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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 1,084 Documents
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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
Analisis kemampuan disposisi matematis siswa SMP ditinjau dari self-regulated learning dalam studi kualitatif Nurma Izzati; Nurul Aulia
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.30721

Abstract

This study aims to describe the mathematical disposition profiles of students based on their level of Self-Regulated Learning (SRL). A qualitative descriptive method was employed, involving 32 eighth-grade students from SMP Negeri 8 Kota Cirebon. Findings indicate that students’ mathematical dispositions vary according to their SRL level. High SRL students exhibit consistently positive dispositions, particularly in perseverance, reflection, curiosity, and appreciation of mathematics. Medium SRL students show fairly good dispositions, although strategy management and self-evaluation are not yet optimal. Low SRL students display varied dispositions, with some affective aspects still developing despite limited self-regulation. These results highlight that students’ mathematical disposition profiles differ according to SRL levels, especially in internal aspects such as perseverance and reflection, while appreciation and application of mathematics can develop even with relatively low SRL. The study implies that teachers should strengthen students’ self-regulation while leveraging existing affective foundations. Limitations include a small sample size and focus on a single class, making the findings descriptive and not widely generalizable.
Dinamika cognitive load dan self-correction siswa dalam menyelesaikan masalah geometri pada subjek tunggal Fitriana Fitriana
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.30762

Abstract

This study explores the high cognitive load in non-routine geometry that triggers epistemological barriers for students. Its novelty lies in the analysis of the self-correction mechanism as a cognitive bridge. The purpose of the study is to analyze the role of metacognitive awareness in guiding strategy changes when subjects experience deadlock. The research method used descriptive qualitative with a single case study design on one student. Data were collected through the Think Aloud Protocol and task-based interviews, validated by triangulation of methods, and analyzed inductively. Findings on this subject show that metacognitive evaluation is a crucial turning point for detecting strategy incoherence. As preliminary findings, this study describes the function of metacognition as a controller that transforms errors into a productive knowledge construction process. These results are specific to the cognitive characteristics of the research subjects and cannot be generalized broadly. However, this study provides an important perspective for the development of reflective scaffolding in geometry learning to help students manage cognitive load independently.
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
Meningkatkan kemampuan numerasi siswa SMP melalui model discovery learning berbantuan aplikasi canva Zahara, Nida Ayu; Yuliani, Anik; Sariningsih, Ratna
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.28620

Abstract

This study aims to determine the effectiveness of the Discovery Learning model in improving students’ numeracy skills. The research employed a mixed-methods approach with a Convergent Parallel design, in which quantitative and qualitative data were collected simultaneously. Quantitative data were obtained through pretests and posttests, while qualitative data were gathered through student interviews in the experimental class. The subjects consisted of two classes of 30 students each, namely an experimental class and a control class. The results show that the experimental class achieved a higher posttest average compared to the control class and successfully reached the mastery learning criteria, whereas the control class did not. In addition, student questionnaires indicated positive responses with a percentage above 75%. Therefore, Discovery Learning is effective in enhancing numeracy performance and fostering active student engagement in the learning process
Meningkatkan kemampuan berpikir kritis matematis siswa SMP melalui penerapan pendekatan saintifik dengan model pembelajaran kooperatif tipe student teams achievement division (STAD) Rahmah, Wulan Siti; Sugandi, Asep Ikin; Zanthy, Luvy Sylviana
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.28977

Abstract

This study aims to determine the effectiveness of implementing the scientific approach combined with the Student Teams Achievement Divisions (STAD) cooperative learning model on student’ learning mastery and the improvement of mathematical critical thinking skills in junior high school. The research employed a mixed-method design with a Convergent Parallel approach, in which quantitative and qualitative data were collected simultaneously. Quantitative data were obtained through pretetsts and posttests, while quantitative data were collected through student response questionnaires. The research subjects consisted of 30 seventh-grade students of class VII-A as the experimental group and 30 students of class VII-E as the control group. The result showed that the experimental group achieved an average posttest score of 27,73 with a mastery level of 93,33%, while the control group obtained an average of 16,73 with no students achieving mastery. These findings indicate that the learning outcomes of the experimental group were superior. In addition, students’ responses to the learning process were in the strong category, with a score of 78,55%.
Efektivitas implementasi teknologi kecerdasan buatan (AI) dalam pembelajaran matematika tingkat menengah Nuryami, Nuryami; Hotim Nurjannah; Nurhasanah, Nurhasanah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.29122

Abstract

Despite the rapid development of artificial intelligence (AI) technology in education, few studies have integrated these findings into a systematic synthesis to identify patterns, opportunities, and challenges of AI implementation. This study aims to fill this gap through a Systematic Literature Review (SLR) approach by analyzing five selected scientific articles from 2014–2024 relevant to the use of AI in junior high and senior high schools. The results show that AI technologies, such as ChatGPT, adaptive learning systems, and intelligent pedagogical agents, can improve learning personalization, student engagement, and understanding of complex mathematical concepts. However, their implementation still faces various challenges, including limited infrastructure, low teacher technological literacy, and ethical and privacy issues. Research trends over the past five years have shown a significant increase in AI integration, particularly through adaptive approaches and game-based learning. These findings provide a basis for developing more effective and contextual AI implementation strategies in mathematics learning.

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