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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 512 Documents
 48   49   50   51   52 
Students’ Mathematical Reasoning Based on Polya’s Problem-Solving Stages From A Gender Perspective Sri Utari; Dwi Rahmawati; Rahmat Bustanul Anwar; Sutrisni Andayani; Nego Sihaluhung
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1092

Abstract

This study aims to analyze the mathematical reasoning abilities of junior high school students through Polya's problem-solving stages, taking gender differences into account. A qualitative approach was employed within a descriptive research framework. Data collection was conducted at SMP Muhammadiyah 4 Metro, involving both male and female students. The data collection methods included tests, interviews, and documentation to ensure accurate recording of all activities. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing/verification. To ensure data validity, the triangulation method was applied by comparing the results of tests and interviews. The findings indicate that male students demonstrate superior mathematical reasoning skills compared to female students. Furthermore, female students tend to struggle with drawing conclusions when solving problems based on the processes they undertake.
The Effect of Wordwall Media Integration in Linear Program Learning on Students' Concept Understanding and Learning Interest Marta Uli Pasaribu; Amin Harahap; Lily Rohanita Hasibuan
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1098

Abstract

This research seeks to evaluate the impact of integrating Wordwall media on students' enthusiasm for learning and grasp of mathematical principles in linear programming topics. A lack of interest and challenges in comprehending abstract mathematical ideas serve as the foundation for this investigation. Wordwall was selected due to its provision of interactive learning experiences that enhance student participation. The research adopted a quasi-experimental approach using a non-equivalent control group design. The tools for research included a concept comprehension test (15 questions) and a learning interest survey (30 statements). Data analysis involved the Kolmogorov-Smirnov normality check, Levene's homogeneity examination, paired sample t-test, independent sample t-test, and N-Gain. The findings revealed that the incorporation of Wordwall media significantly and positively influenced students' enthusiasm for learning and their comprehension of mathematical concepts. The progress noted in the experimental group was classified as moderate, while the control group exhibited relatively minimal improvement. Consequently, Wordwall media can serve as a viable alternative learning tool to elevate the quality of mathematics education in vocational high schools. In conclusion, this study asserts that the incorporation of Wordwall media is effective in boosting students' enthusiasm for learning and their understanding of mathematical principles.
Improving Students' Creative Thinking Abilities and Assignment Management Through Mathematics Scaffolding Learning Strategies Mayasari Tambunan; Lily Rohanita Hasibuan; Sakinah Ubudiyah Siregar
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1099

Abstract

Mathematics learning plays a crucial role in developing higher-order thinking skills, particularly students' creative thinking. This study aims to improve students' creative thinking and task management capabilities through the implementation of scaffolding learning strategies. The research method used was a quasi-experimental nonequivalent control group design. The research sample consisted of 60 students divided into two classes: an experimental class treated with scaffolding learning and a control class using conventional learning methods. The research instruments were a creative thinking ability test and a student task management questionnaire, which had been tested for reliability and validity. Data were analyzed using descriptive and inferential analysis. Statistical tests used included a t-test to understand the differences in results between the experimental and control classes, and an N-Gain analysis to see the increase in students' abilities. The research findings showed that students' creative thinking and task management abilities in the experimental class experienced a higher increase than in the control class. The N-Gain value of the experimental class was classified as medium to high, while the control class was classified as low to medium. Based on the research results, it can be concluded that the scaffolding learning strategy has a positive and significant effect on increasing students' creative thinking and task management abilities in mathematics learning.
The Effect of The Project Based Learning Model on The Implementation of Deep Learning in Improving Mathematics Learning Outcomes Wilda Anisa Ukhro Sinaga; Nurlina Ariani Harahap; Laili Habibah Pasaribu
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1100

Abstract

This research is focused on enhancing the mathematics achievement of students in eleventh grade in the area of Statistics by utilizing Project Based Learning to facilitate deep learning. The approach adopted is a quasi-experimental design with pre-tests and post-tests involving two groups of 72 students (with XI-1 as the experimental group and XI-4 as the control group) employing essay assessments and observational methods at SMA Negeri 1 Aek Natas. Findings revealed that the average post-test score for the experimental group improved by 19.17, surpassing the control group's score of 17.08. The independent sample t-test yielded a significant value of 0.007 (<0.005), indicating a notable difference between the two groups. Furthermore, the N-gain for the experimental group was 41.19% (medium category), significantly greater than the 5.8% (low category) recorded for the control group. In summary, the utilization of Project Based Learning (PJBL) in the experimental class effectively contributes to the enhancement of mathematics learning outcomes and promotes student participation in mathematics education within secondary schools.
The Development of Olympiad Oriented Mathematics Worksheets to Improve Students’ Critical Thinking Skills in Junior High School Dian Rahmawati Davi; Sutama Sutama; Muhammad Noor Kholid
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1103

Abstract

Critical thinking remains a major challenge in junior high school mathematics learning, particularly in solving non routine problems that require reasoning and justification. Although Olympiad type (OSN) problems have strong potential to cultivate higher order thinking, their integration into regular classroom materials is still limited. This study aimed to develop Olympiad oriented (OSN) mathematics worksheets (LKPD) to address the limited availability of learning materials that foster junior high school students’ critical thinking skills, particularly in exponent topics, which are conceptually challenging and frequently tested in mathematics competitions. The Research used a Research and Development (R&D) approach with the ADDIE model (analysis, design, development, implementation, and evaluation). The worksheets were designed to scaffold and strengthen critical thinking through five indicators: interpretation, mathematization, analysis, explanation, and evaluation. The field implementation involved 29 eighth grade students at MTsS YIC Sudirman in the 2025/2026 academic year. Product quality was examined through expert validation and user responses (teacher and students), while effectiveness was evaluated using a pretest–posttest design and indicator level performance analysis. The results showed that the developed worksheets were valid, practical and effective for classroom use. Students’ achievement increased from a pretest mean of 14.77 (SD = 2.69) to a posttest mean of 23.28 (SD = 3.18). Improvements were found across all critical thinking indicators, with the most notable gains in interpretation and mathematization, followed by analysis. However, explanation and especially evaluation still required further reinforcement. Therefore, future instructional design should incorporate more tasks that explicitly require students to justify their reasoning, critique alternative solutions, and reflect on the validity of their answers to strengthen these higher order thinking components. Overall, the OSN oriented worksheets are valid, practical and effective improve students’ critical thinking skills in junior high school mathematics learning.
Analysis of Mathematical Communication Skills in Trigonometry Topic Based on Habits of Mind Laila Maghfiroh; Mardiyana Mardiyana; Diari Indriati
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1107

Abstract

Mathematical communication is an important skill that must be developed in trigonometry learning but is often not developed optimally. Students tend to rely on procedural formulas without being able to explain, represent, and systematically justify their reasons.  Habits of mind are one of the internal factors indicated to influence students' mathematical communication skills. The purpose of the study to describe students’ mathematical communication skills in trigonometry based on habits of mind. This research uses descriptive approach and qualitative data collection techniques such as mathematical communication skill test and in-depth interviews. The subjects of the study were 22 students of class X E3 at MA Negeri Sukoharjo selected purposively based on their habits of mind categories which are limited, developer and expert, from the results of using the Habits of Mind questionnaire. The result showed that: (1) student with the limited habits of mind category had weak mathematical communication skills in all indicators namely drawing, mathematical expression, and writing; (2) student with the developer habits of mind category showed better mathematical communication skills, but still showed inconsistencies and incompleteness in written representations and narratives; (3) Student in the expert category have excellent mathematical communication skills across all indicators, can communicate mathematical ideas completely, accurately, and systematically. The findings of this study indicate that habits of mind have an important role in developing students’ mathematical communication skills in trigonometry topic. Therefore, teachers are encouraged to design learning activities that encourage habits of mind to improve students' ability to communicate mathematical ideas effectively.
Development of Snakes and Ladders Learning Media with The Teams Games Tournament Model to Improve Elementary Students’ Numeracy Skills Devy Istofia Al Ubaidah; Triyanto Triyanto; Isnandar Slamet
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1108

Abstract

This study aimed to develop and evaluate the feasibility and effectiveness of Snakes and Ladders numeracy learning media integrated with the Teams Games Tournament (TGT) model for elementary geometry learning. Applying a research and development strategy along with the ADDIE model, the study included fifth-grade pupils who were split into two groups: one for experimental purposes and another as a control. Information was gathered through expert validation sheets, surveys for both students and teachers, and numeracy pretest–posttest instruments. The results of the validation indicated that the media was very valid, with scores of 92.3% and 93.8% from material experts, 91.3% from media experts, and 91.3% from practitioners. Practicality analysis indicated positive responses from students (82.92%) and teachers (96.7%), confirming the media was highly practical. Effectiveness analysis using the Independent Samples t- test revealed a significant difference in learning outcomes (Sig. 1-tailed = 0.000002 < 0.05. These results demonstrate that the Snakes and Ladders numeracy media integrated with the TGT model is feasible, practical, and effective in enhancing elementary students’ numeracy skills, providing better learning outcomes than conventional instruction.
An Examination of How Problem-Based Learning Influences The Mathematical Literacy Capabilities of Middle School Students, Analyzed Through The Lens of Learning Preferences Hasmawati Hasmawati; Sukmawati Sukmawati; Sitti Fithriani Shaleh
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1137

Abstract

Mathematical literacy is an essential competency that enables students to apply mathematical knowledge and reasoning to solve problems encountered in everyday life. However, students' mathematical literacy skills remain relatively low, indicating the need for instructional approaches that promote meaningful learning. This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model in improving students' mathematical literacy skills, to determine the effect of learning styles on mathematical literacy skills, and to investigate the interaction between the PBL model and learning styles. This study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants were seventh-grade students of SMPN 1 Bontolempangan selected through cluster random sampling. The experimental group consisted of 34 students who were taught using the Problem Based Learning (PBL) model, while the control group consisted of 33 students who received conventional instruction. Data were analyzed using a two-way analysis of variance (Two-Way ANOVA) at a significance level of 0.05. The findings revealed that the Problem Based Learning (PBL) model had a significant positive effect on students' mathematical literacy skills (p < 0.001). In contrast, learning styles did not have a statistically significant effect on students' mathematical literacy skills (p = 0.649). Furthermore, no significant interaction was found between the learning model and learning styles in influencing students' mathematical literacy skills (p = 0.308). In conclusion, the Problem Based Learning (PBL) model is more effective than conventional instruction in improving students' mathematical literacy skills. However, students' learning styles do not significantly influence mathematical literacy achievement, nor do they moderate the effectiveness of the learning model.
Profile of Deep Learning Implementation to Support High School Students' Conceptual Understanding of The Future Value of Annuity Dina Maharini; Erlita Nur Rahmawati; Sunismi Sunismi; Any Herawati; Retno Trisniwari
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1151

Abstract

This study reviewed the implementation of deep learning through discovery learning on the future value of annuity topic in senior high school mathematics, addressing Indonesia’s low PISA and OECD numeracy scores. Deep learning, grounded in the principles of meaningful, mindful, and joyful learning, is considered a promising approach to strengthen students’ conceptual understanding. This study aims to (1) analyze the implementation profile of deep learning by a model teacher on the future value of annuity topic, and (2) examine how learning activities support students’ conceptual understanding. A qualitative descriptive approach with a classroom-based study design was employed. The subject was a model teacher implementing on the topic of the Future Value of Annuity in a Grade XI class at a public senior high school in East Java. Data were collected through classroom video recordings and analyzed using lesson transcripts and student worksheets from three students representing high, moderate, and low ability levels, selected based on diagnostic assessment results. The analysis was conducted using the seven indicators of conceptual understanding proposed by the NCTM. Results show the teacher successfully integrated the three deep learning principles. In the opening activity, the teacher built readiness through contextual apperception and motivation. In the core activity, discovery learning enabled students to actively construct understanding of pranumerando and postnumerando through problem identification, data collection, processing, verification, and group presentation. Differentiated instruction based on diagnostic assessment and individual scaffolding supported students across ability levels. However, reflection and closing activities could not be completed due to time constraints from student mobilization between rooms. Overall, deep learning through discovery learning on the future value of annuity topic created active, contextual, and student-centered learning that strengthened students’ conceptual understanding.
The Effect of Discovery Learning Assisted by PhET Simulation Media on Students’ Mathematics Learning Outcomes in Equivalent Fraction Material at SMP Negeri 2 Padangsidimpuan Ramadhan Herianto; Almira Amir; Ahmad Nizar
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1155

Abstract

Mathematics learning requires instructional approaches that promote students' active participation and meaningful conceptual understanding. However, many junior secondary school students experience difficulties in learning equivalent fractions because the concepts are abstract and classroom instruction is often dominated by teacher-centered approaches with limited use of interactive learning media. This study aimed to examine the effect of the Discovery Learning model assisted by PhET Interactive Simulations on students' mathematics learning outcomes in equivalent fraction material. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. Sixty seventh-grade students from SMP Negeri 2 Padangsidimpuan participated in the study and were divided into an experimental group and a control group. Data were collected using a validated mathematics achievement test and analyzed through descriptive statistics, the Kolmogorov–Smirnov normality test, Levene's homogeneity test, an Independent Samples t-test, N-Gain analysis, and the coefficient of determination using IBM SPSS Statistics. The results revealed that students who learned through Discovery Learning assisted by PhET Interactive Simulations achieved significantly higher mathematics learning outcomes than those who received conventional classroom instruction (p < 0.05). The experimental group also demonstrated greater learning improvement, as indicated by a higher N-Gain score, while the instructional treatment contributed 39.3% of the variance in students' learning outcomes. These findings indicate that integrating Discovery Learning with PhET Interactive Simulations provides an effective student-centered learning environment that enhances conceptual understanding and improves mathematics learning outcomes. Therefore, this instructional approach can be recommended as an alternative strategy for teaching equivalent fractions at the junior secondary school level.

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