cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fertilia Ikashaum
Contact Email
ikashaum@gmail.com
Phone
+62895609622170
Journal Mail Official
linear.jurnal@metrouniv.ac.id
Editorial Address
Jl. Ki Hajar Dewantara 15a Kota Metro, Lampung
Location
Kota metro,
Lampung
INDONESIA
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
 9   10   11   12   13 
Exploration of junior high school students perseverance in mathematical reasoning on data presentation material Sari, Novita; Rohati; Kumalasari, Ade
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/cgqbdp65

Abstract

This qualitative study explores Perseverance in Mathematical Reasoning (PiMR) in a junior high school student while solving a Data Presentation problem. A qualitative approach was chosen to gain an in-depth and contextual understanding of the subject's reasoning process and behaviors. The background for this study is the low level of mathematical reasoning perseverance among Indonesian students, which is a crucial ability. This study used a PISA-model written test and an interview with one seventh-grade subject. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. In general, the subject successfully demonstrated some indicators of PiMR, such as exploring solutions and attempting to correct answers. However, the main finding reveals the subject's inability to adjust strategies when facing an impasse, which resulted in the final answer remaining incorrect. The implication of this research emphasizes the need for targeted educational support to develop mathematical reasoning perseverance in students that is not only persistent but also more adaptive and sustainable.
Development of mathematics questions in PISA format with number content Putri Aisyah; Sartika Avrilian; Tara Nurpadillah; Natanael Putera Rasjid Ginting; Ratu Ilma Indra Putri; Susanti, Elsa; Ruth Helen Simarmata
LINEAR: Journal of Mathematics Education Vol. 7 No. 1 (2026): Volume 7 Nomor 1 June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/x4ke7f84

Abstract

The low level of mathematical literacy among Indonesian students is reflected in the average results of PISA 2022, indicating the need to develop PISA-style test instruments. Therefore, this study aims to develop PISA-based questions on numbers that are valid and reliable. The method used is a development study consisting of preliminary and formative evaluation stages. The preliminary stage includes analyzing original PISA questions, student needs, curriculum, and determining the material. The formative evaluation stage includes self-evaluation, expert review, one-on-one, and small group discussions. The format of the questions developed is two multiple-choice questions and four contextual descriptions equivalent to PISA. Content validation was tested qualitatively through expert comments, while quantitative analysis was conducted after testing the questions on six junior high school students in Palembang who were selected purposively. Quantitative analysis includes item validity, reliability, difficulty level, and discriminative power. The research results indicate that the questions are valid and reliable based on content appropriateness, ease of understanding, smooth implementation, and time efficiency. These questions can be used as a training tool to improve students' mathematical abilities in accordance with PISA standards. However, this study has limitations due to the limited sample size and only reaching a small group, so it is recommended that further research be conducted with a larger sample size and up to the field test stage.
Error analysis of vocational students in solving linear equation problems Intan Buhati Asfyra; Wayan Rumite; Syamsinar; Halil Arianto
LINEAR: Journal of Mathematics Education Vol. 7 No. 1 (2026): Volume 7 Nomor 1 June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/edfptp64

Abstract

Difficulties in understanding algebraic concepts often lead vocational high school students to make systematic errors in solving linear-equation problems. This study analyzes the types and causes of students’ errors in solving One-Variable Linear Equations (PLSV) and Two-Variable Linear Equation Systems (SPLDV). A qualitative descriptive design was used with purposive sampling involving 25 tenth-grade Fashion Design students at SMKN 6 Palembang who had completed introductory algebra units. Instruments consisted of six problem-solving items on PLSV and SPLDV; their content validity was established through expert review and pilot testing, followed by item refinement. Data were analyzed using Miles and Huberman’s interactive model with a predefined coding scheme developed from literature-based error categories. The analysis included error identification, code assignment, category confirmation through coder agreement checks, data display, and conclusion drawing. Five dominant error types emerged: (1) equation-manipulation errors rooted in procedural “transposing” without conceptual grounding, (2) misapplication of the distributive property and negative signs, (3) modeling errors when translating word problems, (4) integer-operation errors, and (5) failure to connect results to context. The findings show intertwined conceptual and procedural difficulties. Practical implications include structured learning sequences in which teachers first build conceptual schemas through visual representations, then guide students in modeling real-world scenarios using modeling templates, and finally implement reflective routines such as error-analysis sheets and justification prompts to consolidate understanding and reduce algebraic errors.

Page 13 of 13 | Total Record : 123

 9   10   11   12   13 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): Volume 7 Nomor 1 June 2026 Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025 Vol. 6 No. 1 (2025): Volume 6 Nomor 1 June 2025 Vol. 5 No. 2 (2024): Volume 5 Nomor 2 Desember 2024 Vol. 5 No. 1 (2024): Volume 5 Nomor 1 Juni 2024 Vol 4 No 2 (2023): Volume 4 Nomor 2 Desember 2023 Vol. 4 No. 2 (2023): Volume 4 Nomor 2 Desember 2023 Vol 4 No 1 (2023): Volume 4 Nomor 1 Juni 2023 Vol 3 No 2 (2022): Volume 3 Nomor 2 Desember 2022 Vol 3 No 1 (2022): Volume 3 Nomor 1 Juni 2022 Volume 2 Nomor 2 Desember 2021 Volume 2 Nomor 1 Juni 2021 Volume 1 Nomor 2 Desember 2020 Volume 1 Nomor 1 Juni 2020 More Issue