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All Journal Journal on Mathematics Education (JME) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Heris Hendriana
IKIP Siliwangi, Cimahi, Indonesia
Education Mathematics Other

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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

Abstract

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

Abstract

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
(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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Aflich Yusnita Fitrianna Anik Yuliani Ary Wilman Nasution Asep Ikin Sugandi Enjang Jaenal Galih Dani Septiyan Rahayu Hana Cunayah Harry Dwi Putra Helmi Ilham Nabila Intan Fattimah Muhammad Afrilianto Nindra Giandra Tamirrino Putri Dyan Marini R Kurniawan Raden Astri Prasetiawati Rifa Mar&#039;ah Sholihah Riki Candra Rizky Yuniar Rudy Kurniawan Silvi Silvia Siti Nurhaliza Siti Nurlelah Tatang Supriatna Tri Johanto Utari Sumarmo Wahyu Hidayat