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Muhammad Hasan Asnawi
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Pon.Pes. Darussalam Blokagung 002/004 Karangdoro Tegalsari Banyuwangi Jawa Timur-68491 Hp. 081234799076
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MAXIMA
Published by institut Agama Islam Darussalam blokagung Banyuwangi
ISSN : -     EISSN : 30263832     DOI : https://doi.org/10.30739/maxima.v1i1.2495
Core Subject : Education,
Education Mathematics
About the Journal MAXIMA : Jurnal Pendidikan Matematika is a peer-reviewed open-access Nasional journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. MAXIMA : Jurnal Pendidikan Matematika welcomes research articles, literature reviews, book reviews from various Countries in the Word that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by Nasional and international reviewer. This Journal will be published two-issue per year in July and January. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. MAXIMA : Jurnal Pendidikan Matematika published by Faculty of Teacher Training and Education of Institut Agama Islam Darussalam Blokagung, Karangdoro, Tegalsari, Banyuwangi, East Java, Indonesia with ISSN : 3026-3832 (media online)
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 25 Documents
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Student's perception of peer feedback in learning Mathematics Ananda Anisa Zhafira; Syahra Artika; Wahyunengsih
MAXIMA : Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): MAXIMA: Jurnal Pendidikan Matematika
Publisher : Universitas KH. Mukhtar Syafaat Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/maxima.v3i1.4013

Abstract

This study aims to determine students’ perceptions of peer feedback in mathematics learning. The method used is quantitative descriptive, with data collection through a Likert scale questionnaire. The research participants consisted of 20 students randomly selected at several universities in Banten. The results showed that most students had a positive perception of peer feedback. High percentages of agreement were seen in the aspects of usefulness 82%, effectiveness 82%, its impact on understanding 81,25%, and mastery of mathematics material 82,5%. Lecturer support was also considered necessary 77,5% in facilitating feedback. However, 60% of students admitted to experiencing challenges in giving and receiving feedback, mainly due to awkwardness or uncertainty. The findings confirm that peer feedback increases activeness, collaboration, and understanding of mathematical concepts. Therefore, it is necessary to implement peer feedback that is structured and actively supported by lecturers, accompanied by adequate training and effective use of technology so that this practice can run more optimally.
The Implementation of AI-Powered Chatbots and Virtual Assistants to Assist Students in Solve Math Problems in Real-Time Rahmah, Alifathu; Novita Zahra
MAXIMA : Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): MAXIMA: Jurnal Pendidikan Matematika
Publisher : Universitas KH. Mukhtar Syafaat Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/maxima.v3i1.4190

Abstract

The implementation of AI in the form of chatbots and virtual assistants has brought significant changes to Mathematics Education. This study aims to analyse the effectiveness of AI-based chatbots and virtual assistants in helping students understand concepts and solve math problems in real-time. Survey results show that most students rate chatbots and virtual assistants as moderately to highly effective, increasing learning motivation and providing ease of access. This technology enables more personalised, interactive, and adaptive learning for students’ needs. Thus, the integration of AI, chatbots, and virtual assistants in Mathematics Education has proven to enhance learning outcomes, motivation, and overall accessibility of education. This study recommends the development and ongoing collaboration between educators and technology developers to optimise benefits in the future.
Effectiveness of School Field Introduction (PLP) Program on Improving Teaching Strategy Skills of Mathematics Education Students Khaira, Shabna; Mauludfi, Embun
MAXIMA : Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): MAXIMA: Jurnal Pendidikan Matematika
Publisher : Universitas KH. Mukhtar Syafaat Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/maxima.v3i1.4124

Abstract

This study aims to evaluate the effectiveness of the School Field Introduction Program (PLP) in improving the teaching strategy skills of mathematics education students. Using a quantitative approach, data were collected through questionnaires distributed to UIN Syarif Hidayatullah Jakarta students. According to the results, most students reacted positively to the introduction of PLP, especially in terms of their attitudes towards lesson planning, content absorption, study monitoring, and the use of technology in education. Increased self-esteem, development of teaching skills, and preparation of people for academic challenges were all considered benefits of the program. However, there were areas related to teamwork and self-assessment that needed to be developed. These results underline the importance of incorporating real experiences such as PLP into teacher training programs to develop flexible and competent instructors.
Effectiveness of Using ALEKS to Provide Personalized Guidance According to the Needs and Abilities of High School Students: Teacher Perspectives Alifah, Sabrina; Pratama, Andika Putra; Wahyunengsih
MAXIMA : Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): MAXIMA: Jurnal Pendidikan Matematika
Publisher : Universitas KH. Mukhtar Syafaat Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/maxima.v3i1.4175

Abstract

This study aims to analyze the effectiveness of using ALEKS in providing personalized guidance according to the needs and abilities of high school students from teachers' perspectives. The research employs a quantitative descriptive method, with data collected through questionnaires with teachers’ who have used ALEKS in their teaching. That said, it’s not without its issues limited access to technology and the time it takes for teachers to get used to the system can be real hurdles. Still, ALEKS shows promise as a tool for personalizing learning, though schools may need to provide more support to make the most of it. Keywords: ALEKS, personalized guidance, learning effectiveness, teachers' perspective, educational technology
Analisis Kesalahan Materi Dimensi Tiga Pada Siswa Kelas Xi Smk Miftahul Ulum Muncar Whyma Fathul Muslich
MAXIMA : Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): MAXIMA: Jurnal Pendidikan Matematika
Publisher : Program Studi Tadris Matematika Universitas KH. Mukhtar Syafaat Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/maxima.v3i1.4353

Abstract

The purpose of this research was to know: (1) errors made grade XI SMK Miftahul Ulum Muncar in solving three-dimensional problems; and (2) the factors that caused the error XI SMK Miftahul Ulum Muncar in solving three-dimensional problems. Subjects in this research were 27 students class XI TKJ 2, and the subjects were interviewed in this study consisted of 4 people with the criteria: (1) students who made a lot of mistakes in answering each item; and (2) variation of the mistakes made by the students, form of concepts error, principles, procedural, and technical. The results in this research were: (1) the type of errors made by students in completing a three-dimensional problem includes concepts errors, principles, procedural, and technical; and (2) factors causing errors by students in solving three dimensions, namely: a lack of prerequisite knowledge of students, low student motivation, lack of understanding concepts, students can’t prepare systematic steps to resolve the matter, and the carelessness of students.

Page 3 of 3 | Total Record : 25

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