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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 512 Documents
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Development of Differentiated Teaching Materials Based on Prior Knowledge to Improve Mathematics Learning Outcomes of Junior High School Students Dwi Maryani; Mardiyana Mardiyana; Riyadi Riyadi
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.v11i2.1171

Abstract

Classrooms in Indonesian junior secondary schools increasingly comprise students with diverse levels of prior mathematical knowledge, creating challenges for teachers in providing instruction that accommodates different learning needs. The availability of differentiated teaching materials is therefore essential for supporting effective implementation of differentiated instruction within the Merdeka Curriculum. This study aimed to develop differentiated teaching materials based on students' prior mathematical knowledge and to evaluate their validity, practicality, and effectiveness in improving mathematics learning outcomes on the topic of Flat-Sided Solid Figures. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model. Three series of teaching materials were developed to accommodate students with low, moderate, and high levels of prior mathematical knowledge while maintaining common learning objectives. The validity of the materials was evaluated by three experts in mathematics content, language, and educational media. Practicality was assessed through teacher and student response questionnaires, whereas effectiveness was examined using a quasi-experimental Nonequivalent Control Group Design involving 63 Grade 8 students (experimental group, n = 31; control group, n = 32). The differentiated teaching materials achieved an overall validity score of 4.23 (Very Valid). Practicality evaluation indicated positive responses from students (79.92%; Practical) and teachers (85.27%; Very Practical). The effectiveness test showed that students in the experimental group achieved significantly higher mathematics learning outcomes than those in the control group (t = 2.976 > tcritical = 1.670, α = 0.05). The findings indicate that differentiated teaching materials based on students' prior mathematical knowledge provide a valid, practical, and effective instructional resource for supporting differentiated mathematics instruction in Indonesian junior secondary schools.
The Effect of Educational Monopoly Learning Media on Fourth-Grade Students' Achievement in Fraction Operations Yurika Gustiyani Rasyidina; Kowiyah Kowiyah
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.v11i2.1184

Abstract

Underperformance in mastering fraction operations continues to pose a significant obstacle within elementary mathematics instruction, largely attributable to traditional teaching approaches and insufficient integration of interactive educational resources. The present investigation sought to assess the impact of an Educational Monopoly (Monopoly Edukatif) instructional tool on the academic performance of fourth-grade learners in fraction operations at SDN Jatibening 04. The study adopted a quantitative framework utilizing a quasi-experimental design with a Posttest-Only Control Group configuration. A total of 60 fourth-grade students were recruited through purposive sampling techniques, equally distributed into an experimental cohort and a control cohort of 30 students each. Students in the experimental condition engaged with instruction facilitated by the Educational Monopoly tool, while those in the control condition experienced traditional pedagogical methods. Performance data were gathered via a posttest comprising five open-ended questions and subjected to descriptive statistical procedures, Shapiro–Wilk normality assessment, Levene's homogeneity verification, independent-samples t-test, and Cohen's d for effect magnitude estimation. Findings demonstrated a statistically significant disparity in academic performance between the cohorts (t = 6.745, p < 0.001). Students in the experimental condition attained a superior mean posttest score (M = 78.33) compared to their counterparts in the control condition (M = 62.00). Additionally, the computed effect magnitude (Cohen's d = 1.74) reflected a substantial practical significance. These outcomes indicate that the Educational Monopoly instructional tool serves as an efficacious pedagogical resource for enhancing elementary students' competency in fraction operations through fostering active engagement, facilitating deeper conceptual understanding, and increasing overall classroom involvement.

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