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Analysis of Vocational School Students' Error in Solving Linear Program Problems Enjang Jaenal; Harry Dwi Putra; Asep Ikin Sugandi; Heris Hendriana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 6 No. 3 (2023): VOLUME 6 NUMBER 3, SEPTEMBER 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v6i3.17964

The reality on the ground shows that students still make mistakes in solving problems in the form of Linear Program stories. This study aims to describe students' mistakes in solving word problems in linear programming material. The method used in this research is descriptive qualitative research. The subjects in this study were class X students of Karya Bahana Vocational School, Bekasi City. The instrument in this study was in the form of 5 questions in the form of descriptions. In addition to the instrument in the form of tests, interviews were used to dig deeper into students' answers to the questions presented. The results showed that the most errors made by students were in the aspect of errors in writing the final answers, and the fewest errors were in the aspects of transformation errors. The cause of reading errors is that students are unable to interpret sentences correctly and cannot find key words and important information. The cause of the error in understanding the problem was that students did not include the known data and the data asked. The causes of errors in the transformation are students not being able to model everyday sentences into mathematical symbols and errors in using mathematical operations. The cause of the process skill error was that the student was unable to write down the objective function and the student was unable to continue with the answer, while the cause of the error in writing the final solution was the inability of the student to draw conclusions correctly.

How Effective is Digital-Assisted CTL for Mathematical Reasoning? A Systematic Literature Review Siti Nurhaliza; Heris Hendriana; Anik Yuliani; Riki Candra
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.29827

The integration of digital technology in mathematics education is essential for addressing challenges in students’ mathematical reasoning and engagement. This study systematically reviews the effectiveness of Contextual Teaching and Learning (CTL) assisted by digital tools, specifically Thinglink and Kahoot, in enhancing students’ mathematical reasoning skills and learning activeness. Following the Systematic Literature Review (SLR) framework, this research analyzed national and international journal articles published over the last decade, selected through predefined inclusion criteria. Data were qualitatively synthesized to identify instructional strategies and evaluate reported learning outcomes across diverse educational settings. Findings indicate that the CTL approach significantly fosters critical thinking and problem-solving abilities by bridging abstract concepts with real-world contexts. Specifically, Thinglink facilitates contextual understanding through interactive visual media, while Kahoot enhances learning activeness through game-based assessment. The synergy between CTL and these digital tools creates a student-centered environment that promotes active participation and deeper conceptual mastery. In conclusion, CTL assisted by Thinglink and Kahoot is an effective strategy for improving mathematical reasoning and student engagement, providing a robust model for innovative mathematics instruction in the digital era.

Developing Canva-Assisted Interactive Problem-Based Learning Model to Improve Mathematical Critical Thinking Ability Hana Cunayah; Heris Hendriana; Galih Dani Septiyan Rahayu; Tin Lam Toh
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30412

The purpose of this study is to find out how to develop a PBL learning model assisted by the Canva Interactive application on fraction material . This type of research uses Research and Development (R&D) using the Borg and Gall model. The sampling technique uses simple random sampling, namely class V (Five) from SDN 1 Hegarmanah totaling 23 students, SDN 3 Mulyamekar totaling 47 students, SDN 2 Cicadas totaling 19 students, and SDN Cilangkap totaling 24 students . Data collection techniques use interviews, observations, Pre-tests and Post-tests (critical thinking skills) . The data analysis test used is qualitative descriptive analysis, which describes the results of product development. The results of the research conducted on the validation test obtained an average score of 4.46 with the criteria "suitable for use without revision " by 2 expert lecturers, 4.7 with the criteria "suitable" by 1 expert teacher. Product trials were conducted on a small and large scale, obtaining an average percentage of independent sample test output based on equal variances assumed for a Sig value (2-tailed) of 0.000 <0.05. Based on this, it can be concluded that H0 is rejected. Meanwhile, the increase in students' critical thinking abilities obtained an average N-Gain percentage of 41.27% with the category of " quite effective ". The results of this study indicate that the PBL model assisted by the Canva Interactive application developed has the criteria of being feasible/valid and is effective enough to be used as a learning tool in mathematics learning.

The Development of Genially and Kahoot-Assisted Contextual Teaching and Learning Approach to Improve Students’ Mathematical Reasoning Ability and Habits of Mind on Junior High School Riki Candra; Heris Hendriana; Tatang Supriatna
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31022

Mathematics is a subject that requires not only computational skills but also strong reasoning abilities. However, many junior high school students struggle to develop mathematical reasoning due to conventional teaching methods that often lack context and interactivity. This study aims to examine the effectiveness of a Contextual Teaching and Learning (CTL) model integrated with Genially and Kahoot in improving students’ mathematical reasoning ability. A quasi-experimental design with a pretest–posttest control group was employed. The participants were eighth-grade students divided into an experimental class, which received CTL-based learning supported by Genially and Kahoot, and a control class, which received conventional instruction. Data were collected using a validated and reliable mathematical reasoning test administered before and after the intervention. Descriptive statistics were used to summarize the data, while inferential analysis, including the Mann–Whitney test and effect size calculation, was conducted to determine the significance and magnitude of the intervention’s effect. The results indicate that students in the experimental class achieved significantly higher posttest scores compared to the control class. The effect size analysis revealed a large effect, demonstrating that the CTL model assisted by Genially and Kahoot had a strong impact on enhancing students’ mathematical reasoning ability. These findings suggest that integrating contextual learning with interactive digital media can effectively support students’ understanding and reasoning in mathematics. Therefore, the CTL model combined with Genially and Kahoot can be considered a practical and innovative alternative for mathematics instruction at the junior secondary level.

The Development of Canva-Assisted Problem Based Learning Media to Improve Students’ Critical Thinking Skills and Digital Literacy on Elementary School Intan Fattimah; Heris Hendriana; Galih Dani Septiyan Rahayu
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.31153

The mathematical critical thinking skills and digital literacy of elementary school students are still not optimally developed, while the demands of 21st century learning require the mastery of these two competencies in an integrated manner. This research aims to develop a Problem Based Learning learning model with interactive Canva media to improve the mathematical critical thinking and digital literacy skills of grade V elementary school students. This research uses a Research and Development (R&D) approach with the Borg and Gall model which is modified into seven stages, namely preliminary research, planning, product development, expert validation, revision, field trials, and product refinement. The research subjects consisted of 60 grade V students at SD Al-Ikhlas and SD Cemara who were selected through purposive sampling techniques. The research instruments include expert validation sheets, critical thinking ability tests (pretest-posttest), digital literacy observation sheets, and student response questionnaires. Data analysis used descriptive statistics as well as the nonparametric tests of the Wilcoxon Signed-Rank Test and Mann-Whitney because the data were not entirely distributed normally based on the Shapiro-Wilk test. The results of expert validation showed that the model obtained a very decent category with an average score of 4,510 out of a scale of 5.0. Mathematical critical thinking skills increased significantly from an average of 47.90 pretest to a posttest of 77.58 with an N-gain value of 0.567 in the medium category and a significance of 0.000. Students' digital literacy reached an average of 16.87 from a maximum score of 20, while student responses showed a positive category with an average of 4.187 out of a scale of 5.0. The Problem Based Learning model with interactive Canva media has proven to be feasible, effective, and practical as an innovative learning alternative based on the Technological Pedagogical Content Knowledge framework to improve the mathematical critical thinking skills and digital literacy of elementary school students.

The Development of Google Sites Quizziz-Assisted Cooperative Learning Model to Improve Students’ Mathematical Communication Skills and Learning Independence on Junior High School Siti Nurhaliza; Heris Hendriana; Anik Yuliani; Riki Candra
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31142

Mathematical communication skills and learning independence are essential in junior high school mathematics, allowing students to express ideas, solve problems systematically, and participate actively in learning. However, many students still struggle to explain concepts, represent solutions, and regulate their own learning. This study aimed to develop and test the feasibility and effectiveness of a Cooperative Learning model assisted by Google Sites and Quizizz to improve students’ mathematical communication skills and learning independence. This research used a Research and Development (R&D) design adapted from Borg and Gall, including needs analysis, product design, expert validation, preliminary and main trials, operational revisions, and final implementation. The study involved eighth-grade students at SMP Negeri 1 Pante Bidari, East Aceh. Data were collected using mathematical communication tests, learning independence questionnaires, observations, and interviews. Quantitative data were analyzed with normalized gain (N-gain) and the Mann–Whitney test, while qualitative data were interpreted descriptively. The results indicated that the learning model, student worksheets (LKPD), and digital media were feasible and practical based on expert validation and trial feedback. Students in the experimental class showed greater improvement in mathematical communication skills than the control class, with N-gain scores from 0.58 to 0.77 and a significant difference (p < 0.05). Students’ learning independence also improved significantly after implementation. In conclusion, the Cooperative Learning model assisted by Google Sites and Quizizz is feasible, practical, and effective for enhancing students’ mathematical communication skills and learning independence, providing an interactive, student-centered learning environment in junior high school mathematics.

Developing a Canva-Assisted Circle Learning Model to Improve Students’ Mathematical Reasoning and Resilience in Junior High School Enny Putri Cahyani; Heris Hendriana; Asep Ikin Sugandi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31195

The importance of reasoning skills and resilience is essential and must be cultivated to face the challenges of global development in the future. Minimum proficiency in reading, mathematics, and science is a problem currently facing Indonesia, as indicated by PISA and TIMSS, and this is also observed in the field by researchers during the learning process. Canva-assisted CIRC learning was selected to assess the extent of improvement in students’ mathematical reasoning skills and resilience regarding similarity concepts. This study employed an R&D approach through the 4D stages, enabling the CIRC learning model supported by Canva to be designed and tailored for seventh-grade students in junior high school based on initial interviews, observations, and literature reviews. This resulted in the development of 6 essay-type test items assessing reasoning ability and 30 validated statements measuring resilience. The results of the study indicate a significant improvement in reasoning ability between students who received the treatment and those who did not, with a p-value of 0.000 < 0.05. The improved mathematical reasoning ability also influenced student resilience, with a significance level of 0.01, indicating that students who learned using the CIRC learning model supported by the Canva application achieved significantly higher resilience than those who used conventional learning methods. The higher the level of student resilience, the greater their mathematical reasoning ability. It can therefore be concluded that students with high resilience can adapt to the problems they face at that moment, thereby improving their mathematical reasoning ability due to their own resilience in solving problems.

Problem-Based Leraning Model to Improve Students’ Mathematical Problem-Solving Skills and Learning Interest: A Development Study Laela Kurnia; Heris Hendriana; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31199

Mathematical problem-solving skills and interest in learning are essential competencies that must be developed to face future technological challenges. In line with the 2006 National Curriculum (KTSP), mathematics learning is expected to empower students to solve problems by understanding issues and designing appropriate mathematical models. This study aims to develop and test the effectiveness of a Canva-assisted Problem-Based Learning (PBL) model in improving students' mathematical problem-solving skills and learning interest. The method used in this research was Research and Development (R&D) through the 4D stages: Define, Design, Develop, and Disseminate. The Canva-assisted Problem-Based Learning (PBL) model was designed based on the results of initial interviews, field observations, and literature reviews to meet the needs of students and teachers. Data analysis techniques included validity and practicality tests by experts, as well as the calculation of N-Gain scores to measure improvement. The research results indicated significant differences in students’ mathematical problem-solving abilities and improvements in their learning interest. This indicates that students who participated in the Canva-assisted Problem-Based Learning (PBL) model achieved better problem-solving skills and higher learning interest compared to those in conventional learning settings. Consequently, it can be concluded that students who are interested and actively engaged in learning are more capable of understanding problems, allowing their mathematical thinking processes to develop optimally

Development of Problem-Based Learning Model using Geogebra to Improve Students’ Mathematical Connections and Learning Motivation on Elementary Schools Yeni Kurniasari; Heris Hendriana; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.32930

Mathematics education in elementary schools plays a crucial role in fostering students' logical, systematic, and critical thinking skills. However, the prevalence of ineffective instructional approaches, which are often perceived as abstract and mechanistic, remains a significant issue that contributes to students' poor mathematical connection skills and low learning motivation. This study aims to develop a valid, practical, and effective Problem-Based Learning (PBL) model assisted by GeoGebra software to enhance the mathematical connection abilities and learning motivation of fifth-grade elementary students. The research employed a quantitative approach utilizing the Research and Development (R&D) method based on the Borg & Gall model. The study involved 23 fifth-grade students at SDIT Ibnu Khaldun. Data were collected using expert validation sheets, mathematical connection ability tests (pretest and posttest), learning motivation questionnaires, and learning implementation observation sheets. The collected data were analyzed using descriptive statistics and non-parametric inferential statistics, specifically the Mann-Whitney tests. The results indicate that the developed learning model meets the high validity criteria, achieving 87.45% from subject matter experts and 88.3% from media experts, and is highly practical with a 92.85% syntax implementation rate. Regarding effectiveness, the results demonstrate a significant improvement in mathematical connection skills (p-value 0.000 < 0.05), and student learning motivation scores increased significantly from 68.42 to 82.15. In conclusion, the GeoGebra-assisted Problem-Based Learning model is proven to be valid, practical, and effective. This model is highly suitable as an alternative strategy for interactive, contextual, and technology-driven mathematics instruction in elementary education.

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