JPMI (Jurnal Pembelajaran Matematika Inovatif)
JPMI – Jurnal Pembelajaran Matematika Inovatif publishes original research or theoretical papers about teaching and learning in mathematics education on current science issues, namely:
1. Mathematics educator in elementary, secondary and high school level
2. Mathematics observers and researchers
3. Educational decisions maker on regional and national level
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<![CDATA[Strategi Peningkatan Efektivitas Pembelajaran Berdiferensiasi terhadap Reversible Thinking Matematik Menggunakan Modul Digital berbasis VBA Excel Bagi Siswa SMA ]]>
<![CDATA[Pertiwi, Citra Megiana]]>;
<![CDATA[Putri Pratiwi, Meitia]]>;
<![CDATA[Wardani, Adeliasari]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.22001
<![CDATA[Adaptation in implementation and learning is the key to creating competent, excellent, and globally competitive human resources. Differentiated learning can address this challenge as it aligns with students' conditions, needs, and potential. This approach can stimulate students to master Mathematical Reversible Thinking Ability (KRTM), which plays a crucial role in students' success in solving mathematical problems. Despite its significance, field observations indicate that this ability remains relatively low. As a solution, a VBA-Excel-based digital module can be utilized in differentiated learning as a strategy to effectively enhance KRTM. he aim of this research is to assess the effectiveness of implementing differentiated learning using a VBA-Excel-based digital module to improve high school students' KRTM. The research method employed is the Mixed Method with The Explanatory Sequential Design. The research was carried out with high school students in a district in Bandung. The research instruments included ability tests and open-ended questionnaires to collect students' responses. The findings indicate that the differentiated learning strategy using a VBA-Excel-based digital module significantly improves KRTM. Students demonstrated a good understanding of the material and showed enthusiasm in learning, as the approach aligns with their characteristics and needs.]]>
<![CDATA[Bagaimanakah komunikasi matematis calon guru? studi pendahuluan pada mahasiswa calon guru sekolah dasar ]]>
<![CDATA[Ristiana, Muhammad Ghiyats]]>;
<![CDATA[Wahyudin]]>;
<![CDATA[Herman, Tatang]]>;
<![CDATA[Nurjanah]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.27108
<![CDATA[Teaching mathematics should be communicated properly to students, so they can understand the whole concept, especially teaching in primary school. Nowadays, some teachers teaching mathematics just to make students memorize the concepts, not understand the whole concepts. This may cause when they were still become students to learn in university, they didn’t understand mathematics well enough. Therefore, the purpose of this study is to explain how well mathematical communication ability of prospective primary school teachers. To do so, we used qualitative descriptive approach using mathematical communication test to collect data from a group of prospective elementary school teachers. Data were analyzed by categorizing each indicator to identify factors that affect their mathematical communication ability. The results shows that mathematical communication ability of prospective primary school teachers is still in moderate category and tends to be in low category. An overview of each factor based on mathematical communication ability indicators will be shown in this research. These findings emphasize the need for improving prospective primary school teachers’ mathematical communication ability to make their preparation more thorough before carrying out teaching. ]]>
<![CDATA[Learning obstacle materi lingkaran ditinjau dari diferensiasi kesiapan belajar ]]>
<![CDATA[Nurfauziah, Puji]]>;
<![CDATA[Hakim, Fahril]]>;
<![CDATA[Maya, Rippi]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.21976
<![CDATA[Differentiated learning is learning that prioritizes and facilitates student needs according to student characteristics, one of which is learning readiness, which consists of groups ready for challenges, understanding concepts and repeated concepts. From these three groups, it will be analyzed how learning obstacles occur in analyzing the circle concept. This research is a qualitative descriptive study with 15 research subjects. Based on the results of data analysis, it can be concluded that the group of students who understand the concept and repeat the concept experience epistemological obstacles in understanding the relationship between the central angle and the circumferential angle, analyzing the area of a circle, analyzing the elements of a circle, and analyzing the relationship between the central angle and the area of the circle. Apart from that, students experience difficulty in representing the problems given because students are unable to find information and instructions from the questions given.]]>
<![CDATA[Stimulasi kemampuan komunikasi matematis siswa SMP menggunakan pendekatan realistic mathematics education untuk mendukung profil pelajar pancasila ]]>
<![CDATA[Puspita, Widianti]]>;
<![CDATA[Pertiwi, Citra Megiana]]>;
<![CDATA[Hidayat, Wahyu]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.24430
<![CDATA[This research aims to stimulate mathematical communication skills in statistics for junior high school students using a realistic mathematics education approach to support the Pancasila student profile. In this research, the researcher chose a quasi-experimental research method. The population in this study were all class VIII students in one of the junior high schools in the city of Bandung, and two classes were used as research samples selected by purposive sampling. The first class was made into an experimental class using the RME approach. The second class was used as a control class whose learning used ordinary learning. The results of this study show that 1) There is a positive correlation between the Pancasila student profile and mathematical communication skills in experimental class students, this is because the mutual cooperation dimension in P5 emphasizes communication skills. 2) students' mathematical communication skills increase from the low category to the high category. 3) the students' characters are more similar to Pancasila students after being taught mathematics with a realistic approach.]]>
<![CDATA[Penerapan pendekatan realistic mathematics education (RME) berbantuan teknologi interaktif untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas VIII ]]>
<![CDATA[Lestari, Anjani Putri]]>;
<![CDATA[Fitriani, Nelly]]>;
<![CDATA[Bernard, Martin]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.24668
<![CDATA[The purpose of this study was to determine whether the improvement in mathematical problem-solving abilities of eighth-grade students whose learning implemented the Realistic Mathematics Education (RME) approach assisted by interactive technology was better than students with regular learning. The research method used was a quantitative method using a quasi-experimental research type with a Pretest Posttest Nonequivalent Control Group design. The population of this study was all eighth-grade students of SMP Negeri 4 Cimahi with a research sample of students in class VIII H as the experimental class and class VIII K as the control class. The research instrument used a problem-solving ability test. The test result data were analyzed using the Mann Whitney test. The study showed that the mathematical problem-solving abilities of students whose learning implemented the RME approach assisted by interactive technology were better than students who used regular learning.]]>
<![CDATA[Meningkatkan kemampuan pemecahan masalah matematis terhadap pendekatan realistic mathematics eduction (RME) berbantuan VBA excel ]]>
<![CDATA[Hasim, Pitria]]>;
<![CDATA[Sabandar, Jozua]]>;
<![CDATA[Fitrianna, Aflich Yusnita]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.24963
<![CDATA[This research aims to examine the enhancement of mathematical problem-solving skills and the application of learning through the RME approach with the assistance of VBA Excel. The method used in this research is a quasi-experimental design with a pretest-posttest control group involving two groups of students: the experimental group, which received treatment through the RME approach assisted by VBA Excel, with the outcome observed being the students' mathematical problem-solving abilities. Meanwhile, the control group received instruction using the conventional approach. The population in this study is all eighth-grade students at SMP Negeri 4 Cimahi. The research sample consists of two randomly selected classes, namely the experimental class with 30 students and the control class with 30 students at SMPN 4 Cimahi. The instrument used consists of four open-ended questions assessing mathematical problem-solving abilities on the topic of the Pythagorean theorem. Data analysis was conducted using normality tests, homogeneity tests, and t-tests. The research results indicate that the Realistic Mathematics Education (RME) approach assisted by VBA Excel can enhance students' mathematical problem-solving abilities compared to the conventional approach in the learning process.]]>
<![CDATA[Analisis kemampuan pemecahan masalah numerasi siswa berdasarkan tahapan polya ditinjau dari gaya belajar ]]>
<![CDATA[Fauziyah, Nur]]>;
<![CDATA[Anam, Ainul]]>;
<![CDATA[Aslikhatin]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.25219
<![CDATA[This research aims to describe students' numeracy problem-solving abilities based on the Polya stages in terms of learning styles. The subjects of this research were 3 female students, namely 1 student with a high-ability visual learning style, 1 student with a high-ability auditory learning style, and 1 student with a high-ability kinesthetic learning style. Data collection techniques include conducting tests and semi-structured interviews. Data analysis includes data reduction, data presentation, and conclusion. The research results obtained were that subjects with an auditory learning style had better abilities compared to subjects with a visual learning style and a kinesthetic learning style. Subjects with an auditory learning style have good problem-solving abilities at all stages of Polya. Meanwhile, subjects with a visual learning style have good problem-solving abilities in understanding problems and making plans even though they are incomplete in writing down information. Then subjects with a kinesthetic learning style have good problem-solving abilities at all stages of Polya even though the subjects are incomplete in writing down information at the stage of understanding the problem and making plans.]]>
<![CDATA[Optimalisasi kemampuan komunikasi matematis siswa SMP kelas VII melalui pendekatan realistic mathematics education (RME) ]]>
<![CDATA[Hayani, Nandita Nurlaelatul]]>;
<![CDATA[Zanthy, Luvy Sylviana]]>;
<![CDATA[Anita, Ika Wahyu]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.25337
<![CDATA[The aim of this research is to find out whether the application of the Realistic Mathematics Education (RME) approach can improve students' mathematical communication skills. When compared with conventional learning, the results are better. The research method and design used is an experimental method (True Experimental Design) with Pretest-Posttest Control Group Design. The research population was class VII students at SMPN 3 Cipeundeuy. The samples studied were students in class VII-A as the experimental class and VII-B as the control class, with a total of 32 students in each class. The data collection technique used in this research is pretest and posttest data. Then the data was processed using Microsoft Excel 2013 and IBM SPSS Statistics 26 software. The results of data processing showed that Ho was rejected and H1 was accepted. So it can be concluded that the achievement of students' mathematical communication skills who use the Realistic Mathematic Education (RME) approach is better than those who use conventional learning.]]>
<![CDATA[Model pembelajaran berbasis masalah pada peningkatan kemampuan pemahaman konsep matematis peserta didik kelas VIII pada materi sistem persamaan linear dua variabel ]]>
<![CDATA[Lestari, Fauziah]]>;
<![CDATA[Minarti, Eva Dwi]]>;
<![CDATA[Riajanto, Marchasan Lexbin Elvi Judah]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.25450
<![CDATA[This study aims to evaluate the extent to which students understanding of mathemmatical concepts improves when thaught using the problem based learning model compared to those taught using the conventional model, discovery learning. The research employs an experimental method with a quasi eksperimental design, dividing students into two groups: an experimental class and a control class. The study’s populasi includes all eight grade students at SMP Terpadu Al Mumin. Data Collection was carried out using to measure student’s understanding of mathematical concepts. The collected data were then processed using IBM SPSS 26, with data analysis encompassing normality tests, homogenity tests, and independent two sample t-test. The results indicate that students taught using the problem based learning model show more effective mathematical conceptual understanding compared to those taught using the conventional learning model. Additionally, there was a significant improvement in the understanding of mathematical concepts among students exposed to the problem based learning model compared to those using the conventional teaching method.]]>
<![CDATA[Analisis kemampuan pemahaman konsep matematis siswa berdasarkan tipe kepribadian thinking dan feeling dalam menyelesaikan soal aljabar ]]>
<![CDATA[Oktavia, Thessa]]>;
<![CDATA[Yulia, Putri]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v8i1.25678
<![CDATA[This research aims to explore the ability to understand mathematical concepts between students with Feeling and Thinking personality types. The qualitative descriptive method with a case study design was applied to four students of SMA N 3 Sungai Full who were selected based on the results of the Myers Briggs Type Indicator (MBTI) test. The instruments used were personality type questionnaires, tests of ability to understand mathematical concepts, and unstructured interviews. Data analysis was carried out using data triangulation to ensure the accuracy and validity of the results. Students' understanding of mathematical concepts in the feeling and thinking aspects on the seven indicators that have been evaluated shows relatively low results, even though their approaches to learning are different. Students with the Feeling type tend to consider more emotional aspects in their understanding, while students with the Thinking type focus more on logic and analysis. This research underscores the importance of approaches tailored to students' personality types to improve their understanding of mathematical concepts.]]>
