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l. Majapahit No. 62 Mataram, Nusa Tenggara Barat, Indonesia Lantai 2 gedung E, Program Studi S1 Pendidikan Matematika, FKIP Universitas Mataram
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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 513 Documents
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Hubungan Kemampuan Berpikir Kritis Matematis dengan Self-efficacy Siswa Kelas VIII pada Salah Satu SMP di Kota Mataram: Studi Mixed Methods Laylatul Hisda; Hapipi Hapipi; Tabita Wahyu Triutami
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12712

Abstract

Critical thinking skills and psychological factors, such as self-efficacy, have received attention in mathematics education. This study aimed to determine the levels of mathematical critical thinking skills and self-efficacy and their relationship among eighth-grade students at a public junior high school in Mataram City on Relations and Functions. This study employed a mixed methods approach with an explanatory sequential design. The quantitative phase involved 84 students selected using simple random sampling, while the qualitative phase involved 6 participants representing variations in mathematical critical thinking skills and self-efficacy. Data were collected through tests, a questionnaire, and interviews. Quantitative data were analyzed using descriptive statistics, Spearman's rank correlation, and simple linear regression with bootstrapping, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. Results indicated that both variables were at a moderate level. Spearman's rank correlation coefficient of 0.771 (p = 0.000 < 0.05) indicated a positive, strong, and significant relationship between self-efficacy and mathematical critical thinking skills. Qualitative findings showed that students with higher self-efficacy tended to be more confident, persistent, and reflective in solving mathematical problems. Thus, self-efficacy was positively and significantly associated with mathematical critical thinking skills
Transformasi Asesmen Matematika pada Era Kecerdasan Buatan: Sebuah Systematic Literature Review tentang Praktik Asesmen, Umpan Balik, Learning Analytics, dan Arah Penelitian Masa Depan Lisda Ramdhani; I Gusti Lanang Agung Parwata; I Gede Ratnaya; I Dewa Ayu Made Budhyani
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12725

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed mathematics assessment by enabling adaptive assessment, automated feedback, learning analytics, and data-driven instructional decision-making. This study aimed to synthesize current evidence regarding AI-based mathematics assessment, feedback practices, learning analytics, and future research directions. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines using the Scopus database. The search covered publications from 2015 to 2026 with the query related to mathematics education, generative AI, artificial intelligence, assessment, and feedback. After applying inclusion and exclusion criteria, 33 articles were selected for analysis. The findings indicate that AI has shifted mathematics assessment from traditional summative evaluation toward adaptive, formative, and personalized assessment. AI-generated feedback and learning analytics improve students' problem-solving skills, conceptual understanding, and teachers' instructional decisions. Nevertheless, issues concerning validity, ethical use, data privacy, and teachers' AI literacy remain major challenges. Future studies should develop ethical, explainable, and human-centered AI assessment frameworks that strengthen mathematics learning while preserving pedagogical quality.
Karakteristik Tingkat Kesulitan Butir Soal ASAS Matematika Kelas 3 SD/MI Berdasarkan Level Kognitif: Analisis Model Rasch Nilna Sa'Idah; Sunismi Sunismi
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12827

Abstract

This study aims to describe the psychometric characteristics of the End-of-Semester Summative Assessment (ASAS) Mathematics items for Grade 3 elementary school based on three cognitive levels-knowledge and comprehension (L1), application (L2), and reasoning (L3) and to examine whether empirical item difficulty differs across these levels. Using a descriptive quantitative approach, responses from 81 third-grade students on 30 dichotomously scored items were analyzed with the Rasch model using Ministeps software. Results showed excellent item reliability (0.94; separation index 3.93) and adequate person reliability (0.78; separation index 1.86). Only one item (item 8) was identified as misfit, likely due to the dichotomization of a partial-credit complex multiple-choice item. The Wright Map indicated that the instrument was generally easy relative to students' ability, with item 17-classified as L2 (Application)-unexpectedly the most difficult item in the entire instrument, exceeding even the average difficulty of L3 items. Descriptive comparison showed that mean item difficulty followed the assumed order (L1≈L2<L3), yet within-level variation, especially in L2, was substantial, indicating that the a priori cognitive-level classification in the ASAS blueprint does not fully and consistently reflect students' actual empirical item difficulty. These findings underscore the importance of empirical verification through the Rasch model as part of the routine item-review process for elementary mathematics assessments.
Analisis Kualitas Butir Soal Pilihan Ganda Materi Statistika SMA Berdasarkan Pendekatan Teori Tes Klasik Alse Ona Sabat; Fransiska Gusman; Bakher Nenotaek
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12863

Abstract

This study aims to evaluate the empirical quality of multiple-choice test instruments for Mathematics subjects in Statistics material at the high school (SMA) level. The analyzed instrument consisted of 20 multiple-choice questions that were tested on 25 students in class X of SMA PGRI Mnelalete. The research method used is quantitative descriptive with a Classical Test Theory approach. Data analysis was carried out with the help of Microsoft Excel software to calculate the parameters of the validity of the question item, the reliability of the instrument, the level of difficulty, and the differentiating power of the question. The results of the analysis showed that the reliability coefficient of the test was 0.84 (high category). Cumulatively, of the 20 questions analyzed, there were 14 questions (70%) that met the good quality criteria so that they were immediately accepted in the question bank, 4 questions (20%) required revisions to sentence construction or distractor functions, and 2 questions (10%) were discarded because they had insignificant discriminating power. Periodic evaluation of this spreadsheet-based empirical assessment instrument has proven to be effective in helping teachers in mapping the feasibility of measuring student learning outcomes.
Estimasi Premi Reasuransi Menggunakan Teori Nilai Ekstrem dengan Penyesuaian Keterlambatan Pembayaran Klaim Putri Isnaini Cahyaning Baiti; Tiara Yulita; Aldila Nur Indah Berliana Ratam; Marisa
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12874

Abstract

Extreme losses play an important role in reinsurance pricing, particularly for excess-of-loss contracts where classical parametric models often fail to adequately capture tail risk. Extreme Value Theory (EVT) provides a theoretically justified framework for modeling heavy-tailed insurance losses; however, most existing studies focus mainly on claim severity and ignore operational characteristics such as claim payment delay. This study proposes an EVT-based reinsurance premium estimation framework that incorporates claim payment delay as a risk modifier. Using a peaks over threshold approach, exceedances above a high threshold are modeled by the Generalized Pareto Distribution, and tail-based reinsurance premiums are derived under the net premium principle. An empirical application using claim data shows that claim severity exhibits heavy-tailed behavior and that EVT provides an adequate fit to extreme losses. Furthermore, incorporating payment delay leads to systematically higher estimated reinsurance premiums, indicating the importance of considering settlement dynamics in pricing. The proposed framework provides a practical extension of EVT-based reinsurance premium estimation by integrating tail risk and operational risk in a unified approach.
Pengaruh Model Pembelajaran Deep Dialogue and Critical Thinking (DDCT) terhadap Kemampuan Berpikir Kritis Siswa Ewang Lestari lestari
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12887

Abstract

This study aims to determine the effect of the Deep Dialogue and Critical Thinking (DDCT) learning model on students’ critical thinking skills in mathematics subjects for eighth-grade students at SMPN 20 Mataram in the 2024/2025 academic year. This research employed a quantitative approach with a quasi-experimental research design. The research design used was the Nonequivalent Control Group Design. The population of this study consisted of all eighth-grade students, while the samples were selected using a purposive sampling technique, consisting of an experimental class and a control class. The experimental class was taught using the DDCT learning model, while the control class was taught using a conventional learning model. Data were collected through critical thinking skills tests, observations, and documentation. The data were analyzed using statistical tests including normality tests, homogeneity tests, and hypothesis testing using the t-test. The results of the study indicate that there is a significant effect of the implementation of the DDCT learning model on students’ critical thinking skills in mathematics learning. Students who were taught using the DDCT model demonstrated better critical thinking skills compared to those who were taught using conventional learning methods. Therefore, the DDCT learning model can be used as an alternative learning approach to improve students’ critical thinking skills in mathematics learning.
Quantifying Food Deficit Risk under Seasonal Climate Variability Using a Compound Periodic Poisson Process Ika Reskiana Adriani; Irmayani Irmayani; Husnul Hatimah; Putri Anatasya
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12907

Abstract

Climate variability has increased the frequency of extreme weather events, leading to greater uncertainty in agricultural production and a higher risk of food production deficits. Existing studies predominantly employ deterministic or econometric approaches that estimate average production changes without explicitly quantifying stochastic production risk. This study proposes a compound periodic Poisson process framework to quantify climate induced food production risk by integrating periodic event occurrence, stochastic loss severity, aggregate production loss, and food deficit probability within a unified actuarial framework. The occurrence extreme rainfall events are modelled using a periodic Poisson process, while production loss severity follows a Lognormal distribution. Model parameters are estimated using Maximum Likelihood Estimation, and food deficit probabilities are evaluated analytically. The estimated seasonal intensity ranges from 25 to 53 events per month during the rainy season to 1 event per month during the dry season. The expected aggregate production loss is 18.420 tons per planting season. For a critical production loss threshold of 25.000 tons, the estimated probability of food production deficit is 17,6%, corresponding to a return period of 5,68 planting seasons. These results demonstrate that the proposed compound periodic Poisson process provides a robust probabilistic framework for agricultural risk assessment, food security analysis, and climate based agricultural insurance.
Subjective well-being dan Kemampuan Spasial Matematis: Studi Korelasional pada Siswa SMP Herani Tri Lestiana; Rosalinda Rosalinda; Zalfaanisa Maryani
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12941

Abstract

This study aims to analyze the relationship between subjective well-being and mathematical spatial ability in students of SMP Negeri 11 Cirebon. This study uses a quantitative approach with a correlational design, with a sample of 31 students of class VIII-H selected through cluster random sampling technique. Data were collected through a subjective well-being questionnaire and a mathematical spatial ability test, then analyzed using the Spearman's Rho correlation test. The results showed that the level of students' subjective well-being was in the high category, while the average component of students' mathematical spatial ability was also in the high category. The results of the correlation test showed a significant negative relationship between the two variables (ρ = -0.358; p = 0.048), which indicates that the higher the students' subjective well-being, the lower the tendency of their mathematical spatial ability scores, and vice versa. This finding contradicts the majority of literature reporting a positive relationship between psychological well-being and academic achievement in general, and can be explained through the perspectives of cognitive load theory, cognitive tuning hypothesis, and the concept of mathematical well-being, which emphasizes that positive affect does not always go hand in hand with maximal cognitive effort on mathematical tasks
Pengaruh Model Pembelajaran RADEC Berbantuan Padlet Terhadap Kemampuan Representasi Matematis Dan Minat Belajar Siswa Aura Fitria Dewi; Erna Isfayani; Amam Taufiq Hidayat
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12955

Abstract

Students’ poor mathematical representation skills and lack of interest in learning are believed to be related to the continuous use of teacher-centered teaching models and the limited use of interactive media, which result in suboptimal student participation in reading, discussing, and expressing ideas. The purpose of this study is to examine the effect of the RADEC learning model, supported by Padlet, on the mathematical representation skills and interest in learning of 10th-grade students in the statistics course at SMA Negeri 1 Muara Batu. A quantitative approach was used through a quasi-experimental method with a non-equivalent control group design. The sample was divided into an experimental group that implemented the RADEC model supported by Padlet and a control group that received conventional instruction. Data collection included a validated mathematical representation skills test and a validated learning interest questionnaire, which were then analyzed using correlation, normality, and homogeneity tests, as well as hypothesis testing with the Mann-Whitney U test for mathematical representation and Welch’s t-test for learning interest. The results of the analysis revealed that the Padlet-supported RADEC model had a significant effect on students’ mathematical representation skills (Sig. = 0.008) and learning interest (Sig. = 0.003). Thus, the Padlet-supported RADEC learning model was proven effective in optimizing students’ mathematical representation skills and learning interest.
Problem Solving on Arithmetic Sequences and Series Material Based on the Level of Mathematical Ability Mustamin Idris; Rahmamina Minarahma; Dasa Ismaimuza; Sutji Rochaminah
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12981

Abstract

Background: Problem solving is an essential skill in mathematics learning. Students’ ability to solve problems varies according to their level of mathematical ability, which needs to be profiled to improve the effectiveness of the learning process. Aims: This study aims to describe the problem-solving profile of students on arithmetic sequences and series material based on their level of mathematical ability at SMA Negeri 1 Banawa Tengah. Methods: This research used a qualitative approach with a descriptive case study design. The subjects consisted of three students selected using purposive sampling, representing one student each from the high, medium, and low mathematical ability categories, determined based on mathematics report card scores processed according to Arikunto’s (2013) criteria. Data were collected through written tasks and student interviews, and analysed using the Miles, Huberman, and Saldana (2014) model comprising data condensation, data presentation, and conclusion drawing. Results: The problem-solving profile of students with high mathematical ability (NF) and students with medium mathematical ability (AW) in solving problems fulfilled all four problem-solving indicators based on Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The problem-solving profile of students with low mathematical ability (FD) only fulfilled three of the four indicators, consisting of understanding the problem, devising a plan, and carrying out the plan. Conclusion: Students with high and medium mathematical ability fulfilled all four of Polya’s problem-solving stages, while students with low ability could only fulfil three stages, being unable to review their answers at the looking back stage.

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