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Delta: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Pekalongan
ISSN : 23033983     EISSN : 25483994     DOI : -
Core Subject : Education,
Education Mathematics
Delta Jurnal Ilmiah Pendidikan Matematika menyajikan informasi mutakhir hasil kajian dan penelitian bidang matematika dan pendidikan. Lingkup matematika meliputi statistik, aljabar, geometri, analisis, komputer, terapan. Sedangkan lingkup pendidikan meliputi pembelajaran matematika, media pembelajaran matematika, hasil pembelajaran matematika, matematika sekolah.
Arjuna Subject : -
Articles 280 Documents
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Pendekatan Tiga Fase Biclustering untuk Mengidentifikasi Korelasi Bicluster pada Data Ekspresi Gen Penyakit Diabetes Melitus Soeganda Formalidin; Elise Natalia Manurung; Aulia Rahmawati; Muthia Arsyita Wardani; Rezi Prasetyo; Karolina Mulyati Edan
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 1 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i1.6722

Abstract

This study proposes a three-phase biclustering approach to detect strong correlations between genes and conditions in Diabetes Mellitus (DM) gene expression data, focusing on obese and lean samples. The first phase employs Singular Value Decomposition (SVD) to transform the data into gene- and condition-based matrices. The second phase applies Partition Around Medoids (PAM) with Euclidean distance to generate initial biclusters. The third phase evaluates biclusters using a modified Pearson correlation-based lift algorithm, optimized for detecting additive-multiplicative patterns. Implementation on microarray data produced δ-corbiclusters with high gene-sample correlations. Applied to a DM dataset (1,331 selected genes), the SVD-PAM phase yielded 8 initial biclusters, while the modified lift algorithm refined these into 3 δ-corbiclusters with correlation values of 0.097, 0.095, and 0.085, respectively. These results demonstrate the method’s effectiveness in revealing significant gene-condition relationships in DM, highlighting its potential for advancing medical research on diabetes.
Perbandingan Metode Sarima dan Dekomposisi untuk Peramalan Jumlah Produksi Padi Di Kabupaten Buleleng Ruthesia Grace; I Made Candiasa; I Gusti Nyoman Yudi Hartawan
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 1 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i1.6847

Abstract

Rice production is a strategic sector for food security and the economy in Buleleng Regency. The production data in this region exhibits a clear seasonal pattern, with recurring fluctuations each year. Therefore, accurate forecasting that can effectively capture seasonality is essential to support planning and policymaking in order to improve the efficiency of agricultural resource management. This study compares two forecasting methods, namely the Seasonal Autoregressive Integrated Moving Average (SARIMA) method and the decomposition method, using monthly rice production data from January 2018 to December 2024. The best SARIMA model obtained is ARIMA(4,0,4)(0,1,0)12, while the best decomposition model is based on the additive decomposition approach. The comparison results show that the SARIMA method with the ARIMA(4,0,4)(0,1,0)12 model yields lower MAE and MAPE error values (MAPE SARIMA = 32.02% vs. Decomposition = 54.43%) and provides more stable predictions compared to the decomposition method. Therefore, it is recommended to apply the SARIMA method in forecasting rice production data in Buleleng Regency.
The Impect of Self-Regulated Learning and Learning Styles on Students’ Mathematical Literacy Abilities Enjang Mahanani; Padrul Jana; Dhian Arista Istikomah; Kristina Warniasih
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.7458

Abstract

Mathematical literacy skills play a crucial role in helping students solve real-life problems. This is because mathematical literacy trains students to solve contextual problem-based tasks. This study aims to examine the influence of Self-Regulated Learning and learning styles on students' mathematical literacy abilities. The research employs a quantitative research method. The population of this study consists of all 8th-grade students of SMP Negeri 2 Sewon. The study utilizes both test and non-test instruments. The test instrument is used to measure students' mathematical literacy abilities, while the non-test instrument, in the form of a questionnaire, is used to assess Self-Regulated Learning and learning styles. The research procedure involves completing the Self-Regulated Learning and learning style questionnaires followed by solving a mathematical literacy test. The study includes 32 items on Self-Regulated Learning, 16 items for each learning style, and 5 questions for the mathematical literacy test. The data from all variables are normally distributed and homogeneous. Further analysis is conducted using multiple regression with three variables. The results of this study reveal a significant influence of Self-Regulated Learning and learning styles on students' mathematical literacy abilities. These findings provide valuable insights for the development of more adaptive and effective teaching strategies, particularly in enhancing students' mathematical literacy skills in school settings. The implications of this study are expected to serve as a reference for designing targeted and relevant learning approaches that address students' needs.
Implementasi Model Creative Problem Solving terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis: Systematic Literature Review Daniya Putri Kurniawan; Heni Pujiastuti; Ade Nandang Mustafa
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.7903

Abstract

This study aims to analyze the implementation of the Creative Problem Solving (CPS) learning model in improving secondary school students' mathematical problem-solving skills. The research method employed is a Systematic Literature Review (SLR) following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Data were gathered from Google Scholar and the SINTA portal using Publish or Perish software within the 2020–2025 publication range. Based on the literature selection process, 16 articles met the inclusion criteria for in-depth analysis. The summary of research results indicates that the actualization of the CPS model significantly enhances students' mathematical problem-solving skills compared to conventional methods or scientific approaches. This improvement is evidenced by high gain index scores and strengthened student cognitive abilities in independently and meticulously constructing creative solutions. The conclusion of this study confirms that the implementation practices of the CPS model serve as a crucial innovative strategy to overcome students' difficulties in solving non-routine mathematics problems through systematic OFPISA stages.
Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematika Peserta Didik dengan Desain Pembelajaran Problem Based Learning Berbantuan Canva di Kelas VIII Bunga Aulia Syafira Mulita; Sahat Saragih
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.7963

Abstract

The purpose of this study was to maximise students' mathematical problem-solving abilities by using the Canva program in conjunction with a Problem-Based Learning paradigm. Twenty eighth-graders from SMP Negeri 4 Tanjungbalai served as the study's subjects. The application of the Problem-Based Learning approach with Canva's help was the study's main focus. Classroom Action Research (CAR) was the methodology employed in this study, and it was conducted over two cycles. At the conclusion of each action cycle, essay-style assessments were given to pupils to gauge their proficiency in answering mathematical problems. The findings demonstrated a steady development in the pupils' ability to solve mathematical problems. The students' average score in the first phase prior to the intervention was 36.97, with 13 students (65%) falling into the very low skill category and the remaining students falling into the low category. The average score rose to 69.22 following the implementation of the intervention in Cycle I utilising the Canva-assisted Problem-Based Learning paradigm. There was an overall average rise of 32.25 points from the original condition, despite the fact that 3 students (15%) were still in the very low category. Scores increased even further in Cycle II, with an average of 87.35. At this point, 18 pupils (90%) had mastered the material, which is an average improvement of 18.13 over Cycle I. The N-Gain score, which was 0.54 in Cycle I and rose to 0.61 in Cycle II both numbers falling into the moderate range also demonstrated the gain in proficiency. Based on these findings, it can be said that eighth-grade students' ability to solve mathematical problems is improved by using the Problem-Based Learning paradigm in conjunction with the Canva app.
Hypothetical Learning Trajectory (HLT) pada Materi Bangun Ruang Sisi Datar Andika Nugraha Firmansyah; Alan Rifqi Kamal; Amalia Fitri; Dewi Azizah
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.7999

Abstract

Many students still encounter difficulties when learning polyhedra, particularly in understanding the concepts of surface area and volume and applying them to solve contextual problems. These challenges suggest that instruction should support students in constructing mathematical ideas progressively rather than relying on memorization of formulas. This study aimed to develop a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME) for learning polyhedra. A design research approach was adopted through three interconnected phases: preliminary design, teaching experiment, and retrospective analysis. The study began with curriculum analysis, a review of relevant literature, and an examination of students' anticipated ways of thinking to formulate an initial learning trajectory. The proposed trajectory was then implemented in classroom learning to capture students' responses, solution strategies, and learning difficulties. Qualitative data from the implementation were examined by comparing the intended learning trajectory with the trajectory that actually emerged during instruction. The findings indicate that contextual situations, supported by mathematical models and exploratory activities, enabled students to develop a more meaningful understanding of polyhedra concepts, including geometric elements, surface area, and volume. The resulting learning trajectory also provides insight into students' thinking processes and highlights learning obstacles encountered throughout the learning sequence. These findings may serve as a reference for teachers in designing geometry instruction that is more responsive to students' conceptual development.
Karakteristik Komunikasi Matematis Tulis Siswa dalam Menyelesaikan Masalah Bangun Datar Ditinjau dari Jenis Kelamin Aros Ta’ala; Devi Rahayu Agustin; Moch. Fauzi; Ayu Shohifatul Jannah
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.8053

Abstract

Written mathematical communication was important to investigate because correct answers did not reveal how students identified information, represented ideas, used symbols, and organized solution steps when solving plane-geometry problems. This qualitative study aimed to describe the characteristics of students’ written mathematical communication in solving a rectangle problem based on gender and response completeness. It involved four seventh-grade students from an Islamic junior secondary school in Malang, Indonesia: one male and one female student with complete responses, and one male and one female student with incomplete responses. Data were collected through a written mathematical communication test and analyzed through data reduction, data display, and conclusion drawing. Data credibility was strengthened through member checking. The findings showed that mathematical expressions were the main communication form for all students. The male student with a complete response used symbols and equations without visual representation, whereas the female student with a complete response integrated a labeled sketch, mathematical expressions, and written explanations coherently. Both students with incomplete responses relied on algebraic procedures, omitted sketches and initial information, and did not provide concluding statements. However, the female student organized the procedure more systematically than the male student. These findings extended the literature on gender-based written mathematical communication by showing that communication tendencies were not fixed but were associated with response completeness, representational choices, and procedural organization.
Pembelajaran Materi Persamaan Garis Lurus Berbantuan Aplikasi Desmos untuk Meningkatkan Kemampuan Berpikir Kritis Darma Yuliza; Orin Asdarina
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.8109

Abstract

This study is based on students' low critical thinking skills in mathematics learning, specifically on the topic of straight-line equations. One solution to address this issue is through the optimal utilization of educational technology using the Desmos application. Desmos serves as an interactive learning medium capable of dynamically visualizing mathematical concepts into graphs, making it easier for students to explore the relationship between equation formulas and their graphical representations. Furthermore, Desmos offers advantages in terms of ease of access, a simple interface, and support for independent exploration, allowing students to conduct experiments and analysis through hands-on practice in the learning process. This study aims to evaluate the improvement in students' critical thinking skills after the implementation of Desmos-assisted learning. This experiment was conducted using a quantitative approach with a quasi-experimental design using a one-group pretest-posttest setup. The sample consisted of 20 eighth-grade students at SMP Negeri 1 Kuala Batee, selected through a purposive sampling technique. Data were collected using a critical thinking skill test, while data analysis was carried out through a series of stages, including a normality test, a paired sample t-test, and an N-Gain calculation. Based on the research findings, a significant improvement was observed (p = 0.000 < 0.05). Thus, the Desmos-assisted learning method is proven to enhance students' critical thinking skills in the topic of straight-line equations.
Pengaruh Penggunaan Game Edukasi Matematika Berbasis Deep Learning Terhadap Pemahaman Konsep Bangun Ruang pada Siswa SMPN 3 Kuala Batee Rahmawati; Rismawati
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.8113

Abstract

This study aimed to examine the effect of a deep learning-based mathematics educational game on students' understanding of geometric solid concepts at SMP Negeri 3 Kuala Batee. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group. Thirty students participated in the study and were divided into an experimental group, which used the deep learning-based educational game, and a control group, which received conventional instruction. Data were collected through a conceptual understanding test administered before and after the learning intervention. The collected data were analysed using descriptive statistics, the Shapiro–Wilk normality test, the homogeneity test, and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean posttest score than the control group. Furthermore, the hypothesis test indicated a significance value (Sig. 2-tailed) of 0.007 (< 0.05), confirming a statistically significant difference in learning outcomes between the two groups. These results demonstrate that the deep learning-based educational game is effective in improving students' understanding of geometric solid concepts. In addition, the use of the game enhanced students' enthusiasm, active participation, and engagement throughout the learning process. Therefore, integrating deep learning-based educational games into mathematics instruction can serve as an effective strategy for improving conceptual understanding and fostering a more interactive learning environment.
Analisis Kemampuan Komunikasi Matematis Siswa SMP pada Materi Peluang Ditinjau dari Tipe Kepribadian Susi Elfiza; Lia Hamimi
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 14 No. 2 (2026): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v14i2.8114

Abstract

Mathematical communication skills are one of the essential competencies that students must possess in mathematics learning because they play an important role in expressing ideas, using mathematical symbols and representations, and explaining problem-solving processes systematically. However, students’ mathematical communication skills on probability material are still not optimal and are presumed to be influenced by individual characteristics, one of which is personality type. This study aims to analyse students’ mathematical communication skills on probability material in terms of extrovert and introvert personality types. This study employed a qualitative approach using a descriptive method. The research subjects consisted of 12 eighth-grade students at SMP Negeri 3 Susoh. The research instruments included an essay test to measure mathematical communication skills and a personality type questionnaire. Data were collected through the administration of the test and questionnaire, then analysed using data reduction, data presentation, and conclusion drawing techniques. The results showed that 25% of students had high mathematical communication skills, 67% were in the moderate category, and 8% were in the low category. Based on the indicators, the ability to use mathematical symbols, notation, and language obtained the highest percentage at 68%, while the indicator of drawing conclusions from problem-solving results obtained the lowest percentage at 56%. In terms of personality type, students with extrovert personalities demonstrated higher levels of mathematical communication skills than those with introvert personalities, particularly in expressing ideas, using mathematical symbols, and presenting solutions systematically. The findings indicate that personality type contributes to the characteristics of students’ mathematical communication skills. Therefore, teachers need to implement instructional strategies that accommodate students’ different characteristics so that mathematical communication skills can develop optimally.

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