(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[Analyzing Student’s Mathematical Critical Thinking Ability of Concept Newman’s Error Analysis Review from Habits of Mind ]]>
<![CDATA[Dilla, Siska Chindy]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Rohaeti, Euis Eti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v7i4.16917
<![CDATA[This study aims to analyze and describe the mistakes made by students in completing mathematical critical thinking skills in terms of habits of mind (HOM) with three categories, namely limited, developing, and proficient. The review was also analyzed from the factors that led to the occurrence of errors based on error analysis according to Newman. This research uses qualitative research methods. The data collection techniques used are questionnaires, tests, and interviews. The instruments used are HOM questionnaires and mathematical critical thinking ability tests. The selection of the study subject was carried out purposively with the consideration that the subject had a HOM category. A total of 25 students who filled out the HOM scale and mathematical critical thinking ability test, 3 students were selected to be interviewed based on the HOM category classification. The data analysis techniques used in this study are data reduction, data presentation, and drawing conclusions. Based on the results of the study, students with limited HOM were only able to solve questions up to indicator 1 because they made mistakes in reading and process skills. Students with HOM develop, only able to solve problems up to indicator 2 due to Comprehension and transpormation errors. Students with proficient HOM, are able to solve questions up to indicator 3 because they make mistakes in the skill and encoding process.]]>
<![CDATA[Automatic Processing of Bibliometric Data: Newest Literature Analysis Algorithms ]]>
<![CDATA[Limbong, Nur Hidayah]]>;
<![CDATA[Yahfizham]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.21479
<![CDATA[Automated processing of bibliometric data has become an integral element in understanding and measuring the impact of scientific research as well as trends in the academic literature. The purpose of this study was to evaluate and compare current literature analysis algorithms to identify advances in automated processing of bibliometric data. This study explores the use of the latest algorithms in literature analysis which includes identification of research themes, research network analysis, citation impact evaluation, and development of literature recommendation algorithms. This research exposes innovative applications that utilize the latest technologies in text processing and data analysis to assist researchers, libraries, and information professionals in revealing deep insights from the latest scientific literature. The results of this study illustrate that the automated processing of bibliometric data with the latest algorithms paves the way for a deeper understanding of the development of scientific research, its impact in the scientific community as well as improving bibliometric analysis methods and tools by integrating the latest algorithms, so that scientific research and trends can be identified more accurately and relevantly. The study could use more sophisticated multifaceted techniques to analyze simple productivity measures based on article citations. This research is also able to recognize and describe the development of new science and technology.]]>
<![CDATA[Best Practice STEM-Based Differentiated Mathematics Learning for Improving Learning Outcomes and Self-efficacy of High School Students ]]>
<![CDATA[Slk, Angga Permana]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.21645
<![CDATA[Learning outcomes and self-efficacy are important learning factors. Mathematics learning outcomes can reflect the extent to which students have developed as learners, while self-efficacy reflects students' self-confidence in their own abilities in solving mathematical problems. This study was based on a qualitative approach, best practice. This best practice uses the STAR flow (“Situasi, Tantangan, Aksi, Refleksi”). The situation at SMAN 1 Mande, especially class XI, shows low learning outcomes and lack of self-efficacy. The challenge faced is planning and implementing differentiated learning to improve learning outcomes and student self-efficacy. Through a STEM-based differentiated learning approach, researchers designed and implemented contextual learning on the theme of global warming with integrating science, technology, engineering and mathematics. The results of this best practice indicate an increase in learning outcomes and student self-efficacy. STEM-based differentiated learning can also improve understanding of mathematical concepts at the high school level. Researcher recommend that educators embrace differentiated learning strategies by customizing their approaches to accommodate the diverse needs such as students' level of readiness, interests, and student’s learning profile. The significance of comprehending student characteristics, such as learning styles and thinking abilities is paramount, especially in the implementation of student-centered learning. Additionally, educators are advised to prioritize aligning learning objectives with the curriculum, ensuring relevance and engagement. This various approach aims to create a dynamic learning environment to resonates with students individualized level. Develop interventions to address students' lack of confidence in solving mathematical problems can improve self efficacy.]]>
<![CDATA[The Effect of Habits of Mindo n Junior High School Students’ Mathematics Communication Ability ]]>
<![CDATA[Veni Aprilia Dwi Astuti]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v7i4.21675
<![CDATA[This research aims to determine the effect of habits of mind on junior high school students' mathematical communication skills on triangles and quadrilaterals. Habits of Mind is defined as a habit of thinking that is carried out as an intelligent behavior pattern when faced with a problem whose solution isn’t easily known so that productive action occurs. The problem in this research is motivated by its importance habits of mind in learning mathematics and improving students' mathematical abilities. The method used in this research is method ex post facto. The population in this study were all class VIII students in one of Junior High Schools in Karawang Regency. The sample in this study was 42 students using the technique purposive sampling. The instrument used in this research is a test, namely mathematical communication skills which consists of 5 (five) description questions. Apart from that, it also uses non-test instruments in the form of questionnaires habits of mind which consists of 30 statements. Data analysis was carried out using simple linear regression techniques. The research results obtained a linear regression equation Y = -25.065 + 1.345X. The magnitude of the correlation coefficient r2 = 0.848 and coefficient of determination = 84.8%. This shows that there is habits of mind had an influence on students' mathematical communication skills of 84.8%, while 15.6% was influenced by other factors not measured in this research.]]>
<![CDATA[The Implementation of Geogebra-Assisted Discovery Learning Approach Towards Mathematical Communication Ability of Vocational Students ]]>
<![CDATA[Danny, Firman]]>;
<![CDATA[Jaenal, Enjang]]>;
<![CDATA[Fauzy, Alwan]]>;
<![CDATA[Sugandi, Asep Ikin]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22205
<![CDATA[Mathematicals communication ability is one of essential mathematical abilities that every person, who learns mathematics, needs to have. However, many facts found in many studies has shown us that students’ achievements on this ability are still low. Factors that may cause it spread from teacher factors, tools, approaches, learning media to students themselves. To overcome these issues, many efforts are made to select and implement learning approaches that can improve students' mathematical communication ability as well as their activities in instructional process. Thus, the purpose of this study is to examine whether the implementation of GeoGebra-assisted discovery learning approach is effective in improving vocational school students' mathematicals communication ability or not. This quasi experimental research design involved 60 students of Gema Karya Bahana Vocational School as samples. The samples were divided into two groups in which 30 students of Accounting-1 class as the experimental group and 30 students of Accounting-2 as the control group. The data collected through a description test consisted of 3 questions on a linear program. The data collected through the test, both in pre-test and post-test, then analyzed using inferential statistics. The results of this analysis showed that the implementation of the discovery Learning approach assisted by GeoGebra was effective in improving vocational school students' mathematicals communication ability. Thus, the discovery learning approach assisted by GeoGebra can be implemented on instructional processes as one of instructional approach alternatives.]]>
<![CDATA[The Effectiveness of Missouri Mathematics Project Learning Models for Improving Students’ Mathematical Connection Ability on Junior High School ]]>
<![CDATA[Apriani, Dini]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Hendriana, Heris]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22232
<![CDATA[Mathematical connection ability is one of the high level abilities but is still classified as low because students' understanding of the conceptual material given by the teacher, there are still students going through steps in working on the problems given, such as describing a symbol, in completing mathematical concepts, therefore This research aims to examine the effectiveness of using the Missouri Mathematics Project Learning Model carried out at MTs Ibnu Sina Jl. Tegal Overtime No. 105, Pamekaran, District. Soreang, Bandung Regency, West Java 4091, by taking a sample of 60 students consisting of control and experimental classes. The research method used in this action was the experimental method. Based on the results of descriptive analysis of students' mathematical ability data before being given treatment, it showed the highest score was 70, the lowest score was 55 and the average score was 61. Meanwhile, the results of descriptive analysis of students' mathematical ability data after being given The treatment showed the highest score of 70, the lowest score of 55 and the average score of 61. Those given the treatment showed the highest score of 87, the lowest score of 69, and the average score of 77.83. So the average mathematical connection ability of students after being given treatment is higher than the students' mathematical ability before being given treatment.]]>
<![CDATA[The Development of Discovery Learning Model Teaching Materials to Improve Students’ Mathematical Problem Solving Ability on Junior High School ]]>
<![CDATA[Marthalita, Mona]]>;
<![CDATA[Kadarisma, Gida]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22535
<![CDATA[In order to enhance students' mathematical problem-solving skills, this study looks at how teaching materials are developed using the Discovery Learning model. Since every student nowadays needs to be able to think critically, the study specifically looks at the process and outcomes. development, viability testing, feedback from students, and improving mathematical problem-solving skills. This kind of research makes use of the Research and Development (R&D) or Research-based Development research method, which is a way to create a specific product and use a model to test the product's viability. Students in class VII at MTs Al Bidayah West Bandung Regency served as the research sample for S. Thiagarajan's 4D (Define, Design, Develop, and Disseminate) study. The process and outcomes of creating educational materials lead to the conclusion that the materials, when viewed from the various stages, follow the procedures or methods outlined in 4D. Based on students' responses, which were 68.4% and 70.2% in the good category, the viability of teaching materials made possible by the Photoshop program can be concluded, along with the students' improved problem-solving skills. If this teaching material is used in a classroom setting, it is imperative that the necessary facilities be set up ahead of time because learning with it requires sufficient facilities. There are tasks and content in this teaching resource that need to be altered. so that students' learning experiences are not dull and monotonous.]]>
<![CDATA[The Development of Liveworksheets-Assisted Discovery Learning Model Worksheets for Improving Student’s Critical Thinking Ability ]]>
<![CDATA[Nur Silvia Apriani]]>;
<![CDATA[Irfan Taufik Nurdin]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22586
<![CDATA[Student Worksheets (LKS) are an interactive bridge between teachers and students, this is also related to measuring student learning outcomes. The use of worksheets affects the level of effectiveness in working on test questions. Stimulating students' cognitive critical thinking can be obtained, including from learning mathematics with the right approach method. One of the students' learning goals is to be innovative and creative in solving problems with solutions. The aim of this research is to develop a LKPD (Learner Worksheet) model of discovery learning assisted by a live worksheet to make it more effective and efficient and have the potential impact of growing students' cognitive level of critical thinking. The research method used is a design research model which is divided into two parts, namely preliminary (preliminary study and LKPD-Liveworksheet design) and formative evaluation including self-evaluation, prototyping (expert review, one-to-one, and small groups) research field tests as well revision. Research data was analyzed quantitatively and qualitatively. The research results show students' critical thinking abilities for Liveworksheet LKPD teaching materials with exponents and logarithms in the "Legal" and "Easy" categories according to experts and practitioners. The results of the research show that the LKPD developed is feasible, effective and influences students' critical thinking skills using the discovery learning model. The activities in this research have resulted in a product being developed in the form of a critical thinking worksheet using a discovery learning model assisted by a live worksheet which creates productive learning.]]>
<![CDATA[The Effect of Google Classroom-Assisted Realistic Mathematics Education Approach on Students’ Mathematical Reasoning Ability ]]>
<![CDATA[Sopyan, Asep]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Rohaeti, Euis Eti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22597
<![CDATA[Mathematical reasoning is an important aspect, but there are still many students who are weak when it comes to mathematical reasoning. Factors that affect the level of mathematical reasoning of low students, including: a) students easily forget the material taught; b) the student has no idea in completing it; c) students are not careful in understanding the problems in the problem; d) students do not understand which formula will be used in solving the problem; e) Students do not understand the concept of the material. This research aims to determine whether or not there is an influence of the approach realistic mathematics education helpgoogle classroomon mathematical reasoning abilities. Quantitative Approach method used in this researchpre-experimental design with one group pretest posttest design. The research subject is the experimental class. Data collection was carried out with pretest and posttest data on the mathematical reasoning abilities of grade 7 students at one of the junior high schools in Purwasari district, kabupaten Karawarang. Data analysis techniques in this study that is analyze the scores of pretest and posttest results students by t-test for 2 dependent samples (Paired Sample T-Test) done with the help of IBM SPSS 21 software. The research results show that there is value of sig 0,000 < 0,05 which means a positive influence approach realistic rathematic education help google classroomon ability students' mathematical reasoning. Based on the result, we can be concluded that there is a positive influence of the approach realistic mathematic education help google classroomon students mathematical reasoning abilities. The learning process uses an approach realistic mathematic education help google classroom can be used as an alternative learning to improve students mathematical reasoning abilities.]]>
<![CDATA[Correlation between Students’ Critical Thinking Ability and Self-Confidence on Junior High School ]]>
<![CDATA[Malik, Farid Fadhil]]>;
<![CDATA[Nurdin, Irfan Taufik]]>;
<![CDATA[Hidayat, Wahyu]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
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DOI: 10.22460/jiml.v7i4.22906
<![CDATA[One way to improve students' affective and cognitive aspects is through a mathematics learning approach method at school. Achievement of learning objectives (CPL) is demonstrated by the extent to which students have achieved learning objective competencies through a series of criteria or indicators that can be seen from student achievement or learning outcomes. The method in this research uses a non-experimental correlational quantitative research method carried out on class VII students at one of the MTS in Soreang, Kab. Bandung. The aim of this research is to get an idea of how self-confidence influences critical thinking skills or the relationship between critical thinking skills and self-confidence. The results of this research show that the correlation between students' critical thinking skills and self-confidence has a "strong" influence on each other. The conclusion of this research is that Ho is rejected so that Hα is accepted: There is an influence between self-confidence and critical thinking on student achievement or learning outcomes, this means that students' self-confidence and critical thinking greatly influence learning outcomes with the regression model obtained Y = 32.788 + 0.399X1 + 0.391X2 Positive correlation occurs when the two variables are related to the same status (the linear regression coefficient has a positive sign). If one variable increases, the other variable also increases, and vice versa if it decreases. ]]>
