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Journal Focus Action of Research Mathematic (Factor M)
Published by Institut Agama Islam Negeri Kediri
ISSN : 26553511     EISSN : 2656307X     DOI : https://doi.org/10.30762
Core Subject : Education,
Education Mathematics Other
Journal Factor M focuses on the main issues in mathematics education and applied mathematics. In addition, Journal Factor M also discusses issues that generally exist in the field of mathematics education.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 3 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): June 2026" : 3 Documents clear
Mathematical literacy levels in a social context: A sociomathematical analysis of eighth-grade middle school students Auliya, Nanang Nabhar Fakhri; Normala, Vina; Agustin, Rizka Kamalia
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.4887

Abstract

Mathematical literacy is recognized as a critical skill in facing the challenges of modern life, and a deep understanding of mathematical literacy at the junior high school level is important to form the basis of mathematical skills that are sustainable and relevant to students' social lives. This research aims to analyze the level of mathematical literacy of class VIII SMP students in a social context using a sociomathematical approach. This research uses descriptive research with a qualitative approach involving interviews, observations, questionnaires, and tests. The sampling technique for this research was purposive sampling with a total of 31 students divided into three main groups (high, medium, and low). Apart from that, the maximum variation sampling technique was also applied to ensure variations in student characteristics, so that the data obtained could describe the phenomenon comprehensively until it reached data saturation. Data analysis in this research uses the Miles and Huberman Model technique. The results of this research reveal that mathematical literacy and socio-mathematical norms support each other in creating meaningful learning. However, the gap between students with high, medium, and low mathematical literacy indicates the need for more inclusive and adaptive learning strategies to ensure that all students can develop optimally.
Integrating mathematics with culture: Implementation of a hypothetical learning trajectory using traditional lapik pandan from Koto Dian Vrasetya, Arshinta; Noperta
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.6598

Abstract

Mathematics learning in elementary schools is often considered abstract, making it difficult for students to relate concepts to real-life contexts. Previous studies have shown a lack of integration of local cultural contexts in geometry learning, resulting in a gap in learning strategies that help students understand mathematical concepts in a meaningful way. This study aims to implement the Hypothetical Learning Trajectory (HLT) with the context of pandan weaving, which is the local wisdom of Koto Dian Village, in the material on the area and perimeter of squares. The research subjects were 28 sixth-grade students at a state primary school in Sungai Liuk, Jambi. HLT was applied through three stages, and data were collected through observation and interview techniques, using validated research instruments in the form of Student Worksheets (LKPD), observation guidelines, and interview guidelines, and analyzed descriptively and qualitatively. The results of the study show that the local cultural context can improve students' ability to recognize square shapes, calculate perimeter and area, and apply this knowledge in everyday life. Students also showed active engagement, a high level of curiosity, and development of mathematical thinking skills, including abstraction, generalization, and selection of appropriate problem-solving strategies. These findings indicate that the integration of Realistic Mathematics Education (RME) based on local culture supports meaningful and cognitively challenging learning. Therefore, learning media based on local wisdom is recommended as an effective strategy for improving mathematics understanding in elementary schools.
A qualitative study of students’ semiotic ability in calculus problem representation: A visual thinking perspective Sholihah, Ummu; Asyhar, Beni; Lukmana, Dana Arif
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.8184

Abstract

Amid limited attention to the interplay between visual thinking and semiotic processes in calculus learning, this study aims to describe students’ semiotic ability to represent calculus problems at different levels of visual thinking. This study employed a descriptive qualitative case study design to explore students’ semiotic abilities in representing calculus problems at different levels of visual thinking. The subjects were selected through purposive sampling from fourth-semester Mathematics Education students. Data were collected through written tests and semi-structured interviews, then analyzed using Peirce’s Triadic semiotic framework. The findings indicate that students with high visual thinking ability can construct deep conceptual interpretants, particularly in understanding derivatives as dynamic processes and as geometric transitions from secant lines to tangent lines; however, they have difficulty articulating this understanding through written visual representations. Students with moderate visual thinking ability demonstrate partial comprehension of semiotic components and can integrate them only with reflective scaffolding. In contrast, students with low visual thinking ability fail across all semiotic aspects and therefore tend to rely on mechanistic procedures without a strong conceptual foundation. These results suggest a strong positive relationship between visual thinking and semiotic ability and underscore the urgency of integrating multimodal, visually oriented approaches into calculus instruction to foster comprehensive conceptual understanding.

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