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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 1,126 Documents
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Inovasi e-LKPD berbasis problem based learning berbantuan canva untuk meningkatkan kemampuan berpikir kreatif matematis siswa SMP Ratnasari Pujianti; Wahyu Hidayat; Ratni Purwasih
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31599

Abstract

Mathematics learning on statistics topics still faced various challenges, such as the use of less interactive teaching materials. This study aimed to develop a Canva-assisted Problem-Based Learning e-LKPD to improve junior high school students' mathematical creative thinking skills. This study employed a Research and Development approach using the ADDIE model. The research subjects were 30 seventh-grade students from a junior high school in West Bandung Regency. Data were collected through mathematical creative thinking skills tests, student response questionnaires, interviews, and expert validation sheets. Data were analyzed using the Normalized Gain (N-Gain) test, normality test, and Wilcoxon test. The results showed that the feasibility level of the developed e-LKPD was categorized as highly feasible based on expert validation, limited trials, and large-scale trials. The N-Gain results indicated that students’ mathematical creative thinking skills improved at a high and effective level. Therefore, the Canva-assisted Problem-Based Learning e-LKPD was feasible and effective for use in statistics learning. This study contributed by providing an alternative digital teaching material that supported the improvement of junior high school students’ mathematical creative thinking skills.
Hypothetical learning trajectory sistem pertidaksamaan linear dua variabel berbasis etnomatematika untuk mendukung pengembangan kemampuan penalaran matematika siswa SMK Fadhilah Fadhilah; Ardian Saputra; Herlina Maya Sari; Herda Yowan Mei Randa; Nila Kesumawati; Allen Marga Retta
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31685

Abstract

This study was motivated by the low mathematical reasoning ability of vocational high school students. This study aimed to design an ethnomathematics-based Hypothetical Learning Trajectory on the topic of SPtLDV employed Didactical Design Research at the prospective analysis stage through data collection in the form of textbook and learning material analysis, diagnostic tests involving 14 students, interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion. The results showed the existence of epistemological, ontogenical, and didactical obstacles in learning SPtLDV. Based on these obstacles, an HLT was designed consisting of activities involving identifying contextual problems, mathematical modeling, graphical representation, and drawing conclusions by integrating local cultural contexts. The novelty of this study lies in the development of an ethnomathematics-based HLT grounded in the identification of students’ learning obstacles and the integration of local cultural contexts.
Analisis kemampuan pemodelan matematika melalui konteks produksi pempek ditinjau dari self-efficacy Suryati Suryati; Dwi Astuti; Akhmad Fajari; Uzair Uzair; Nila Kesumawati; Allen Marga Retta
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31707

Abstract

Research on ethnomathematics has generally emphasized the use of cultural contexts. The present study aims to analyze students’ mathematical modeling ability based on self-efficacy levels through the ethnomathematics context of pempek production. This study employs a mixed-methods approach with a sequential explanatory design involving 36 tenth-grade students of SMKN 1 Buay Madang. Data were collected through self-efficacy questionnaires, mathematical modeling tests, and semi-structured interviews, and were analyzed using descriptive quantitative analysis and Miles & Huberman’s qualitative model, then integrated at the interpretation stage. The findings indicate a tendency for differences in mathematical modeling ability based on self-efficacy levels, where students with higher self-efficacy tend to demonstrate more complete modeling processes. Furthermore, the pempek production context in this study is understood as a contextual situation that helps students connect mathematical problems with real-life situations, rather than as an evaluation of the effectiveness of an instructional intervention. These findings highlight the importance of integrating self-efficacy and ethnomathematical contexts in vocational mathematics education.
Meta analisis peran model pembelajaran contextual teaching dalam meningkatkan hasil belajar matematika dan sains siswa Nabil Makarim; Wardhani Rahayu; Meiliasari Meiliasari; Anny Sovia
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31734

Abstract

This research aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) model on student learning outcomes. Conventional learning, which tends to focus on material memorization,. Therefore, CTL is viewed as a potential solution. The meta-analysis method was employed to synthesize findings from 19 quasi-experimental articles published (2011-2026), utilizing quantitative data. The analysis results indicate that the CTL model significantly enhances student learning outcomes, as evidenced by consistently higher mean scores in the experimental group. The heterogeneity test suggested variability across studies (Q = 69.30, p < .001), yet a significant pooled effect (t = 7.90, p < .001) affirmed the general effectiveness of CTL. Moderator variable analyses (educational level, subject matter, and geographical region) did not reveal significant influences, indicating that these factors do not substantially explain the variability in findings. These findings reinforce the claims of CTL's effectiveness as a student-centered and relevant learning strategy, although further research is necessary to deeply explore the factors that moderate its impact.
Kemampuan komunikasi matematis ditinjau dari minat belajar siswa dalam materi bangun ruang sisi datar Lathifah Siti Nur Azizah; Bambang Eko Susilo; Walid Walid; Zaenuri Zaenuri
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31736

Abstract

Mathematical communication skills are important in mathematics learning. However, students’ mathematical communication skills are still relatively low. One factor that influences these skills is students’ interest in learning mathematics. This study aimed to describe students’ mathematical communication skills based on their learning interest in the topic of solid geometry. This research employed a qualitative descriptive method. The subjects of this study were 31 students of class IX. The subjects were selected using purposive sampling. The research instruments consisted of a mathematical communication skills test, a learning interest questionnaire, and interviews. The indicators of mathematical communication skills included writing, drawing, and mathematical expression. The results showed that students with high learning interest demonstrated very good mathematical communication skills because they were able to fulfill all indicators of mathematical communication skills. Students with moderate learning interest showed fairly good skills, while students with low learning interest experienced difficulties in almost all indicators. The findings indicate that the higher the students’ learning interest, the better their mathematical communication skills.
Pengaruh self-efficacy terhadap kemampuan representasi matematis siswa SMP Septi Zunita Dwi Astuti; Tri Sri Noor Asih; Walid Walid; Zaenuri Zaenuri
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31782

Abstract

Numerous studies on self-efficacy and students’ mathematical representation skills have been conducted; however, the results remain inconsistent, and thus no general conclusion has been reached regarding a significant relationship between these two variables. Given this situation, this study aims to analyze the effect of self-efficacy on students’ mathematical representation skills at the junior high school level. This study employs a quantitative approach using a survey design. The research subjects were students at State Junior High School 24 in Semarang, selected using purposive sampling; as a result, Class VIII H, consisting of 30 students, was chosen as the research sample. Data collection was conducted using a self-efficacy questionnaire comprising 25 statements and a mathematical representation ability test consisting of three essay-type questions. Statistical analysis results indicate a significant relationship between self-efficacy and mathematical representation skills, classified as a moderate correlation. Furthermore, self-efficacy was found to have a significant positive influence, leading to the conclusion that it is one of the key factors influencing students’ mathematical representation skills.
Pengembangan media pembelajaran berbasis scratch dengan model problem based learning untuk meningkatkan kemampuan koneksi matematis siswa SMK pada materi barisan dan deret aritmetika Amelia Putri Hasanah; Euis Eti Rohaeti; Eka Senjayawati
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31876

Abstract

This study aims to developing Scratch-based learning media using the problem-based learning model to improve vocational high school students’ mathematical connection skills in the topic of Arithmetic Sequences and Series. The research method employed the Borg and Gall development model. The research subjects were 10th-grade students at a vocational high school in Bandung Regency. Data were collected through interviews, questionnaires, and a test instrument assessing mathematical connection skills, which were analyzed using Microsoft Excel and SPSS. The results indicated that the learning media were highly suitable,(88,47% from media experts and 92,69% from content experts). Furthermore, the media proved effective in improving mathematical connection skills, as evidenced by the high average post-test score of the experimental class (15.31) compared to the control class’s average score of 8.00. The experimental class’s N-Gain score was 0.71, classified as high, while the control class’s N-Gain score was 0.29, classified as low.  The results of the one-sided Mann-Whitney test yielded a significance value of 0.000, leading to the conclusion that Scratch-based media is effective in improving mathematical connection skills.
Analisis kecemasan matematis siswa SMP berdasarkan manifestasi perilaku dalam menyelesaikan masalah geometri lingkaran Meilany Kusuma Ayu; Amalia Mulya Saputri; Rachmalia Vinda Kusuma
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31920

Abstract

Mathematics learning is not only influenced by students' cognitive abilities, but also psychological factors. This study aims to analyze students' mathematical anxiety based on behavioral manifestations. This study uses a qualitative approach with a descriptive type involving 30 students of class VIII at SMPN 5 Tuban. Data were collected through questionnaires, observations, tests, and interviews, then analyzed using the stages of data reduction, data presentation, and drawing conclusions with triangulation. The results showed that in general, students' mathematical anxiety was in the low category (average 57.85%). Based on the aspects of mathematical anxiety, the affective aspect obtained the highest percentage of 62.29% (moderate), while the cognitive aspect of 56.88% and the somatic aspect of 54.38% (low). Observations showed that mathematical anxiety manifested itself through doubts about answers, difficulty determining solution strategies, changes in work steps, and physiological responses such as body tension, trembling hands, sweating, and a pounding heart. Interviews confirmed that mathematical anxiety is not only related to cognitive abilities but is also influenced by affective factors and somatic responses during the process of solving circular geometry problems.
Analisis kesalahan peserta didik berdasarkan teori kastolan dalam menyelesaikan soal higher order thinking skills (HOTS) ditinjau dari self-efficacy Aep Saepuloh; Nani Ratnaningsih; Eko Yulianto
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31965

Abstract

Research on self-efficacy mostly examines its relationship with mathematical ability without linking it to errors in solving HOTS questions. This condition shows that there is a research gap related to error analysis based on Kastolan Theory in terms of self-efficacy. This research aims to analyze students' errors in solving HOTS statistics questions based on Kastolan Theory in terms of self-efficacy. The research used a descriptive qualitative approach with subjects of four class VIII  students consisting of two students with high self-efficacy and two students with low self-efficacy. Data was collected through questionnaires, HOTS tests, interviews and documentation. The research results showed that students with high and low self-efficacy made conceptual, procedural and technical errors. However, low self-efficacy students show more basic errors than high self-efficacy students. Conceptual errors are the most dominant errors. This research contributes to expanding the study of error analysis based on Kastolan Theory by revealing the characteristics of errors based on the level of self-efficacy, so that it can become a basis for designing learning that suits students' needs.
Analisis kemampuan pemecahan masalah matematis pada model problem based learning berbantuan scratch ditinjau dari motivasi belajar siswa Lili Rahmawati; Mulyono Mulyono; Zaenuri Zaenuri; Walid Walid
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31984

Abstract

This study was motivated by the low mathematical problem-solving ability of students. The aim of this research was to describe students’ mathematical problem-solving abilities in terms of learning motivation within PBL assisted by Scratch. This study employed a descriptive qualitative method with a case study design involving 26 eighth-grade students of SMP Negeri 7 Satu Atap Salem. Six students representing high, medium, and low learning motivation categories were selected through purposive sampling as interview participants. Data were collected using a learning motivation questionnaire, a mathematical problem-solving test consisting of five essay questions based on NCTM indicators, and interviews. The results showed differences in the characteristics of problem-solving abilities based on learning motivation levels. Students with high motivation were able to fulfill all indicators, while students with medium and low motivation still experienced difficulties, particularly in adjusting solution strategies and reflecting on their results. This study provides an overview of students’ mathematical problem-solving abilities based on learning motivation in PBL assisted by Scratch learning.

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