Mathologi Jurnal Pendidikan dan Riset Matematika
Jurnal Title MATHOLOGI Jurnal Pendidikan dan Riset Matematika Sort Title MJPRM ISSN xxxx-xxx (Print) | xxxx-xxx (Online) DOI Prefix - Editor in Chief Hakmi Rais Fauzan Publisher Yayasan Penelitian Penerbitan dan Publikasi Berkah Indonesia Frekuensi 2 issues in a year Email mathologijournal@gmail.com MATHOLOGI Jurnal Pendidikan dan Riset Matematika ISSN: xxx-xxx; E-ISSN:xxx-xxx, is a double-blind peer-reviewed international journal published oleh Yayasan Penelitian Penerbitan dan Publikasi Berkah Indonesia, Indonesia. The journal publishes research articles, conceptual articles, reports field at matematika research and studies (See Focus and Scope). The articles of this journal are published every six months (2 issues per year). For authors interested in submitting the manuscript, kindly register yourself. The author guidelines can be viewed here, and the manuscript template can be downloaded here. Already have a Username/Password for the MATHOLOGI Jurnal? Go to login. MATHOLOGI Jurnal Pendidikan dan Riset Matematika adalah jurnal yang diterbitkan oleh Yayasan Penelitian Penerbitan Dan Publikasi Berkah Indonesia, terbit dua kali setahun pada edisi Januari-Juni dan edisi Juli-Desember mulai tahun 2026 edisi Januari-Juni 2026. Jurnal ini memfokuskan ruang lingkupnya pada isu-isu Pendidikan dan Riset Matematika. Kami mengundang para ilmuwan, cendekiawan, peneliti, serta profesional di bidang Pendidikan untuk mempublikasikan penelitian mereka di Jurnal kami. Jurnal ini menerbitkan penelitian empiris dan teoritis tinggi yang mencakup semua aspek Pendidikan dan riset di bidang matematika. Kami menerima artikel dalam bahasa Indonesia dan Inggris.
Exploring the Misalignment between Ethnomathematics and Cultural Artifact-Based Research
Ethnomathematics emerged as a movement that rejected the hegemony of formal European mathematics and recognized local mathematical systems as socio-cultural practices. This study aims to explore the misalignment between the philosophical vision of ethnomathematics and contemporary mathematics research practices based on cultural artifacts. This study uses a qualitative approach with a literature review. Data were collected from books, articles, and proceedings, which were analyzed through thematic content analysis. The results show that many studies claim to be “ethnomathematics” simply because they find mathematical forms in artifacts. Many studies do not investigate whether the communities that own the culture have mathematical awareness, terminology, or procedures related to these objects. This practice results in epistemological reduction, distortion of cultural values, and blurring of boundaries with contextual approaches such as RME, CTL, or ethnomodeling. This study contributes to reaffirming the validity of ethnomathematics, which demands ethnographic involvement, an emic perspective, and respect for cultural epistemic autonomy.
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IMPLEMENTATION OF AUGMENTED REALITY-BASED LEARNING MEDIA USING THE AGAR (AMAZING GEOMETRY AUGMENTED REALITY) APPLICATION IN GEOMETRY
This study aims to determine the effectiveness of using AGAR (Amazing Geometry Augmented Reality) media in mathematics learning, specifically in teaching spatial figures at a junior high school in Malang. This study uses a pre-experimental design. The sample size in this study was 24 students. The instruments used were pretest, posttest, and student response questionnaires. The data analysis techniques used were descriptive data analysis and inferential data analysis using SPSS software. The results showed that the average pretest score of the students was 73.85 and the average posttest score was 81.5. The students' learning outcomes before the learning process were still relatively low because no students obtained a score above the minimum passing grade, while the students' learning outcomes after the learning process were relatively high because 21 students obtained a score above the minimum passing grade. The students' learning outcomes before the learning process were not satisfactory because no students achieved the minimum passing grade, while after the learning process, 21 students achieved the minimum passing grade. Thus, the students' learning outcomes after the learning process met the classical mastery criteria. The students' response to the use of AGAR media was that 93.5% of students chose the “yes” category and 6.5% of students chose “no,” so it can be said that the students' response was positive. Thus, it can be concluded that the application of AGAR media is effective on students' mathematics learning outcomes.
Application of Decision Tree Algorithms in Predicting the Risk of Stroke
Health is the most important aspect of human life. Currently, many diseases are caused by germs, viruses, and bacteria, but the main cause is unhealthy habits or lifestyles. Stroke is one of these diseases. Therefore, an analysis of the prediction of a person's susceptibility to disease is needed, such as research related to the prediction of stroke. This study aims to determine the model and results of predicting the risk of stroke in humans using the Decision Tree algorithm. This method has a good level of accuracy and is effective in decision making. From the eight factors that cause a person to suffer from stroke, namely gender, age, hypertension, heart disease, type of residence, glucose levels, body mass index (BMI), and smoking status, the results of stroke risk prediction were obtained from 360 data using the C4 Decision Tree algorithm. 5 and the RapidMiner tool, with an accuracy percentage of 68.89%, precision of 68.68%, recall of 69.4%, and a ROC curve with an AUC of 0.726. These results indicate that the model in the Decision Tree method is classified as fair. Furthermore, using 360 data, a tree model was obtained with 28 decision rules, and the most dominant factor causing stroke was age above 65 years.
Implementation of GeoGebra-Assisted Mathematics Instruction to Improve Understanding of Dilatation
This study aims to examine the implementation of GeoGebra-assisted mathematics learning in improving students’ understanding of the concept of dilation. GeoGebra is a mathematics software that integrates visual, algebraic, and geometric representations to support interactive learning. Instruction was conducted using the discovery learning model with a scientific approach, which includes the stages of introduction, stimulation, problem identification, exploration, analysis, verification, and generalization. During the learning process, students were given the opportunity to visually observe objects undergoing dilation, manipulate them using GeoGebra, and reflect on their observations through class discussions. Research data were obtained through learning activities, worksheet results, and practice problems. The results indicate that the use of GeoGebra helps students understand the concept of dilation more deeply, particularly regarding changes in the size, shape, and position of objects. Additionally, students are able to connect graphical, algebraic, and geometric representations within the context of dilation. GeoGebra-assisted learning encourages active student engagement, enhances interaction during discussions, and strengthens the ability to apply concepts in problem-solving. Thus, GeoGebra can be used as an effective learning medium to improve students’ understanding of the concept of dilation through a visual and interactive approach.
IMPLEMENTATION OF PBL LEARNING MODEL ASSISTED BY QUIZIZZ TO IMPROVE STUDENT LEARNING OUTCOMES IN ALGEBRA
This study aims to evaluate the effectiveness of implementing the Problem-Based Learning (PBL) model supported by the Quizizz application in enhancing students' learning outcomes in Algebra. This case study was conducted with 8th-grade students at SMP Negeri 18 Malang. The research was motivated by the low learning outcomes in Algebra, which were attributed to less interactive teaching methods and low student motivation. The research employed Classroom Action Research (CAR) with both qualitative and quantitative approaches. The subjects of the study were 34 8th-grade students who participated in the PBL learning cycle integrated with Quizizz. Data collection instruments included learning outcome tests, observations, and motivation questionnaires. Data analysis was performed by comparing test results before and after the implementation of the learning model and evaluating the results from observations and questionnaires. The findings indicate a significant improvement in student learning outcomes following the application of PBL supported by Quizizz. The average test scores increased from 65 before the implementation to 85 afterward. Additionally, student motivation improved, as evidenced by increased enthusiasm and active participation during the learning process. This model proved effective in enhancing students' understanding of Algebra concepts and their engagement in learning. In conclusion, the integration of the PBL learning model with Quizizz can be an effective strategy for improving students' learning outcomes, especially in Algebra. This study recommends educators consider using digital technology as a tool to facilitate more interactive and engaging learning experiences