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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 452 Documents
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Mathematical Critical Thinking Abilities of Students in Terms of Self-Regulated Learning in Realistic Mathematics Education Assisted By Mobile Learning Nashrullah, Fahmi Rizqi; Rochmad, Rochmad; Cahyono, Adi Nur
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.469

Abstract

The students' mathematical critical thinking ability is categorized as still not good due to the teaching and lack of use of instructional media in the learning process. These factors also contribute to the students' low level of learning independence. Several studies have found that the mathematical critical thinking ability is still below average. One of the teaching methods that can help improve students' mathematical critical thinking ability is Realistic Mathematics Education (RME) assisted by mobile learning. This study aims to: (1) Test the effectiveness of RME assisted by mobile learning on students' mathematical critical thinking ability, and (2) Analyze and understand students' mathematical thinking ability in terms of their learning independence in RME assisted by mobile learning. The research method used is a mixed method with concurrent embedded research design. Quantitative research serves as the primary method, and qualitative research as the secondary method. The population in this study consists of seventh-grade students at MTs Al Wahdah Sumber in the academic year 2022/2023. The sample is determined using purposive sampling technique, selecting two classes as samples - Class VII A as the control group and Class VII B as the experimental group. Data collection techniques used in this study include tests, questionnaires, documentation, and interviews. Data analysis includes individual mastery test, classical mastery test, mean difference test, and proportion difference test. The results of this study indicate that: (1) RME assisted by mobile learning is effective in improving students' mathematical critical thinking ability, as evidenced by the average mathematical critical thinking ability of the experimental group reaching the actual mastery level, 75% mastery proportion in the experimental group, higher mean difference in the experimental group compared to the control group, and higher proportion in the experimental group compared to the control group, and (2) Diverse mathematical critical thinking abilities were found in the low, medium, and high learning independence groups.
The Effect of Math Anxiety on Academic Procrastination of Junior High School Students Maghfiroh, Lusiana Nur; Pradipta, Trisna Roy
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.471

Abstract

Academic procrastination is a form of task avoidance that occurs due to the inability to complete a task. One of the effects of academic procrastination on students is that it causes students to have limitations in learning mathematics, which is often referred to as math anxiety. This study aims to determine the effect of academic procrastination on math anxiety experienced by junior high school students facing the dynamics of the transition of learning from online to offline. This study used a quantitative approach with a survey and the subjects of this study were seventh grade junior high school students in one of the cities in Bekasi. The instruments in this study used valid instruments and had gone through expert testing with a total of 11 indicators and 28 items for math anxiety and 4 indicators and 16 items for academic procrastination. This study describes a descriptive quantitative measure measured by RASCH model using Winstep and SPSS software. The results showed that the person correlation coefficient was 0.312 with a Sig, (2-tailed) = 0.004 <0.05, indicating a correlation between variables of 9.7%, which means that math anxiety may underlie academic procrastination, which is classified as weak. Since the regression coefficient is positive, the conclusion is that math anxiety has a positive effect on academic procrastination.
Description of The Mathematical Logical Thinking Abilities of Students with Special Needs Cholifah, Alifia Nur; Pradipta, Trisna Roy
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.472

Abstract

This study aims to describe the mathematical logical thinking abilities of students with special needs. This was a qualitative study that followed a case study design. The research subjects were selected using purposive sampling. The source of data in the study were 12th grade high school students, a total of 5 students with special needs (hearing impaired). This research was conducted in one of the schools in Jakarta. Data collection was done by administering a mathematical logical thinking ability test, conducting interviews, and categorizing students according to their level of mathematical logical thinking ability. The results of this study show that there are 2 students who have level 2 mathematical logical thinking ability. There is 1 student who has mathematical logical thinking ability level 1. There are 2 students with mathematical logical thinking ability level 0. Students with level 2 mathematical-logical thinking ability are able to fulfil all indicators of mathematical-logical thinking ability. Students with level 1 mathematical-logical thinking ability were able to fulfill three indicators of mathematical-logical thinking ability. Students with level 0 mathematical-logical thinking ability were unable to fulfill the indicators of mathematical-logical thinking ability.
Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan Handican, Rhomiy; Nasution, Eline Yanty Putri; Ananda, Azwar; Gistituati, Nurhizrah; Rusdinal, Rusdinal
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.473

Abstract

ABSTRACT   This article describes a comparison of mathematics learning methods between Japan and Indonesia. In Japan, structured and systematic approaches such as Rikai Kansatsu and Kōryū are applied, with an emphasis on observation, deep understanding, and collaborative work in solving mathematical problems. Teachers in Japan also apply problem solving and open ended approaches, which encourage students to think critically, creatively and independently. In addition, the implementation of lesson study as a scientific activity that involves teachers in developing the theory and practice of mathematics learning is a strong foundation for the method in Japan. On the other hand, in Indonesia, there is a shift towards more inclusive and creative learning approaches, such as the Scientific approach and the Concrete Representational Abstract (CRA) approach. Teachers in Indonesia emphasize more on achieving individual and classical student competencies, with a strong orientation towards learning outcomes. Although the concept of lesson study has been implemented in Indonesia, there are still differences in the development of theories and the application of learning methods. Awareness, support, and collaboration among teachers are key to developing and expanding the application of lesson study and improving the quality of mathematics learning in Indonesia. With increased teacher understanding and participation, the potential of lesson study development and implementation in Indonesia can be optimized to improve students' understanding of mathematics and critical thinking skills.
Comparison of LSTM and GRU Methods in Sentiment Analysis of Satusehat Appication Review Hedy Leoni; Utami, Ema; Hartanto, Anggit Dwi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.475

Abstract

This article describes a comparison between the LSTM and GRU methods in sentiment analysis. Both methods were chosen based on the simplicity of the model and are considered capable of processing relatively long data. the dataset used in this study amounted to 12260 data obtained from scraping on the Google Play site using google-play-scraper library. In analyzing Sentiments, 2 Deep Learning methods are used, namely LSTM and GRU. From the results The GRU accuracy value reaches 91% while the LSTM accuracy value is 89%. However, for the Recall and F1-score tests, these two methods still get low scores in analyzing positive data.
Algebra Reasoning Ability Viewed From Student Gender Differences Kurniyasih, Nur; Nugraheni, Esti Ambar
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.476

Abstract

Algebraic reasoning skills are important for students to master, with algebraic reasoning students are able to solve everyday problems in algebraic form. Gender is one of the factors that differentiates students' reasoning abilities in solving math problems. This study aims to describe algebraic reasoning in terms of gender differences. This type of research is qualitative with research subjects of four students taken from 31 students, Middle School class VIII by selecting two female students and two male students based on the average score level of each gender in solving System of linear equations of two variables questions based on indicator of algebraic reasoning ability. Data collection techniques in this study were tests, interviews and documentation. The results of this study indicate that the algebraic reasoning of female subjects is higher than that of male subjects. Some of the factors for the low algebraic reasoning of the subject include: the subject is not careful and forgets the formulas that have been taught.
Analysis of Students' Mathematical Literacy Ability on Sequences and Series Material Through The Application of Problem Based Learning Amalia, Kiki; Nuriadin, Ishaq
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.478

Abstract

Mathematical literacy ability is the ability to understand and to use mathematics in various contexts to solve problems and explain how mathematics can be applied in everyday life. The aim of this study was to analyze students' mathematical literacy abilities in the material for sequences and series using problem based learning (PBL). The sample of this research was class XI SMA as many as 36 students and the subject was determined using purposive sampling. Tests, interviews, and documentation were used as data collection techniques. The research instrument was in the form of a mathematical literacy ability test on sequences and series material as well as interview guidelines that had been validated thereforehe instrument being suitable for use. The results of the study showed that the application of PBL to the matter of sequences and series was able to achieve students' mathematical literacy skills. Students can solve problems systematically and correctly even though there are operations such as multiplication or addition of numbers or variables an error occurs and students from both high and low categories do not write conclusions at the end of the problem. From the ability to choose a strategy students are able to identify the information contained in the question, but not yet fully students can decide on a strategy and apply facts, operations and structures in finding solutions related to story problems on sequences and series material.
Development of LKPD Based on Contextual Teaching and Learning on Square and Rectangular Materials to Improve Learning Outcomes of Grade IV Elementary School Students Oktapia, Lisa; Siregar, Lailatun Nur Kamalia
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.479

Abstract

Student Worksheets (LKPD) are one of the teaching materials that play an important role in the learning process. In the data structure of mathematics subjects, LKPD is CTL-based with square and rectangular shapes. This research was conducted on grade IV students of SDN 106161 Laut Dendang. Elementary school students in the fourth grade were used as research participants. This study uses an analysis, design, development, implementation, and evaluation (ADDIE) model. The results of this study can be seen and proven by using the Likert scale to assess the material and aspects that are still being developed, namely: a) Validity that gets a score (4.8) from media experts and (4.43) from experts in materials. b) Efficiency, i.e. obtaining a score of 3.96 from students and 4.6 from teachers. c) Fairness of use of estimated N-Gain reaches value 0.8110. The study's findings, students' enthusiasm in learning math about square and rectangular shapes should be made easier for educators and prospective teachers. In addition, this development is expected to help students gain a deeper understanding of the subject matter they are learning, thereby increasing their interest in CTL-based LKPD exercises.
Analysis of Students' Difficulties In Solving Minimum Competency Assessment Questions In Terms of Mathematical Communication Skills AL-Ashri, Lazuardi Sastra; Awalludin, Subhan AJiz
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.480

Abstract

The minimum competency assessment is used in developing students' numeracy literacy skills to have 21st-century skills. However, students' difficulties in solving minimum competency assessment questions will cause unsatisfactory results. Therefore, it is necessary to analyze further students' difficulties in solving the minimum competency assessment questions, including mathematical communication skills. This study used qualitative research methods with descriptive analysis techniques to examine these difficulties. The data collection techniques used were observation, tests, and interviews. The research was conducted by giving students a minimum competency assessment test, and then the results were analyzed so that six research subjects were obtained. Then interviews were performed according to the guidelines that had been made for the six subjects. The results showed that subjects with high communication skill categories needed help compiling solution ideas and complete answers written by students. Then subjects in the medium category had difficulty in three indicators: linking the information given into mathematical concepts, compiling mathematical ideas, and generalizing. Meanwhile, subjects in the low category experienced difficulties in each indicator, and most did not answer the questions. So it is concluded that subjects with high communication ability categories have fewer difficulties when solving minimum competency assessment questions than subjects with medium and low levels.
Efforts to Improve Students’ Learning Outcomes Through Collaborative Learning: The Topic of Quadrilaterals Nasution, Nurul Rafiqah; Wahyudin, Wahyudin; Nurlaelah, Elah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.483

Abstract

Collaborative learning has been proven beneficial in mathematics education. This study aims to enhance learning outcomes through collaborative learning, particularly focusing on the topic of quadrilaterals. The research method employed in this study is classroom action research. Data analysis for this research utilizes both quantitative and qualitative data. The research findings indicate that: (1) students' learning outcomes prior to implementing collaborative learning were incomplete as students did not achieve the targeted indicators; (2) students' learning outcomes improved after the implementation of collaborative learning in both Cycle I and Cycle II; (3) the overall class achievement in Cycle I showed an improvement compared to the pre-action phase. Meanwhile, the mastery of learning between Cycle I and Cycle II showed further improvement, becoming even better; (4) observation results of the teacher's activities in facilitating collaborative learning in Cycle I were rated as moderately good, while in Cycle II, they were rated as very good; (5) students' responses during the collaborative learning process in Cycle I were categorized as moderately good, whereas in Cycle II, they were categorized as very good.

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