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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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Misconceptions on Fractions, Algebraic Variables, and Functions in Mathematics Education: A 2016-2026 Systematic Literature Review of Prevalence, Root Causes, and Intervention Effectiveness Riska Indah Lestari; Tatang Herman; Suhendra Suhendra; Tia Purniati
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.v11i3.1211

Abstract

Misconceptions in mathematics education are a persistent problem with far-reaching implications across all levels of education, from preschool through higher education. This study narrows the focus on misconceptions to three main clusters that are frequently encountered and have the greatest impact on mathematics education: fractions, algebraic variables, and functions. This study aims to identify the most common forms of misconceptions, their underlying patterns, and interventions proven effective in reducing misconceptions within these three priority clusters. Using a Systematic Literature Review (SLR) approach in accordance with the PRISMA 2020 guidelines, the search was conducted across three databases, such as Scopus, ERIC, and SpringerLink, yielding 117,846 initial records. Following a multi-stage screening process, 31 articles published between 2016 and 2026 were analysed in depth. The review results indicate that the most prevalent misconceptions are related to fractions, algebraic variables, and functions. Regarding interventions, the use of technological tools such as GeoGebra, inquiry-based learning, cognitive conflict, and a bilingual approach was frequently found to have demonstrated positive effects across studies. These findings have important implications for curriculum design, teacher professional development, and the design of learning environments that are adaptive and responsive to the diversity of students’ prior conceptions.
High School Students' Mathematical Representation Ability in Solving Composition and Inverse Function Problems with Local Wisdom Nuances Jajang Firman; Mimih Aminah; Lia Yuliawati
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.v11i3.1214

Abstract

April, West Java, Indonesia   *Correspondence: mimih_fkip@unsap.ac.id     ABSTRACT   This study aims to analyze the mathematical representation ability of high school students in solving the problem of composition functions and inverse functions with nuances of Sumedang local wisdom. Using a descriptive qualitative approach with a case study design, involving 31 grade XII students of SMA Negeri 2 Sumedang as research subjects. Data were collected through a mathematical representation ability test with nuances of local wisdom and semi-structured interviews with 4 students. The results showed that students' overall mathematical representation ability was in the medium category (49%) with a hierarchy: symbolic (58%), visual > (50%), > verbal (40%). Verbal indicators were identified as the most challenging due to procedural learning habits, unfamiliarity with non-routine problems, and limited perception of the nature of mathematics. The context of local wisdom has been shown to provide positive motivational value and increase awareness of the relevance of mathematics, but it is not effective as a cognitive bridge when it is only integrated into test instruments. These findings imply the need to familiarize students with non-routine questions that require verbal skills, the integration of local wisdom in learning, and the development of balanced representation skills for students to face the challenges of the 21st century.

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