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Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang

matematika
Website

Published by Universitas IVET

ISSN : 2549823 EISSN : 2549507 DOI : https://doi.org/10.31331/

Core Subject : Education,

Mathematics Other

Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang is designed to lecturers, researchers, mathematics teachers, and university students who want to publish their research reports about mathematics education. This journal publishes original articles of action research, experimental research, research and development, qualitative research, didactic development research, and design research. We may process any other kind of research. We accepted any manuscript derived from research of mathematics education. We recommend articles from the following topics: Mathematics instructional; Mathematics learning evaluation; Mathematics curriculum development; Experiment or development of mathematics learning strategy; Experiment or development of mathematics teaching aid/media; Realistic Mathematics Education; Ethnomathematics.

Arjuna Subject : Matematika - Matematika (Lain-Lain)

Articles 277 Documents

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The Conceptual Connections for Solving Trigonometric Equations Phele, Elizabeth Chuene; Maphutha, Kgaladi; Mutodi, Paul
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 9 No 3 (2025): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v9i3.3816

The study explored Grade 11 learners conceptual connections ability as they solve trigonometric equations. A case study design within a qualitative research approach was used to explore how learners’ conceptual connections ability affected their solution process as they were solving trigonometric equations. Forty-eight (48) conveniently sampled grade 11 learners from a school in Capricorn South District, Limpopo Province of South Africa participated in the study. Data were gathered through written tasks and task-based interviews. Inductive thematic analysis was used to analyse the data. The study's results suggested that the capability of learners to establish connections within mathematics influences the effective solving of trigonometric equations. Learners with conceptual connections ability were able to connect concepts such as trigonometric identities, ratios, rules and appropriate algebraic processes and concepts, procedures as well as representing trigonometric equations using graphs, and tables. Learners who lacked conceptual connections abilities committed procedural and representation errors, and this affected their solution process as they solved trigonometric equations. This study, therefore, recommends that learners’ ability to make connections be enhanced during the teaching and learning process for their conceptual understanding of mathematics topics.

Analysis of Students' Mathematical Problem-Solving Abilities on Systems of Linear Equations in Two Variables Ananda Dewi Safitri; Westi Bilda; Prawidi Wisnu Subroto
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4416

Mathematical problem-solving ability is one of the essential competencies in mathematics learning, particularly in the topic of Systems of Linear Equations in Two Variables (SPLDV). However, many students still experience difficulties in understanding word problems, determining variables, constructing mathematical models, carrying out solution procedures, and checking the final results. This study aimed to analyze students’ mathematical problem-solving ability in SPLDV material based on Polya’s stages, namely understanding the problem, devising a plan, carrying out the plan, and looking back. This study employed a qualitative method with a descriptive approach. The research subjects were six students of class VIII F at SMP Negeri 5 Kota Tangerang, selected purposively to represent high, medium, and low ability categories. Data were collected through essay tests and interviews, and then analyzed based on the indicators of mathematical problem-solving ability at each stage of Polya’s problem-solving process. The results showed that students in the high category were able to solve problems systematically at all stages. Students in the medium category were able to understand the problem and devise a plan, but still made errors in carrying out the plan. Meanwhile, students in the low category experienced difficulties in almost all stages of problem solving. In general, the most difficult stages for students were carrying out the plan and looking back at the results. This study concludes that students’ mathematical problem-solving ability in SPLDV varies according to their ability level, with major weaknesses in the implementation and checking stages. The findings imply that mathematics instruction should place greater emphasis on modeling practice, procedural accuracy, and reflective checking of solutions.

Mathematical Modelling as an Emissary of Mathematics Proficiency: A Case of the BED Mathematics Students at a University in Zimbabwe Chipo Makamure
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4177

A central argument supporting a specific approach to mathematics education is that students learn effectively by engaging in their own investigations of complex situations, formulating mathematical interpretations and that educators should facilitate these experiences, allowing students to take ownership of their learning. In contrast, an alternative perspective presented in the literature argues that mathematics is a universal and timeless discipline. According to this view, students acquire knowledge primarily through the absorption of clearly articulated concepts, necessitating that educators provide explicit explanations followed by structured opportunities for students to connect, practice, and solidify their understanding. The challenge associated with these positions does not stem from a simplistic dichotomy of truth versus falsehood, rather, it is rooted in their inherent incompleteness. Both viewpoints inadequately engage with the complex nature of mathematics. This study aims to address the frequently posed question among mathematics educators: “What type of mathematics education is necessary for students to acquire mathematical knowledge and thinking skills that can be applied in real-life situations?” This is a qualitative study, guided by the Theory of Didactic Situations (TDS) which discusses a theoretical foundation for the mathematical modelling approach in the contexts of teaching and learning, spelling out its significance in fostering mathematical understanding. Additionally, the study references empirical examples drawn from the work of students at higher education institutions in Zimbabwe, illustrating how the mathematical modelling approach to mathematics education can enhance mathematical proficiency. Generally, this study found that Mathematical modelling provided a good opportunity for students to employ more of their senses in building mathematical concepts. Despite the challenges inherent in mathematics modelling, these challenges can be effectively addressed when educators prioritise the diverse pathways available for student learning. In conclusion, it is insufficient to assess students' proficiency in mathematics solely through theoretical questions. True mastery is demonstrated when students can implement the concepts they have learned in practical situations, embodying the essence of mathematics modelling.

Bibliometric Analysis of AI and Cultural Literacy Integration in Mathematics Education: Systematic Literature Review Dea Ananda Dewi Larasati; Fitria Sulistyowati; Betty Kusumaningrum; Devi Septiani; Zahra Nugraheni; Patrick Bergman
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i2.4404

Research on the integration of Artificial Intelligence (AI) in mathematics education is rapidly developing, but still leaves a significant gap related to the neglect of the cultural dimension, with current discussions tending to focus solely on cognitive and technical aspects. This research gap is crucial because AI algorithms often operate within a logic of technology neutrality that ignores students' sociocultural backgrounds, risking academic alienation and underrepresentation in mathematical problem-solving. This study aims to identify the distribution of scientific publications linking AI and cultural literacy in mathematics and to analyze their thematic development and collaboration patterns. Using a Systematic Literature Review (SLR) approach enhanced by bibliometric analysis, data from 80 Scopus articles (2020–2025) were processed using the PRISMA framework and the external tool Biblioshiny. The findings reveal a sharp surge in publications in 2025, marking a shift toward generative AI. However, cultural literacy remains a niche theme rarely integrated into mainstream frameworks. This study concludes that despite the well-established literature, the lack of integration of cultural literacy as a mechanism for Self-Regulated Learning (SRL) hinders the inclusive and ethical implementation of AI. The implication of this research is the need for practitioners and policymakers to shift from focusing on technological sophistication to designing metacognitive frameworks that respect students' cultural contexts to ensure pedagogical sustainability in AI-based mathematics learning. Future research should focus on developing self-regulated learning (SRL) models that explicitly integrate local wisdom values into AI instructional design.

The Effect of Inquiry-Based Learning Model with a Contextual Approach on the Mathematical Representation Abilities of Junior High School Students Nisuwarti Nisuwarti; Muhammad Najib Mubarrok; Ahmad Anis Abdullah; Rino Richardo; Dyahsih Alin Sholihah; Robiatul Adawiya
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 2 (2026): Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i1.3940

This study aims to determine the effect of the Inquiry-Based Learning model with a contextual approach on students' mathematical representation abilities. The research subjects were eighth-grade students at SMP Negeri 1 Pundong, with learning materials on cubes and blocks. The research design used was a quasi-experimental design with a pretest-posttest control group design. The research sample was selected using simple random sampling, with class VIII D as the experimental group and class VIII B as the control group. The data collection instrument was an essay test administered before and after the treatment. The experimental group was taught using the Inquiry-Based Learning model based on contextual problems, while the control group used conventional teaching methods. Data analysis results showed that the average N-Gain score for the experimental group was 65%, which falls into the moderately effective category. Most students experienced an improvement in their mathematical representation skills after participating in the learning process. Hypothesis testing using an independent sample t-test in SPSS version 25 produced a significance value of 0.000 (sig. < 0.05). Thus, H? was rejected and H? was accepted, meaning that there was a significant effect of using the Inquiry-Based Learning model with a contextual approach on the mathematical representation abilities of eighth-grade students at SMP Negeri 1 Pundong on the subject matter of cubes and blocks.

Analysis of Students' Understanding of Geometry Through an Ethnomathematical Approach in Madurese Traditional House Architecture Sofiatun Kolbah; Rosita Dwi Ferdiani; Retno Marsitin
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 3 (2026): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i3.4587

Low understanding of geometric concepts remains a persistent challenge in mathematics education, particularly in connecting abstract ideas to real-world situations. Traditional, abstract instruction often causes students to struggle with understanding, applying, and relating geometric concepts to their immediate environment. Although various studies have explored ethnomathematics within Madurese culture, research analyzing students' geometric understanding through the architecture of the Madurese Traditional House (Taneyan Lanjheng) remains limited. Therefore, this study aims to analyze students' comprehension of geometric concepts using an ethnomathematical approach embedded in Taneyan Lanjheng architecture.Employing a descriptive qualitative approach, this research was conducted at MTs Nurul Irsyad Gondanglegi, Malang Regency. The subjects comprised 10 eighth-grade students, from which six key subjects were selected to represent high, medium, and low academic abilities. Data were collected through observation, written tests, semi-structured interviews, and documentation, and subsequently analyzed using the Miles and Huberman framework (data reduction, data display, and conclusion drawing).The findings reveal that students' understanding of geometric concepts varied significantly by ability level. High-ability students successfully restated concepts, selected appropriate procedures, and applied geometric ideas within the architectural context of the Madurese Traditional House. Medium-ability students demonstrated basic understanding but made procedural errors, whereas low-ability students struggled to comprehend concepts and connect them to cultural artifacts. Overall, these findings indicate that an ethnomathematics approach fosters more contextual learning, thereby enhancing geometric understanding. The practical implication suggests that leveraging local culture as a learning resource serves as an innovative alternative for meaningful mathematics instruction, while future research may extend this approach to other mathematical concepts and cultural contexts.

A Social Cognitive Analysis of One South African University Students' Remote Learning Experiences and Home-Based Learning Effectiveness in the Digital Age Shakespear Chiphambo; Bulelwa Makena
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 3 (2026): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i3.4386

This study explored students' remote learning experiences through the lens of Social Cognitive Theory at a South African University during the digital age, examining the complex interplay of personal, environmental, and behavioural factors that influence the effectiveness of home-based learning. Data were collected from 231 university students through open-ended questionnaire responses, specifically focusing on their perceptions of the worthiness of remote learning and accompanying justifications. Utilizing Braun and Clarke's thematic analysis approach, the study revealed that 87.4% (n = 202) of stu-dents found remote learning challenging and not worthwhile, while 12.6% (n = 29) re-ported positive experiences. The analysis, guided by Bandura's triadic reciprocal deter-minism model, identified key barriers, including inadequate internet connectivity in ru-ral areas, limited physical learning spaces, competing family responsibilities, and socio-economic constraints. Conversely, successful remote learning experiences were associ-ated with strong self-efficacy, effective adaptive strategies, and robust family support systems. The findings underscore the crucial need for improved digital infrastructure, targeted student support mechanisms, and inclusive educational policies that recognise diverse learning environments. This research contributes to understanding remote learn-ing dynamics in the South African higher education context, offering insights for institu-tional policy development and creating sustainable support systems that address both technological and socio-environmental challenges in the digital age.

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Akhmad Nayazik

Contact Email
ahmadnayazik@gmail.com

Phone
+6285640798570

Journal Mail Official
journal.medives@gmail.com

Editorial Address
Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location
Kota semarang,

Jawa tengah

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Akhmad Nayazik

Contact Email ahmadnayazik@gmail.com

Phone +6285640798570

Journal Mail Official journal.medives@gmail.com

Editorial Address Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Akhmad Nayazik

Contact Email
ahmadnayazik@gmail.com

Phone
+6285640798570

Journal Mail Official
journal.medives@gmail.com

Editorial Address
Gedung C, Lantai 2, Program Studi Pendidikan Matematika, Universitas IVET, Jl. Pawiyatan Luhur IV Nomor 17 Semarang. Kode pos. 50233. Ph. 8316105–8316118, Fax. (024) 8316105,

Location
Kota semarang,

Jawa tengah

INDONESIA