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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 234 Documents
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Analysis of student interest in choosing manual methods and computer applications in linear programming courses Depriwana Rahmi; Suci Yuniati; Annisa Kurniati; Andie Tangonan Capinding; Mohamad Firdaus Ahmad
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.v9i1.6893

Abstract

The rapid development of information technology has had a significant impact on education, including in the teaching of linear programming courses. Lecturers are required to teach both manual and computer-based application methods. However, the level of student interest in both methods remains unclear, necessitating a more in-depth analysis. This study employed a quantitative descriptive approach using a survey technique, in which the questionnaire was developed around five main indicators: ease of understanding the steps, perceived time efficiency, confidence in the final result, personal preference in solving problems, and perceived challenges or obstacles. Respondents consisted of 31 fourth-semester Mathematics Education students who had taken the Linear Programming course. The analysis indicates that software such as POM-QM for Windows and AtoZmath is more efficient and time-saving for solving linear programming problems. A total of 74.2% of students strongly agreed that these applications are more time-efficient. Students tend to prefer these tools because they enable automatic calculations that yield optimal solutions and minimize the risk of manual computation errors, thereby increasing confidence in the accuracy of the results. However, manual methods remain essential, as they promote students’ conceptual understanding, particularly in model formulation and constraint identification. Moreover, this approach strengthens mathematical reasoning and logical thinking skills, which serve as a fundamental basis for problem-solving before utilizing technological assistance. Therefore, both methods are important to teach in the classroom due to their respective advantages.
Deconstructing cognitive fractures in visual-to-formal proof transitions: A diagnostic audit of proof without words tasks Syaiful Hadi; Ahmad Fauzi; Ardiana Fatma Dewi; Cholis Sa’dijah
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 2 (2026): December 2026 Article in Press
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i2.8317

Abstract

The transition from visual intuition to formal mathematical rigor presents a persistent epistemological challenge, particularly when students must bridge the silent gaps in proofs without words. This study deconstructs cognitive fractures in the visual-to-formal proof transition among 30 mathematics education students using a Proof Without Words (PWW) task based on the Pythagorean theorem. Using a qualitative exploratory approach and a diagnostic case study design, the study employs a cross-model clinical audit that integrates Heinze and Reiss’s proof competence framework with Boero’s proving phases. This dual framework enables microgenetic identification of failure mechanisms during proof reconstruction. Data were collected through written work, think-aloud protocols, and task-based interviews and analyzed using a comparative diagnostic lens. The findings reveal a procedural paradox: although 80% of students demonstrated high algebraic proficiency in phase 5, success fell to 30% in phase 3 and 23% in phase 4 because of deficits in strategic and methodological knowledge. We identified three cognitive deconstruction typologies: pathological (illusion of transparency), stable (epistemic anchoring), and autonomous (ontological shift). The findings suggest that the wordless nature of PWW tasks can suppress metacognitive monitoring, producing a vertical decoupling between algebraic execution and geometric justification. This study contributes a diagnostic blueprint for developing precision scaffolding to mitigate cognitive fractures in undergraduate proof instruction.
Characteristics of Polya’s problem-solving process among senior high students in centers of focus figural pattern generalization Lazatin 'Aniqoh; Sudirman; Sisworo
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 2 (2026): December 2026 Article in Press
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i2.8945

Abstract

Problem-solving ability is a fundamental competency in 21st-century mathematics education. However, 2022 PISA results indicated low performance in Indonesia.  This descriptive-qualitative study aimed to describe the characteristics of Polya’s problem-solving stages among senior high school students in centers of focus: figural pattern generalization. Out of 34 students, three were selected through purposive sampling using Lobato et al.’s three centers of focus: additive growth, relationship between step number and object number, and routine dominated by additive growth. Data were collected through a figural pattern generalization test and semi-structured interviews. Findings showed that students with an additive growth focus solved problems by redrawing patterns, devising a plan based on repeated addition, and carrying out the plan using manual addition without producing general formulas or reviewing answers. The student who focused on the relationship between the step number and the number of objects applied the formula for an arithmetic sequence and verified the resulting solutions. Meanwhile, the student whose focus was on a routine dominated by additive growth transformed the constant increment into a multiplication routine, consistently produced correct answers, and reviewed the solutions. These findings indicate that students' centers of focus in figural pattern generalization are systematically associated with distinct problem-solving strategies at each of Polya's stages, ranging from recursive, additive-based approaches to structural, formula-based reasoning, thereby providing empirical evidence linking Lobato et al.'s center-of-focus framework to Polya's problem-solving stages. In addition, this study offers implications for designing instructional strategies that can support students' transition from recursive to structural reasoning in figural pattern generalization.
Junior high school teachers' perceptions and practices of inductive learning for supporting students' critical thinking Linda Herawati; Agus Maman Abadi; Kana Hidayati; Heri Retnawati; Wahyu Setyaningrum
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 2 (2026): December 2026 Article in Press
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i2.9636

Abstract

Learning mathematics requires students to assess information, compare alternative solutions, and explain their reasoning. Yet, opportunities for students to engage actively in these processes depend on how mathematical learning is designed and enacted in the classroom. Guided inductive learning offers a relevant approach because it engages students in examining cases, identifying patterns, and constructing mathematical generalizations rather than receiving concepts solely through direct explanation. In this context, teachers’ perceptions and classroom practices are important because they may shape the opportunities provided for students to engage in critical-thinking processes. Therefore, this study explored junior high school mathematics teachers’ perceptions and practices of guided inductive learning in relation to students’ critical-thinking processes. A qualitative phenomenological approach was employed with 12 junior high school mathematics teachers in Tasikmalaya, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analysed using Moustakas’ phenomenological procedures. The findings revealed three interconnected themes: teachers’ conceptions and enactment of guided inductive learning, scaffolding of students’ critical-thinking processes, and pedagogical challenges and professional needs. Teachers described and enacted inductive learning as a structured process involving examples, pattern identification, generalization, guiding questions, collaborative discussion, justification, and adaptive scaffolding. However, limited instructional time, curriculum demands, and differences in students’ readiness affected its classroom enactment. Teachers also expressed a need for structured learning procedures, practical resources, and professional development. Overall, the findings describe how teachers understood and enacted guided inductive learning and how critical-thinking processes were reflected in the observed classroom activities.

Page 24 of 24 | Total Record : 234

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