Ranking method for Z-numbers based on centroid-point

Zadeh introduced the concept of Z-number to provide a basis for computation with numbers that are not completely reliable, and it has the ability to portray fuzziness and reliability of information concurrently. Ranking of Z-numbers is an important aspect, especially in decision making Objective: Ranking method for Z-numbers. Method: By converting Z-number into fuzzy number, and then the centroid-point method and decision rules are used to rank the obtained fuzzy numbers. Results: A ranking method for Z-numbers is proposed, and a numerical example is provided to illustrate the feasibility and validity of the proposed method. Conclusions: However, converting Z-number into fuzzy number can lead to loss of original Z-information

Evaluation of learning management systems using interval valued intuitionistic fuzzy-z numbers

The use of online education tools has increased rapidly with the transition to distance education caused by the pandemic. The obligation to carry out all activities of face-to-face education online made it very important for the tools used in distance education to meet the increasing needs. In line with these needs, radical changes have occurred in the learning management systems used in distance education. Therefore, in this study, it is aimed to determine the features that the systems used in distance education should have and to compare the existing systems according to these features. For this purpose, a novel fuzzy extension, interval valued intuitionistic fuzzy Z-numbers, is defined for modeling uncertainty, and AHP and WASPAS methods using proposed fuzzy numbers are developed to determine the importance of decision criteria and compare alternatives.WOS:0010834495000112-s2.0-85173691458Emerging Sources Citation IndexArticleUluslararası işbirliği ile yapılmayan - HAYIRKasım2023YÖK - 2022-23Eki

Hybrid fuzzy analytical hierarchy process with fuzzy inference system on ranking stem approach towards blended learning in mathematics

In the era of Education 4.0, blended learning has been selected as one of the transformational pedagogies for the teaching and learning process that integrate Science, Technology, Engineering, and Mathematics (STEM), a new norm that needs to be adopted by Malaysia. Since the COVID-19 pandemic, the issue has been highlighted at most levels of study in the education field. However, limited knowledge of the implementation of 21st Century learning skills with Web 2.0 among teachers has made the students demotivated for their mathematics classroom. Moreover, dynamic changes in the standard curriculum have made the situation more challenging for teachers in selecting the appropriate STEM approach to ensure students are fully engaged. Inspired by the problem, this research used fuzzy multi-criteria decision-making (MCDM) concepts. A hybrid fuzzy MCDM model proposes a four stages process to rank and find the best implementation STEM approach in the mathematics classroom. The model is constructed by integrating the Fuzzy Analytical Hierarchy Process (FAHP) to determine the weights of STEM criteria and sub-criteria and the Fuzzy Inference System (FIS) to compute the best STEM approach in the mathematics classroom. The procedure involves exploring the issue associated with the selection problems, deriving decision criteria important weights, and ranking various alternatives with applied intuitive multiple centroids as a defuzzification method. The results showed hands-on activities as the best STEM approach while requisite knowledge is the important criterion with the greatest value of weights. Thus, the proposed model helps provide a clear picture for teachers in the implementation of STEM approach in Mathematics based on a comprehensive view and also lay a new foundation knowledge in fuzzy MCDM view, particularly in STEM education. Also, it helps the Ministry of Education (MoE) to achieve one of the initiatives in Wave 3 of the Malaysia Education Blueprint (2021-2025), which is to share the best practice in the classroom to cultivate a peer-led culture of professional excellence among teachers as the basis for improving the implementation and achievement of STEM at the national level