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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 532 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.
Homomorphism on Rough Groups Nurudzati Istiqomatu Aini; Suroto Suroto; Ari Wardayani
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1149

Abstract

Rough set is a mathematical concept to model uncertainty, vagueness, or incomplete information. This research discusses the concept and properties of homomorphisms on rough groups. Homomorphisms on rough groups are formed by mapping two upper approximations of subsets of classical groups, where those approximations are classical subgroups. The results show that a homomorphism on rough groups preserves the binary operation and a classical group homomorphisms is a special case of homomorphisms on rough groups. Furthermore, the properties of homomorphisms on rough groups related to preservation identity element and inverse element, as well as injective and surjective functions, are obtained. The concepts of kernel and image of homomorphisms on rough groups are defined by mapping elements within these approximations. In addition, a necessary and sufficient condition for a homomorphisms on rough groups to be isomorphisms is iff the kernel contains only the identity element of the domain and the image equals the entire codomain.
Augmented and Virtual Reality for Abstract Mathematical Visualization: A Systematic Review of Cognitive Outcomes Hasby Assidiqi; Sugiman Sugiman
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1154

Abstract

Augmented reality and virtual reality provide interactive visual and spatial environments for representing mathematical objects that are difficult to explore through static two dimensional media. This systematic review synthesizes how AR and VR support abstract mathematical visualization in mathematics education and examines the cognitive outcomes associated with these immersive learning experiences. Following the PRISMA 2020 framework, studies indexed in Scopus and published between 2015 and 2025 were identified, screened, and assessed for eligibility. Studies were included when they involved AR, VR, mixed reality, extended reality, or similar immersive environments in mathematics education; addressed mathematical objects, concepts, structures, or representations; and reported pedagogical applications, technological affordances, learning processes, or cognitive outcomes. Studies unrelated to mathematics education, purely technical papers without educational implementation, broad STEM studies without separable mathematics data, and reports with insufficient full text information were excluded. From 297 initial records, 42 studies were included in the final thematic synthesis. AR/VR was most frequently applied to domains with strong visual and spatial demands, especially geometry and solid geometry, while applications in calculus, functions, vectors, transformations, algebra, and trigonometry reflected broader efforts to connect symbolic, graphical, spatial, and embodied representations. Spatial ability, spatial visualization, and conceptual understanding were the most consistently reported outcomes and were associated with the externalization of abstract objects, interactive manipulation, and coordination among multiple representations. Evidence for representational fluency, problem solving, memory retention, and cognitive load was more variable. The review concludes that AR/VR can support mathematical learning when integrated with theoretically grounded task design, scaffolding, teacher orchestration, and rigorous empirical evaluation.
The Future of Mathematical Literacy in The Era of Artificial Intelligence: A Systematic Literature Review Andi Mangaraja; Dewi Aminah Hasibuan; Ramadhan Herianto; Henra Putra Nainggolan; Sri Ulfah Afriani Dalimunthe; Arjuna Yahdil Fauza Rambe; Ahmad Nizar Rangkuti
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1164

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, particularly in mathematics education, by enabling adaptive learning, personalized instruction, and instant feedback. While AI-powered technologies such as ChatGPT, Gemini, and Intelligent Tutoring Systems have been reported to support students' conceptual understanding and learning experiences, concerns have emerged regarding excessive reliance on AI, which may reduce mathematical reasoning, critical thinking, and learning autonomy. Although prior reviews have examined the general effectiveness of AI in education, few have specifically synthesized how AI reshapes mathematical literacy, and none has systematically addressed this issue within the context of Generative AI. This study addresses that gap by systematically examining the role of AI in the development of mathematical literacy, identifying its benefits and challenges, and exploring future research directions in mathematics education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Google Scholar, ERIC, Scopus, and Garuda databases using predefined keyword combinations related to AI and mathematical literacy, and screened against explicit inclusion and exclusion criteria. From 287 identified publications, 32 studies published between 2015 and 2024 met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that AI is reported to contribute to mathematical literacy by supporting personalized learning, adaptive feedback, conceptual understanding, and problem-solving skills, although the evidence is not uniformly consistent across contexts, AI tools, and methodological designs. At the same time, excessive AI use may encourage cognitive offloading, reduce independent reasoning, and increase students' dependence on automated solutions. Beyond synthesizing existing evidence, this review proposes that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy. The review concludes by outlining the theoretical contribution of this construct and the empirical gaps that remain, including the absence of standardized Mathematical AI Literacy instruments and the limited number of context-specific studies, particularly in Indonesia.
Reconstruction of Mathematical Concepts in The Belis Tradition of The Adonara Community Melania Kewa Deran; Bernadus Bin Frans Resi; Lusia Bince Kumanireng
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1167

Abstract

Previous ethnomathematics studies have primarily focused on identifying mathematical activities embedded in cultural practices, while limited attention has been given to reconstructing these activities into explicit mathematical concepts for mathematics education. Few studies have examined how mathematical concepts embedded in the belis tradition of the Adonara community can be systematically reconstructed while preserving their cultural meanings. Therefore, this study aims to describe the manifestations and meanings of mathematical concepts embedded in the belis tradition of the Adonara community, East Flores Regency, Indonesia, from an ethnomathematical perspective. This study employed a qualitative approach with an ethnomathematical perspective. Data were collected through observation, in-depth interviews, and documentation involving four traditional leaders with extensive knowledge of the belis tradition. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The trustworthiness of the findings was established through source and technique triangulation. The findings reveal several mathematical concepts embedded in the belis tradition, including arithmetic operations, comparison and proportion, systematic sequencing, sets and classification, and social arithmetic. These concepts are reflected in determining quantities and values of customary objects, establishing balance between the obligations of the groom’s and bride’s families, sequencing the stages of the belis process, classifying customary objects, and estimating economic value and family responsibilities. Beyond their functional roles, these concepts embody cultural values of responsibility, justice, solidarity, mutual respect, and adherence to customary norms. The findings demonstrate that the belis tradition constitutes a valuable source of culturally grounded mathematical concepts and provides meaningful contexts for mathematics learning and the development of mathematics teaching materials.
Straight-Linear Equation Learning Design Through Problem Based Learning to Stimulate Junior High School Students' Critical Thinking Skills Gharitza Zahira Shofa; Tian Abdul Aziz; Lukman El Hakim
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1170

Abstract

A preliminary study in a junior high school revealed that students mathematical critical thinking skills in linear equations remain low, marked by learning barriers dominated by concrete-arithmetic reasoning. This study aims to develop a draft instructional design based on Problem-Based Learning (PBL) specifically formulated to stimulate the four indicators of Facione’s critical thinking framework regarding the concept of pure slope. The method used was instructional design research based on the Instructional Development Model (IDM) by Suparman and was limited to the stage of designing the initial draft product. This design was integrated with the “Future Savings” financial context within the worksheets. The results showed that each designed PBL syntax successfully mapped activities that stimulated critical thinking in a systematic manner. The “interpretation” indicator was triggered through problem orientation; “analysis” through the organization of tabular data; a combination of “analysis” and “evaluation” through the investigation of the  ratio in graphs; “inference” through the formal derivation of the gradient value (m); and “evaluation” through visual challenge questions. The study concludes with an initial draft of instructional design designed to serve as a theoretical basis for bridging students’ transition toward formal algebraic reasoning.
The Persistence of Climber Students’ Mathematical Connections in Solving Hots Problems from An Islamic Perspective Hengki Adi Saputra
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1177

Abstract

Higher order thinking skills (HOTS) and the ability to connect various mathematical concepts are two crucial skills in the 21st century. However, students’ success in mastering these two skills depends heavily on their Adversity Quotient and Islamic spirituality when facing difficult problems. This qualitative study aims to examine how Islamic values such as tafakur and itqan complement the four dimensions of AQ (control, origin & ownership, reach, and endurance) in “climber” type students when solving advanced math problems. The study involved two 9th-grade middle school students in Samarinda who demonstrated perseverance. Data were collected through math tests, worksheets, and in-person interviews. The results indicate that the “climber” students’ persistence in connecting mathematical concepts does not stem solely from memorizing formulas but is driven by a combination of cognitive processes, AQ dimensions, and religious beliefs. The students demonstrated emotional control and mental endurance, preventing them from panicking when encountering a mental block. They took full responsibility (origin & ownership) and limited the impact of confusion (reach) to remain focused on solving problems meticulously. This attitude of not easily giving up reflects the teachings of patience, optimism, and hard work (QS. Al-Insyirah: 5–6). Meanwhile, caution and the habit of double-checking calculations are tangible manifestations of the principles of precision and perfection (itqan) (QS. Ar-Ra’d: 11). Therefore, mathematics teachers should not only teach formulas but also cultivate the AQ dimension and foster a character of itqan in their students.
The Use of Geoboard Manipulative to Improve Elementary School Student Mathematical Problem-Solving Skills: A Classroom Action Research Syadza Zahrotul Qolbu; Sati Sati; Arief Hidayat Afendi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1183

Abstract

Fourth-grade students at SD Negeri 1 Pejambon showed low mathematical problem-solving skills in learning plane geometry. This condition was associated with the limited use of teaching aids, insufficient opportunities for students to construct plane shapes independently, and a lack of concrete problem-solving activities during instruction. This study aimed to describe the planning, implementation, and outcomes of using geoboard teaching aids to improve students’ mathematical problem-solving ability. The method used was Classroom Action Research (CAR) following the Kemmis and Taggart model, consisting of planning, action, observation, and reflection, conducted over two cycles involving 20 fourth-grade students. Data were collected through observation sheets (covering the teaching module, teacher performance, affective aspects, and psychomotor problem-solving skills) and essay-based tests, the analyzed using both quantitative and qualitative methods. The result showed consistent improvement across Cycles: the lesson-planning score increased from 44.44% (Pre-Cycle) to 77.77% (Cycle I) and 88.88% (Cycle II); teacher performance improved from 57.14% to 71.42% and reached 100% in Cycle II; students’ affective ability rose from 10% to 30%, with 90% of students reaching the “good” category in Cycles II; problem-solving (psychomotor) ability increased from 0% to 30% and reached 85% in Cycle II; and learning outcome mastery rose from 0% to 30% and reached 75% in Cycle II, meeting the study’s success indicator. These findings indicate that the use of geoboard teaching aids contributed to improving fourth-grade students’ mathematical problem-solving ability on the topic of plane geometry topics. This study also highlights the educational value of geoboard as concrete learning media that support elementary students in understanding geometric concepts and developing problem-solving skills.
Exploring Ethnomathematics in The Architecture of Traditional Houses of The Alas Tribe in Southeast Aceh Putri Rahmadani; Rusi Ulfa Hasanah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1187

Abstract

The traditional houses of the Alas tribe are a cultural heritage that possesses architectural value and incorporates various mathematical concepts that can be studied from an ethnomathematics perspective. However, studies on ethnomathematical concepts and the cultural meanings embedded in the structure and ornamentation of the Alas Tribe’s Traditional House remain limited. Therefore, this study aims to explore these ethnomathematical concepts and describe the cultural meanings found in the Alas Tribe’s Traditional House in Southeast Aceh Regency. This study employs a qualitative approach with an ethnographic design. Data were collected through observation, semi-structured interviews with traditional leaders and traditional house managers, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the traditional houses of the Alas tribe incorporate various mathematical concepts in the form of plane figures—namely, triangles, squares, rectangles, circles, and rhombuses—as well as three-dimensional figures such as cuboids, octahedrons, and spheres. Additionally, geometric transformation concepts—including translation, reflection, and repeating patterns—were identified in the various ornaments of the traditional houses. Interview results indicate that each part of the traditional house not only serves a structural function but also carries philosophical meanings that reflect the values of togetherness, mutual cooperation, local wisdom, and the cultural identity of the Alas tribe. This study contributes to enriching the field of ethnomathematics, particularly regarding the traditional houses of the Alas tribe, and can be utilized as a source for context-based mathematics learning rooted in local culture.

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