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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 231 Documents
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A qualitative study of students’ semiotic ability in calculus problem representation: A visual thinking perspective Ummu Sholihah; Beni Asyhar; Dana Arif Lukmana
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.
The influence of the Jarimatika-assisted CLIS model on motivation and mathematics learning outcomes Nurhayati Selvi; Ulfiani Rahman; Wahyullah Alannasir; Juan Astuti
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.v9i1.8396

Abstract

Mathematics learning at SDN Inpres Wadu Wani, which remains teacher-centered, has resulted in low student motivation, conceptual understanding, and classroom activity. Without more innovative and student-centered approaches, this condition may hinder the development of mathematical thinking skills and the achievement of optimal learning outcomes. This study aimed to analyze the improvement of students’ motivation and mathematics learning outcomes after implementing the CLIS model assisted by Jarimatika. The study employed a quantitative approach with a one-group pretest–posttest experimental design. The sample consisted of 18 third-grade students in the even semester of the 2024–2025 academic year selected through saturated sampling. Data were collected using validated and reliable motivation questionnaires and learning outcome tests. Data analysis included normality testing, t-test, Wilcoxon test, N-Gain analysis, and effect size calculation to determine the significance and magnitude of improvement after treatment. The findings showed that the average motivation score increased from 35.78 (SD = 8.71) to 43.06 (SD = 5.51), with significant differences (t = -8.438; p < 0.001), an N-Gain of 0.512, and an effect size of 1.99. Learning outcomes also improved from 60.00 (SD = 21.42) to 78.33 (SD = 17.24), with significant differences (Z = -3.796; p < 0.001), an N-Gain of 0.458, and an effect size of 0.895. These results indicate that integrating Jarimatika-based calculation techniques supports students' active participation and conceptual understanding. This study contributes to the development of innovative elementary mathematics learning strategies by implementing the Jarimatika-assisted CLIS model to enhance students’ motivation and learning outcomes.
Modeling and implementation of Linear Time-Varying Model Predictive Control (LTV-MPC) for a distillation system Ni Luh De Siska Sari Dewi; Aisyah Fikriyah Zahirah; Dia Ayu Nazihah; Arief Abdurrakhman; Mardlijah
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.v9i1.8490

Abstract

The primary challenge in batch distillation control is severe temperature fluctuations caused by time-varying system dynamics, which can significantly reduce the purity of the distillation product. Previous studies have commonly employed conventional PI/PID controllers or Linear Time-Invariant Model Predictive Control (LTI-MPC) approaches. However, PI/PID controllers are limited by their inability to explicitly incorporate process constraints, while LTI-MPC relies on invariant linear models that are insufficient to represent the inherently non-steady-state behavior of batch distillation processes. These limitations reveal a clear research gap, namely the absence of an adaptive multivariable predictive control strategy capable of accommodating system constraints while simultaneously capturing time-varying dynamics in real time. Therefore, this study proposes a multivariable Linear Time-Varying Model Predictive Control (LTV-MPC) strategy based on a modified physics-based nonlinear model. The proposed control strategy integrates two control inputs simultaneously, namely the solenoid-valve duty cycle of the heat rate and the feed flow rate, while updating the linearization matrices at every sampling instant, enabling the predictive model to adaptively track the evolving time-varying dynamics throughout the batch distillation process. Simulation results show that, at the 75th minute after the mixture begins to boil, the uncontrolled system experiences a temperature increase up to 96°C, causing the product purity to decrease to 25%. In contrast, the proposed LTV-MPC suppresses the temperature to 92°C and maintains the product purity at 38%. These findings demonstrate that the LTV-MPC framework is effective in controlling temperature and maintaining the quality of the distillation product.
Development of interactive STREAM-based mathematics teaching materials for the topic of ratio using Lumio Anjani Akmal Fauziah; Rahayu Kariadinata; Hamdan Sugilar
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.v9i1.6613

Abstract

Mathematics education in the 21st century requires the integration of technology and interdisciplinary approaches to meet students’ diverse learning needs. However, conventional teaching materials often fail to engage students actively or connect mathematical concepts to real-world contexts. This research aims to develop interactive teaching materials based on the Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM) framework for the topic of ratio by utilizing the Lumio platform to enhance the learning experience. This research employed the ADDIE development model consisting of Analyze, Design, Develop, Implement, and Evaluate stages. The study involved 3 expert validators, 1 mathematics teacher, and 42 Grade VII students, including 10 students in the small-scale trial and 32 students in the large-scale trial. The instruments used in this study included expert validation sheets, practicality questionnaires, and systematic thinking skill tests. At the same time, the data were analyzed using percentage techniques based on validity, practicality, and effectiveness criteria. The results showed that the developed teaching materials achieved validity scores of 85%, 84%, and 92%, categorized as “very valid.” The practicality results reached 82% from students and 86% from the teacher in the small-scale trial, while the large-scale trial obtained a score of 80%, categorized as “practical” to “very practical.” Furthermore, the effectiveness test showed an increase in student learning outcomes, resulting in an effectiveness percentage of 73%, categorized as “effective.” These findings indicate that the STREAM-based teaching materials assisted by Lumio are valid, practical, and effective for teaching ratio topics.
Development of a digital numeracy assessment instrument based on Articulate Storyline for pre-service elementary teachers Febry Rizki Susanti Kalaka; Dewi Darmiyani Napu; Indra A Otuhu
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.v9i1.8206

Abstract

Digital numeracy literacy is an essential competence for prospective elementary school teachers because it supports contextual problem-solving, data interpretation, and mathematical reasoning in 21st-century learning. However, contextual and technology-based assessment instruments capable of authentically measuring these competencies remain limited in teacher education. This study aimed to develop an interactive digital numeracy assessment instrument using Articulate Storyline, which supports multimedia-based and contextual assessment activities for prospective teachers in Madrasah Ibtidaiyah Teacher Education (PGMI) and Primary School Teacher Education (PGSD) programs. This research adopted a 4D Research and Development framework that included the stages of defining, designing, developing, and disseminating the instrument. The instrument was developed through needs analysis, expert validation, pilot, and field testing involving prospective teachers from three universities. The instrument contained contextual numeracy tasks of varying difficulty, covering geometry, measurement, equations, functions, ratios, and data representation. It was based on three digital numeracy indicators: mathematical symbol use, information analysis, and interpretation for decision-making. Validity was assessed through expert judgment, practicality through lecturer and student questionnaires, and effectiveness through variations in competencies across indicators and institutions. The findings indicated that the developed instrument achieved high validity and practicality and effectively identified variations in digital numeracy competencies across educational contexts. These findings indicate that the instrument can function as both an evaluation and diagnostic tool to support contextual and technology-based numeracy learning in teacher education.
Problem-based learning: Assessing students' mathematical communication in story problems Yus Mochamad Cholily; Makrifatul Khoiriyah; Alfiani Athma Putri Rosyadi; Akhsanul In’am
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.v9i1.8313

Abstract

Students often have difficulty solving mathematical word problems because they must interpret contextual information, construct mathematical representations, and clearly communicate their reasoning. These challenges are closely related to students’ mathematical communication skills, which play an important role in supporting conceptual understanding and problem solving. Therefore, this study aims to describe students’ mathematical communication skills during the implementation of the Problem-Based Learning (PBL) model in solving word problems on lines and angles. This research employed a qualitative descriptive approach conducted at SMP Negeri 3 Plumpang, Tuban, involving seven seventh-grade students selected through purposive sampling based on different levels of academic ability. Data were collected through written tests, classroom observations, and documentation, and analyzed using an interactive qualitative analysis consisting of data reduction, data display, and conclusion drawing. The results show that students’ mathematical communication skills vary across ability levels. Students in the high category were able to present accurate visual representations, use mathematical notation correctly, and explain solution steps clearly and coherently. Students in the medium category were able to use mathematical symbols and provide explanations but still showed limitations in constructing visual representations. Meanwhile, students in the low category had difficulty representing problems and expressing mathematical ideas systematically. These findings indicate that implementing PBL can support the development of students’ mathematical communication skills through collaborative discussion and problem-solving activities. This study contributes to a deeper understanding of how mathematical communication skills emerge during PBL-based learning in mathematics classrooms.
Digital media and K–12 mathematical literacy: A systematic review of comparative studies Navel Oktaviandy Mangelep; Frisca Mareyta Pongoh; Silvana Enjelina Bander; Imriani Moroki; Christari Lois Palit; Gabriella Hillary Wenur; Kinzie Feliciano Pinontoan
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.v9i1.8342

Abstract

The development of educational technology has created significant opportunities to improve students' mathematical literacy through the integration of digital media into mathematics instruction. This study systematically reviews and synthesizes comparative evidence on digital media versus traditional teaching methods in K–12 mathematical literacy. As a qualitative systematic review rather than a meta-analysis, it characterizes reported findings rather than establishing pooled causal effectiveness. Forty quantitative studies were selected based on predefined inclusion and exclusion criteria, with screening documented in a PRISMA flow diagram covering experimental designs, digital media interventions, and quantitative literacy measures. Methodological quality was appraised using a structured risk-of-bias assessment. Most studies reported gains in problem-solving, comprehension, spatial reasoning, and higher-order thinking. Interactive software, augmented reality, and educational games boosted motivation through visualization, personalization, and feedback, despite persistent limitations in devices and access. These findings are broadly consistent with digital learning functioning as an adaptive pedagogical strategy. However, the strength of evidence varied with study quality, and most studies did not report comparable effect sizes, limiting cross-study conclusions. This study enriches the knowledge base on technology-based mathematics education and provides an empirical foundation for teachers, policymakers, and researchers to design more contextual, interactive, and literacy-oriented mathematics learning for the 21st century.
Comparative analysis of machine learning algorithms for tuberculosis classification based on symptom data Ihsan Fathoni Amri; Muhammad Ivan Ardiansyah; Wikanastri Hersoelistyorini
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.v9i1.8357

Abstract

Tuberculosis remains a major global health issue due to its high transmission rate and delays in early detection. Early identification of suspected tuberculosis cases based on patient symptoms is important for timely screening and reducing disease transmission. This study aims to compare the performance of Logistic Regression, Support Vector Machine, K-Nearest Neighbor, and Extreme Gradient Boosting in classifying suspected tuberculosis cases using symptom-based data. The dataset, consisting of clinical indicators such as cough, fever, shortness of breath, and other tuberculosis-related symptoms, was preprocessed and divided into training and testing sets. Model performance was evaluated using accuracy, confusion matrix, sensitivity/recall, specificity, precision, F1-score, and balanced accuracy. The results show that K-Nearest Neighbor achieved the highest accuracy of 87%, compared with Support Vector Machine at 80%, Logistic Regression at 72%, and XGBoost at 71%. However, the confusion matrix showed that KNN produced 110 false-negative cases and only 19 true-positive TB cases, resulting in a TB recall of approximately 14.7%. These findings indicate that high accuracy does not necessarily reflect good screening performance, especially when sensitivity is low. Therefore, although KNN showed the highest accuracy, it cannot yet be considered adequate as a standalone tuberculosis screening model. Further improvement and validation using larger, balanced, and clinically confirmed datasets are required.
Intuitive thinking in solving HOTS problems on sequences and series: A dual process theory perspective Dhanar Dwi Hary Jatmiko; Ro’ifatun Anisa; Dinawati Trapsilasiwi; Lela Nur Safrida
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.v9i1.8407

Abstract

Higher Order Thinking Skills (HOTS) are a central focus in mathematics education; however, students' intuitive thinking in solving HOTS problems on Sequences and Series remains underexplored. This study aimed to describe students' intuitive thinking across the C4–C6 cognitive levels using the indicators of differentiating, attributing, checking, and formulating. A descriptive qualitative approach involved three purposively selected eleventh-grade students identified through HOTS tests and classroom observations. Data were collected through written tests, structured observations, and task-based semi-structured interviews conducted after each problem-solving session to explore students' thinking processes in depth. Data were analyzed through reduction, display, and conclusion drawing, with triangulation across all three sources to ensure validity. Dual Process Theory served as the analytical framework, specifically to examine how System 1 intuitive processes manifest across the four HOTS indicators of differentiating, attributing, checking, and formulating at the C4 to C6 cognitive levels. The findings reveal consistent System 1 dominance across all four indicators, where students bypassed information selection at the differentiating level, failed to connect procedures to contextual purpose at the attributing level, relied on affective judgment rather than logical diagnosis at the checking level, and substituted formula retrieval for original model construction at the formulating level. These patterns suggest that intuitive thinking persists beyond initial responses, extending through strategy selection, verification, and solution formulation. To address this, teachers are encouraged to implement prompted-justification tasks, cognitive-conflict problems, and structured verification routines. Findings are specific to the participants and context studied.
Differentiated instruction supporting deep learning among junior high teachers in the Nusantara Capital City Abdul Razak; Agus Maman Abadi; Wahyu Setyaningrum; Heri Retnawati
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.v9i1.8735

Abstract

The development of the Nusantara Capital City (IKN) has triggered social and educational transformation in East Kalimantan, requiring teachers to implement adaptive, contextual, and learner-centered instruction. Differentiated instruction allows teachers to adapt content, processes, and products based on students’ readiness, interests, and learning profiles. Consistent with Universal Design for Learning, these adjustments promote active learning and deeper conceptual understanding. Therefore, differentiated instruction is viewed as an approach that supports deep learning, emphasizing meaningful understanding, critical thinking, knowledge transfer, and reflection. This study explored junior high school teachers’ lived experiences and interpretations of implementing differentiated instruction to support deep learning in the IKN buffer areas of East Kalimantan. Using a qualitative phenomenological design, the study was conducted in junior high schools in Samarinda, Balikpapan, and Penajam Paser Utara. Fourteen teachers who were implementing the Merdeka Curriculum and differentiated instruction were selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using Colaizzi’s phenomenological method. The findings identified three main themes: (1) pedagogical adaptation through adjustments to content, processes, and products; (2) contextualization of deep learning through integrating IKN-related issues into meaningful mathematics learning; and (3) implementation challenges, including limited facilities, administrative burdens, diverse student abilities, and teacher competency development. The findings suggest that differentiated instruction supports deep learning by aligning instruction with students’ readiness and authentic learning contexts. This study contributes to the literature by connecting differentiated instruction, deep learning, and IKN-based contextual mathematics learning, while providing practical insights for teachers and schools to design inclusive, meaningful learning environments.

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