cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Evangelista Lus Windyana Palupi
Contact Email
evangelistapalupi@unesa.ac.id
Phone
-
Journal Mail Official
mathedunesa@unesa.ac.id
Editorial Address
Gedung C8 lantai 1FMIPA UNESA Ketintang 60231 Surabaya Jawa Timur
Location
Kota surabaya,
Jawa timur
INDONESIA
MATHEdunesa
Published by Universitas Negeri Surabaya
ISSN : 23019085     EISSN : 26857855     DOI : https://doi.org/10.26740/mathedunesa.v12n1
Core Subject : Education,
Education Mathematics Other
MATHEdunesa is a scientific journal of mathematics education published by the Mathematics Department of Faculty of Mathematics and Natural Sciences of Universitas Negeri Surabaya. MATHEdunesa accepts and publishes research articles and book review in the field of Education, which includes: ✅ Development of learning model ✅ Problem solving, creative thinking, and Mathematics Competencies ✅Realistic mathematics education and contextual learning, ✅Innovation of instructional design ✅Learning media development ✅ Assesment and evaluation in Mathematics education ✅ Desain research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 356 Documents
 32   33   34   35   36 
Integration and Applications of Linear Algebra in STEM Programmes: A Case Study of Ghanaian Universities Ali, Clement Ayarebilla; Avivor, Eric Kwasi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p253-273

Abstract

Linear algebra serves as a critical tool in propelling Science, Technology, Engineering, and Mathematics. So, this study aims to explore the level of integration into university curricula, its applications, and challenges. The study adopts the systems theory and linear system theory frameworks to provide a structural and analytical perspective on the integration and application. A cross-sectional research design was employed to gather data from two University undergraduate students pursuing the domain in Ghana. The findings revealed the disparity between theoretical instruction and practical application, as 41.3% affirmed the perception, emphasizing the need for curriculum reforms, increased use of computational tools, and interdisciplinary collaborations. It was therefore recommended that stakeholders strive to improve pedagogical strategies, strengthen industry collaboration, and invest in modern technology tools to enhance the application of linear algebra education.
Students’ Critical Thinking in Solving Mathematics Problems Based on Field-Independent and Field-Dependent Cognitive Styles Nisa, Roisatun; Khabibah, Siti; Juniati, Dwi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p400-410

Abstract

The purpose of this study was to describe the critical thinking process of students with Field-Independent (FI) and Field-Dependent (FD) cognitive styles when they solved the Two-Variable Linear Equation System (SPLDV) problem, which is based on the Polya step and the Facione critical thinking indicator. This research is qualitative descriptive. The instruments in this study are the GEFT Test, the SPLDV problem-solving test and the interview guidelines are the research instruments. The results of the study show that FI students are able to understand and analyze data independently and systematically, use logical inference to choose a solution strategy, and provide a thorough procedural explanation. They are also capable of self-verification, which shows strong self-control In contrast, FD students face difficulties in selecting important information, making preparations that rely on the teacher's example, and performing inconsistent completion steps. Since the evaluation stage of FD students still depends on external justification, they also show a lack of self-regulation. These results confirm that cognitive style affects the activation of critical thinking indicators at each stage of problem-solving. In addition, cognitive style also provides implications for the importance of adaptive learning based on students' cognitive characteristics.
Students’ Creativity in Suspension Bridge Miniature Projects Based on Field-Dependent Cognitive Style Alfianita, Nova Febrian; Sari, Yurizka Melia
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p292-305

Abstract

Creativity is the ability to generate new ideas that are needed in the world of work, which demands innovation and solutions to complex problems. In the context of education, students still find it difficult to develop their creativity because learning is still carried out in a conventional manner. This research is a qualitative study that aims to describe the creativity of high school students in designing miniature suspension bridges using a STEM approach to quadratic functions, as viewed from a field-dependent cognitive style. The data for this study was collected from twenty-eight high school students at a school in Malang City. The research data was collected through the group embedded figures test, mathematics ability test, miniature suspension bridge products, and interviews. The research subjects were two students with a field-dependent cognitive style. The results of the study indicate that cognitive style influences how students model quadratic functions in a miniature suspension bridge project, and that students with a field-dependent cognitive style do not utilize quadratic functions when constructing the suspension arches. Therefore, further research is recommended to strengthen the integration of mathematical concepts in STEM projects.
Literasi Matematis Peserta Didik SMP Tipe AQ Climber dalam Menyelesaikan Soal PISA Konten Bilangan Ditinjau dari Jenis Kelamin Khusnulkhotimah, Ayu Widya; Rosyidi, Abdul Haris
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p274-291

Abstract

Mathematical literacy involves the processes of formulating, employing, and interpreting to solve real-life problems. However, students' mathematical literacy skills, particularly in the quantity content of the PISA, remain low, indicating difficulties in understanding information and integrating mathematical concepts into real-life contexts. Furthermore, differences in students' persistence in solving these problems suggest that Adversity Quotient (AQ) plays an important role in understanding students’ mathematical literacy. Climber-type are optimistic, persistent, and strive to solve problems thoroughly. These characteristics are in line with the demands of PISA problems that are complex and contextual, requiring high-level reasoning. This study aims to describe the mathematical literacy of junior high school students in solving PISA problems in the Quantity content based on the AQ category (Climber) and gender (male and female). This study employed a case study approach involving two students. Data were obtained through the Adversity Response Profile questionnaire, mathematical literacy tests, and interviews, then analyzed through condensation, presentation, and drawing conclusions. The results showed that in the formulating stage, male and female students identified mathematical elements and determined a mathematical model. In the employing stage, male students used the strategy of equating the price. Meanwhile, female students used the strategy of dividing the area by the price. In the interpreting stage, male students reinterpreted the calculation results into the context of the problem and explained the results in a reasonable way. Meanwhile, female students did not reinterpret the calculation results into the context of the problem correctly and did not explain the results in a reasonable way. Therefore, it is recommended that teachers provide scaffolding to help students, especially those who experience difficulties at the interpretation stage, and further research is expected to be able to examine in more depth the factors that influence these difficulties.
Analyzing Students' Contextual Problem-Solving on the Pythagorean Theorem Based on Learning Styles Amelia Rida Zahra Hardian Hardian; Tatag Yuli Eko Siswono; Novita Vindri Harini
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p411-421

Abstract

This study aims to explore the problem-solving processes of students in solving contextual problems related to the Pythagorean Theorem based on their learning styles. This study uses a qualitative descriptive approach involving three students representing visual, auditory, and kinesthetic learning styles. Data were collected through written tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results show that students demonstrate different ways of thinking in constructing problem-solving processes. Visual learners tend to use diagrams and visual representations to organize information. Auditory learners demonstrate a sequential problem-solving process through verbal reasoning and internal dialogue. Meanwhile, kinesthetic learners engage with the problem through physical and spatial imagination using movement and gestures. Although some parts of the process are expressed through different forms, such as verbal explanation or mental reflection, the findings show that students construct understanding and connect mathematical concepts with contextual situations. These results emphasize that differences in learning styles are reflected in how students think, represent, and process problems
Systematic Literature Review: Etnomatematika dalam Kuliner Tradisional Indonesia Riyan Setiawan; Rikayanti
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p422-437

Abstract

This study reviews various research works on ethnomathematics within Indonesian culinary traditions using a Systematic Literature Review (SLR) approach. The main goal is to identify dominant mathematical concepts, explore embedded cultural values, and highlight potential directions for future studies. Data were collected from Google Scholar following the PRISMA framework, resulting in 15 selected articles for analysis. Findings show that geometry is the most prominent concept, followed by measurement, arithmetic, and social arithmetic. Traditional foods such as lemang, onde-onde, and tumpeng illustrate three-dimensional geometric forms and the application of measurement and proportion in cooking processes. Cultural values like togetherness, precision, balance, and the preservation of tradition are reflected through these practices. However, most studies remain descriptive without empirical classroom application. Therefore, developing teaching materials and learning models based on culinary ethnomathematics is needed to promote more meaningful and contextual mathematics learning.

Page 36 of 36 | Total Record : 356

 32   33   34   35   36 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026 Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026 Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025 Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025 Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025 Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024 Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024 Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024 Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 Vol. 12 No. 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023 Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023 Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022 Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022 Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022 Vol 10 No 3 (2021): Jurnal Mathedunesa Volume 10 Nomor 3 Tahun 2021 Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021 Vol 10 No 1 (2021): Jurnal Mathedunesa Volume 10 Nomor 1 Tahun 2021 Vol 9 No 3 (2020): Jurnal Mathedunesa Volume 9 Nomor 3 Tahun 2020 More Issue