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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 183 Documents
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An Integer Linear Programming Model for Diagnosing Unmastered Mathematical Topics Based on Bloom's Cognitive Domains Irvan, Irvan; Romantica, Krishna Prafidya; Azis, Zainal; Harahap, Tua Halomoan
Indonesian Journal of Education and Mathematical Science Vol 7, No 2 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i2.27150

Abstract

This study aims to develop a mathematical model based on Integer Linear Programming (ILP) to map unmastered mathematical topics among senior high school students according to the cognitive domains of Bloom's Taxonomy, namely Knowledge (C1), Comprehension (C2), and Application (C3). The research method employed a quantitative approach, utilizing test result data from a 48-item instrument covering 16 mathematical subtopics, administered to 147 twelfth-grade students in the Natural Science program. The data were analyzed using LINDO 6.1 software to generate a profile of student mastery for each subtopic and cognitive domain. The results indicate that student mastery was generally higher in the Knowledge (C1) domain, with eight subtopics achieved, compared to the Comprehension (C2) domain with six subtopics and the Application (C3) domain with five subtopics. Out of the total 48 test items, only 19 items (39.6%) were mastered by the students, while 29 items (60.4%) were not. The Equations and Inequalities (X2) subtopic was the only material not mastered across all three domains. These findings suggest the need for learning strategies that place greater emphasis on strengthening conceptual understanding and contextual application. The application of the ILP model in this study proves effective as a diagnostic tool for identifying student weaknesses in a detailed and objective manner, thereby serving as a reference for teachers in designing targeted remedial programs. Furthermore, this model has the potential to be replicated in other schools to continuously monitor the development of student proficiency.
Design and Development of Ethnomathematics E-Modules through Lombok's Traditional Culinary Heritage Aswatun, Mita; Hastuti, Intan Dwi; Mariyati, Yuni; Syaharuddin, Syaharuddin; Argade, Sanjaya; Vwalika, Kondwani Daniel
Indonesian Journal of Education and Mathematical Science Vol 7, No 2 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i2.29287

Abstract

Studi ini bertujuan untuk mengembangkan dan mengevaluasi modul elektronik berbasis etnomatematika yang mengintegrasikan warisan kuliner tradisional Lombok untuk meningkatkan pemahaman siswa sekolah dasar tentang geometri tiga dimensi dalam konteks Kurikulum Merdeka. Dengan menggunakan desain penelitian dan pengembangan (RD) dengan model ADDIE, studi ini melibatkan analisis kebutuhan melalui wawancara dengan guru, kepala sekolah, dan siswa; desain dan pengembangan modul elektronik digital interaktif yang diperkaya dengan unsur budaya dan realitas tertambah; implementasi melalui uji coba terbatas yang melibatkan enam siswa dan uji lapangan dengan dua puluh satu siswa; dan evaluasi melalui validasi ahli dan analisis N-gain. Hasil validasi menunjukkan bahwa modul elektronik tersebut memenuhi kriteria kelayakan, dengan penilaian ahli menghasilkan skor 83% untuk validitas materi, 88% untuk validitas media, dan 80% untuk validitas bahasa. Uji coba terbatas menghasilkan skor N-gain berkisar antara 0,34 hingga 0,92 (rata-rata = 0,69), sedangkan pengujian lapangan menghasilkan nilai N-gain antara 0,00 dan 0,84 (rata-rata = 0,47), yang dikategorikan sebagai peningkatan moderat. Temuan ini menunjukkan bahwa e-modul efektif dalam memperkuat pemahaman konseptual siswa, meskipun peningkatan pembelajaran bervariasi sesuai dengan kemampuan awal dan literasi digital siswa. Studi ini menyiratkan bahwa mengintegrasikan etnomatematika dengan media pembelajaran digital dapat menciptakan pengajaran matematika yang bermakna dan relevan secara budaya.
Transformative Curriculum in Indonesian Higher Education: An Integrative Framework for Realizing University 4.0 Khafido, Neneng; Permawati, Hesih; Susanti, Eni
Indonesian Journal of Education and Mathematical Science Vol 7, No 2 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i2.29953

Abstract

The transformation of higher education toward the University 4.0 paradigm demands fundamental changes in curriculum design that transcend conventional knowledge transmission. This article aims to analyze the components of transformative curriculum as an integrative learning framework in Indonesian higher education, encompassing learning orientation, learning materials, learning methods, and learning evaluation. The study employed a literature review method with a conceptual analysis approach applied to the Guide to Transformative Pedagogy for Lecturers (Ministry of Higher Education, Science and Technology, 2025), synthesized with Mezirow's transformative learning theory, Freire's critical pedagogy, and Ki Hadjar Dewantara's educational philosophy. The findings reveal that transformative curriculum comprises four interrelated components. Learning orientation focuses on developing critical consciousness through three levels of reflection: content reflection, process reflection, and premise reflection. Learning materials integrate three main pillars—inclusivity, sustainability, and social justice and anti-racism—contextualized within societal realities. Learning methods include the case-method, reflective discussion, simulation, project-based learning, and narrative inquiry, all of which emphasize the dialectic between reflection and action. Learning evaluation is qualitative, reflective, participatory, and narrative in nature, prioritizing the process of perspective transformation through reflective journals, transformative portfolios, action projects, and self- and peer-evaluation. Transformative curriculum provides an operational framework for higher education institutions to realize meaningful learning with social impact, aligned with the Impactful Higher Education (Diktisaintek Berdampak) policy and the Sustainable Development Goals.

Page 19 of 19 | Total Record : 183

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