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Development of Teaching Materials Linear Program based on Problem-Based Learning Assisted by Geogebra Applications Arisman Zebua; Asep Ikin Sugandi; Jozua Sabandar
(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.v6i1.15229

This study aims to develop teaching materials for linear programming based on Problem Based Learning assisted by GeoGebra applications that are valid, practical, and effective. The type of research used is a type of development research using the 4-D development model. The 4-D development model consists of the Define, design, develop, and disseminate phases. This study only reached the development stage. The research subjects were class XI SMA Negeri 2 Toma students. The instruments used were material expert and media expert validation sheets as well as student response practicality sheets and mathematical problem-solving ability tests. Based on the results of the research that has been done, it is found that the analysis of the validation results of material experts is 3.65 with a percentage of 73.06% in the valid category, and media expert validation is 4.08 with a percentage of 81.67% in the valid category. In the limited test, analysis of the results of the practicality sheet of 10 students obtained an average percentage of 73.73% in the practical category, and in the broad test of 29 students obtained an average percentage of 89.33% in the very practical category. In the effectiveness test, it was found that 71.25% was in good category. Thus, it can be concluded that the linear program teaching materials based on problem-based learning assisted by the GeoGebra application meet valid and practical criteria and are suitable for use in learning, and can be effective in facilitating mathematical problem-solving skills.

The Effect of EPub-Assisted Teaching Materials to Improve Students’ Numeracy Ability Enjang Sadam; Jozua Sabandar; Wahyu Hidayat
(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.v9i2.25057

Numeracy ability has increasingly been recognized as a fundamental competence necessary for students to engage meaningfully with mathematics and real-world problem solving. However, many schools still struggle to cultivate strong numeracy due to the limited use of effective and innovative learning materials. This study aims to examine the effectiveness of EPUB-assisted teaching materials integrated with the MERRDEKA (Mulai dari diri, Eksplorasi konsep, Refleksi mandiri, Ruang kolaborasi, Demonstrasi, Elaborasi, Koneksi materi, dan Aksi nyata) learning flow in improving students numeracy ability. A quasi-experimental method was employed using a pretest-postest control group design. The participants consisted of students from classes XI-C and XI-D, totaling 72 students. Data were collected using a numeracy test as the primary quantitative instrument. The analysis involved calculating N-Gain scores and conducting an independent sample t-test to determine differences in learning improvement between groups. The result showed that the experimental class achieved an N-Gain score of 0.77 (high category), whereas the control class obtained an N-Gain score of 0.45 (medium category). In addition, the independent sample t-test yielded a significance velue of 0.001 < 0.05, indicating a significance difference in numeracy ability improvement between the two groups. Therefore, EPUB-assisted teaching materials integrated with the MERRDEKA learning flow are concluded to be effective in enhancing students numeracy ability.

Canva and Geogebra-Assisted Problem Based Learning Worksheet to Improve Students’ Mathematical Problem Solving Ability and Learning Interest on Senior High School Deanisa Noviana Lukmana; Jozua Sabandar; 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.v9i3.31121

The low levels of students’ mathematical problem-solving ability and interest in learning, particularly in the topic of the Three-Variable Linear Equation System (SPLTV), become the primary context of this study. This research aims to develop learning tools in the form of Student Worksheets (LKPD) and learning media based on the Problem-Based Learning model, assisted by the Canva and Geogebra, that are valid, practical, and effective. The research method used was Research and Development (R&D), following the nine development stages of the Borg and Gall model. Subjects involved Grade X and Grade XI students from SMAN 1 Batujajar and SMAN 2 Cimahi. Instruments included validation sheets, teacher and student response questionnaires (Likert scale), a mathematical problem-solving ability test, and a student learning interest attitude scale. Results showed that the developed learning tools were considered very valid based on the assessments of material and media experts, and met the criteria of being very practical based on the responses given by teachers and students. In addition, the learning tools were effective, as indicated by increases in N-gain scores, improved classical mastery criteria in the experimental class compared with the control class, and a significant improvement in the student learning interest attitude scale. Statistical tests confirmed that the use of these learning tools significantly improved students’ problem-solving ability and interest in learning compared with conventional learning. The Problem-Based Learning mathematics learning tools, assisted by Canva and GeoGebra, are feasible and effective as an innovative solution for senior high school learning.

Canva-Assisted Discovery Learning Worksheets to Improve Students’ Mathematical Communication and Self-Confidence on Vocational High School Agustin Mulyantini; Jozua Sabandar; 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.v9i3.33348

The generally low levels of students’ mathematical communication skills and self-confidence, particularly in arithmetic sequences and series, formed the primary basis for this study. Therefore, the effectiveness of a mathematics student worksheet based on the discovery learning model needs to be examined. The Canva application is considered a promising tool for improving vocational high school students’ mathematical communication skills and self-confidence. This study was conducted using the Research and Development (R&D) method by following the development stages proposed by Borg and Gall. The participants were Grade X vocational high school students at a private school in Karawang. The instruments included validation sheets, teacher and student response questionnaires using a Likert scale, a mathematical communication skills test, and a self-confidence scale. The results showed that the developed student worksheet was rated as highly valid by content and media experts and met the criteria for being highly practical based on teacher and student responses. In addition, this mathematics student worksheet, based on the discovery learning model and supported by the Canva application, was effective, as indicated by higher N-gain scores, greater mastery in the experimental class than in the control class, and a significant increase in students’ self-confidence scores. Statistical tests confirmed that the use of this mathematics student worksheet significantly improved students’ mathematical communication skills and self-confidence compared with conventional instruction. The mathematics student worksheet, based on the discovery learning model and assisted by the Canva application, is feasible and effective as an innovative solution for vocational high school learning.

Developing Microsoft Excel-Assisted Discovery Leraning Tool to Improve Students’ Mathematical Problem Solving and Self-Confidence on Elementary School Elis Elisabet; Jozua Sabandar; 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.v9i3.33464

Learning the concepts of Least Common Multiple (LCM) and Greatest Common Factor (GCF) remains challenging for some elementary school students, particularly in understanding concepts and solving related mathematical problems. Preliminary observations and interviews with fifth-grade teachers and students indicated that these difficulties were partly associated with the limited availability of appropriate learning tools and instructional models. Therefore, this study aimed to develop and evaluate learning tools for teaching LCM and GCF, consisting of Microsoft Excel-based learning media, Discovery Learning-based student worksheets, and instructional materials. This study employed a research and development (R&D) method based on the Borg and Gall development model. The research subjects were fifth- and sixth-grade students at a public elementary school in West Bandung Regency. Data were collected using learning-tool validity and practicality validation sheets, a mathematical problem-solving ability test, and a self-confidence scale. The results showed that the developed learning tools achieved high validity and high practicality criteria. Furthermore, there were significant differences in students’ mathematical learning outcomes and self-confidence between the experimental and control classes. However, the effectiveness of the developed learning tools in the experimental class was not optimal due to limitations in the availability of facilities and infrastructure supporting the implementation of interactive media and the Discovery Learning model. In conclusion, the developed learning tools were valid and practical for supporting LCM and GCF instruction, although their effectiveness depends on adequate technological facilities and appropriate implementation of the learning model.

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