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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 218 Documents
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The effect of the hands-on activity learning model assisted by the opportunity board on students' mathematical representation ability Winarsih, Sri; Sari, Nurul Husnah Mustika
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.5030

Abstract

Mathematical representation ability is a crucial skill in mathematics learning; however, many students still struggle to express mathematical ideas in various forms of representation. One contributing factor is the learning model that does not sufficiently support the concrete exploration of concepts. This study aims to examine the effect of the Hands-On Activity model assisted by the Opportunity Board on students' mathematical representation abilities. The research method employed was an experimental approach with a Quasi-Experimental design. The study population consisted of 170 students, with a purposive sampling technique used to select 64 students, who were then divided into experimental and control groups. Data were collected through a pretest and posttest and analyzed using an independent samples t-test. The findings revealed that the experimental group showed a significantly greater improvement compared to the control group. The mean posttest score of students in the experimental class was higher, with a t-value of 4.882, exceeding the t-table value of 1.998 at 62 degrees of freedom (df). Additionally, the p-value = 0.001 was lower than the 0.05 significance level, leading to the rejection of H₀ and acceptance of H₁. These results indicate that the HOA model assisted by the Opportunity Board is effective in enhancing students' mathematical representation abilities. This study is expected to provide valuable insights for educators in implementing more interactive and experience-based learning methods to optimize students' mathematical understanding.
Panel data regression analysis utilizing CEM and FEM methods in relation to the profitability of Sharia commercial banks (2015 – 2024) Mahfudhotin; Sari, Kiky Novita
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.5633

Abstract

Panel data regression analysis is typically utilized to investigate individuals or entities over different time spans. In this research, the regression models applied to the panel data include the Common Effect Model (CEM) and the Fixed Effect Model (FEM). To evaluate which model is superior to the other, the Chow test estimation method was utilized. This evaluation focused on the Return on Assets profitability data from nine Islamic Commercial Banks during the timeframe from 2015 to 2024. The findings from the Chow test analysis indicated that the Common Effect Model was the most suitable, with Non-Performing Financing identified as a significant factor influencing profitability (Return on Assets) in the Islamic Commercial Banks registered with the Financial Services Authority.
Students' mathematical communication and collaboration patterns through small group work: A gender case study Ulfa, Juraidatul; Inganah, Siti; Putri, Octavina Rizky Utami
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6067

Abstract

Social factors, including the persistence of traditional gender roles in the educational environment, often influence the low active participation of students in mathematics group discussions. Differences in communication and collaboration styles between male and female students usually result in unequal contributions in group-based learning. This study aims to examine the communication patterns and mathematical collaboration of students, based on gender, in the context of small-group work in mathematics learning. A descriptive qualitative approach with a case study design was used on 17 grade XI students at MA Muhammadiyah Bima City, who were selected purposively. Data collection techniques include observation, interviews, and documentation, which were then analyzed thematically. The results showed that female students were more active in asking questions, giving suggestions, and building structured cooperation. In contrast, male students were more dominant in explaining concepts and making decisions with a pattern of collaboration that tended to be spontaneous. These findings suggest that social norms, gender, and local culture influence the dynamics of communication and cooperation in the study group. This research underscores the pivotal role of teachers in fostering inclusive and gender-equitable learning environments, as well as in developing collaborative learning strategies that are responsive to diverse roles in group interactions.
A new three-term conjugate gradient method for solving nonlinear unconstrained optimization problems Ahmed, Hussein Saleem; Shareef, Salah Gazi
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6320

Abstract

This study introduces a new development of the three-term conjugate gradient (TTCG) method. This method is used to solve unconstrained nonlinear optimization problems. The core of this development lies in the formulation of new β parameters, which then form a β-system in the proposed method. These parameters make the search direction more stable, enable it to follow the trajectory of change more smoothly, and accelerate convergence by reducing the number of iterations required. To assess its performance, the developed TTCG method is tested on several standard test functions and compared with the Liu–Storey (LS) method. All numerical calculations are performed in Fortran, while data visualization is implemented using Matplotlib in Python and ggplot2 in R. Based on experiments conducted, the TTCG method with the new β-system tends to reach solutions more quickly and yields more consistent results than the LS method for larger problem dimensions. Overall, the TTCG approach offers a more efficient, stable, and reliable alternative for solving unconstrained nonlinear optimization problems.
A quantitative investigation of mathematical identity and its components in prospective mathematics teachers Kurniawati, Annisa Dwi; Saputra, Muhammad Rizqi; Fiangga, Shofan
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6373

Abstract

Mathematical identity has become a significant focus in mathematics education research because it influences how individuals perceive themselves as learners and practitioners of mathematics. Theoretical perspectives, including socio-cultural and discourse-based views, suggest that mathematical identity is constructed through personal experience, community recognition, and participation in mathematical practices. However, empirical research on the mathematical identity of prospective mathematics teachers remains limited, particularly studies that quantitatively examine the multiple components of identity before students enter the teaching profession. Addressing this gap, the present descriptive quantitative study investigates the mathematical identity of prospective mathematics teachers. A total of 88 participants completed the questionnaire on mathematical identity, which consisted of 18 items covering interest, recognition, competence, performance, and beliefs about mathematics. The responses were analyzed using descriptive statistical methods, including frequency distributions, mean scores, and categorical classifications. The results showed that 70.45% of prospective mathematics teacher students had a high mathematical identity. Component-level analysis revealed that 78.41% had high interest in mathematics, 55.68% had medium levels of recognition, 48.86% showed high competence beliefs, 92.04% scored high in performance beliefs, and 97.73% held strong positive beliefs about the nature of mathematics. This study contributes to the literature by providing a detailed quantitative profile of mathematical identity among prospective mathematics teachers. The findings suggest that teacher education programs should intentionally design learning environments that provide more opportunities for constructive feedback. Future research should examine the factors that shape and influence the development of mathematical identity, particularly through longitudinal or mixed-method approaches that can capture changes over time and provide deeper explanatory insights.
Forecasting the Rupiah exchange rate against the US Dollar using the LSTM algorithm Multiyaningrum, Riska; Dawi, Herculianus Rowa; Hartanto, Raka Nurhaq Mulya; Haris, M. Al; Amri, Ihsan Fathoni
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6530

Abstract

Exchange rates are a vital indicator of an economy's balance. The fluctuations of Indonesia's currency, the rupiah, against the USD influenced trade patterns, investment, and both monetary and fiscal policy. Exchange rate fluctuations affect international trade, investment, inflation, and overall economic stability. The high volatility of the Rupiah against the USD, driven by macroeconomic and monetary factors, has a significant impact on national economic policy, necessitating research that utilizes the latest data and adaptive models. To capture the nonlinear and complicated behavior of exchange rates, an advanced methodology for forecasting is needed. This journal utilizes the Long Short-Term Memory (LSTM) neural network model to forecast the exchange rate of the rupiah towards the dollar from March 1, 2022, up to February 28, 2025, in daily data. The data used in this research are sourced from www.bi.go.id, which provides the official daily exchange rate of USD to IDR. The Long Short-Term Memory method was chosen for modeling long-term dependencies within time series. After normalization, an 80/20 split is performed for training and testing on the dataset. The network runs optimization using three hidden layers with 50 neurons each and a batch size of 32 for 200 epochs. The optimal configuration, achieved through experimental trials, consisted of two hidden layers with 50 neurons, a batch size of 32, and 200 epochs. This is manifest in the fact that LSTM effectively captures movements in exchange rates, with an RMSE of 0.6226 and a MAPE of 0.3031%. This degree of accuracy enables the model to inform economic policy decisions based on data.
An evaluation of pre-service teachers’ practical experience in teaching mathematics Mishiwo, Mark
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6602

Abstract

The research evaluated the field practices of pre-service teachers teaching mathematics under mentor supervision during Ghana’s Supported Teaching in Schools programme. Recognizing the critical role of mentoring in shaping effective and reflective teaching practices, the research aimed to assess the extent of mentor support in four key areas: developing critical perspectives, guiding lesson planning, modeling instructional practices, and providing feedback. A descriptive quantitative design was employed, with the use of an organized questionnaire constructed using a Likert scale with five points. The lottery approach randomly selected pre-service teachers. The sample comprised 83 Level 400 Bachelor of Education Mathematics students from Akatsi College of Education. Descriptive statistics were used to analyze the collected data, including means, standard deviations, and skewness. Findings revealed that mentor modeling of teaching and provision of feedback were the most supported areas, with mean scores of 3.37 and 3.13, respectively. Support for developing critical perspectives was moderate (M = 3.14), while guidance in lesson planning was notably low (M = 2.59). Low standard deviations and negative skewness indicated relatively consistent and positively skewed responses across participants. The findings suggest that although mentor support exists, it is often inconsistent and lacks depth, particularly in collaborative planning and reflective engagement. This study contributes to the discourse on improving mentor training and underscores the need for structured, reflective, and sustained support in pre-service mathematics education. An upcoming research could examine the long-term effects of mentoring and explore how digital pedagogies can be integrated into mathematics instruction.
Mathematical disposition as a predictor of students’ mathematical communication in solving HOTS-based contextual problems Arifinta, Hasna Nisa; Wulan, Eka Resti; Yacan, Nurcan
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6885

Abstract

This study examines the influence of mathematical disposition on students’ mathematical communication when solving contextual Higher Order Thinking Skills (HOTS)-based problems. Employing a quantitative ex-post facto design, data were collected from 101 eighth-grade students using a mathematical disposition questionnaire and a mathematical communication test that consisted of contextual HOTS tasks. The results indicate that while many students showed a positive mathematical disposition, their communication performance varied across problem-solving demands. Regression analysis revealed that mathematical disposition contributed to students’ communication, particularly at the analytical level, but its impact diminished as task complexity increased. Overall, disposition played only a modest role in predicting students’ communication in HOTS contexts. The findings suggest that although mathematical disposition enhances students’ willingness to engage with challenging tasks, effective communication at higher cognitive levels also requires stronger conceptual understanding and strategic problem-solving experience. This study highlights the need for instructional approaches that integrate affective and cognitive supports to strengthen students’ mathematical communication in complex, open-ended problem settings.

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