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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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Learning Independence and Educational Social Media Use in Relation to Mathematical Critical Thinking Among Junior High School Students Dhea Tri Fadillah; Muhammad Nuh
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.v11i3.1194

Abstract

Improving students' mathematical critical thinking has become one of the central priorities in mathematics education. However, limited evidence has examined the combined contribution of learning independence and educational social media use among Indonesian junior secondary students. The relationships among the variables were examined through a quantitative correlational study that included all 122 eighth-grade students using the total sampling method. Data collection relied on validated questionnaires and a mathematical critical thinking assessment, while the analysis employed Pearson correlation and multiple linear regression techniques. The results showed that learning independence (r = .407, p < .001) and educational social media use (r = .435, p < .001) were both positively associated with mathematical critical thinking. Together, both variables explained 34.6% of its variance (R² = .346, p < .001). These findings provide empirical evidence that learning independence and educational social media use complement each other in supporting mathematical critical thinking and suggest that mathematics instruction should integrate self-regulated learning with purposeful educational technology use.
Development of A Traditional Market Context-Based E-Book for Vocational High School Students’ Mathematical Reasoning Fadilla Sri Utami Siregar; Anita Adinda; Almira Amir; 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.v11i3.1215

Abstract

The aim of this study was to develop a traditional market context-based e-book as a digital learning resource to support mathematics learning and students’ mathematical reasoning in Class X TKRO 1 at SMK Negeri 2 Padangsidimpuan. This study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, learning needs, curriculum requirements, student characteristics, and problems related to students’ mathematical reasoning were identified through observation and literature review. In the Design stage, the e-book framework, mathematics learning materials, layout, and contextual learning activities were designed by integrating traditional market situations into mathematics learning. In the Development stage, the e-book was developed based on the designed framework and subsequently validated by two material experts and two media experts, followed by revisions based on their suggestions. In the Implementation stage, the revised e-book was implemented with 30 students of Class X TKRO 1 at SMK Negeri 2 Padangsidimpuan to obtain student responses regarding its use in mathematics learning. In the Evaluation stage, formative evaluation was conducted throughout the development process, while summative evaluation was based on expert validation results and student responses to determine the feasibility of the developed e-book. The research instruments consisted of material and media expert validation questionnaires and student response questionnaires. The results showed that the e-book obtained an average material expert validation score of 87.5% and a media expert validation score of 85.0%, both categorized as very feasible. Student responses obtained an average score of 84.3%, which was also categorized as very feasible based on the criteria used in the study. These findings indicate that the developed traditional market context-based e-book meets the very feasible category and can be used as a contextual digital learning resource for mathematics learning at vocational high schools.
The Effectiveness of Using ChatGPT in Mathematics Learning at The Junior High School Level: A Systematic Literature Review Nanda Sri Rizki Harahap; Deswita Siagian; Minarni Ikhrimah Harahap; Dinda Erliananda; Palwina Machrani; Muhammad Syafey Siregar; 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.v11i3.1165

Abstract

The development of artificial intelligence (AI) has opened up new opportunities in education, one of which is through the use of ChatGPT as a learning aid. This study aims to systematically analyze the effectiveness of using ChatGPT in mathematics learning at the junior high school level based on a review of published literature. The method used is a Systematic Literature Review (SLR) by adopting the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. The literature search was conducted in the Google Scholar, ERIC, Scopus, and ResearchGate databases with a publication range of 2022–2024. Of the 247 articles found, 28 articles met the inclusion criteria and were analyzed in depth. The results of the study indicate that: (1) ChatGPT has the potential to support junior high school mathematics learning, particularly in conceptual understanding, problem solving, and learning engagement, although the direction and magnitude of reported effects vary depending on instructional design, teacher guidance, and students’ digital literacy; (2) the metacognitive dimension remains the least explored despite showing strong potential; and (3) ChatGPT’s effectiveness is strongly influenced by the digital literacy of both teachers and students. The novelty of this research lies in the development of a framework for ChatGPT effectiveness indicators consisting of four dimensions: cognitive, affective, metacognitive, and pedagogical, which has not been found in previous studies. This research recommends the structured integration of ChatGPT into the junior high school mathematics curriculum with adequate teacher guidance.
The Effect of Problem- Based Learning Supported by Math Playground on Third-Grade Students’ Learning Engagement Devi Indiani; Eliya Rochmah; Hema Widiawati
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.v11i3.1181

Abstract

The low level of student participation in third-grade mathematics at SDN 1 Pejambon underscores the urgent need to strengthen learning engagement, as active involvement is essential for fostering mathematical reasoning and sustaining student interest. This study sought to examine how the application of the Problem-Based Learning (PBL) model, assisted by the Math Playground platform, influences students’ engagement during learning activities. A quantitative approach with a pre-experimental one-group pretest-posttest design was applied, involving 20 third-grade students chosen through purposive sampling. Questionnaires and classroom observation sheets measuring cognitive, affective, and behavioral engagement served as the instruments for gathering data, which were subsequently examined using the Wilcoxon Signed-Rank Test and N-Gain test. Findings from the Wilcoxon signed-rank test revealed a Z-statistic of -3.854 with an Asymp. Sig. (2-tailed) value of p < 0.001, pointing to a statistically significant difference in students’ engagement prior to and following the intervention. Meanwhile, the N-Gain analysis produced an average score of 0.4998 (49.98%), placing it in the moderate range and suggesting that this instructional model holds reasonable efficacy in boosting student engagement. Overall, the empirical data revealed a substantial increase in participation, demonstrating that embedding digital game-based tools within a Problem-Based Learning framework significantly boosts elementary school students’ active engagement in mathematics instruction.
Mathematical Modeling of Grade 10 Students in Solving Derivative-Application Problems in Cambridge International AS & A Level Andreas Ricky Proklamanto; Chatarina Enny Murwaningtyas
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.v11i3.1185

Abstract

ABSTRACT   This study examined the mathematical modeling of 32 Grade 10 students, working in 16 pairs, in two Cambridge International AS & A Level Mathematics classes. Each pair solved derivative-application problems using an Observe–Model–Differentiate–Verify–Conclude (OMDVC) worksheet and later presented its solution. Written and oral evidence were analyzed separately through directed content analysis across six aspects: understanding the context, formulating the model, applying differentiation, verifying, interpreting, and communicating. Differentiation was the most consistently complete aspect, but a correct calculation did not always rest on a complete model or adequate verification. Written and oral evidence closely matched in only five pairs (31.3%). Among the other 11 pairs, five supplied details during the presentation before any guiding question, four had correct written solutions but could explain only part of their reasoning orally, and two clarified or revised their reasoning only after a guiding question. Looking at both sources revealed reasoning that had not been written down, as well as written evidence that students could not fully explain during the presentation. A correct differentiation procedure, by itself, was not sufficient evidence of a complete modeling process.
Students’ Mathematical Literacy Problem-Solving Skills Based on Krulik and Rudnick’s Theory Dina Anugrahani; Indriati Nurul Hidayah
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.v11i3.1186

Abstract

This study sought to describe high school students’ mathematical literacy problem-solving skills based on the stages of Krulik and Rudnick. A qualitative descriptive approach was adopted. Data were obtained from a mathematical literacy task and semi-structured interviews. The participants comprised tenth-grade students from a senior high school in Malang Regency, who were classified into high, medium, and low categories. One subject from each category was purposively selected for an in-depth investigation. The data were analyzed following the interactive model proposed by Miles, Huberman, and Saldana, consisting of data condensation, data display, and conclusion drawing. The findings revealed that the subject in the high category fulfilled all indicators across every stage of Krulik and Rudnick’s framework. The subject in the medium category fulfilled most indicators but demonstrated limitations at the Select a Strategy stage by failing to identify all possible solutions and at the Reflect and Extend stage by not fulfilling all indicators. In contrast, the subject in the low category fulfilled only the indicators at the Read and Think stage and several indicators at the Explore and Plan stage, while failing to fulfill the indicators at the subsequent stages.
The Effect of Using Pizza-Shaped Game Media in Learning Fractions on The Mathematics Learning Outcomes of Fifth-Grade Students At SDN Susukan 09 Pagi, East Jakarta Siti Zalfa Pratiwi; Yamin Yamin
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.v11i3.1188

Abstract

Mathematics learning outcomes on fraction topics are still relatively low because students experience difficulties in understanding abstract concepts and the instructional media used is less engaging. This study aimed to determine the effect of using pizza-shaped game media on the mathematics learning outcomes of fifth-grade students at SDN Susukan 09 Pagi, East Jakarta. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. A saturated sampling technique was used, involving all 50 fifth-grade students from classes VA and VB, divided into an experimental class and a control class, each comprising 25 students. Data were collected using a mathematics achievement test. Initially, the instrument consisted of 25 multiple-choice items. After validity testing using Pearson Product-Moment correlation, 19 items were declared valid, while six items were excluded from the study. The reliability test yielded a Cronbach's Alpha coefficient of 0.868, indicating high internal consistency. Data were analyzed using descriptive statistics, normality and homogeneity tests, followed by an independent-samples t-test with the assistance of SPSS version 29. The results showed a significant difference in learning outcomes, where the post-test average score of the experimental group (84.56) was higher than that of the control group (73.04). The independent-samples t-test score showed a significance value of less than 0.001, meaning that HO was rejected and Ha was accepted. In conclusion, the use of pizza-shaped game media has a significant and positive effect on students' mathematics learning outcomes on fraction topics, creates a more active learning environment, and makes it easier for students to understand concepts.
The Effects of Artificial Intelligence, Digital Literacy, and Critical Thinking Skills on Students’ Mathematical Problem-Solving Ability Nurul Resky Amelia; Suradi Tahmir; Fajar Arwadi
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.v11i3.1193

Abstract

Previous studies have examined the impact of AI use and students’ digital literacy levels. However, they analyzed these variables separately from critical thinking and mathematical problem-solving skills and did not integrate them into a single research model. Therefore, this study integrates these four variables into a single research model to analyze the direct and indirect effects of AI, digital literacy, and critical thinking skills on mathematical problem-solving using a quantitative approach with an explanatory-predictive design in an ex post facto framework. The population in this study consists of all eighth-grade students at public junior high schools in Tamalate Subdistrict, comprising 7 schools with a total population of 1,689 students. The research sample consisted of 11 classes from 4 schools, with a total of 266 students selected through multistage sampling: first, 4 schools were selected using purposive sampling, followed by the selection of classes using proportional cluster random sampling. Data were collected using questionnaires and written tests. All instruments met the criteria for content validity, empirical validity, and reliability. The data were analyzed descriptively and inferentially. Inferential analysis revealed that digital literacy has a direct, positive, and significant effect on critical thinking skills, and that critical thinking skills have a direct, positive, and significant effect on mathematical problem-solving. Conversely, AI has no significant direct or indirect effect on mathematical problem-solving. These findings indicate that critical thinking skills mediate the relationship between digital literacy and students’ mathematical problem-solving abilities, while AI serves as a learning tool that requires digital literacy to support it.
A Mathematical Profit-Sharing Model for Mudaraba Sukuk Financing Wahyuning Murniati; Novriana Sumarti; Dila Puspita
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.v11i3.1204

Abstract

Sukuk is one of the popular financial instruments today. However, existing return distribution mechanisms do not explicitly reflect the dynamics of investment profitability. This study develops a mathematical profit-sharing model for a mudaraba sukuk financing scheme that implements periodic return distributions linked to the profitability of the underlying investment. Geometric Brownian Motion is employed to generate investment income and represent its dynamics, while investment returns are determined using a time value of money approach adapted to the sukuk financing structure, and sensitivity analysis is conducted under varying profitability conditions. The simulation results demonstrate that the proposed model can implement periodic profit-sharing distributions while ensuring principal repayment at maturity. This model offers a mathematical perspective on sukuk research and contributes to the existing literature on mathematical finance.
The Effect of Realistic Mathematics Education on Students' Numeracy in Indonesia: A Meta-Analysis Study Makdar Anwar; Yaya Sukjaya Kusumah; Nanang Priatna; Siti Dian Anugrah
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.v11i3.1209

Abstract

Numeracy is a fundamental competency in mathematics education, yet Indonesian students consistently underperform on international and national assessments. Realistic Mathematics Education (RME), grounded in Freudenthal's didactic theory, has been widely adopted in Indonesian classrooms to address this gap. However, the magnitude and consistency of RME's effect on numeracy outcomes remain unclear. This meta-analysis quantitatively synthesizes evidence on the effect of RME on students' numeracy in Indonesia and examines potential moderating variables. A systematic literature search was conducted across Google Scholar, Semantic Scholar, Crossref, and Scopus (2015-2026), yielding 2,338 initial records. After PRISMA 2020 screening, 32 quasi-experimental studies were included. Effect sizes were pooled using the DerSimonian-Laird random-effects model. Heterogeneity was assessed via Cochran's Q, I², and τ². Moderator analyses were conducted for education level, class size, and learning combination. The pooled effect size was g = 1.469, p < .001, classified as a large effect by Cohen's benchmarks. Substantial heterogeneity was detected. Subgroup analyses revealed that primary school students and junior high school students benefited more than senior high school students. Larger class sizes showed greater effect sizes than smaller classes. Standalone RME yielded the largest effect, while RME integrated with technology yielded the smallest. The funnel plot showed no severe publication bias. RME exerts a large and statistically significant effect on students' numeracy across educational levels in Indonesia. These findings provide robust empirical evidence supporting the broader implementation of RME as a core pedagogical approach to improve students’ numeracy outcomes, particularly at the primary and junior high school levels.

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