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Mandalika Mathematics and Educations Journal
Published by Universitas Mataram
ISSN : 27158292     EISSN : 27151190     DOI : 10.29303/jm
Core Subject : Education,
Mathematics
Mandalika Mathematics and Education Journal adalah Jurnal Matematika dan Pendidikan Matematika yang dikelola oleh Program Studi S1 Pendidikan Matematika FKIP Universitas Mataram. Fokus dan ruang lingkup dari jurnal ini adalah artikel ilmiah baik berupa hasil penelitian, review artikel maupun kajian pustaka khusus bidang Matematika dan Pendidikan Matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 447 Documents
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Pengembangan E-Modul Matematika Berbasis Growth mindset untuk Mendukung Pembelajaran Adaptif Siswa SD Fitri Ayu Ningtiyas; Nurul Afni Sinaga; Rifaatul Mahmuzah; Yulia Zahara
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12257

Abstract

Penelitian ini bertujuan mengembangkan e-modul matematika berorientasi growth mindset sebagai sarana pendukung pembelajaran adaptif pada jenjang sekolah dasar. Metode yang digunakan adalah Research and Development (R&D) dengan mengacu pada model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian mencakup siswa kelas V sekolah dasar, guru matematika, serta validator yang terdiri atas ahli materi, ahli media, dan ahli bahasa. Data penelitian diperoleh melalui kegiatan observasi, wawancara, penyebaran angket, dan tes hasil belajar. Pengujian validitas dilakukan menggunakan koefisien Aiken’s V, sedangkan tingkat kepraktisan dan efektivitas dianalisis secara deskriptif serta didukung oleh perhitungan N-Gain. Hasil penelitian menunjukkan bahwa e-modul yang dikembangkan memiliki tingkat validitas yang sangat baik pada aspek materi, media, dan bahasa. Temuan uji kepraktisan memperlihatkan bahwa guru dan siswa memberikan tanggapan yang sangat positif sehingga e-modul layak digunakan dalam proses pembelajaran. Selain itu, pengujian efektivitas menunjukkan peningkatan capaian belajar siswa yang signifikan, ditunjukkan oleh kenaikan rata-rata skor dari 52,14 pada pretest menjadi 89,37 pada posttest dengan nilai N-Gain sebesar 0,78 yang termasuk kategori tinggi. Berdasarkan temuan tersebut, e-modul matematika berbasis growth mindset dapat dinyatakan valid, praktis, dan efektif untuk mendukung pelaksanaan pembelajaran adaptif di sekolah dasar.
Mathematical Modeling and Artificial Intelligence in Smart Food Systems: A Bibliometric and Science Mapping Analysis Dilla Afriansyah; Firman Fajar Perdhana; Made Gendis Putri Pertiwi
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12278

Abstract

This study analyzes the global development of mathematical modeling and artificial intelligence in smart food systems using bibliometric and science mapping approaches. Data were collected from 561 Scopus-indexed documents published between 1994 and 2026 and analyzed using Bibliometrix and Biblioshiny. The analysis covers publication trends, leading sources, country contributions, trend topics, thematic mapping, thematic evolution, co-occurrence networks, and Multiple Correspondence Analysis. The results show rapid publication growth, particularly after 2020, driven by machine learning, artificial intelligence, precision agriculture, predictive modeling, and smart agriculture. The conceptual structure reveals two dominant paradigms: a data-driven approach centered on AI and machine learning, and a model-driven approach emphasizing mathematical modeling, simulation, optimization, and decision-making. The findings indicate increasing convergence between these paradigms, leading to the proposed concept of Hybrid Intelligent Food Systems, which integrates AI-based prediction with mathematical optimization and interpretability to support adaptive, efficient, and sustainable food systems.
Analisis Kemampuan Abstraction & Algorithmic Thinking dalam Menyelesaikan Masalah Matematika Realistik: Mahasiswa versus AI Riska Ayu Ardani; Muji Suwarno
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12333

Abstract

Artificial Intelligence (AI) in education not only offers significant potential for facilitating access to information but also presents challenges to students’ independence and thinking processes. Problem-solving is a fundamental cognitive skill that requires abstraction and algorithmic thinking. Preliminary analysis revealed that 22 out of 25 students experienced difficulties in identifying relevant information and designing algorithms to solve realistic mathematical problems. These students made errors in simplifying problems and formulating strategic solution steps despite using AI. This qualitative study aims to describe the errors made by students in the processes of abstraction and algorithmic thinking. In addition, students’ solutions were compared with AI-generated outputs to identify their error characteristics. The study involved three students and two AI models (ChatGPT and Gemini) as subjects. Data were collected through realistic problem-solving tests and interviews. The findings indicate that students remain vulnerable to both conceptual and procedural errors, whereas AI predominantly exhibits conceptual errors in the abstraction process. These findings highlight the need to enhance students’ abstraction and algorithmic thinking skills through more effective instructional approaches. Although AI has the potential to support simulation and analysis, it cannot fully replace students’ thinking abilities; therefore, students’ confidence in solving problems should also be strengthened
Optimization of Coffee Inventory and Replenishment Planning under Demand Uncertainty: A Linear Programming Approach Lingga Gita Dwikasari; Dilla Afriansyah
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12437

Abstract

This study develops a multi-period linear programming model to optimize coffee inventory and replenishment planning under demand uncertainty. The model integrates inventory balance, replenishment capacity, storage capacity, and safety stock constraints to determine cost-efficient replenishment quantities and ending inventory levels for three coffee products: Robusta, Arabica, and Blend. Simulated data over six planning periods were analyzed under low, medium, and high demand scenarios using PuLP in Python. The results show that optimal solutions were obtained under low and medium demand conditions, with total inventory costs of Rp 286,836,000 and Rp 480,466,000, respectively. Under low demand, inventory was maintained exactly at safety stock levels, reflecting a just-in-time strategy. Under medium demand, the model temporarily increased Robusta inventory to anticipate future demand. However, the high-demand scenario was infeasible, indicating insufficient replenishment capacity. The model provides a practical decision support tool for cost-efficient and resilient coffee inventory management.
Narrating Pedagogical Identity: Mathematics Lecturer Generation Z in the Digital Teaching Era Nourma Pramestie Wulandari; Isfina Adiyah; Subanji Subanji; Swasono Rahardjo
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12464

Abstract

This study explores the pedagogical identity becoming of Generation Z mathematics lecturers within digital learning contexts. Using a qualitative narrative inquiry design, the study involved two Gen Z mathematics lecturers from Indonesian universities. Data were collected through in-depth interviews and analyzed through narrative storytelling and interpretive thematic analysis. The findings reveal that pedagogical identity develops through a dynamic, non-linear process of becoming shaped by reflection, adaptation, and the negotiation of pedagogical experiences. Technology functions not merely as an instructional tool but as a pedagogical space that shapes teaching practices, relational interactions, and professional meaning-making. The lecturers continuously negotiate closeness, authority, and emotional relationships within digitally mediated classrooms. The study proposes a conceptual model that shows how pedagogical identity emerges from the interconnected experiences of personal history, pedagogical practice, socio-emotional relations, and digital pedagogical spaces.
The Effect of Edcafe Usage on Students' Mathematics Anxiety in PBL-STEM-Based Statistics Learning Friantiani Safitri; Bulan Nuri; Siti Khulah
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12492

Abstract

Mathematical anxiety constitutes an affective barrier capable of undermining students' numeracy competence and overall mathematics achievement. This study was designed to examine the effect of utilizing the Edcafe platform on the level of mathematical anxiety among senior high school students within a statistics learning framework that integrates Problem-Based Learning with STEM (PBL-STEM). A quantitative method with a one-group pretest-posttest design was employed, involving 31 senior high school students as participants who completed the entire Edcafe PBL-STEM learning process. Mathematical anxiety was measured through a questionnaire encompassing cognitive, affective, and physiological dimensions, administered at two time points before and after the intervention. Data were analyzed descriptively and inferentially using the Wilcoxon Signed Rank Test. Findings revealed a significant decrease in the mean mathematical anxiety score from 56.65 at pretest to 51.10 at posttest (p < 0.05), accompanied by a distributional shift toward lower anxiety categories. These results indicate that the AI features embedded in Edcafe comprising automatic feedback, an adaptive learning chatbot, and contextual PBL-STEM scenarios are capable of constructing a more psychologically conducive learning ecosystem, thereby meaningfully reducing students' mathematical anxiety.
Kemampuan Metakognisi Siswa Berdasarkan Gaya Belajar Dalam Pemecahan Masalah Matematika Andi Hasliyati Ike Safitri; Ilham Dwi Novaldin; Putri Agustina
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12514

Abstract

Mathematical problem-solving ability is one of the essential competencies that students must possess in solving non-routine mathematical problems, as it requires higher-order thinking skills. Metacognitive ability plays an important role in students' mathematical problem-solving processes. However, each student has different metacognitive abilities, one of which is influenced by their learning style characteristics. This study employed a descriptive qualitative approach and aimed to investigate students' metacognitive abilities based on the learning styles of MTs students in solving non-routine mathematical problems. The research was conducted as a descriptive qualitative study. The research subjects were selected based on auditory, visual, and kinesthetic learning style categories. Data were collected through non-routine mathematical problem-solving tests, learning style questionnaires, and interviews to reveal students' metacognitive thinking processes. Data analysis was carried out by referring to the stages of metacognition, namely Awareness, Regulation, and Evaluation. The results showed that students' metacognitive abilities differed at each metacognitive stage across the three learning styles. Visual learners demonstrated more comprehensive metacognitive abilities, while auditory and kinesthetic learners still experienced difficulties, particularly at the evaluation stage. Nevertheless, all three subjects were able to obtain correct final solutions to the problems. These findings indicate that learning styles influence the characteristics of students' metacognitive processes in solving non-routine mathematical problems.
Pengembangan Media Pembelajaran Terintegrasi Teknologi dan Budaya Berorientasi Pemahaman Konsep Gabungan dan Irisan Himpunan Ulfa Lu'luilmaknun; Junaidi Junaidi; Gilang Primajati; Eka Kurniawan; Dita Oktavihari; Putri Surya
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12572

Abstract

Students' low level of mathematical conceptual understanding remains one of the major challenges in mathematics education, leading to difficulties in solving mathematical problems accurately. One effort to address this issue is to develop learning media that integrate digital technology with local cultural contexts, thereby creating more meaningful learning experiences. This study aimed to develop an ethnomathematics-based interactive learning media that meets the criteria of validity and practicality. The study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the define, design, develop, and disseminate stages. However, the research was limited to the develop stage, which involved validation by media experts and subject matter experts, as well as practicality assessment by practitioners. The research instruments included media expert validation sheets, material expert validation sheets, and practitioner response questionnaires. The data were analyzed quantitatively using descriptive statistics in the form of mean scores and feasibility percentages. The findings indicate that the developed ethnomathematics-based interactive learning media achieved valid criteria based on expert evaluations and practical criteria based on practitioners' assessments. Therefore, the developed media can serve as an alternative mathematics learning resource to support students' conceptual understanding.
Profil Kesalahan Proses Berpikir Matematis Mahasiswa Berdasarkan Tahapan Berpikir Mason Ketut Sarjana; Gilang Primajati; Ulfa Lu'luilmaknun; Ni Made Intan Kertiyani; Eka Kurniawan; Dea Nadia
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12592

Abstract

Mathematical proof is an essential competency for prospective mathematics teachers because it is closely related to reasoning and mathematical thinking skills. This study aimed to describe the profile of students' mathematical thinking errors based on Mason's thinking stages, namely entry, attack, and review, in proving mathematical principles on geometric vector topics. A quantitative descriptive approach was employed involving 44 sixth-semester Mathematics Education students. Data were collected through an essay-based mathematical proof test and analyzed using an error analysis rubric based on Mason's thinking stages. Descriptive statistics were used to calculate the frequency and percentage of errors at each stage. The results revealed that the percentages of errors at the entry, attack, and review stages were 18%, 70%, and 82%, respectively. Errors at the entry stage were mainly related to incomplete identification of given information and incorrect mathematical notation, whereas attack stage errors involved difficulties in constructing proof strategies and understanding the angle between vectors. At the review stage, students failed to verify the validity of their proofs and formulate appropriate conclusions. In conclusion, students' mathematical thinking errors were predominantly found at the attack and review stages.
Peran Etnomatematika dalam Meningkatkan Kemampuan Higher order thinking skills Siswa pada Pembelajaran Matematika Ahmad Faqihi; Ruslin Ruslin; Chairul Aly Ramli
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12597

Abstract

Higher-Order Thinking Skills (HOTS) are a crucial competency in 21st-century mathematics education; however, proficiency levels remain low because instruction tends to be procedure-oriented and lacks contextual relevance. One approach capable of addressing this issue is ethnomathematics—an instructional method that integrates local culture into mathematics learning. This study aims to analyze research trends, the role of ethnomathematics in enhancing HOTS, implementation methods, and factors influencing the effectiveness of its application. A literature review methodology was employed, analyzing national and international scholarly articles published between 2020 and 2026. Data analysis involved identification, selection, content analysis, and synthesis. The findings indicate that ethnomathematics research trends have evolved from merely exploring mathematical concepts within culture to implementing ethnomathematics as an innovative instructional approach integrated with various learning models. Ethnomathematics has proven effective in enhancing problem-solving skills, critical thinking, creative thinking, mathematical reasoning, numeracy literacy, and computational thinking. Its implementation is achieved by utilizing various elements of local culture as learning contexts.

Page 44 of 45 | Total Record : 447

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