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The work is motivated by students’ difficulty expressing economic issues using verbal and linear programming languages, and by limited instructional innovation in mathematics learning. Using a mixed research design with questionnaires and interviews, it surveys 225 students and 7 lecturers. Results show strong need for short, clear, description-based evaluation materials grounded in realistic mathematics education and problem-solving with national character.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/needs-of-students-and-lecturers-on-linear-programming-as-an-instructional-strategy-in-solving-national-economic-problems-read-online-free/591757/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/needs-of-students-and-lecturers-on-linear-programming-as-an-instructional-strategy-in-solving-national-economic-problems-read-online-free/591757.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What problem motivates this study on linear programming teaching materials?","Question",{"text":112,"@type":113},"Students struggle to express economic problems using verbal language and linear programming language. The study also notes that mathematical learning innovation remains limited, leading to low achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the research propose for teaching linear programming?",{"text":117,"@type":113},"It applies Realistic Mathematics Education (RME), treating mathematics as an activity linked to daily life, using meaningful contexts and models from real situations to formal mathematics.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the data collected and who participated?",{"text":121,"@type":113},"The study uses a mixed research design with questionnaires and interviews. It involves 225 students and 7 lecturers as research subjects.",{"name":123,"@type":110,"acceptedAnswer":124},"What teaching material features do students and lecturers need?",{"text":125,"@type":113},"They need linear programming materials based on economics through RME, with a preference for materials that are short and clear. 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It is important to develop a linear program teaching material through realistic mathematic education approach with problem solving strategies with national character. This study aims to describe the needs of students and lecturers on the linear program teaching materials. this teaching material applies a realistic mathematics education approach to problem solving strategies. problem in this study relates to national economic problems. This research is mixed type of research design. Research instruments in the form of questionnaires and interviews. Subject of research 225 students and 7 lecturers. The results showed that linear program teaching materials are very important for students and lecturers. They get teaching material from the internet. The material they need is short, clear and the evaluation is in the form of a description. They need economic-based linear program teaching materials through realistic Mathematics education approach with problem-solving strategies with the national character. Based on the needs of students, it is necessary to arrange linear program teaching materials.  \nKeywords: linear program, realistic mathematics education, problem-solving, character building  \nINTRODUCTION  \nThe teaching and to learning process in Indonesia concentrates on to learning objectives and to learning outcomes (Fauzan & Partners, 2002) . Learning does not yet refer to the learning process (Sembiring, 2010) . To learning objectives only focus on memorizing facts, concepts and computational aspects (Fauzan & Partners, 2002) . Mathematical learning innovation strategy is still minimal, so that to learning achievement is low. For example, in the course of linear programming, students have difficulty expressing economic problems in daily life in verbal language and linear programming languages (Hidayat & Iksan, 2015; Baidawi et al., 2018) . Students have difficulty because they do not understand the problem. students are not yet skilled in writing problems in Mathematics models of linear programs.  \nAn alternative solution to students' difficulties in understanding the problem is applying it to learning with the Realistic Mathematics Education (RME) approach (Hidayat & Iksan, 2015; Laurens, Batlolona, Batlolona, & Leasa, 2017; Ndiung, Dantes, Ardana, & Marhaeni, 2019) . The Realistic Mathematics Education approach views mathematics as an activity. Mathematics is an activity of  \nCitation: Baidawi, M., Pertiwi, R. I. , & Esti, E. A. J. (2020). Needs of Students and Lecturers on Linear Programming as an Instructional Strategy in Solving National Economic Problems Comparison. Anatolian Journal of Education, 5(2), 143-150. [https://doi.org/10.29333/aje.2020.5212a](https://doi.org/10.29333/aje.2020.5212a)  \n144 Needs of Students and Lecturers on Linear Programming as …  \nfinding solution to the problems, solving problems, and organizing the main problems related to daily life (Gravemeijer, 2008; Wahyudi et al., 2017; Laurens et al., 2017) .  \nRME is a learning approach developed by Freudenthal's in 1971 which says that mathematics is part of human life (Freudenthal, 1971) . RME has the following characteristics: 1) Using meaningful contexts, 2) Using models from real contexts to formal Mathematics, 3) Rediscovery of M","cbCairXTslVrWNps","https://ap.wps.com/l/cbCairXTslVrWNps","pdf",351690,"English","# Introduction\n# Method\n## Mixed research design\n## Instruments and participants\n# Results and Discussion\n## Needs for linear programming teaching materials","[{\"question\":\"What problem motivates this study on linear programming teaching materials?\",\"answer\":\"Students struggle to express economic problems using verbal language and linear programming language. The study also notes that mathematical learning innovation remains limited, leading to low achievement.\"},{\"question\":\"What approach does the research propose for teaching linear programming?\",\"answer\":\"It applies Realistic Mathematics Education (RME), treating mathematics as an activity linked to daily life, using meaningful contexts and models from real situations to formal mathematics.\"},{\"question\":\"How was the data collected and who participated?\",\"answer\":\"The study uses a mixed research design with questionnaires and interviews. It involves 225 students and 7 lecturers as research subjects.\"},{\"question\":\"What teaching material features do students and lecturers need?\",\"answer\":\"They need linear programming materials based on economics through RME, with a preference for materials that are short and clear. Evaluation should be presented in descriptive form.\"}]","Needs of Students and Lecturers on Linear Programming as an Instructional Strategy in Solving National Economic Problems - read online free | PDF",1792073144]