(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[The Development of Contextual Approach Teaching Materials to Improve Students’ Higher Order Thinking Skills (HOTS) ]]>
<![CDATA[Septripiyani, Kesi]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Putra, Harry Dwi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.22485
<![CDATA[This research was motivated by the low results of the Higher Order Thinking Skill (HOTS) abilities of elementary school (SD) students. The low ability of students' Higher Order Thinking Skills is caused by the learning process carried out by the teacher not being in accordance with the learning characteristics related to learning models or approaches in solving problems related to everyday life. The aim of this research is to develop mathematics learning teaching materials, namely using student worksheets to improve the Higher Order Thinking Skills (HOTS) of class VII middle school students that are valid, practical and effective. This research is development research using 4D design. Data collection instruments used validation questionnaires, student response questionnaires, teacher response questionnaires and Higher Order Thinking Skill (HOTS) test instruments. Next, the data analysis technique is by finding the average assessment score and then converting it to the categories previously determined by the researcher. The results of the research stated that the students' worksheet learning teaching materials got an average score of 82 in the very valid category, and the practicality test of the students' aspects of Higher Order Thinking Skills got a score of 81.00 in the practical category. Then, testing the effectiveness of the Higher Order Thinking Skill, there was an increase of 13%, initially getting a score of 69.00 in the initial ability and increasing to 82.00 in the final score.]]>
<![CDATA[Implementation of Problem based Learning to Improve Students’ Mathematical Understanding Ability and Mathematical Connection Ability on Vocational School ]]>
<![CDATA[Komariah, Euis Nur]]>;
<![CDATA[Nurdin, Irfan Taufik]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.22888
<![CDATA[In achieving educational goals, mathematical understanding and connection ability are very important for students. However, the fact is mathematical understanding and connection ability still very low. So, to achieve these learning objectives, a learning approach model is needed to improve students’ mathematical understanding and connection ability. The purpose of this study is to see the improvement of mathematical understanding and connection ability on vocational shool. In order to do so, we used quasi-experimental research by comparing groups with different treatments. One class as experimental using problem based learning model and another class as control using directed learning. We used mathematical understanding and connection ability test to collect the data. The results shows that mathematical understanding and connection ability improved by using problem based learning model. N-Gain for mathematical understanding ability is in high category and mathematical connection ability is in moderate category. Based on the results, we can conclude that problem based learning model can improve mathematical understanding ability and mathematical connection ability. ]]>
<![CDATA[The Implementation of Multifunctional Boards to Improve Self-Confidence and Learning Outcomes on Mathematics ]]>
<![CDATA[Mugiawati, Wawat]]>;
<![CDATA[Kurniawan, Rudy]]>;
<![CDATA[Rohaeti, Euis Eti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
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DOI: 10.22460/jiml.v8i1.22895
<![CDATA[Self-confidence is an important thing in learning life so that it can be consistent and encourage good learning outcomes However, this can be relatively low for students, especially those learning lowest common multiple and highest common factor mathematics The aim of this research is to examine the use of multifunctional blackboard media to influence students' self-confidence and learning outcomes. This research was conducted on class IV students at MIN 21 Jln Rawa Kuning, East Jakarta. The research method used is quasi-experimental research (Quasi-Experiment) with a Nonequivalent control group design The population of this study was 60 grade IV students at MIN 21 East Jakarta, data collection regarding learning outcomes in the form of a multiple choice objective test of 30 questions with four alternative answers which were previously tested to test the validity and reliability of the question items. The conclusion of this research is that learning using multifunctional board media which is used well as a medium for learning can influence students' self-confidence because they can learn mathematics in a fun way which ultimately can influence mathematics learning outcomes well on lowest common multiple and highest common factor material. The conclusion of this research is that learning using multifunctional board media which is used well as a medium for learning can influence students' self-confidence because they can learn mathematics in a fun way which ultimately can influence mathematics learning outcomes well on Lowest Common Multiple and Highest Common Factor material. Hopefully this research can become a reference for other writers and can continue to develop knowledge in mathematics learning so that it can continue to improve the hard skills and soft skills of students.]]>
<![CDATA[Literature Review: The Effectiveness of The Realistic Mathematics Education Approach to Improve Students Mathematical Communication Skills ]]>
<![CDATA[Annisa, Delsyifa Putri]]>;
<![CDATA[Kadarisma, Gida]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
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DOI: 10.22460/jiml.v8i1.23237
<![CDATA[Communication is one of the important skills that students must have in mathematics. Engaging in communication activities helps provide an understanding of mathematical communication skills to students. However, in reality, students' mathematical communication skills are still in the low category. Therefore, a more interactive learning method is needed. This study was conducted to analyze the effectiveness of the Realistic Mathematics Education (RME) approach in improving mathematical communication skills.The method used in this research is a literature review with inclusion and exclusion criteria focusing on studies containing quantitative or qualitative data. The data collection technique involved gathering relevant National and International Journal articles published between 2019 and 2023. From the numerous articles found, researchers selected 21 articles related to this study. The data processing technique applied in this study examined the effectiveness of using Realistic Mathematics Education (RME) to improve communication skills in the collected articles. The results showed that RME is an effective learning approach for improving students' mathematical communication skills. In addition to Realistic Mathematics Education (RME), classroom learning can be enhanced with various media, such as Audio Visual Media or Learner Worksheets (LKPD). This approach makes classroom learning more interactive and receives positive responses from students, helping them understand the material better by expressing mathematical ideas through oral and written language and making arguments with confidence.]]>
<![CDATA[Analysis of Mathematical Critical Thinking Skills using Differentiation Learning on Junior High School Students based on Learning Style ]]>
<![CDATA[Delina, Delina]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.23276
<![CDATA[Critical thinking skills are one of the level thinking skills, critical thinking is also no less important for students to master. In fact, students experience difficulties in developing mathematical critical thinking skills, this can be seen from students' learning outcomes which are not yet optimal. From this statement, researchers conducted research on students' mathematical critical thinking abilities. This research aims to analyze students' mathematical critical thinking abilities by using differentiation learning for junior high school students on algebra material. Differentiated learning is a learning strategy recommended by the government to support the implementation of an independent curriculum. The subjects of this research were 30 seventh grade students in junior high school in Purwakarta. This research uses a descriptive method with a qualitative approach. The stages in this research are planning, implementation and reporting. The test is given 5 questions according to indicators of critical thinking abilities. Before taking the test, students are first asked questions about their learning style. The results of the mathematical critical thinking ability test with differentiated learning show that 63% of students with a visual learning style are able to check the truth of an argument, 39% of students with a kinesthetic learning style can formulate questions with reasons, 37% of students with a visual learning style are able to identify relevant data, 38% of students with a visual learning identifies assumptions, 35% of kinesthetic learning styles are able to solve problems. Students' mathematical critical thinking abilities vary according to students' learning styles and other learning needs. It can be concluded that mathematical critical thinking abilities are influenced by differentiated learning.]]>
<![CDATA[The Effectiveness of Scratch Assisted Game-Based Discovery Learning to Improve Students’ Mathematical Problem-Solving Ability ]]>
<![CDATA[Lukmana, Deanisa Noviana]]>;
<![CDATA[Rohaeti, Euis Eti]]>;
<![CDATA[Amelia, Risma]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.23529
<![CDATA[The low mathematical problem-solving ability of students in algebraic form served as the background for this research. The objectives were to describe the effectiveness of a game-based discovery learning model using the Scratch application in enhancing students' mathematical problem-solving abilities and to analyze students' challenges in implementing learning through game-based discovery learning using the Scratch application in algebraic form. The research employed a mixed methods approach with an explanatory design and a single-group pretest-posttest design. The subjects consisted of 32 Grade VII-A students from SMP Negeri 1 Batujajar. Instruments used included test questions and student response questionnaires. Data analysis techniques included prerequisite analysis and hypothesis testing. The results showed that the game-based discovery learning model using the Scratch application was effective in improving students' mathematical problem-solving abilities, with a percentage of 62.69%. This was proved through the average n-gain obtained by students, which was 0.64, and the results of the one-sample t-test on N-Gain showed a significant value at (2-tailed) = 0.000. These test results indicate that students' mathematical problem-solving abilities were in the moderate category, indicating a difference in the mean N-Gain of students' mathematical problem-solving abilities using game-based discovery learning through the Scratch application. Several challenges were identified that students faced during learning using game-based discovery learning through the Scratch application, including understanding the material, using the Scratch application itself, and fostering student cooperation throughout the learning process.]]>
<![CDATA[Application of Discovery Learning Model to Improve Students’ Mathematical Problem Solving Ability on Islamic Junior High School ]]>
<![CDATA[Ma'ruf, Shofiyah Misbahul]]>;
<![CDATA[Sari, Indah Puspita]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.23976
<![CDATA[It is important for students to have problem solving abilities, but in the field problem solving abilities are very low. Therefore, the aim of this research is to see an increase in students' mathematical problem solving abilities by implementing the Discovery learning model. This research was conducted at one of the Islamic junior high schools in Bandung Barat regency. This research is experimental research methods. The research sample was class VII B, totaling 18 people. The data collection technique uses tests, namely pretest and posttest with 5 test questions in the form of descriptions to determine students' mathematical problem solving abilities.The data analysis techniques used are prerequisite analysis and hypothesis testing. The results of the research are that the problem solving abilities of students whose learning uses the Discovery Learning model after being given learning are better than before being given the learning. This is shown through the results of the t test using the dependent t test which obtained a significant value (2-tailed) = 0.000. The n-gain test result was 0.5767 or 57.67%, which means that the effectiveness of implementing the Discovery Learning model in mathematics learning is in the medium category or can be interpreted as quite effective. So it can be concluded that the application of the learning model with the Discovery Learning approach can improve student problem solving and help students become more proficient in solving mathematical problem.]]>
<![CDATA[The Improvement of Students’ Mathematical Reasoning Ability and Mathematical Resillience using Contextual Teaching and Learning ]]>
<![CDATA[Assya, Lily Aulin]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Sumarmo, Utari]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
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DOI: 10.22460/jiml.v8i1.24645
<![CDATA[This research is motivated by the low mathematical reasoning ability of students which is indicated by the difficulty in understanding math problems in the form of story problems, as well as the level of mathematical resilience of students in one of the private junior high schools in Indramayu towards mathematics subjects. The purpose of this study was to determine the effectiveness of Contextual Teaching And Learning Based on Augmented Reality learning which is seen based on the increase in students' mathematical reasoning abilities through Contextual Teaching And Learning Based on Augmented Reality learning And to find out the level of students' mathematical resilience. This research was conducted at a private junior high school based on an Islamic boarding school in Indramayu. The research was conducted in class IX using 2 available classes, namely class IX A with 28 students as the Experimental class and class IX B with 26 students as the Control class. This study uses a mix method with explanatory sequential design. The instruments used in this study include mathematical reasoning ability test instruments on the material of curved side space shapes and mathematical resilience scales. The results of this study indicate that Contextual Teaching and Learning based on Augmented Reality is effective in improving students' mathematical reasoning abilities and achieving student learning completion.]]>
<![CDATA[Improving Students’ Mathematical Creative Thinking and Resillience Using Eliciting Activities Approach ]]>
<![CDATA[Susilawati, Lia]]>;
<![CDATA[Afrilianto, M.]]>;
<![CDATA[Sumarmo, Utari]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
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DOI: 10.22460/jiml.v8i1.24711
<![CDATA[The ability of students in mathematics especially in creative thinking and resillience is still low. This reseacrch aimed to overcome the low ability of students mathematical creative thinking and resillience using eliciting activites approach and also to analyze the role of model eliciting activities (MEAs) on students’ mathematical creative thinking (MCT) and mathematical resillience. The method used in this research is a qualitative-quantitative method with quasi-experimental control group design. Subjects of this research are 30 students of 11th grade which selected randomly from 4 classess majoring agribusiness and holticultura in SMKN 4 Padalarang. Instruments of this research are mathematical creative thinking test ability (MCTA), a mathematical resillience scale (MR), and a student’s opinion on MEAs. The results of this research found that students getting treatment with MEAs attained better grade on MCTA than the grades of students taught by sciencetific approach (SA) eventough both grades were still at low-medium level. On MR, there was no different grades between students on both teaching approaches, and those grades were at medium-fairly good level. Besides that, the research found that students realized some difficulties in solving MCTA tasks, and there was no association between MCTA and MR. the facts found in this research concluded that the use of eliciting activities approach could improve the ability of students’ mathematical creative thinking and resilience.]]>
<![CDATA[Enhancing Mathematical Understanding Ability, Creative Thinking Skills and Self Confidence through Open-Ended Approach on Junior High School Students ]]>
<![CDATA[Desi, Desi]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Hendriana, Heris]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
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DOI: 10.22460/jiml.v8i1.24788
<![CDATA[T he open-ended approach in mathematics education has been proven effective in enhancing deeper understanding, creative thinking skills, and student self-confidence by encouraging exploration and allowing multiple solutions. This study aims to evaluate the effectiveness of the open-ended approach in improving mathematical understanding, creative thinking skills, and self-confidence among junior high school students, as well as to identify specific strategies within this approach that most significantly contribute to these educational outcomes. The research employed a quasi-experimental design with a pre-test and post-test control group. Participants were junior high school students divided into two groups: an experimental group that received instruction using the open-ended approach and a control group taught using traditional methods. Data were collected through tests measuring mathematical understanding, creative thinking skills, and self-confidence, administered before and after the intervention. Statistical analysis of the results indicated that students in the experimental group showed significant improvement in mathematical understanding, creative thinking skills, and self-confidence compared to the control group. This study concludes that the open-ended approach is more effective than traditional teaching methods in enhancing these educational outcomes among junior high school students. The findings highlight the importance of implementing the open-ended approach in mathematics education to provide more meaningful learning experiences and better prepare students for complex problem-solving tasks.]]>
