cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Asrar Aspia Manurung
Contact Email
-
Phone
+628116311985
Journal Mail Official
ijems@umsu.ac.id
Editorial Address
Jl. Kapten Mukhtar Basri No 3 Medan
Location
Kota medan,
Sumatera utara
INDONESIA
Indonesian Journal of Education and Mathematical Science
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 2715985X     DOI : https://doi.org/10.30596/ijems
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics
Indonesian Journal of Education and Mathematic Sains I(JEMS) is a Journal that contains Information on Education and Science. This journal is managed by Muhammadiyah University of North Sumatra (UMSU). This journal is an online journal using OJS system (Open Journal System) which has e-issn from PDII-LIPI. This journal is published 3 times a year ie: Januari - Mei - September
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol 7, No 1 (2026)" : 6 Documents clear
An Optimization Approach Goal Programming to Improve the Academic and Administrative Quality of Postgraduate Programs Azis, Zainal; Al-Khowarizmi, Al-Khowarizmi; Harahap, Tua Halomoan; Firdaus, Muliawan; Irvan, Irvan
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.28873

Abstract

The main objective of this article is to implement the GP approach to improve academic and administrative performance at UMSU postgraduates. In the context of expected results, this article is intended so that UMSU postgraduates can establish strategies to achieve higher academic standards and create a more conducive educational environment through achieving predetermined targets, which include improving the quality of teaching and learning, effectiveness of program administration, and student and lecturer satisfaction with the academic process. The article can make a significant contribution to the academic literature in the field of educational management and operations by offering a new perspective on the application of GP and AHP in a higher education context. Specifically, this article shows how quantitative approaches can be used to improve decision making in the management of academic programs and administration, thereby providing valuable practical and theoretical insights for the development of educational policy and managerial practice in the higher education sector. It can be seen from the results that the parameters in this paper contribute to the weight of the objective (w_1), target (T_1), and the budget constraint (B), all of which play an important role in determining the optimal solution produced by the model
The Implementation of the Connecting, Organizing, Reflecting, Extending (CORE) Learning Model is Integrated with the Problem Based Learning (PBL) Model to Enhance the Mathematical Problem-Solving Ability of PGSD Students Nasution, Ismail Saleh; Nasution, Marah Doly; Sari, Suci Perwita
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.29079

Abstract

This study aims to examine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model integrated with Problem Based Learning (PBL) in improving the mathematical problem-solving abilities of PGSD students. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed. The participants consisted of 62 fourth-semester PGSD students at Universitas Muhammadiyah Sumatera Utara in the 2024/2025 academic year, divided into an experimental group (n=32) and a control group (n=30). Research instruments included a mathematical problem-solving test, observation sheets, and reflective journals. Data analysis revealed a significant difference between the two groups, with the experimental group achieving a higher mean score (82.53) than the control group (71.67), supported by a t-value of 5.742 (p0.001). The N-gain results indicated a moderate improvement in the experimental group (0.58), exceeding that of the control group (0.31). Students in the experimental class demonstrated better performance across all problem-solving indicators, particularly in rechecking the solution process and results. Qualitative findings further showed improvements in conceptual understanding, strategic thinking, confidence, and collaboration. Overall, integrating CORE and PBL creates meaningful learning experiences and effectively enhances students’ mathematical problem-solving competence
Integrating Moodle-Based Learning Innovation for Digital Pedagogy Manurung, Asrar Aspia; Syafrayani, Putri Rizki
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.28775

Abstract

Technological advancement continues to redefine the landscape of education, promoting a transition from traditional instruction to digital pedagogy. One manifestation of this shift is the integration of Moodle as a web-based interactive learning platform. This study explores the innovative integration of Moodle in distance learning through a systematic literature review. Nine scholarly articles were analyzed to identify how Moodle contributes to interactive online learning, the pedagogical benefits it offers, and the barriers that challenge its implementation. Findings indicate that Moodle supports dynamic learning through flexible access, collaboration, and interactive design. However, technical constraints and communication issues may limit satisfaction among users. Educational institutions are encouraged to innovate pedagogically by optimizing Moodle features to create engaging and inclusive digital classrooms.
Exploring Anxiety Levels in Mathematics and Gender Dispositions among Students in Secondary School Onoshakpokaiye, Odiri E; Eyetan, Voke
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.28232

Abstract

The research purpose of this study is to (1) explores students’ levels of nervousness in mathematics among students in secondary school. (2) Investigate the connection among female and male students' mathematics nervousness or anxiety levels. The study design was a correlation. The study sample comprised 300 students which include female and male students in secondary from five schools. The instruments that were utilized for data collection were the questionnaire and the students’ third-term mathematics results. The hypotheses stated to guide the research were two. The multiple regressions, bar chart and pie chart were utilized to analyze collected data. The result from the study indicated that there exist a significant connection between students’ math level of anxiety or nervousness and their mathematics performance. It was revealed that significant difference exist between anxiety in math and gender among students in secondary school. The study’s findings have impacted the insight of students’ levels of anxiety in math and gender disposition among students in secondary school. This research recommends that if performance  of students in mathematics is to be enhanced there is demand to control the students anxiety’ levels and also there should be no gender discrimination
Classification of Hydrometeorological Disaster Vulnerability Across Indonesian Provinces Using the KNN Algorithm Based on 2024 Podes Data Jesika, Jesika; Mahoro, Zamiel Alfaro Davido; Sipayung, Sardo
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.28869

Abstract

Hydrometeorological disasters have increasingly posed significant challenges to regional resilience in Indonesia, driven by climate variability and uneven mitigation capacity across provinces. This study aimed to classify hydrometeorological disaster vulnerability across all Indonesian provinces using a machine learning approach based on the 2024 Village Potential Statistics dataset. A supervised learning framework was implemented using the k-Nearest Neighbor algorithm to integrate physical exposure indicators, including riverbank and slope settlements as well as river proximity, with mitigation capacity variables such as Early Warning Systems and evacuation infrastructure. Provincial-level data were aggregated, normalized, and processed following the Knowledge Discovery in Databases methodology. The classification results categorized provinces into low, medium, and high vulnerability levels, revealing that mitigation capacity played a critical role in moderating disaster vulnerability beyond physical exposure alone. Model evaluation demonstrated strong performance, with a high discriminative capability and balanced accuracy across classes, indicating that the selected k-Nearest Neighbor configuration was suitable for heterogeneous socio-environmental data. The findings highlighted the importance of preparedness infrastructure in reducing disaster risk and provided a transparent, data-driven framework to support evidence-based disaster management and policy planning at the national scale.
E-Assessment Proctoring Using Artificial Intelligence Technologies: A Review of Practices and Challenges in the African Context Mogoi, Bartholomew Oganda; Kamau, John; Ongus, Raymond
Indonesian Journal of Education and Mathematical Science Vol 7, No 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i1.28922

Abstract

The rapid expansion of e-learning across African higher education institutions has accelerated the adoption of electronic assessments (e-assessments), intensifying concerns regarding examination integrity. Artificial intelligence (AI)-based proctoring technologies have emerged as a promising approach to mitigating academic dishonesty through automated monitoring, biometric authentication, and behavioral analytics. However, the effectiveness, ethical implications, and contextual suitability of these technologies within the African educational landscape remain underexplored. This review synthesizes empirical and conceptual studies on AI-enabled e-assessment proctoring in Africa to examine prevailing practices, challenges, and research gaps. Guided by the PRISMA 2020 guidelines, a systematic search of major academic databases identified 250 relevant studies published between 2015 and 2024, of which 25 met the inclusion criteria for qualitative and quantitative synthesis. The findings reveal a growing adoption of AI techniques, including facial recognition, keystroke dynamics, gaze tracking, and anomaly detection, alongside persistent challenges related to internet instability, algorithmic bias, data privacy concerns, system scalability, and institutional readiness. Notably, there is limited empirical evaluation of mobile-first, low-resource AI proctoring frameworks tailored to African contexts. Future research should prioritize the development of lightweight, privacy-preserving AI models, incorporate participatory and inclusive design approaches, and align technological implementations with region-specific regulatory and policy frameworks to support sustainable and ethical e-assessment practices.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol 7, No 1 (2026) Vol 6, No 3 (2025) Vol 6, No 2 (2025) Vol 6, No 1 (2025) Vol 5, No 3 (2024) Vol 5, No 2 (2024) Vol 5, No 1 (2024) Vol 4, No 3 (2023) Vol 4, No 2 (2023) Vol 4, No 1 (2023) Vol 3, No 3 (2022) Vol 3, No 2 (2022) Vol 3, No 1 (2022) Vol 2, No 3 (2021) Vol 2, No 2 (2021) Vol 2, No 1 (2021) Vol 1, No 3 (2020) Vol 1, No 2 (2020) Vol 1, No 1 (2020): IJEMS Vol 1, No 1 (2020) More Issue