(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING is published by IKIP Siliwangi publishes original research or theoretical papers about teaching and learning in mathematics education study program 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 the regional and national level
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<![CDATA[Implementation of Discovery Learning Model with Window Shopping Approach to Improve Mathematical Communication Ability of High School Students ]]>
<![CDATA[Rahman, Andi]]>;
<![CDATA[Putra, Harry]]>;
<![CDATA[Hendriana, Heris]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.19108
<![CDATA[The low ability of students' mathematical communication in learning mathematics, especially in expressing mathematical situations or problems in the form of pictures, diagrams, language or mathematical symbols, or mathematical models makes students less active in learning and their learning motivation decreases. This study aims to determine the achievement of students' mathematical communication skills through the discovery learning model with a window shopping approach. The method in this study is a quasi-experimental research type consisting of 2 classes, namely the experimental class that uses the discovery learning model with the window shopping approach and the control class that uses ordinary learning at school with a total of 70 students from class XI SMA in one of the public high schools in Bandung. The research test instrument was in the form of a test that would be analyzed using SPSS 21 to compare learning outcomes between the experimental class and the control class. The result of the study was that the achievement of the students' mathematical communication skills in the experimental class was better than that of the control class at a significance level of 0.05 where the average communication ability of the experimental class was 81.74 and that of the control class was 77.31. The effectiveness of learning in the experimental class showed that it was more active in group discussions as indicated by the interaction and creativity of students in presenting learning material in each group, and almost 85% of students enjoyed learning using the discovery learning model with the window shopping approach.]]>
<![CDATA[The Improvement of Students’ Mathematical Communication Ability and Learning Interest on Junior High School through The Application of Reciprocal Teaching ]]>
<![CDATA[Astuti, Veni Aprilia Dwi]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Hendriana, Heris]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v7i3.19676
<![CDATA[This research is an experiment which aims to examine improving the mathematical communication skills and interest in learning of junior high school students in set material by implementing the reciprocal teaching learning model. The problem behind this research is that students' mathematical communication skills and interest in learning in set material are still in the low category, so learning alternatives are needed that can develop students' mathematical communication skills and interest in learning. The research method used is Pre-Experimental with a one group pretest-posttest research design. The population in this study were all class VII students in one of the private junior high schools in Karawang Regency. The sample in this research was 25 students with a purposive sampling technique. The instrument used is a communication skills test and a non-test in the form of a learning interest questionnaire. Based on the analysis of the data obtained, it shows that students' mathematical communication skills after implementing the reciprocal teaching model are better, namely from 8.32 to 75.32 and students' interest in studying set material after using the reciprocal teaching model is 60% in the low interest category and 40% with the high category which was previously 32% in the very low category and 68% in the low interest category. Thus, it can be concluded that the application of the reciprocal teaching model can improve the mathematical communication skills and interest in learning of class VII SMP students in set material, although not optimally.]]>
<![CDATA[The Implementation of Project Based Learning to Improve Students’ Mathematical Understanding and Learning Interest on Junior High School ]]>
<![CDATA[Hazim, Muhamad]]>;
<![CDATA[Yuliani, Anik]]>;
<![CDATA[Setiawan, Wahyu]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.19850
<![CDATA[Mathematics is a lesson regarded regularly, logically, tiered from the easiest to the most complicated. Mastery and students’ understanding of a material can be seen from student mathematical abilities. Analyze the student’s error in completing the problem can know the students master a matter or not. The purpose of this research is 1) to describe students’ understanding of transformation material after following the Project Based Learning model, 2) to find out whether there is an increase in understanding of transformation after implementing the Project Based Learning process, 3) to find out how effective the approach method (Project Based Learning) is about the learning process on transformation material, 4) find out how to increase students’ understanding skills after implementing a project-based learning model. This research method uses classroom action research. Students can participate in learning activities using the PJBL approach very well, so that teaching and learning activities are conducive when implemented and the results from cycles 1 and 2 increase.]]>
<![CDATA[Analysis of Mathematical Critical Thinking Ability based on Students' Ability Level ]]>
<![CDATA[Alfatihah, Latifah]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20194
<![CDATA[Analyzing and testing mathematical critical thinking skills based on the ability level of class VIII students of junior high school is the aim of this research. By understanding the level of students' abilities, educators can determine students' mathematical critical thinking abilities and develop appropriate teaching strategies to improve students' abilities. This study uses a qualitative descriptive research method. This research was conducted at one of the junior high schools in Cipatat, West Bandung Regency with heterogeneous abilities of 8 students. This research uses data collection techniques by providing mathematical critical thinking ability questions on SPLDV material which consists of 5 essay test questions based on the following indicators: (1) Checking the completeness of problem solving steps. (2) Look for alternative solutions to problems. (3) Identify spldv equations with certain characteristics. (4) Choose the best way to solve the problem from alternative ways of solving it. (5) Identifying the adequacy of data on a problem. In this study, the results of the analysis have shown that students at a high level of ability can check the completeness of problem solving steps, students with a medium level of ability have little difficulty in identifying spldv equations with certain characteristics, and students with a low level of ability have difficulty finding alternatives problem solution.]]>
<![CDATA[The Development of Interactive Powerpoint Learning Media to Increase Students’ Critical Thinking Ability ]]>
<![CDATA[Ramdan, Muhamad]]>;
<![CDATA[Anita, Ika Wahyu]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20322
<![CDATA[Mathematics learning can develop students' creativity to solve problems in various life situations. Learning mathematics helps train students to think critically and creatively to solve problems. Considering the reality on the ground and the importance of critical thinking skills. from an early age. One effort to develop critical thinking abilities is to use media directed at these abilities. The method used in this research is research and development, with a modified 4-D development model in three stages, namely determination, design and development. This research aims to determine the development of interactive teaching materials assisted by power points, on Statistics material. The subjects of this research were 3 mathematics teachers at SMP Mutiara 4 Bandung. The instrument for developing teaching materials uses interview instruments. The teaching materials validated by three validators have a total score on the interactive power point of 275 with a maximum ideal score of 300 and have a percentage of 92.31% in the valid category based on the teaching material criteria. The validator's assessment of the interaction strength score shows that the percentage score for each aspect and the total percentage score are both in the valid category. Based on the research and development process and results, the following conclusions were obtained. Developing learning media using interactive Powerpoint, critical thinking skills are within valid criteria. The results obtained can be tested on junior high school or MTs students in accordance with the considerations and assessments of validator experts.]]>
<![CDATA[The Development of Contextual Approach E-Modules to Improve Students’ Mathematical Problem Solving Ability on Junior High School ]]>
<![CDATA[Komariah, Ai]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20492
<![CDATA[This study aims to develop an E-Module that can be used by teachers to support the learning process so that students more easily understand material in interactive mathematics at SMPN 4 Cipeundeuy. In order to do so, this research using research and development (Reaserch and Development) with the 4D development model (Define, Design, Develop, and Disseminate). Research conducted using this model is limited to step 3 (Define, Design, Develop) due to time and cost constraints during the research. The subjects of this study were class IX students for limited trials and class VIII students for wide trials. The data that has been collected is then analyzed using Microsoft Excel. The results of the study on the feasibility of teaching materials were seen from the results of the assessment of lesson plans, worksheets, and media with a percentage of 93.80% and the results of assessments by two mathematics teachers with a percentage of 89%. Teaching materials were tested for practicality using a student response questionnaire with a percentage of 90%. Thus this teaching material can be implemented and can be used. The results of this study can be categorized as valid, practical, and very feasible because they have received a good due diligence.]]>
<![CDATA[The Development of Powerpoint-Assisted Algebra Learning Media to Increase Students’ Mathematical Communication Ability on Junior High School ]]>
<![CDATA[Harisah, Iis]]>;
<![CDATA[Anita, Ika Wahyu]]>;
<![CDATA[Rohaeti, Euis Eti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20529
<![CDATA[The matter of algebraic form is crucial to study because the matter of the algebraical form is not only related to other mathematical matters but also related to everyday life, but there are still many students who have difficulty in communicating the explanation of the origin of the algebraic form. This is because the learning media used by the teacher is not interactive, so it affects the student's understanding and communication skills. For this reason, the study aims to cultivate the interest in learning and cultivate students' mathematical communication skills by developing algebraic learning media supported by a PowerPoint application. The method used in this research is research and development, with the development of a modified 4-D model in three stages namely determining, designing, and developing. The tool used to measure the quality of the learning media is a validation questionnaire for measuring the validity and student response to strengthen practicality. The results of this study show that the quality of the learning media meets the valid criteria with an overall average score of 79% and From the test carried out against students obtained an average scoring of 76%. Thus, the development of algebra learning media supported by the PowerPoint application has good quality and can be used in mathematical learning.]]>
<![CDATA[Analysis of Mathematical Connection Ability and Self-Confidence on Junior High School Students ]]>
<![CDATA[Awalia, Anisa Rizki]]>;
<![CDATA[Novtiar, Chandra]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20610
<![CDATA[This research is motivated by the importance of students’ mathematical connection abilities and self-confidence in learning mathematics. Mathematical connection ability is an important factor in understanding mathematical concepts. The aim of this research is to analyze the level of students’ mathematical connection abilities and junior high school students’ self-confidence. The method used in this research is a descriptive-qualitative method. The research subjects were 37 students in class VIII-C of SMPN 3 Margahayu. The instruments used were four items of mathematical connection test material on the System of Two-Variable Linear Equations and non-tests of students’ confidence in learning mathematics. The results of the analysis show that the average score of all mathematical connection ability test questions in indicator 1 using relationships between mathematical topics is 5%, indicator 2 is understanding equivalent representations of the same concept (36%), indicator 3 uses mathematics in everyday life (52%), and indicator 4 uses mathematics in other subjects (27%). So the average is 30%. So the students’ mathematical connection ability is included in the low category. Most students are unable to solve problems with indicators using relationships between mathematical topics. This is shown by the results of the mathematical connection ability test; students did not connect optimally. But in learning mathematics, students already have good self-confidence.]]>
<![CDATA[The Improvement of Mathematical Communication Ability Using Problem-Based Learning Model on Junior High School Students ]]>
<![CDATA[Fitri, Siti Aisah Nur]]>;
<![CDATA[Pertiwi, Citra Megiana]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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<![CDATA[Students' understanding of linear equations with one variable is still low. Of the total number of students in the class, namely 32 students, only 10 students scored above the minimum completeness criteria (KKM) while the remaining 22 scored below the KKM. This research aims to determine the improvement of mathematical communication skills by using problem-based learning better than ordinary learning. Two classes, an experimental group, and a control group, were selected for this study. The researchers tested the technique because experimental research requires both groups to have the same skill level. The researcher used a test of students' mathematical communication skills as a research tool in this study. The average N-gain score for students who apply the problem-based learning model with regular learning is 0.71 (high category), higher than students who receive regular learning. of 0.10 (low category). Then the N-gain score normality test was carried out, the results obtained were 0.023 in the experimental class and 0.216 in the control class and the results obtained were not normally distributed. Then proceed with non-parametric tests, from the results of the Mann-Whitney U-Test obtained by Asymp. Sig (1-tailed) is 0.000 ˂ which indicates it is rejected, meaning that the increase in mathematical communication skills of experimental class students is significantly better than that of the control class. The PBL model improves students' mathematical communication by promoting critical thinking, collaborative work, and active problem-solving. It also allows students to understand the practical relevance of mathematical concepts in real-life situations.]]>
<![CDATA[The Development of Canva-Assisted Scientific Approach Pythagoras Teaching Materials to Improve Students’ Mathematical Reasoning Ability on Junior High School ]]>
<![CDATA[Pratiwi, Prisca Mulya]]>;
<![CDATA[Rohaeti, Euis Eti]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i3.20741
<![CDATA[This research was conducted to determine the development, feasibility, effectiveness, and difficulties in the development of teaching materials on the Pythagorean Theorem using a scientific approach assisted by Canva to enhance the mathematical reasoning abilities of junior high school students. This research was conducted at SMP PGRI 10 Bandung using the Research and Development (R&D) method based on the 4D stages. The research subjects included 33 students from class IX F for limited trials, 27 students from class VIII B, and 29 students from class VIII D for extensive trials. The research instruments used in this study included interviews in the preliminary learning, student responses to the teaching materials, expert validation sheets, and 6 items of reasoning ability test questions. The material used in this research was the Pythagorean Theorem. Student reasoning ability test data were analyzed using Microsoft Excel calculations. The research results indicate that: 1) the development process of the 4D method teaching materials, including a) Define (Definition); b) Design; c) Develop; and Disseminate, have been successfully implemented according to the plan; 2) the validator calculation results obtained a percentage of 86.21%, categorized as "very valid and do not need revision"; 3) the student reasoning ability test results prove that the teaching materials are reasonably effective; 4) significant difficulties include students' lack of understanding of the material, low activity, and a lack of supportive learning facilities.]]>
