cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Winda Ramadianti
Contact Email
math-edu@umb.ac.id
Phone
+6285292562687
Journal Mail Official
math-edu@umb.ac.id
Editorial Address
Jl.Bali Kota Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
Jurnal Math-UMB.EDU
Published by Universitas Muhammadiyah Bengkulu
ISSN : 27154912     EISSN : 23392754     DOI : 10.36085
Core Subject : Education,
Mathematics
Jurnal MATH_UMB.EDU mempublikasikan artikel ilmiah hasil penelitian dan kajian dalam bidang matematika dan pendidikan matematika baik di SD, SMP, SMA, dan Perguruan Tinggi. Jurnal MATH-UMB.EDU diterbitkan oleh Program Studi Pendidikan Matematika Universitas Muhammadiyah Bengkulu sebanyak tiga kali penerbitan dalam setahun yaitu pada bulan Maret, Juli, dan November
Arjuna Subject : Umum - Umum
Articles 308 Documents
 27   28   29   30   31 
DEEP LEARNING INTEGRATED IN ACTION LEARNING TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ PROBLEM-SOLVING SKILLS Ferryansyah; R, Nurmala
Jurnal Math-UMB.EDU Vol. 12 No. 3 (2025): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v12i3.10349

Abstract

Kemampuan pemecahan masalah matematika yang rendah pada siswa SMP sering disebabkan oleh proses pembelajaran yang bersifat dangkal dan kurang kontekstual. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran In Action yang terintegrasi dengan Deep Learning terhadap kemampuan pemecahan masalah siswa SMP. Metode penelitian yang digunakan adalah kuasi-eksperimen dengan desain kontrol posttest-only. Populasi penelitian meliputi seluruh siswa kelas VIII di sebuah SMP Negeri, dengan sampel berupa dua kelas yang dipilih melalui teknik cluster random sampling. Instrumen penelitian terdiri dari tes deskriptif kemampuan pemecahan masalah yang disusun berdasarkan indikator Polya. Data dianalisis menggunakan Uji Independent Sample t-test  setelah memenuhi tes prasyarat normalitas dan homogenitas. Hasil menunjukkan perbedaan yang signifikan dalam kemampuan pemecahan masalah antara kelompok eksperimen dan kelompok kontrol (p < 0,05). Rata-rata skor posttest untuk kelas eksperimen (82,45) secara signifikan lebih tinggi daripada kelas kontrol (71,20). Integrasi In Action memberikan pengalaman belajar langsung, sementara Deep Learning memfasilitasi pemahaman konseptual yang mendalam. Studi ini menyimpulkan bahwa pembelajaran In Action yang diintegrasikan dengan Deep Learning efektif dalam meningkatkan kemampuan pemecahan masalah siswa dan dapat menjadi model pembelajaran alternatif yang inovatif di sekolah.
ANALYSIS OF THE ABILITY OF CONCEPTUAL UNDERSTANDING AND MATHEMATICAL CONFIDENCE IN SOLVING PROBLEMS ON INTEGER OPERATIONS IN JUNIOR HIGH SCHOOL: West Kalimantan, Indonesia Dwi Karsono; Jamilah Jamilah; Sandie Sandie
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.9465

Abstract

This study aims to investigate the relationship between conceptual understanding and mathematical confidence in junior high school students in solving problems related to integer operations. This study involved 37 students who were measured using a quantitative approach through a descriptive correlational design. The instruments used included a test to measure conceptual understanding and a questionnaire to assess mathematical confidence. The results showed that most students had an adequate understanding of integer operations, although there were differences in their levels of mathematical confidence. Approximately 24% of students showed a very good understanding, while the other 32% obtained a good understanding. Correlation analysis showed a significant positive relationship between mathematical confidence and conceptual understanding, with a coefficient of r = 0.65, indicating that the higher the students' mathematical confidence, the better their understanding of integer concepts. Interviews with students also revealed that high levels of self-confidence encouraged them to be more active and confident in solving mathematical problems. Based on these findings, this study suggests that the development of students' mathematical confidence should be a primary focus in mathematics learning, through the implementation of problem-based learning methods and the provision of constructive feedback from teachers. Keywords: Conceptual understanding, Mathematical beliefs, integer operations, junior high school students, correlation.
JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS IN LEARNING PRISM CONCEPTS: Palembang, Indonesia Ali Syahbana; Amrina Rizta; Nyimas Inda Kusumawati; Suryati
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10120

Abstract

This study aims to describe and analyze junior high school students’ critical thinking skills in learning prism concepts. A descriptive quantitative research design was employed, involving 109 students from three junior high schools in Palembang. Data were collected using a critical thinking skills test consisting of contextual mathematical problems developed based on Facione’s critical thinking indicators, interpretation, analysis, evaluation, and inference. The data were analyzed descriptively through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the overall level of students’ critical thinking skills in prism concept is categorized as low, with a mean score of 1,83. Among the indicators, interpretation obtained the highest score, whereas inference showed the lowest performance. In terms of gender differences, male students tended to perform better in the interpretation indicator, while female students demonstrated stronger abilities in analysis and evaluation. Nevertheless, both male and female students exhibited weaknesses in drawing valid conclusions and constructing logical mathematical arguments. These results suggest that mathematics instruction remains predominantly procedure-oriented and has not adequately fostered higher-order thinking skills. Therefore, mathematics learning should emphasize reasoning-based instruction, classroom discussion, and contextual problem-solving activities to comprehensively enhance students’ critical thinking skills. Keywords: critical thinking skills, prism, junior high school students
MATHEMATICAL MIND MAPPING ABILITY OF SENIOR HIGH SCHOOL STUDENTS IN PALEMBANG CITY: South Sumatera, Indonesia Ummu Na’imah; Istiqomah; Bonita Hirza; Dyah Febriyana
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10264

Abstract

Mind mapping is considered an effective visualization strategy for improving conceptual understanding in mathematics. However, little is known about students' ability to construct mathematical mind maps. This study aimed to describe the mathematical mind-mapping ability of senior high school students in Palembang City. A descriptive quantitative design was employed by using voluntary/convenience sampling, 90 senior high school students from public and private schools in Palembang participated in the study. Data were collected through Google Forms using a mathematical mind-mapping task and assessed using a rubric adapted from Tony Buzan's mind-mapping criteria consisting of central image, branching structure, keywords, colours, images, and hierarchy. The rubric was reviewed by two mathematics education experts to establish content validity and scored independently. Of the 90 submitted mind maps, only 34 met the predefined assessment criteria and were included in the scoring analysis. The analysed 34 mind maps obtained an average score of 33.67, which falls into the poor category. The findings suggest that explicit instruction and continuous practice in mathematical mind mapping should be integrated into classroom learning. Keywords: ability, mind mapping, visualization, mathematics, Palembang
RELATIONSHIP BETWEEN LEARNING APPROACHES AND ACADEMIC PERFORMANCE IN MATRIX AND VECTOR COURSES AMONG CIVIL ENGINEERING STUDENTS: Padang, Indonesia Yessy Yusnita; Lita Lovia; Widdya Rahmalina; Elfa Rafulta
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10311

Abstract

This study examines how different learning approaches are associated with students’ academic performance in the context of engineering mathematics, based on a case study of the Matrix and Vector course. A quantitative correlational research design was used in the study. Data were collected from 101 civil engineering students at Institut Teknologi Padang. Students’ learning approaches were measured using a structured questionnaire based on Biggs’ theory. Students’ academic performance was obtained from the course records in the form of midterm and final exam results. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. The results showed that all learning approaches (surface, deep, and achieving) have a significant positive correlation with midterm exam results. However, in the final exam results, only the deep and achieving approaches have a significant positive correlation with the final exam results. Despite the positive correlation found in the study, the multiple regression analysis showed that the learning approaches have no significant predictive relationship with the students’ academic performance. Additionally, the results showed a low explanatory power of the model (R² = 0.100 for the midterm and R² = 0.054 for the final exam results). These findings suggest that learning approaches are associated with academic performance but have a limited contribution when considered simultaneously. These results highlight that other factors, such as prior knowledge, motivation, and instructional design, may play a more dominant role in shaping students’ academic outcomes in engineering mathematics. Keywords: learning approaches, academic performance, engineering mathematics, matrix and vector, multiple regression
MATHEMATICAL CERTAINTY IN CONTEMPORARY FORMAL SYSTEMS: A SYSTEMATIC LITERATURE REVIEW OF AXIOMATIC STRUCTURES, PROOF THEORY, LOGICAL ARCHITECTURES, AND COMPUTATIONAL VERIFICATION: Bengkulu, Indonesia and Johor Baru, Malaysia Veggi Yokri; Wahyu Widada; Nurul Astuty Yensy; Norma Alias; Poni Saltifa
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematical certainty in formal mathematics is commonly associated with the validity, consistency, and correctness of reasoning within explicitly defined formal systems. However, recent developments in axiomatic foundations, proof theory, non-classical logic, and computational verification suggest that certainty is increasingly discussed as a structured and system-relative phenomenon. This study aims to synthesize how mathematical certainty is conceptualized in contemporary literature through axiomatic structures, proof-theoretic mechanisms, logical architectures, and computational verification. A systematic literature review was conducted using the PRISMA framework. Twenty peer-reviewed studies published between 2020 and 2026 and retrieved from the Scopus database were selected based on predefined inclusion and exclusion criteria. Thematic synthesis identified four interrelated dimensions: axiomatic foundations as formal constraints, proof-theoretic mechanisms as procedures for validating derivations, logical architectures as system-relative frameworks of inference, and computational verification as a mechanism for strengthening reproducibility in formal proof validation. The findings suggest that mathematical certainty in the reviewed literature is not treated solely as a fixed metaphysical guarantee, but may be interpreted as a structurally mediated condition supported by coherence, rule-governed derivation, logical validity, and verifiable formalization. This review contributes a conceptual framework for understanding mathematical certainty within contemporary formal mathematical systems while acknowledging the limitations of a Scopus-based corpus. Keywords: Axiomatic Systems, Computational Verification, Formal Logic, Mathematical Certainty, Proof Theory
EFFECTIVENESS OF GASING METHOD IN IMPROVING ELEMENTARY STUDENTS' BASIC ARITHMETIC ABILITY : West Java, Indonesia and Philippines Mario Capestrano Gesiradja; Elih Sudiapermana; Farny Mamonto; Dadang Yunus Lutfiansyah; Yanti Shantini; Ethel Joy V. Sebastian
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10360

Abstract

Elementary students’ numeracy deficits remain a persistent concern in Indonesia, particularly in resource-constrained regions, yet no prior study has simultaneously evaluated the GASING Method across all five basic arithmetic domains within a single intensive community-based program. This study examined the effectiveness of the GASING Method in the Pandai Berhitung Program, Central Bengkulu Regency (August 14–30, 2023). Using a pre-experimental one-group pre-test–post-test design (n = 62 students, Grades 4–6, recruited via total sampling, as this grade range matched the age level targeted by the GASING training curriculum), data were analyzed through descriptive statistics, N-Gain (Hake, 1998), and the Wilcoxon signed-rank test. Results showed significant improvement across all five domains (p < .001), with a high average N-Gain (0.738) and large effect sizes (r = 0.849–0.895). However, causal inference is limited due to the absence of a control group. These findings position the GASING Method as an accelerated learning intervention with strong potential for short-term numeracy gains in resource-constrained and geographically disadvantaged contexts, and provide a preliminary evidence base for program replication pending further controlled research. Keywords: GASING Method; Basic Arithmetic; N-Gain; Wilcoxon Signed-Rank Test; Numeracy Intervention; Accelerated Learning
PROBLEM-BASED LEARNING ASSISTED BY MICROSOFT EXCEL ON MATHEMATICAL COMPUTATIONAL THINKING : Jawa Tengah, Indonesia Efi Fatimatuzzahro; Reni Untarti
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10381

Abstract

Mathematical computational thinking (CT) is an important thinking skill for supporting problem-solving in the current technology-based era. Still, mathematics learning activities at SMP Negeri 1 Kembaran have not fully leveraged it. This is due to limited ICT (Information and Communication Technology) facilities and teachers' lack of understanding of how to develop these abilities. This study aims to analyze whether Problem-Based Learning (PBL) assisted by Microsoft Excel affects the mathematical CT of seventh-grade students at SMP Negeri 1 Kembaran in data presentation. This study is a quasi-experimental post-test-only control design. Hypothesis testing was carried out using the Independent Sample t-Test assisted by SPSS 25. The study population was 226 seventh-grade students. The research sample was selected using a cluster-randomized sampling technique, with class VII-E as the experimental group and class VII-G as the control group. The results of the post-test mathematical CT showed that the average value (Mean) of the experimental group was 41.24, while the Mean of the control group was 14.74. The results of the hypothesis test using the Independent Sample t-Test with  yielded t = 6.558 with df = 36.193; the value of (sig.(2-tailed))/2 ≤ 0.05, so it was concluded that PBL learning assisted by Microsoft Excel affected mathematical CT in the data presentation material. The results of this study contribute to the development of school-based learning activities that foster mathematical CT by leveraging readily accessible smartphones.   Keywords: Mathematical computational thinking, Microsoft Excel, Problem-Based Learning
ETHNOGRAPHIC STUDY: ETHNOMATHEMATICS IN PALEMBANG SONGKET CLOTH MOTIFS: East Java, Indonesia Wahyu Angraini; Sri Dahlia; Elly Susanti; Marhayati
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10448

Abstract

This study explores the relationship between ethnomathematics and Palembang songket cloth motifs through an ethnographic approach. The research objective is to identify and describe the mathematical concepts embedded in the motif designs of Palembang songket. Using ethnographic observation, documentation, and interviews with a museum curator, the study analyzed the motifs of Lepus-type songket cloth. The findings reveal that Palembang songket motifs contain several mathematical elements, including number patterns (arithmetic sequences), geometric transformations (reflection across x- and y-axes), and plane geometry figures such as parallelograms, irregular hexagons, squares, rectangles, rhombuses, and equilateral triangles. This study underscores the importance of integrating local cultural heritage into mathematics education, providing a contextual foundation for ethnomathematics-based learning in Indonesian schools. Keywords: Ethnographic; Ethnomathematics; Palembang Songket; Motifs
ETHNOMATHEMATICS IN BAMBOO WEAVING OF WEST JAVA: AN AUTOETHNOGRAPHIC PERSPECTIVE: West Java, Indonesia Ratni Purwasih; Eva Dwi Minarti; Eka Senjayawati; Devi Nurul Yuspriyati
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i3.10496

Abstract

Cultural artifacts can be a good source for ethnomathematics studies, showing math ideas through their visual patterns and symbolic meanings. But there isn't much research yet that deeply looks at local cultural practices using a personal, autoethnographic approach. This study wanted to see what math ideas are hidden in bamboo weaving from West Java, and how useful it could be for teaching math. We used a qualitative approach, specifically autoethnography. This involved the researcher looking back at their own experiences, along with visually analyzing the weaving patterns and reviewing existing literature. We also talked to math education experts to make sure our interpretations made sense. We found three main math structures: tessellation, which means repeating patterns that fit together without gaps; shapes made from simpler geometric forms, arranged in layers; and  visible in both the overall design and individual small motifs. Beyond that, bamboo weaving also has symbolic meanings. These reflect Sundanese cultural values like connection, balance, and togetherness. This study shows that bamboo weaving could be a great way to teach geometry in a real-world setting. Students could visualize things, build patterns, and analyze them. From a conceptual and method point of view, our study helps ethnomathematics grow. It does this by showing how a personal, autoethnographic approach can really help us systematically find math structures in local cultural items. Keywords: Ethnomathematics, Bamboo Weaving, Autoethnography, Geometry, West Java

Page 30 of 31 | Total Record : 308

 27   28   29   30   31 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 3 (2026): JULY Vol. 13 No. 2 (2026): MARCH Vol. 13 No. 1 (2025): NOVEMBER Vol. 12 No. 3 (2025): JULY Vol. 12 No. 2 (2025): MARCH Vol. 12 No. 1 (2024): NOVEMBER Vol. 11 No. 3 (2024): JULY Vol. 11 No. 2 (2024): MARCH Vol. 11 No. 1 (2023): NOVEMBER Vol. 10 No. 3 (2023): JULY Vol. 10 No. 2 (2023): MARCH Vol. 10 No. 1 (2022): NOVEMBER Vol. 9 No. 3 (2022): JULY Vol. 9 No. 2 (2022): MARCH Vol 9, No 1 (2021): Volume 9 Nomor 1 Tahun 2021 Vol 8, No 3 (2021): Volume 8 Nomor 3 Tahun 2021 Vol 8, No 2 (2021): Volume 8 Nomor 2 Tahun 2021 Vol. 9 No. 1 (2021): NOVEMBER Vol. 8 No. 3 (2021): JULY Vol. 8 No. 2 (2021): MARCH Vol 8, No 1 (2020): Volume 8, Nomor 1 Tahun 2020 Vol 7, No 3 (2020): Volume 7, Nomor 3, Tahun 2020 Vol 7, No 2 (2020): Volume 7, Nomor 2, Tahun 2020 Vol. 8 No. 1 (2020): NOVEMBER Vol. 7 No. 3 (2020): JULY Vol. 7 No. 2 (2020): MARCH Vol 7, No 1 (2019): Volume 7 Nomor 1, Tahun 2019 Vol 6, No 3 (2019): Volume 6, Nomor 3, Tahun 2019 Vol 6, No 2 (2019): Volume 6, Nomor 2, Tahun 2019 Vol. 7 No. 1 (2019): NOVEMBER Vol. 6 No. 3 (2019): JULY Vol. 6 No. 2 (2019): MARCH Vol 3, No 3 (2016): Volume 3, Nomor 3 Juli 2016 Vol. 3 No. 3 (2016): Volume 3, Nomor 3 Juli 2016 More Issue