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All Journal KALAMATIKA Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Pi Radian Journal
Supriatna, Tatang
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Education Mathematics Other

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How Good Students’ Problem-Solving Skills on Senior High School? An Analysis on Sequences and Series Material Pratama, Aris; Hendriana, Heris; Supriatna, Tatang; Afrilianto, M.
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.23857

Abstract

Students frequently respond to problems posed by their instructors through trial and error, without first grasping the underlying concepts. They often perceive the problems as entirely new and unrelated to their previous experiences, leading to a lack of confidence and reinforcing the belief that mathematics is a difficult subject. Consequently, their responses are often incorrect or incomplete. The objective of this study is to describe the mathematical problem-solving abilities of grade XI students on the topic of sequences and series in one of the schools in Bekasi Regency. This research employed a descriptive qualitative method, with data analysis techniques based on the interactive model developed by Miles and Huberman. The subjects of this study were 25 grade XI students selected using purposive sampling. The test instrument consisted of problem-solving tasks, while non-test data were obtained through interviews. The results indicate that students' mathematical problem-solving abilities fall into three categories: 4% of students demonstrated high problem-solving skills, 4% were in the medium category, and 92% were classified as low. A detailed analysis of problem-solving indicators reveals that: (1) in understanding the problem, many students struggled to identify the given information and the goal of the problem; (2) in devising a solution plan, most students failed to select an appropriate strategy, often guessing rather than structuring a logical approach; (3) in executing the plan, students in the low category frequently made calculation errors and misapplied formulas; and (4) in reflecting on the solution, very few students revisited their answers to verify accuracy or consider alternative methods. These findings suggest that students’ mathematical problem-solving abilities remain relatively low, with significant gaps in comprehension, planning, execution, and reflection. Strengthening these aspects through targeted interventions is necessary to enhance students’ overall problem-solving skills.
The Effectiveness of Eliciting Activities Model in Learning Mathematics based on Initial Mathematical Skills Stephanie, Eveline; Hendriana, Heris; Supriatna, Tatang; Fitriani, Nelly
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.23867

Abstract

Elementary mathematics education necessitates new instructional strategies that can address the varied baseline competencies and backgrounds of kids. The Eliciting Activities Model is a strategy that prioritizes student-centered discovery to enhance learning outcomes. This study seeks to examine the use of the Eliciting Activities Model on mathematics learning outcomes, focusing specifically on students' beginning mathematical competencies and their educational backgrounds. This quantitative study was carried out in three elementary institutions: SDN Batujajar 3, SDN Sukamaju, and SDS Yayasan Beribu, encompassing a total of 81 pupils. The research utilized a survey methodology and applied Two-Way ANOVA to investigate the impact of school origin and beginning mathematical proficiency, along with their interaction, on mathematics learning outcomes. The data gathering process included pre-tests to evaluate students' basic mathematical competencies and post-tests to measure learning results following the implementation of the model. The findings indicated substantial disparities in mathematics learning outcomes contingent upon school origin and pupils' beginning competencies. A notable interaction effect was observed, wherein students with high beginning ability from SDS Yayasan Beribu attained superior learning outcomes relative to students from SDN Batujajar 3 and SDN Sukamaju. The findings indicate that the Eliciting Activities Model effectively improves mathematics learning outcomes, especially when tailored to students' beginning skills and the educational environment.
How Good Mathematical Critical Thinking Skills of Elementary School Student? The Case on Fraction Material Nurlela, Euis; Hendriana, Heris; Supriatna, Tatang; Fitriani, Nelly
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.23907

Abstract

Critical mathematical thinking skills are fundamental abilities that students must develop to succeed in mathematics. In learning mathematics on fraction material, the critical mathematical thinking skills of grade V students at Gununghalu 1 Elementary School are not yet optimal. This study seeks to assess the essential mathematical thinking skills of fifth-grade students. The participants in this study consisted of 51 fifth-grade elementary school students from Ciranjang during the 2023/2024 academic year. The object of this research is students' mathematical critical thinking skills, efforts made to develop mathematical critical thinking skills, and obstacles faced in efforts to improve mathematical critical thinking skills. This research method is descriptive quantitative. The data collection techniques used were observation, interview and test. The instrument used to obtain the data in this study is a matter of description test, which amounted to 5 questions. The study revealed that fifth grade students demonstrated an average critical thinking ability of 51%, which falls into the low category. Among the various indicators assessed, the highest score was seen in the analysis of statements, reaching 76%, while the lowest score was in the evaluation of the truth of statements, which stood at just 26%. From this analysis, we can conclude that the mathematical critical thinking skills of fifth grade elementary school students remain at a low level
The Relationship Between Mathematical Reasoning Ability and Self-Efficacy on Junior High School Students Sari, Laras Mawar; Sumarmo, Utari; Supriatna, Tatang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.23932

Abstract

This research is motivated by the significance of mathematical reasoning in problem solving, while self efficacy is considered to influence its development. The objective of this study is to the level of mathematical reasoning ability and self efficacy while also investigating the relationship between these two variables in SPLDV material. The study employs a quantitative approach with a correlational design. The research participants numbered 32 people from class VIII at a junior high school in Karawang Regency. Data collection was done using a mathematical reasoning ability test and a self efficacy questionnaire, both of which were analyzed through descriptive and inferential statistics. The descriptive analysis provides an overview of students mathematical reasoning ability and self efficacy levels, while the inferential analysis applies the Pearson Product Moment correlation test to determine the relationship between the two variables. The descriptive analysis revealed that the average score for students mathematical reasoning ability was 40.63, lacing it in the moderate category, indicating that not all indicators of mathematical reasoning were well achieved. The average self efficacy score was 86.34, which also falls within the moderate range. The inferential analysis showed a strong and significant relationship between mathematical reasoning ability and self efficacy, with a correlation coefficient value of 0,803 and Sig.(2-tailed) = 0,000 where 0,000 < 0.05. This reveals the greater the students self efficacy, the better their ability in mathematical reasoning.
Development of learning media for square topics using scratch platform for grade VII Al jabar, Sheila Zalzabilla; Supriatna, Tatang
Pi Radian: Journal of Mathematics Education Vol. 1 No. 2 (2023): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v1i2.pp83-92

Abstract

This research aims to develop teaching materials for quadrilateral topics assisted by Scratch with valid, practical, and effective quality based on the stages of geometry skills using the Research and Development (R&D) method. The subject of this study involved a limited trial conducted at Sumur Bandung Junior High School in Cililin, with 10 students from 7th grade. A broader trial was conducted at Sumur Bandung Junior High School in Cililin, with 45 students from 7th grade. The final product was tested at Sumur Bandung Junior High School in Cililin, consisting of two classes: an experimental class (VII-A) and a control class (VII-B), each comprising 22 and 23 students, respectively. Data collection techniques employed were observation, interviews, and documentation. The data analysis involved descriptive statistics and inferential statistics. The instruments used in this study were reasoning ability tests based on mathematical reasoning indicators and interview questionnaires. The research findings indicated that the use of Scratch-assisted teaching materials had a positive impact, enhancing students' mathematical reasoning ability to an excellent category. Students who learned with the Scratch-assisted materials demonstrated better mathematical reasoning ability compared to those who received conventional instruction. Therefore, the Scratch-assisted teaching materials were considered valid and effective for instructional purposes.
Analysis of Students’ Mathematical Critical Thinking Skills – A Case on Two Variables Linear Equation System Yunita, Nita Sri; Hendriana, Heris; Sugandi, Asep Ikin; Supriatna, Tatang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.23936

Abstract

Critical thinking is an essential component of mathematics learning, particularly when students are required to solve word problems that demand reasoning, interpretation, and systematic decision-making. However, evidence from previous studies shows that many junior high school students still struggle to apply critical thinking skills effectively, especially in the topic of Systems of Linear Equations in Two Variables (SPLDV). This study aims to analyze the types of errors made by students when solving SPLDV word problems based on indicators of mathematical critical thinking skills. This qualitative descriptive study involved 36 eighth-grade students from SMP Negeri 1 Ciranjang. The data were collected through five open-ended test items developed according to four indicators of mathematical critical thinking: interpretation, analysis, evaluation, and inference. Students’ written responses were scored using an established rubric, and the data were analyzed through the processes of data reduction, data presentation, and conclusion drawing. The findings show that students frequently experienced several types of difficulties, including: (1) failing to identify the known and asked information; (2) using unsystematic problem-solving procedures; (3) constructing incorrect or incomplete mathematical models; (4) applying inappropriate strategies; (5) performing inaccurate or incomplete calculations; and (6) being unable to draw conclusions aligned with the context of the problem. These results indicate that students’ mathematical critical thinking skills related to SPLDV remain weak and require improvement. Therefore, structured guidance, explicit reasoning instruction, and consistent practice are needed to strengthen students’ problem solving abilities.
The Implementation of Google Platform-Assisted E-Learning to Improve Students’ Mathematical Understanding on Junior High School Candra, Riki; Hendriana, Heris; Supriatna, Tatang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i4.29743

Abstract

The rapid development of digital technology has transformed the educational landscape, encouraging the integration of online learning platforms in classroom instruction. In mathematics education, e-learning tools offer opportunities to enhance students’ conceptual understanding through interactive and accessible digital media. This study aims to determine the improvement in students’ understanding of mathematical concepts through the implementation of Google Platform-assisted e-learning using Google Meet and Google Forms at SMP Negeri 2 Seruway. The research employed a quantitative approach with a pre-experimental method and a One Group Pretest–Posttest design. The population comprised all eighth-grade students (58 students), with class VIII-A consisting of 16 students selected as the sample. Learning activities were conducted using Google Meet for synchronous sessions and Google Forms for formative assessments on probability material. Data were collected through pretest and posttest instruments, and the results were analyzed using descriptive statistics and correlation tests. Findings revealed an increase in the average score from 53.94 before the treatment to 74.25 after. The hypothesis test used the t-test formula, obtaining a t-count value of 8.26, which was greater than the t-table value of 2.13 at a significance level of α = 0.05. These results indicate a significant improvement in students’ mathematical understanding after implementing e-learning through Google Meet and Google Forms. In conclusion, the use of Google-based e-learning effectively supports students’ conceptual understanding and promotes a more engaging mathematics learning experience.
Developing ethnomathematics-based interactive digital book to improve mathematical connections and self-confidence: The PMRI approach Marlina, Ratna; Hidayat, Wahyu; Supriatna, Tatang
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp120-145

Abstract

One reason students have difficulty understanding the relationships among quadrilaterals, area, and perimeter is the lack of innovative teaching materials in schools. Therefore, this study aims to develop an interactive digital book using a valid, practical, and effective PMRI approach based on ethnomathematics to improve students' mathematical connection skills and self-confidence. The research method employed was Design Research of the development study type. The research subjects consisted of three subject matter experts, three language experts, and one media expert, as well as 64 students from an Islamic middle school in West Bandung, Indonesia. The students included three eighth-grade students for one-to-one testing, nine eighth-grade students for small-group testing, and 52 seventh-grade students for field testing. The research instruments included validation sheets for subject matter, media, and language experts; unstructured interviews; student response questionnaires; a self-confidence questionnaire consisting of 40 The results of the study indicate that the mean validation score from subject matter experts was 95% (highly valid), from language experts 98% (highly valid), and from media experts 95% (highly valid). Student responses reached 92% (highly practical). The post-test significance values for mathematical connection skills (0.000) and self-confidence (0.001) were both below 0.05, indicating that the developed digital book was effective in improving students’ mathematical connection skills and self-confidence compared to conventional learning. Additionally, students’ self-confidence was categorized as high.
Co-Authors Adi Nurjaman, Adi Al jabar, Sheila Zalzabilla Al-Jabar, Sheilla Zalzabilla Anik Yuliani Asep Ikin Sugandi Awaludin, Agus Muhamad Candra, Riki Dewi, Mera Komala Farida, Imas Siti Fauzi, Fikri Harry Dwi Putra, Harry Dwi Hasanah, Anis Aulia Heris Hendriana Indah Puspita Sari, Indah Puspita M. Afrilianto Mardiansyah, Dian Marlina, Ratna Nelly Fitriani, Nelly Nurlela, Euis Pratama, Aris Pratiwi, Fresty Restu Ramdani, Rasya Asri Royan, Salsabila Zayyana Sari, Laras Mawar Sodik, Rahmat Stephanie, Eveline Utari Sumarmo Wahyu Hidayat Yunita, Nita Sri