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JPMI (Jurnal Pembelajaran Matematika Inovatif)
Published by STKIP Siliwangi Bandung
ISSN : 2614221X     EISSN : 26142155     DOI : 10.22460/jpmi.v1i3.1-6
Core Subject : Education,
Mathematics
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
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 9 No. 1s (2026): Special Issue" : 5 Documents clear
The effectiveness of scratch interactive media in mathematics learning: A literature review study Indah Febi Azhari; Olivia Octavianti
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1s (2026): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1s.30854

Abstract

This research aims to systematically review the specific effectiveness of utilizing Scratch interactive media in enhancing the quality of mathematics learning processes. This improvement in quality is examined through its impact on student learning outcomes and interactive experiences.The methodology employed is a Systematic Literature Review (SLR). This process was designed to comprehensively identify, critically evaluate, and interpret all available empirical evidence concerning the effectiveness of mathematics learning media that leverage Scratch. The initial search procedure successfully gathered a total of 40 articles from various trusted scientific databases. The studies considered were restricted to publications released within the timeframe of 2020 to 2025. After undergoing a rigorous screening process—applying predefined inclusion and exclusion criteria based on topic relevance and study methodology—it was determined that 21 eligible articles were selected for in-depth analysis. This analysis focused on both the quantitative and qualitative results regarding Scratch's effectiveness. The findings from the systematic review consistently indicate that the use of Scratch provides a significant impact on improving the quality of mathematics learning. Specifically, Scratch successfully transforms the learning process into one that is more interactive and engaging, which, in turn, effectively enhances students' cognitive abilities, including conceptual understanding and problem-solving skills. These results affirm Scratch as a valid and effective pedagogical innovation with great potential for wider integration into the mathematics curriculum in the digital age.
The impact of problem based learning with google sites on mathematics learning outcomes Sopwan Muhamad Pakih; Indria Maulani
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1s (2026): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1s.31071

Abstract

Mathematics learning outcomes remain an important concern in the learning process. However, in practice, many students still face difficulties, especially with the Pythagorean Theorem. These difficulties are generally related to a lack of conceptual understanding, inaccuracy in applying formulas, and difficulties in simplifying root forms. This study aims to examine the effect of Google Sites-assisted Problem-Based Learning (PBL) on learning outcomes for the Pythagorean Theorem. A quantitative approach with a one-group pretest-posttest design was used in this study, involving eighth-grade students at SMPN 3 Cikalong Wetan in the 2023/2024 academic year. One class was selected using saturated sampling. Data were collected through tests on learning outcomes of the Pythagorean theorem and questionnaires on students' interest in learning. The data were processed using a paired sample t-test, while the questionnaire data were analyzed based on descriptive statistics. The analysis results showed a significance value of 0.001, so that in a one-tailed test of 0.0005 (< 0.05) with a t-value of –19.426. These results indicate a significant effect on students' mathematics learning outcomes after the application of this learning model. In addition, students' learning interest was in the good category. The findings of this study indicate that the application of Google Sites-assisted Problem Based Learning (PBL) has a positive effect on improving learning outcomes in the Pythagorean theorem material.
Application of geogebra in online learning for pattern recognition skills in analytical geometry courses Eka Rachma Kurniasi; Yaya S Kusumah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1s (2026): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1s.31189

Abstract

This study aims to analyze the effect of GeoGebra implementation in online learning on students' pattern recognition skills in Analytical Geometry courses. This study used a quantitative method with a quasi-experimental design. Participants were students enrolled in an online Analytical Geometry class. The subjects taken were one class. The instruments used included a pattern recognition ability test consisting of 3 questions and an observation sheet for learning activities. Pattern recognition indicators are recognizing patterns, similarities, and connections. The results showed a significant effect of GeoGebra implementation on students' pattern recognition skills. The effect size calculation results showed a score of 0.99, which is included in the very large category. The overall mean score was 82.47 and the standard deviation was 7.12. The use of GeoGebra effectively helped students visualize abstract geometric concepts. Digital visualization through GeoGebra minimizes inaccuracies that often occur when drawings are created manually, thus enabling students to identify geometric patterns and regularities more clearly. Therefore, integrating GeoGebra into online learning not only improves conceptual understanding but also strengthens students' ability to recognize mathematical patterns in Analytical Geometry
Deep learning for enhancing mathematical reasoning skills in vocational high school students Rifdah Qultum Nada; Alvina Delicia Irawan
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1s (2026): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1s.30912

Abstract

Mathematical reasoning ability is an essential competence in mathematics learning, as it enables students to analyse patterns, formulate conjectures, construct logical arguments, and draw systematic conclusions. However, studies indicate that this ability, particularly among vocational high school (SMK) students, remains relatively low due to learning practices that emphasize procedures and formula memorization rather than deep conceptual understanding. Therefore, an appropriate learning approach is needed to promote critical and reflective thinking. This study aims to examine the effectiveness of the Deep Learning approach in improving the mathematical reasoning abilities of tenth-grade vocational high school students. A quantitative approach with an experimental method and a pretest–post-test control group design was employed. The subjects consisted of two classes selected through cluster random sampling: an experimental class receiving the Deep Learning approach and a control class receiving conventional instruction. The instrument was a mathematical reasoning test administered before and after learning. Data were analysed using descriptive statistics, followed by normality, homogeneity, and t-tests. The results showed that the experimental class achieved a higher average post-test score, with a significance value of 0.000 < 0.05, indicating a significant difference. Thus, the Deep Learning approach is effective in improving students’ mathematical reasoning abilities
Mathematical modeling skills in plane geometri Ayi Darojat; Rima Rismawati; Usman Aripin
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1s (2026): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1s.30934

Abstract

This study aims to analyze the process and responses of junior high school students to mathematical modeling in the context of plane figures, as well as to identify relevant solutions to improve these skills. This is particularly important to examine because, without a proper grasp of modeling, students tend to get stuck merely memorizing procedures without being able to translate real-world problems into mathematical language that leads to solutions. Modeling ability itself is a crucial competency that enables students to solve complex problems through simpler notational and symbolic representations. However, field observations indicate that students’ ability to solve geometric word problems remains weak due to difficulties in understanding problem contexts, performing mathematization, and a lack of understanding of formula procedures. Through a qualitative approach using tests and interviews with three eighth-grade students in Ciwidey, it was found that the first subject (S1) had moderate ability with challenges in the accuracy of illustrations and the interpretation of real-world solutions, while the second (S2) and third (S3) subjects were in the low category because they failed to understand the essence of the problem and were unable to solve the problems correctly. This research provides attention for teachers and researchers in developing students' mathematical modeling abilities, where in general students still experience difficulties in interpreting real-world problems into mathematical models

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