasion, learning mathematics should start with the identification of problems that are appropriate to the situation (contextual problems). With the application of contextual problems, using real examples related to everyday life will bring students to conditions that can make students actively involved in learning. This research aims to produce contextual teaching materials on statistics material with a sports context for students at Sports Gifted Schools, as well as describe the impact on student learning outcomes from the results of developing these teaching materials. The development model that will be used to develop learning tools in this research is the ADDIE model. Data collection uses validation sheets, student response questionnaires to teaching materials, and student learning outcomes tests. Based on the results of the research, teaching materials in the form of statistical material modules measuring data concentration using the context of middle-distance running sports were declared valid and suitable for use, with the assessment results from material expert validators being 76% valid and the assessment results from media expert validators being 88% very valid. The teaching materials also received a good response from students, with the results of the student questionnaire responding to the teaching materials at the small group trial stage getting a percentage of 91% and at the large group trial stage getting a percentage of 95%. The teaching materials developed also have a positive impact on student learning outcomes. This can be seen from the results of students' learning tests after using these teaching materials, where the overall average score of students is 78.1, and the percentage of completeness obtained is 70%. Apart from that, it can also be seen that in the learning process, the students are actively discussing.
Comparative Analysis Of Neural Network Model Selection And Data Transformation For Rainfall Forecasting Permata, Regita Putri; Dani, Andrea Tri Rian
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.763

Abstract

The selection of input models in neural networks significantly influences predictive accuracy in time series forecasting. This study evaluates different input models for neural networks in rainfall prediction using data from the Wonorejo Reservoir, Surabaya. The neural network inputs are determined based on significant lags identified through the Partial Autocorrelation Function (PACF) and ARIMA models. Simulation results indicate that the best Feed Forward Neural Network (FFNN) model utilizes PACF-derived input lags and is trained using the Rprop+ algorithm with a logistic activation function. Meanwhile, the optimal Deep Learning Neural Network (DLNN) model employs the Rprop- algorithm with a logistic activation function. The best-performing model for rainfall forecasting, based on the lowest Root Mean Squared Error of Prediction (RMSEP), is the FFNN model with an (8,4,1) architecture. To further refine the model, we applied a stepwise selection process to eliminate non-significant lag inputs. However, results show that this optimization had no substantial impact, as RMSEP increased after the stepwise procedure.
The Effect of Numbered Heads Together (NHT) on Elementary School Students’ Mathematical Problem-Solving Ability in Geometry Ahsan, Fikri Fathony
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.787

Abstract

Within the framework of mathematics learning at the elementary school level-particularly in geometry-many students still struggle to fully understand the material and experience difficulties in problem-solving. They often focus on achieving the final answer without a deep understanding of the problem-solving process. This study aims to examine the effect of the cooperative learning approach, specifically the Numbered Heads Together (NHT) model, on the mathematical problem-solving abiities in geometry of fifth-grade students at a state elementary school in Central Jakarta. The research employs a quantitative method with a quasi-experimental design. Data were gathered through a test comprising 10 essay questions. The analysis involved tests for normality, homogeneity, and hypothesis testing. Post-test scores exceeded pre-test results, demonstrating the effectiveness of the NHT model. The significance value of the t-test (p < 0.005) indicates that H₀ is rejected and H₁ is accepted, showing that the NHT model significantly influences fifth-grade students' mathematical problem-solving ability.
Students' Algebraic Thinking Process Based On Reflective And Impulsive Cognitive Styles Sholikin, Nur Wiji
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.841

Abstract

Algebraic thinking is very important because it helps students expand their thinking in solving concrete problems through the ability to identify patterns, recognize relationships between mathematical elements, and understand the structure of a problem. This study aims to analyze the differences in students' algebraic thinking process abilities based on reflective and impulsive cognitive styles. The research method used is a descriptive quantitative method. The subjects of the study were 27 high school students in grade 10. The instruments used in this study consisted of Matching Familiar Figure Test (MFFT) cognitive style test questions, algebra ability test questions, and interview guidelines. The data analysis technique in this study used data triangulation. The results of the analysis showed that students with a reflective cognitive style had an average algebra score of 84 and showed more consistent performance, compared to impulsive students who had an average score of 67. Interview findings supported the quantitative results, where reflective students tended to be thorough, focused on understanding concepts, and careful in solving problems, while impulsive students worked on problems quickly but lacked analysis, resulting in more frequent technical errors. This data triangulation confirmed that cognitive style had a significant effect on students' thinking and performance in solving algebra problems. This study recommends the application of Polya's step-based problem-based learning method for reflective students and game-based learning with self-monitoring strategy for impulsive students as an effort to improve mathematical problem-solving abilities.
Evaluation Of Students' Critical Thinking Ability In Solving Real Analysis Problems Anggraini, Reri Seprina; Gunawan, Rilla Gina; Rizki, Hedia
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.852

Abstract

Critical thinking skills are essential for students, particularly in solving complex problems in Real Analysis, as these skills foster academic growth and prepare them for professional challenges. However, many students still struggle to apply these skills effectively. Through a qualitative case study involving fifth-semester students from the Tadris Mathematics program, this research explores the students’ critical thinking demonstrate in solving Real Analysis problems, alongside the factors that support or hinder this ability. Data were gathered through semi-structured interviews, observations, and assessments, focusing on students' problem-solving approaches. The results indicate that while most students (62%) exhibit moderate critical thinking skills, a significant portion (38%) face challenges in developing these abilities, with none achieving high-level proficiency. Supporting factors include cognitive ability, motivation, and a conducive learning environment, while barriers include limited understanding of basic concepts, time constraints, and psychological obstacles. Students predominantly relied on procedural methods to solve problems, hindering deeper analytical thinking. The findings highlight the need for more interactive and reflective teaching methods, such as problem-based learning and group discussions, to enhance students’ critical thinking and problem-solving skills. These insights offer valuable recommendations for improving teaching strategies in Real Analysis and contribute to advancing mathematics education in Indonesia.
Systematic Literature Review: The Effectiveness Of Using The Problem-Based Learning Model In Improving Problem-Solving Skills Ramadhany, Nuramaliyah; Tampa, Alimuddin; Upu, Hamzah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.859

Abstract

Amid challenges in mathematics education, students' low problem-solving skills have become a key concern. Studies have shown that many students struggle to understand problems, devise appropriate strategies, and validate their solutions, especially when faced with real-world mathematical tasks. Problem-Based Learning (PBL) has been identified in many studies as a promising approach to address this issue. This study aims to evaluate the effectiveness of PBL in enhancing students' mathematical problem-solving skills through a systematic review of recent literature. Using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) method, this Systematic Literature Review (SLR) identified 20 relevant articles from 1,672 collected through databases like ERIC, ScienceDirect, IOP Science, and PubMed, using keywords "Problem-based Learning" and "problem-solving mathematics." The findings show that PBL consistently improves students' problem-solving skills and is more effective than traditional teaching methods. Thus, PBL is a valuable instructional model for educators to adopt. This review suggests that PBL should be integrated more systematically into mathematics instruction to support students in developing essential 21st-century skills.
Design Of A Mathematics Test Instrument Based On Pharmacy Vocational Training With Rasch Model Analysis On Students' Mathematical Problem-Solving Ability Utomo, Hary Nurprio; Muhtarom, Muhtarom; Dwijayanti, Ida
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.867

Abstract

This research aims to measure students' mathematical problem-solving abilities using a pharmacy-based vocational mathematics test instrument with Rasch model analysis. The development model in this research is 4D design by Thiagarajan, which includes the stages: define, design, development, and disseminate, but in this study, it is limited to the Development stage. Respondent data from 30 students with a total of 5 questions yielded results indicating that the expert validity of all five questions is very good. The reliability of test items and students was analyzed, revealing weak reliability for students and sufficient reliability for the questions; and the reliability of the interaction between individuals or students with the overall test items falls into the weak category. The overall difficulty level of the questions falls into the fairly good category, which includes items that are neither too difficult nor too easy, specifically in the moderate, easy, and difficult categories. In conclusion, the analysis of the pharmacy vocational-based mathematics test instrument using the Rasch model analysis is declared valid, reliable, and has a good level of difficulty.
Mathematics Learning Process Through Game-Based Methods: A Pedagogical Content Knowledge Perspective Nuraeni, Reni; Jupri, Al; Nurlaelah, Elah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.891

Abstract

Pedagogical Content Knowledge (PCK) is an essential competency for mathematics teachers, as it significantly influences the effectiveness of student learning. This study examines the implementation of game-based learning in mathematics instruction through the lens of PCK. The research was conducted through observations of a junior high school mathematics teacher in Bandung Regency. The primary objective of this study is to analyze the mathematics learning process using the game-based method, focusing on its alignment with PCK principles. Data were collected through classroom observations and unstructured interviews with both teachers and students. A qualitative descriptive approach was employed for data analysis. The findings reveal the following key points: (1) Teachers do not prepare lesson plans or teaching modules before conducting classroom instruction; (2) Teachers' content knowledge requires reinforcement; (3) The formulation of exercises remains simplistic, lacking a range of difficulty levels (easy, medium, difficult), and does not include higher-order thinking skills (HOTS) questions; and (4) There is insufficient reinforcement when students struggle to recall fundamental concepts, such as fractions.
Analysis Of Mathematical Logical Thinking Skills In Solving Arithmetic Problems: A Study Of Introverted Fahira, Popy; Yulia, Putri
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.894

Abstract

This study examines students’ logical-mathematical thinking skills in solving arithmetic problems by considering introverted and extroverted personality types. A descriptive qualitative approach with a case study design was employed, involving four ninth-grade students selected through purposive sampling. Data were collected using a logical thinking ability test, the MBTI personality questionnaire, and structured interviews. The results showed that overall, students’ logical-mathematical thinking skills were relatively low, with most participants categorized as “Very Low.” Extroverted students demonstrated greater variation in performance, with one student achieving slightly higher logical thinking skills than the others. However, no significant differences were observed between introverted and extroverted students in their logical reasoning and problem-solving abilities. These findings suggest that personality type alone does not substantially determine students’ logical-mathematical thinking skills; other factors, such as learning motivation, conceptual understanding, and instructional strategies, also contribute to these outcomes. This study highlights the importance of implementing tailored instructional approaches to enhance students’ focus, motivation, and constructive feedback in supporting the development of logical thinking skills among students with diverse personality types.
Analysis Of Fractional Logistic Model Solution And Its Simulation On Human Development Index Data Of Cilacap District Sugandha, Agus; Mashuri, Mashuri; Pratama, Danang Adi; Supriyanti, Erni; Anggraeni, Rima
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.931

Abstract

This research discusses the formation of the Fractional Logistic model and its solution analysis, as well as its simulation to predict the Human Development Index in Cilacap Regency using the Fractional Logistic growth model. This study uses secondary data obtained from the official website of the Central Statistics Agency of Cilacap Regency. Based on these data, the growth of the Human Development Index in Cilacap Regency has increased relatively. This shows the Cilacap community's good quality of life. Based on the environmental carrying capacity value of 73, a relative growth rate per year of 0.14273269 is obtained. This model predicts the Human Development Index in Cilacap Regency in 2024 and 2025. The prediction results for 2024 of 71.47 and 2025 of 71.67 are achieved when the fractional derivative order is one. The best approximate solution is obtained when the fractional derivative order is 1, 0.95 0.90, 0.85, 0.80 and 0.75.

Page 1 of 2 | Total Record : 20

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 4 (2024): Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 3 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 4 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2023): Mathline Vol. 7 No. 2 (2022): Mathline: Jurnal Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2022): Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 6 No 2 (2021): Mathline Vol. 6 No. 2 (2021): Mathline Vol. 6 No. 1 (2021): Mathline Vol 6 No 1 (2021): Mathline Vol 5 No 2 (2020): Mathline Vol. 5 No. 2 (2020): Mathline Vol 5 No 1 (2020): Mathline Vol. 5 No. 1 (2020): Mathline Vol. 4 No. 2 (2019): Mathline Vol 4 No 2 (2019): Mathline Vol 4 No 1 (2019): Mathline Vol. 4 No. 1 (2019): Mathline Vol 3 No 2 (2018): Mathline Vol. 3 No. 2 (2018): Mathline Vol. 3 No. 1 (2018): Mathline Vol 3 No 1 (2018): Mathline Vol 2 No 2 (2017): Mathline Vol. 2 No. 2 (2017): Mathline Vol. 2 No. 1 (2017): Mathline Vol 2 No 1 (2017): Mathline Vol 1 No 2 (2016): Mathline Vol. 1 No. 2 (2016): Mathline Vol 1 No 1 (2016): Mathline Vol. 1 No. 1 (2016): Mathline More Issue