Integral (Jurnal Penelitian Pendidikan Matematika)

Students' Mathematical Literacy Skills In Completing Questions In Terms Of Abstract Sequential Thinking Style

2025-06-01T21:03:11+07:00

Differences in thinking styles between one student and another student affect the mathematical literacy skills possessed by each student. This research was conducted to describe the mathematical literacy skills of students who have an abstract sequential thinking style in solving problems. This research used descriptive qualitative research. The research subjects consisted of 2 students of class VIII A SMPN 24 Surabaya who have abstract sequential thinking style. Data collection techniques were conducted through thinking style questionnaires, mathematical literacy tests, and interviews. This research used interactive model data analysis technique. The results showed that students with abstract sequential thinking style can meet all indicators on mathematical problem solving aspects, namely formulating problems systematically in accordance with the characteristics of this thinking style which is easy to find out significant important things and analyze information

Development Of RME-Based Digital Modules On Numeracy Skills Of Phase E Students

2025-06-01T21:05:06+07:00

This study aims to develop a digital module based on Realistic Mathematics Education (RME) that can improve the numeracy skills of Phase E students at SMA Negeri 1 Slawi. The module is designed with RME principles, utilizing real-life contexts, especially in trigonometry material, making it easier for students to understand mathematical concepts. This research uses the Research and Development (R&D) method which includes three main stages: needs analysis, design, and product development. According to Sugiyono (2018: 27), R&D research enables the development of products that are valid and relevant to user needs through repeated evaluations. This research data shows that 94% of students need active learning and 96% want relevant and interesting digital teaching materials. The learning media validation obtained an average score of 94%, while the material validation obtained a score of 96%, both of which were in the very valid category (Arikunto, 2020: 86). This module is equipped with interactive features such as videos, quizzes, and context-based evaluation, which according to Trianto (2019: 48) is one of the effective strategies in supporting active and independent learning. With these results, the RME-based digital module is considered very feasible and effective in improving students' numeracy skills.

Analysis of Students' Difficulties Based on Epistemological Aspects In Function Limit Proving Problem

2025-08-17T13:45:50+07:00

This study aims to analyse the mathematical proof ability and learning difficulties of students in understanding Limit Function material, focusing on epistemological aspects. Success in proving mathematics is at the core of understanding concepts in mathematics, but this ability has not been fully internalised in students. The descriptive method was used in this study, involving nine prospective mathematics teachers at Pancasakti Tegal University who took the Real Analysis course. Data were collected through: (1) mathematical proof ability tests; (2) observation; (3) interviews; and (4) documentation. The results of the analysis show that there are five types of student difficulties in the context of epistemology, namely: a) Ability to understand and apply ideas; b) Difficulty visualising objects; c) Difficulty determining principles; d) Difficulty understanding problems; and e). Inability to prove math. In particular, students experience challenges in starting the proof process, using known definitions and principles, and tend to focus on what must be proven without a clear initial step. These findings are expected to provide insights into the development of learning processes and teaching materials, as well as improve mathematical proof skills among mathematics education students.

Design and Implementation of an Encryption Algorithm Based on GF(5m) in Information Security

2025-08-25T04:06:22+07:00

The rapid development of information technology presents serious challenges in maintaining data confidentiality, authenticity, and integrity. Modern cryptography heavily relies on abstract algebraic structures, particularly finite fields or Galois Fields (GF), as the foundation for designing encryption algorithms. Most popular algorithms, such as AES, use GF(2^m) due to its compatibility with binary representation. However, the utilization of non-binary bases, specifically GF(5^m), is relatively under-researched despite its potential to increase algebraic structure diversity and expand the key space. This article discusses the design and implementation of an encryption algorithm based on GF(5^m). The encryption process involves key generation from an irreducible polynomial, substitution via a non-linear S-Box, and diffusion through matrix multiplication in the GF(5^m) domain. Implementation was carried out using Python, with messages represented as polynomials. Test results show that this algorithm can produce ciphertext with a random symbol distribution, has relatively efficient computation time for short messages, and possesses a large key space, making it resistant to brute-force attacks. Furthermore, the non-linear property of the S-Box in GF(5^m) provides better resistance against linear and differential cryptanalysis compared to GF(2^m)-based approaches. However, further analysis is needed regarding computational optimization and resistance to advanced cryptanalytic attacks. Thus, encryption algorithms based on GF(5^m) offer a promising alternative for developing modern information security systems and open opportunities for further research on the use of non-binary finite fields for future cryptography.

The Influence of Learning Interest in the Game Based Learning (GBL) Model Assisted by Kahoot Media on Students' Mathematical Problem-Solving Ability

2025-08-23T21:38:07+07:00

Low interest in learning and mathematical problem-solving ability is one of the problems in mathematics learning based on the results of interviews and observations conducted at the school where the study was conducted. This study aims to determine whether there is an influence of interest in learning in the Game Based Learning (GBL) model with the help of Kahoot media on mathematical problem-solving ability with the population in this study being grade XI PPLG students of SMK PGRI 2 Taman Pemalang. Sampling used a cluster random sampling technique consisting of a trial class, an experimental class, and a control class. Data collection techniques used a questionnaire on learning interest, a mathematical problem-solving ability test, and documentation. Data analysis used a simple linear regression test. The results of the study stated that there is an influence of interest in learning the Game Based Learning (GBL) model assisted by Kahoot media on mathematical problem-solving ability by 27.5% while the other 72.5% is influenced by factors other than interest in learning.

Keywords: Interest in Learning; Game-based Learning Model; Kahoot; Mathematical Problem-solving Ability

Dummy Regression and ANOVA in an Experiment on the Use of the RADEC Model for Mathematical Problem-Solving Ability

2025-08-25T13:49:21+07:00

This study aims to (1) describe the effect of the RADEC model on mathematical problem-solving ability, and (2) describe the comparison between one-way analysis of variance and dummy regression used in this research. This study is a combination of experimental research and literature study with both quantitative and qualitative elements. The results show that (1) the use of the RADEC learning model has a significant effect on mathematical problem-solving ability, with an effect size of 16.7%, and the RADEC learning model is more effective than the conventional model in improving mathematical problem-solving skills; (2) one-way analysis of variance and dummy variable regression are data analysis techniques that can be used simultaneously or complement each other in experimental research on the RADEC learning model’s effect on mathematical problem-solving ability.