Journal of Mathematics Education and Science

Mamdani Method–Based Fuzzy Inference System for Determining the Quality of Qur’an Memorization

2026-04-27T15:15:00+00:00

Assessing the quality of Al-Qur'an memorization is an important part of tahfidz learning that requires objectivity and consistency. In practice, memorization assessment is often subjective because it depends on the examiner's perception and uses linguistic criteria that do not have clear boundaries. This condition necessitates a systematic approach that can accommodate uncertainty in the assessment process. This study aims to apply the Mamdani Fuzzy Inference System method in determining the quality of Qur'an memorization objectively. The system is designed with three input variables, namely memorization fluency, tajwid accuracy, and fashahah, and one output variable representing memorization quality. The Mamdani method is selected due to its intuitive rule structure, which aligns with human reasoning. The inference process consists of fuzzification, rule formation, implication, aggregation, and defuzzification. The system employs three input variables with three fuzzy sets each, resulting in 27 IF–THEN rules. The min operator is used for implication, the max operator for aggregation, and the centroid method for defuzzification. The proposed system was implemented using MATLAB and validated through simulation-based case scenarios representing various combinations of input values. The results show that the Mamdani Fuzzy Inference System is able to comprehensively integrate the three assessment aspects and produce a more consistent evaluation of memorization quality compared to conventional averaging methods. This consistency is reflected in the stability of output values generated by the system, where similar input patterns produce identical outputs (e.g., 75.00 and 91.33), whereas conventional calculations yield more fluctuating results. Therefore, the developed model can serve as an alternative decision support system in evaluating Al-Qur'an memorization learning.

Analysis of Generation Alpha Creative Thinking in Solving Math Word Problems Reviewed by Learning Styles

2026-04-22T22:54:42+00:00

This study aims to investigate and analyze the creative thinking abilities of Generation Alpha junior high school students in solving systems of linear equations in two variables (SPLDV) word problems, viewed from their learning styles. The research employed a descriptive qualitative approach supported by NVivo software for automatic coding (autocode) and thematic visualization. The subjects consisted of 24 eighth-grade students from a school in Tegal regency, with results showing that 45.8% were visual learners, 29.1% auditory learners, and 25% kinesthetic learners. Furthermore, three students were purposively selected since it adequately represents the variety within the category to represent each learning style category for in-depth analysis. The instruments used included a learning style questionnaire, SPLDV word problem tests, and interview guidelines. Data were analyzed using the Miles and Huberman interactive model, while validity was ensured through methodological triangulation. The findings reveal that: (1) visual learners demonstrated all four indicators of creative thinking, with a notable strength in flexibility; (2) auditory learners achieved three indicators, particularly excelling in fluency; and (3) kinesthetic learners fulfilled four indicators, with a strong emphasis on elaboration. The prevalence of short-form visual content on social media influences Generation Alpha’s learning preferences, which are faster-paced and more visually oriented.

Analysis of the Relationship Between Economic & Social Factors and the Global Happiness Index Using a Canonical Correlation Analysis Approach

2026-01-31T04:36:17+00:00

This study aims to analyze the multivariate relationship between socioeconomic factors and global happiness indicators.

Data taken from the 2019 World Happiness Report, which covers 125 countries, was analyzed using canonical correlation methods. The socio-economic dimension is represented by four variables, namely social support, freedom to make life choices, log GDP per capita, and healthy life expectancy. Meanwhile, the second group of variables representing happiness indicators includes ladder score, positive affect, and negative affect. The first canonical function shows a very strong and statistically significant relationship between the two sets of variables. The resulting canonical correlation is very high, namely rho_1=0.9243 with a p-value < 0.001, and this function is able to explain 85.4% of the overlapping variance. The main contributing variables are social support with a loading of 0.983 and log GDP per capita of 0.914 in the socio-economic set, as well as ladder score with a loading of 0.997 in the happiness set. Meanwhile, the second and third canonical functions generated in this analysis show relatively limited contributions. The results of this analysis confirm that social support and economic prosperity play a fundamental role in a country's happiness. The policy implications of these findings emphasize the need for integrated interventions that simultaneously strengthen social capital and promote sustainable economic growth.

Analysis of Student Errors in Learning the Integral Calculus Course with the Help of Artificial Intelligence (AI)

2026-04-22T22:59:21+00:00

This study addresses a gap in mathematics education research concerning the use of artificial intelligence (AI) to analyze student errors in integral calculus. Error analysis in calculus is still commonly conducted manually by lecturers, making it time-consuming, potentially subjective, and difficult to implement consistently across an entire class. Although previous studies have examined student errors in calculus, limited research has explored AI as a systematic diagnostic tool, especially among non-mathematics students. Therefore, this study aims to identify the types of errors made by students in solving integral calculus problems using an AI-based system and to examine the role of AI in supporting more accurate and targeted diagnostic assessment. The participants were 30 second-semester students from the Biology Education Study Program at Universitas Indraprasta PGRI who were taking the Integral Calculus course. This study employed a descriptive qualitative approach. An AI-based system was used to analyze students’ responses to a set of integral calculus problems and classify them into four categories: conceptual errors, procedural errors, technical errors, and errors in understanding the problem. The results showed that conceptual errors were the most dominant, occurring in 45% of students, particularly in misunderstanding the meaning of integrals and misusing integration limits. Procedural errors were found in 30% of students, technical errors in 15%, and problem-understanding errors in 10%. This study contributes empirical evidence on student error patterns, strengthens the role of AI as a systematic diagnostic tool, and provides a practical basis for lecturers to design more targeted remedial instruction in higher education settings.

REFLECTIVE THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERACY PROBLEMS VIEWED FROM MATHEMATICAL ABILITY

2026-02-27T14:50:22+00:00

This research aims to explore in depth the reflective thinking processes of junior high school students in solving numeracy problems based on mathematical ability. The study employed a qualitative approach with a case study design involving six female students from class IX H of SMP Negeri 31 Surabaya, consisting of two high-ability students, two medium-ability students, and two low-ability students selected through purposive sampling. Data collection was conducted through the Mathematical Ability Test, the Numeracy Problem Test in an algebraic context, and semi-structured interviews, and the data were analyzed descriptively and qualitatively following the Miles and Huberman model, with source triangulation to ensure data validity. The research findings reveal significant differences in reflective thinking characteristics across mathematical ability categories. High-ability students demonstrated comprehensive reflective thinking with strong metacognitive awareness, capable of accurately identifying variables, flexibly planning strategies, and conducting thorough evaluations, including exploration of alternatives. Medium-ability students had strong foundations in reflective thinking but tended to perform procedural checks without in-depth exploration, indicating a transitional stage in metacognitive awareness development. Low-ability students experienced significant limitations in reflective thinking and metacognitive awareness, exacerbated by low self-confidence. This research concludes that differentiated learning tailored to students' ability levels is necessary: low-ability students require intensive scaffolding, medium-ability students need guidance in transitioning from procedural to strategic reflection, and high-ability students require complex challenges to optimize their metacognitive abilities.

Optimal Control in an SDC Mathematical Model for Diabetes Complications at a Hospital in Lamongan Regency

2026-04-27T15:26:11+00:00

Diabetes is a chronic disease whose prevalence continues to increase and has the potential to cause serious complications if not properly managed. This study aims to analyze the dynamics of diabetes progression and its complications, as well as to determine optimal control strategies using a mathematical model based on data from a hospital in Lamongan Regency. The model used is a compartmental SDC (Susceptible–Diabetes–Complication) model formulated as a system of ordinary differential equations with two time-dependent control variables. The optimal control is determined using Pontryagin’s Maximum Principle, while the numerical simulations are solved using the fourth-order Runge–Kutta (RK4) method. Model parameters are obtained from the literature and epidemiological data, and then calibrated to match the characteristics of real-world cases. The simulation results show that without control, the susceptible population decreases from approximately 1500 to about 200 individuals, while the complication population increases to around 1700 individuals. With the implementation of optimal control, the susceptible population increases to approximately 1250 individuals, the number of diabetic patients decreases to around 820 individuals, and the complication population is reduced to about 980 individuals. These results indicate that control strategies focused on diabetic patients are effective in suppressing disease progression and preventing complications, and contribute to the development of data-driven mathematical models for local healthcare policy planning.

AN EXPLORATORY MIXED METHODS STUDY OF STUDENTS’ CRITICAL THINKING BASED ON SELF-REGULATED LEARNING IN NUMERACY LITERACY PROBLEM SOLVING

2025-11-27T13:34:05+00:00

This study aims to explore students’ critical thinking skills in solving numeracy literacy problems based on their levels of Self-Regulated Learning (SRL). The research employed a mixed-methods approach with an explanatory sequential design, involving 36 eleventh-grade students from a public senior high school in Bojonegoro. Quantitative data were collected through SRL questionnaires and numeracy literacy tests, while qualitative data were obtained from in-depth interviews with students representing high, medium, and low SRL categories. The results reveal a consistent relationship between SRL levels and critical thinking abilities. Students with high SRL demonstrated systematic and reflective critical thinking, encompassing interpretation, analysis, evaluation, and reflection. Students with medium SRL showed adequate analytical and evaluative abilities but were less consistent in reflection, while students with low SRL tended to rely on procedural thinking without re-evaluating their results. This study contributes by providing an exploratory mixed-methods profile of students’ critical thinking across different levels of self-regulated learning in numeracy literacy problem solving. The findings suggest that enhancing self-regulation plays a vital role in fostering students’ critical thinking, particularly in numeracy literacy tasks that require logical reasoning and metacognitive reflection.

Effectiveness of Design Thinking-Based Project-Based Learning Model on Senior High School Students’ Numeracy Skills

2026-04-13T01:15:52+00:00

This study aims to examine the effect of Project-Based Learning integrated with a Design Thinking approach on senior high school students’ numeracy skills in statistics. Although Project-Based Learning has been widely studied in mathematics education, most studies focus on general outcomes such as problem-solving, while research specifically addressing numeracy skills in statistics and its integration with Design Thinking remains limited. This study employed a quasi-experimental design using a posttest-only control group involving experimental and control classes. The sample consisted of eleventh-grade students selected through a non-random sampling technique. The instrument was a numeracy test that had been validated and tested for reliability, and the data were analyzed using ANOVA and effect size calculation. The results indicate that the mean numeracy score of the experimental group (M = 82.50) is higher than that of the control group (M = 70.94), with a statistically significant difference (p < 0.05). The effect size (Cohen’s d = 0.90) is categorized as large, indicating a strong practical significance of the observed difference. Therefore, the implementation of Project-Based Learning integrated with Design Thinking demonstrates a strong positive effect on students’ numeracy skills, supported by a large effect size.

Combination of the Vigenère Algorithm using RC4 Key Generator and ECB using LFSR Key Generator

2025-10-20T15:36:19+00:00

This research aims to demonstrate the process of encryption and decryption, as well as the implementation of a program in the form of a Graphical User Interface (GUI), using a combination of the Vigenère Cipher algorithm with an RC4 key generator and the Electronic Code Book (ECB) algorithm with an LFSR key generator. This combination was chosen because the Vigenère Cipher, as a classical algorithm, has a simple substitution structure, while RC4 is able to produce a highly random keystream. Meanwhile, ECB is an efficient modern block encryption method, and LFSR can generate a sequence of random bits based on a polynomial function. Together, these methods form a layered approach to securing messages. The data used in this study consists of plaintext messages in text form chosen by the author. The results show that the encrypted message can be successfully decrypted back into its original form. Therefore, this study proves that combining the Vigenère Cipher algorithm with RC4 and the ECB algorithm with LFSR can be effectively implemented and preserve data authenticity.

Developing Computer Science Unplugged Worksheets to Enhance Second-Grade Number Concept Understanding

2026-03-17T14:02:09+00:00

This study aimed to develop and evaluate Computer Science Unplugged (CS Unplugged)–based student worksheets to enhance second-grade students’ understanding of number concepts. This study employed a Research and Development approach using the ADDIE model and involved 26 second‑grade students in a limited practical trial. The developed worksheets were evaluated through expert validation, practicality testing based on teacher and student responses, and effectiveness testing using a one-group pretest–posttest design. The results indicated that the worksheets achieved a very high level of validity (media: 92.67%; content: 91.67%) and practicality (students: 91.38%; teacher: 90%). The effectiveness test showed a substantial improvement in students’ learning outcomes, with the mean score increasing from 67 in the pretest to 90.38 in the posttest, and an N-gain score of 0.73, categorized as high. These findings demonstrate that CS Unplugged–based worksheets are valid, practical, and effective for improving students’ understanding of number concepts while supporting the integration of computational thinking in elementary mathematics education.