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All Journal (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Anik Yuliani
IKIP Siliwangi, Cimahi, Indonesia
Education Mathematics Other

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The Effect of Habits of Mind on Mathematical Problem-Solving Ability of Junior High School Students Neng Yustinah; Euis Eti Rohaeti; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v6i1.15259

Abstract

Mathematical problem-solving ability is one of the cognitive aspects that must be mastered by students in order to be able to solve problems that are often encountered in everyday life. In addition to the cognitive aspect there are affective abilities, one of which is the Habits of Mind. This study aims to analyze and examine in depth the problem-solving abilities that are influenced by the habits of mind in junior high school students. The method in this study uses a correlational method with a quantitative approach. The populational in this study were junior high school students in Bekasi Regency and a sampel of 38 people who were determined by purposive sampling technique at one junior high school in Bekasi Regency. The instrument used is in the form of a problem-solving ability test with 3 questions and a Habits of Mind scale with 25 statements. The resulth of this study concluded that there were 50% high habits of mind with moderate problem-solving abilities, 15.79% high habits of mind and high problem-solving abilities, 13.16% moderate habits of mind and moderate problem-solving abilities, 21.05% moderate habits of mind and low problem-solving abilities. In addition, there is a positive influence between the habits of mind and the mathematical problem-solving abilities of junior high school students by 20.40%. This show that the higher students’ habits of mind, the higher the problem-solving ability of students. Based on the result, it is necessary to carry out further research on habits of mind and students’ mathematical problem-solving abilities.
The Development of Microsoft Powerpoint-Assisted Worksheet to Increase Students’ Mathematical Problem Solving Ability Rizky Yuniar; Heris Hendriana; R Kurniawan; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v6i1.15344

Abstract

SMP Al-amin is a private school located in the district of Kandanghaur - Indramayu. The learning resources provided by the Government only provide books for teachers and do not provide worksheet to students. Therefore the researcher wants to make PowerPoint-assisted worksheets to increase enthusiasm, student interest in learning, and student motivation while studying. The purpose of this research is to produce student worksheets assisted by Microsoft PowerPoint. The research method used is research and development (R&D) and the ADDIE learning design. The stages of the ADDIE development model are as follows: analysis, design, development, implementation, and evaluation. The subjects of this study were class VIII students of SMP Al-Amin Kandanghaur. the instruments used were feasibility analysis, student response questionnaires, and teacher response questionnaires. Based on the research findings, the PowerPoint-assisted worksheet was declared "feasible" with a feasibility value of 80%. In addition, the student and teacher response questionnaire rates were 79%, indicating that these PowerPoint-assisted worksheets are "handy". Thus it can be concluded that the use of PowerPoint-assisted WORKSHEET in the two-variable linear equation system (SPLDV) subject can be said to be a safe, practical, and effective learning mediumkeywords.
The Implementation of Google Site-Assisted Differentiation Learning Model to Improve Mathematical Reasoning of Class X Senior High School Ary Wilman Nasution; Heris Hendriana; Rudy Kurniawan; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, JUNE 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v6i2.17081

Abstract

Differentiation model learning is an effort to facilitate students' diverse or different backgrounds so that students are able to maximize their abilities. This study aims to improve students' mathematical reasoning using the google site-assisted differentiation learning model. Mathematical reasoning is one that is important for students to master, especially class X. The method in this study was quasi-experimental, with 68 students were participated in this research from SMA PGRI 31 and SMAN 1 Pangalengan. The instruments in this study were 5 questions describing mathematical reasoning. Data were analyzed using SPSS 23 to compare between conventional learning and learning using the google site-assisted differentiation model. The results show that students who have the differentiation model were better than those using conventional learning. This shows that the class using the differentiation learning model has an advantage in reasoning ability. This is because children learn according to their respective abilities because in the differentiation of the teaching provided it is adjusted to the initial ability there is yes ng children need a lot of guidance or Scaffolding, there is a little, there is no guidance so that they are able to maximize the mathematical reasoning that children have. From the results of the study it can be concluded that there is a significant difference between learning using the Google site-assisted differentiation model and conventional learning.
Analysis of Interest in Learning Mathematics of Junior High School Students Using Open-Ended Approach Geogebra Assissted Elenne Rhizkita Akbar; Anik Yuliani; Puji Nurfauziah
(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.v6i3.17742

Abstract

The aim of this study is to analyze students' interest in learning mathematics using open-ended approach with the help of software geogebra. This study used a qualitative descriptive method, with 29 students from 8th grade in SMP Negeri 36 Bandung as subjects, consisting of 14 male students and 15 female students. The data collection technique uses a questionnaire on the scale of students' interest in learning mathematics using an open-ended approach with the help of software geogebra. There are 18 statements consisting of nine positive statements and nine negative statements. The data collected from this study is processed using Microsoft Excel by calculating the average percentage of each indicator scale of student interest in learning. The results of data processing show that students have an interest in learning mathematics using open-ended approach with the help of software geogebra included in the very good category, namely obtaining an average percentage of 80.95%. The average is obtained from each index of student interest in learning. Used of the method purposed is proven to be very helpful for students in building interest in learning in mathematics.
The Development of Geogebra Augmented Reality-Assisted Contextual Teaching Material to Improve Creative Thinking Skills Sa'aduddin; Anik Yuliani
(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.v9i2.29178

Abstract

The rapid development of digital technology has opened up opportunities to integrate innovative media into mathematics learning, particularly geometry, where students often struggle with spatial visualization and creative problem-solving. Conventional learning materials are often insufficient to stimulate student engagement and creative thinking. This study aims to develop contextual-based teaching materials assisted by GeoGebra Augmented Reality (AR) to enhance students' mathematical creative thinking skills. This study uses a Research and Development (R&D) approach with the ADDIE model. In the analysis phase, students' difficulties in understanding spatial figures and their low creative thinking performance were identified. The design phase produced a contextual framework supported by AR visualizations that aligned with the learning objectives. During the development phase, GeoGebra AR was integrated into the materials to create interactive and easily manipulated representations of polyhedra. The implementation phase involved limited and large-scale trials with Grade VIII students of SMP Pasundan 1 Cimahi. In the evaluation phase, expert validation and student response data were analyzed to determine the validity, practicality, and effectiveness of the developed product. The findings indicate that this teaching material is highly valid, as demonstrated by evaluations from material experts and ICT experts. Student responses in both trial phases also demonstrated a high level of practicality and positive acceptance. Furthermore, this teaching material proved highly effective in improving students' mathematical creative thinking skills, achieving an effectiveness rate of 96%. It can be concluded that the contextual teaching material assisted by GeoGebra AR developed in this study can support teachers in creating innovative, engaging, and conceptually meaningful learning experiences for students.
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.
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

Abstract

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.
The Development of Augmented Reality-Based Learning to Improve Students’ Mathematical Communication Skills and Self-Efficacy Rika Amelia; Wahyu Hidayat; 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.v9i3.31191

Abstract

This study aims to develop Ruang GIRA (Geometry Interactive Reality Augmented), an Augmented Reality (AR)-based learning medium for polyhedra at the junior high school level, and to examine its feasibility and effectiveness in improving students’ mathematical communication skills and self-efficacy through the Discovery Learning model. The study was prompted by students' difficulties in visualising three-dimensional objects, which result in poor communication skills and reduced confidence when solving geometry problems. Ruang GIRA addresses this issue by providing an immersive learning experience that allows students to interact with virtual geometric objects, thereby bridging the gap between abstract concepts and visual representation. The research employed a Research and Development (R&D) method based on the ADDIE model, consisting of the following stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects were Year 9 students. The media's feasibility was validated by material and media experts, indicating its high feasibility. Students responded very positively, giving an average score of 3.43 out of 4, and the media's effectiveness was demonstrated by an N-Gain score of 0.68, categorised as moderate, indicating improvement in mathematical communication skills. Additionally, self-efficacy increased more significantly among students in the experimental class than in the control class. These findings suggest that Ruang GIRA is a feasible and effective innovative learning medium for teaching polyhedra. It supports students' conceptual understanding while enhancing communication skills and self-efficacy. Future research should focus on improving its features by integrating surface area and volume calculations and expanding its implementation to broader contexts and different educational levels.
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

Abstract

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

Abstract

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.
Co-Authors Agustin Mulyantini Ary Wilman Nasution Elenne Rhizkita Akbar Eti Rohaeti, Euis Heris Hendriana Jozua Sabandar Laela Kurnia Neng Yustinah Puji Nurfauziah R Kurniawan Rika Amelia Riki Candra Rizky Yuniar Rudy Kurniawan Sa'aduddin Siti Nurhaliza Wahyu Hidayat Yeni Kurniasari