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LINEAR: Journal of Mathematics Education
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 27226913     EISSN : 2722760X     DOI : https://doi.org/10.32332/linear
Core Subject : Education,
Education Mathematics
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 123 Documents
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JUCO (Jump Counting) learning strategies resolve student learning in integer materials Isti Winarni; Lakna Tulas'un
LINEAR: Journal of Mathematics Education Vol. 6 No. 1 (2025): Volume 6 Nomor 1 June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/xf32nf10

Abstract

The impact of curriculum changes requires teachers to think creatively and innovatively in delivering learning materials. The new curriculum, The Independent Curriculum, encourages the packaging of learning by paying attention to student learning styles, aiming that all learners are facilitated in their learning. Students in the sixth grade of PTQ Annida Salatiga Elementary School still have difficulties understanding the concept of integer operations, impacting learning outcomes that are still much below the standard value or KKM that has been determined. For this reason, teachers innovate learning using JUCO (Jump Counting). The purpose of using this media is to facilitate and improve students' learning outcomes with more fun and meaningful learning. The method used in this study is descriptive quantitative, with research instruments used as pre-test and post-test, where the results will be analyzed. The study was conducted on 21 Elementary School students in Grade IV. The result of using JUCO (Jump Counting) is an increase in learning outcomes by 18.98%. JUCO makes it easier for teachers to convey material and learners in learning, making it easier to accept the concept of the material presented. The impact of the use of JUCO (Jump Counting) from affective and psychomotor aspects, including collaborative.
Development of live worksheets-assisted discovery learning materials on two-variable linear equation systems Halomoan, Adil; Rangkuti, Ahmad Nizar; Suparni, Suparni
LINEAR: Journal of Mathematics Education Vol. 6 No. 1 (2025): Volume 6 Nomor 1 June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/4e11ef22

Abstract

The fast development of technology contributes significantly to education and the production of quality and sustainable human resources. The application of technology in learning is critical to achieving learning objectives and improving student learning outcomes. One of the things that can be used from technology is the creation of learner work exercises in learning. This study aims to determine the validity, practicality, and effectiveness of discovery learning-based student worksheets assisted by live worksheets on the material of the linear equations of a variables system. The type of research used is the Borg and Gall research and development model, consisting of research and initial data collection, planning, development of initial product formats, initial trials, product revisions, field trials, product revisions, field tests, final product revisions, dissemination, and implementation. The instruments used in the research are observation, interviews, questionnaire distribution, tests, and documentation. The results of the research with the development of discovery learning-based student worksheets assisted by live worksheets on the material of the system of linear equations of two variables, among others: (1) the average percentage of validity of student worksheets in terms of language, material and media is 74% with valid criteria, (2) the average percentage of practicality of student worksheets based on teacher and student responses is 86% with very practical criteria, (3) while the average value of learning outcomes in the effectiveness test of student worksheets based on tests conducted is 84 with a percentage of completeness of 87% including a very effective category.
AI in mathematics education: Potential ranging from automation to personalized learning Ramadhani, Alifia Kania; Ramadani, Iqbal
LINEAR: Journal of Mathematics Education Vol. 6 No. 1 (2025): Volume 6 Nomor 1 June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/46xc9p64

Abstract

The rapid development of artificial intelligence (AI) is reshaping many aspects of education, yet its meaningful contribution to mathematics instruction and student learning outcomes remains underexplored. Understanding how AI can enhance mathematical thinking, problem-solving, and personalized learning is critical in preparing students for future competencies. One of the challenges in learning mathematics is how to make it relevant to the times. One emerging approach was using artificial intelligence (AI) in mathematics education. Based on a literature review, this study aimed to explore and describe the potential of artificial intelligence (AI) in mathematics education. The method used was a literature review with a narrative design. Literature searches were conducted through reputable international sites such as Scopus, ScienceDirect, Springer, and World Scientific, with English keywords and years from 2015 to 2025. The collected literature was thematically analyzed to identify key themes such as AI usage trends, AI development potential, and implementation challenges. The results indicated that AI was increasingly used in mathematics education, particularly in various AI-assisted instructional tasks. Further potential in AI shows promise in personalizing learning and automating tasks, though challenges remain. In conclusion, AI is promising to transform mathematics education through adaptive, individualized, and data-informed learning approaches. However, its success depended on careful planning, teacher readiness, ethical frameworks, and alignment with educational goals and local contexts. These findings underscored the need for further research and context-specific development to ensure AI's effective and equitable integration into mathematics learning environments.
The influence psychological support and well-being, classroom management, and creativity on numeracy skills Ikwan Wahyudi; Diyah Ratih Fitrianti; Swastoko Galuh Wibowo
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/nyhpfx70

Abstract

Numeracy skills are fundamental in mathematics education, yet assessment results continue to reveal areas for improvement. This study investigates the influence of psychological support, psychological well-being, classroom management, and creativity on students' numeracy skills. This study employs a quantitative research method. Data were collected through document analysis of the 2024 National Assessment Public Report for elementary schools and their equivalents. A total sample of 81,824 students was selected based on the availability of complete data on the examined variables. Data analysis was conducted using structural equation modeling with the SEM-PLS approach. The results indicate that all independent variables positively and significantly influence students' numeracy skills, with creativity exerting the most substantial effect and a coefficient of determination of 18.1%. Additionally, psychological well-being partially mediates the relationship between psychological support and numeracy skills. Therefore, a more holistic learning approach is needed to improve numeracy skills by considering psychosocial factors and the learning environment. Theoretically, the study supports the view that numeracy development is not solely cognitive but shaped by affective and contextual dimensions. Practically, it calls for policies and teaching practices that promote psychological well-being, creativity, and supportive learning environments in schools.
Uncovering student misconceptions: A watson's framework analysis of roman numerals problems Aida Sari, Fitri; Nurdiyah Kurniati
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/kkttx486

Abstract

This study analyzes the errors made by second-semester students of the Elementary School Teacher Education Study Program in solving Roman numeral problems. This study uses a descriptive qualitative approach with 35 students as subjects selected through purposive sampling techniques. The research instrument used six questions to identify errors based on Watson's categories: inappropriate data, inappropriate procedures, omitted data, omitted conclusions, response level conflicts, undirected manipulation, skills hierarchy problem, and other errors (not providing answers). The analyzed data was reduced, presented, and concluded. The study's results indicate that other errors (specifically about students who did not provide answers) were the most dominant (40.41%), with details of the errors that occurred in numbers 2, 3, 4, 5, and 6, respectively, 5.48%, 4.11%, 3.42%, 13.70%, and 13.70%. Other types of errors were response-level conflicts, inappropriate procedures, undirected manipulation, omitted conclusions, and inappropriate data. The implications of this study emphasize the importance of conceptually understanding-based learning in teaching Roman numerals.
Development of astromath game to enhance interest and understanding in addition and subtraction Izza Della Nur Rizki; Budi Mulyono; Elsa Susanti; Zulkardi; Meryansumayeka; Putri Aisyah; Chyrza Adhea Salsabila; Rafika Sari
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/8zr58h31

Abstract

Innovative and engaging learning media are needed to overcome elementary school students' low interest and difficulty in understanding basic math operations. Therefore, this study aims to develop and test the validity, practicality, and effectiveness of educational game-based math learning media in understanding basic math calculation operations called Astromath. This media is designed to assist elementary school students in understanding mathematical concepts more enjoyably and interactively. The research employed the Research and Development (R&D) method with the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Two material experts validated with a result of 85.83% (very valid category) and two media experts with a result of 90% (very valid category). The practicality test was conducted on two teachers and four first-grade elementary school students. The results of the teachers' assessments showed an average score percentage of 84.37%, categorized as very practical. In comparison, the students' practicality test results obtained an average percentage of 91.1%, which also fell into the very practical category. Furthermore, the pre-test and post-test results demonstrated a significant increase in students' understanding after using Astromath. Therefore, Astromath is declared effective, practical, and suitable for use as an alternative interactive and enjoyable learning media in elementary schools.
Development of PISA-type questions on change and relationship content from level 1- 6 Kadek Restu Astuti; Khaerani Dwi Saputri; Rendi Kurniawan; Ratu Ilma Indra Putri; Elsa Susanti; Ruth Helen Simarmata
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/f9cy8d51

Abstract

This study aims to develop PISA model math questions on Change and Relationship content that are valid, practical, and potentially effective to improve students' reasoning and mathematical literacy skills. The method used is design research type development studies, which consists of preliminary and formative evaluation stages. The instrument was developed through a series of evaluation stages, namely self-evaluation, expert review, one-to-one, and small group. The research subjects were VIII grade students of SMP Negeri 1 Indralaya. The questions developed included six items with difficulty levels from level 1 to level 6 and varied contexts (personal, general, and scientific). Based on the analysis of student answers, it is obtained that the questions developed by researchers can be said to be valid and practical, this is supported by the results of the validity, reliability, difficulty level, differentiating power tests quantitatively and declared practical based on the results of the analysis of student answers which show students have been able to understand the questions, the sentences used do not have double meanings and do not cause errors caused by the questions. Thus, the questions developed are declared feasible to be used to measure and train mathematical literacy and reasoning of junior high school students.
Redefining mathematics learning evaluation: From traditional assessment to technology-based holistic competency assessment Nurwahid, Mohammad; Ashar, Sofia
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/kpnbgv73

Abstract

The development of digital technology encourages the redefinition of evaluation systems in mathematics learning to make them more relevant to the demands of the current curriculum. This study aims to identify digital and holistic assessment forms that can comprehensively measure students’ competencies, including cognitive, affective, and psychomotor aspects. The research method employed was a literature study using a Literature Review approach. The research instrument was a data extraction sheet used to record and analyze findings from selected publications. Data were collected from various databases and reputable journals published between 2014 and 2025. Out of 243 articles identified in the initial stage, 29 met the inclusion criteria and were analyzed further. The findings show that digital assessments through platforms such as Quizizz, Wordwall, and Google Form enhance interactivity, adaptivity, and student engagement. Meanwhile, project-based, portfolio, and observational assessments are proven to provide a more comprehensive picture of student learning outcomes. This study emphasizes the need for a shift from traditional evaluation to technology-based holistic evaluation in line with the demands of the 21st-century curriculum.  
Correlational of adaptive reasoning and problem-solving level using AKMI task model in scientific context kumalasari, dwiayu; Sulistyawati, Eka; Wulan, Eka Resti
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tzvwf707

Abstract

This study is based on the literature finding that problem-solving ability and adaptive reasoning ability are interconnected but have not been widely studied empirically, using AKMI model questions at the MTs level. This research aims to describe and determine the relationship between these two abilities in solving AKMI model questions at the HOTS level with a scientific context for MTs students in Kediri City. This research uses a quantitative survey approach with a population of 160 students and a sample of 129 respondents from schools participating in the 2024 AKMI program. The research instrument consists of two AKMI-model questions at the HOTS level with a scientific context, which were developed based on indicators of problem-solving ability and adaptive reasoning using PLSV material. The instrument has undergone expert validation, with Aiken's V indices of 0.8913 and 0.875, and shows high reliability based on a Cronbach's Alpha test result of 0.821. The data obtained were analyzed descriptively and inferentially using the Spearman Correlation Test. The results of the descriptive analysis showed that students' problem-solving abilities were divided into three categories: 22 students were in the low category, 79 students were in the medium category, and 28 students were in the high category. Meanwhile, the results of the Spearman correlation test showed a positive relationship between adaptive reasoning ability and problem-solving ability. This finding indicates the importance of learning strategies that can accommodate both abilities.
Integrating islamic values into mathematics student worksheets: Validity study on exponents and radicals Hakim, Abdur Rahman; Ramadhanti, Oktarisa; Bijani, Hilda Ladan; Azmi, Memen Permata; Nufus, Hayatun
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/w00bfe09

Abstract

Student worksheets are instructional materials designed to help learners grasp subject matter, foster interaction with teachers, and encourage active engagement in the learning process. In Islamic-based schools, the integration of religious values into instructional resources is essential to provide meaningful learning experiences that support both cognitive and moral development. However, existing mathematics worksheets often lack such integration. This study aims to design and validate mathematics worksheets on exponents and radicals that explicitly integrate Islamic values. The research employed a Research and Development (R&D) design using Plomp’s development model, which consists of preliminary research, prototyping, and evaluation. The study, however, was limited to the prototyping and validation stages. Validation was conducted by three expert validators. The results revealed that the worksheets achieved an overall overall validity score of 90,50% from subject matter experts and 95,62% from instructional design experts, both categorized as very valid. These findings demonstrate that the integration of Islamic values into mathematics worksheets not only meets academic and design standards but also provides a meaningful approach to teaching mathematics that aligns with the spiritual and moral objectives of Islamic-based education.

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