(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[Analysis of Students’ Mathematical Creative Thinking Skills through Problem-Based Learning on High School ]]>
<![CDATA[Farida, Imas Siti]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.23837
<![CDATA[The problem in learning mathematics today is how to develop creative thinking skills and make it a goal in the mathematics learning process, students often assume that mathematics can only be understood by some students. This research aims to descriptively analyze the creative thinking abilities of students whose learning uses the Problem-Based Learning model in Statistics material. This research uses a qualitative and descriptive-analytical approach by examining the data described to get a detailed and in-depth picture of students' mathematical creative thinking abilities in statistics material. The population in this study were all students at SMA Negeri 6 Tasikamalaya with a sample of 38 students in class X-9 at SMA Negeri 6 Tasikmalaya. In this research, it was found that the average student scores on questions number 1, 2, 3, and 4 were 8.81, 8.43, 7.47, and 9.62. From this analysis, students understand better the solution to question number 4 regarding problem number 4. Then the question that has the lowest average value is question number 3 which concerns the study of questions regarding searching for upper quartile and lower quartile data. So in future research, it is hoped that we will be able to analyze students' abilities in the form of their learning outcomes to see the influence, differences, and interactions that occur in students' mathematics learning outcomes based on their gender.]]>
<![CDATA[Enhanching Students’ Mathematical Critical Thinking Skills through Google Sites-Assisted Problem Based Learning on Junior High School ]]>
<![CDATA[Dewi, Mera Komala]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.23838
<![CDATA[The prevalence of students experiencing difficulties in applying mathematics in their daily lives can be attributed to the predominant approach of learning mathematics as a means of applying concepts, rather than as a foundation for learning. This research aims to improve students' mathematical critical thinking skills whose learning is based on Problem-Based Learning assisted by Google Sites. This research used a quasi-experimental research method with a quantitative approach which was carried out at SMPN 2 Cilaku Cianjur with a sample of 30 students in the experimental class and 31 students in the control class on Statistics material. The testing requirements for data analysis used consist of a normality test using Kolmogorov-Smirnov assisted by SPSS software. In this research, it was found that the average score of students in the experimental and control classes was 73.76 and 64.72 on the test before learning was carried out. Then 77.87 and 68.69 on the test after learning. So the average value of N-Gain in the experimental and control classes is 0.20 and 0.10. So, inferential statistical testing shows that the improvement that occurs in students' mathematical learning in the process of critical thinking skills with the Problem-Based Learning learning model assisted by Google Sites is very optimal when compared with conventional learning. Thus, for further research, it is hoped that an analysis of the Problem-Based Learning model can be carried out in comparison with other learning models to see whether some differences and interactions occur using the Analysis of Variance test. ]]>
<![CDATA[Analysis of Junior High School Students' Mathematical Problem-Solving Skills in Solving Social Arithmetic Problems ]]>
<![CDATA[Mardiansyah, Dian]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Putra, Harry Dwi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.23842
<![CDATA[Education is the main foundation in character building and individual intellectual abilities. Mathematical problem solving ability is one of the important skills that must be mastered by students in the modern educational era, especially in the context of social arithmetic material that is often applied in everyday life. This study aims to analyze the mathematical problem solving ability of students in class VII-A at SMPN 3 Cisarua in solving social arithmetic problems. This research uses a descriptive qualitative approach with data collection methods through interviews with math teachers and observations of students during the learning process and problem solving. The data analysis process was carried out descriptively to describe the variations in students' problem solving abilities and the factors that influence these abilities. The results of the analysis show that the mathematical problem solving ability of students in class VII-A at SMPN 3 Cisarua still varies, with some students showing significant improvement after the application of the Problem-Based Learning (PBL) learning method. Factors such as student engagement in learning, understanding of mathematical concepts, and critical thinking ability affect students' mathematical problem solving ability. The application of PBL method can be one of the effective strategies to improve student engagement, understanding of mathematical concepts, and mathematical problem solving skills. In conclusion, PBL method is proven to be an effective strategy to improve students' engagement, understanding of concepts, and their mathematical problem solving skills, so it can be implemented more widely in mathematics learning.]]>
<![CDATA[Analysis of Students’ Errors in Solving Mathematical Critical Thinking Problems on Junior High School ]]>
<![CDATA[Sodik, Rahmat]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Putra, Harry Dwi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.23858
<![CDATA[Critical thinking ability is one of the important competencies that students must have in facing challenges in the information age. This research aims to identify the types of errors made by class VII junior high school students in solving critical thinking skills questions on algebra material. This research uses a qualitative descriptive approach with the research subjects were 32 students in class VII.7, data collection was carried out through written tests containing critical thinking questions. It was found that several students made mistakes in solving algebra material questions, namely 1) Not understanding the concept of algebra definition; (2) The settlement process is not systematic; (3) There is no resolution process, go straight to the answer; (4) Do not understand the meaning of the question; (5) Weak in analyzing and arguing (6) Difficulty modeling problems in algebraic form; (7) Not understanding how to calculate operations and the properties of algebraic operations; (8) No identification of questions, no collection and compilation of data in the questions; (9) Not familiar with complex multiple choice questions. This research shows that students' critical thinking skills in solving algebra problems are still low. This is caused by several factors, such as a lack of in-depth understanding of concepts, lack of process skills, and less effective study habits. To improve students' critical thinking abilities, improvements in learning need to be made, such as strengthening understanding of concepts, developing process skills, and improving study habits.]]>
<![CDATA[Enhancing Students’ Mathematical Critical Thinking Skills through STEM Learning on Junior High School ]]>
<![CDATA[Pratiwi, Fresty Restu]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Putra, Harry Dwi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
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DOI: 10.22460/jiml.v8i2.23894
<![CDATA[This study aims to Enhancing Students' Mathematical Critical Thinking Skills Through Stem Learning On Junior High School. Critical thinking is an essential component in mathematics education, as it equips students with the ability to solve real-world problems, analyze data, and develop deeper conceptual understanding. The study adopts a quasi-experimental design with a pretest-posttest control group, involving seventh-grade students from SMPIT Mentari Ilmu. The experimental group (VII Shofiyyah) was taught using STEM-based learning, while the control group (VII Khaula) received conventional instruction. Both groups were assessed through pretests and post-tests to evaluate improvements in critical mathematical thinking skills. The data were analyzed using descriptive statistics, normality tests, and independent t-tests to determine the significance of the results. Findings indicated that the experimental group significantly outperformed the control group, with higher post-test scores reflecting greater improvement in critical thinking skills. Moreover, the students and teachers expressed positive responses to the STEM-based approach, highlighting its effectiveness in fostering engagement and higher-order thinking. The study concludes that STEM-based learning serves as an effective pedagogical strategy for enhancing critical thinking in mathematics, making it a valuable tool for junior high school education. The results suggest that this approach should be further developed and implemented to promote students' critical thinking abilities in various educational contexts.]]>
<![CDATA[The Development of Learning Media on Building Three-Dimensional Shape using E-Comic ]]>
<![CDATA[Fitriani, Nelly]]>;
<![CDATA[Ronny, Renata Teddy]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.24636
<![CDATA[The importance of the teacher's role in increasing students' interest and motivation in learning mathematics is that one of the steps taken is using interactive learning media in the form of E-Comic supported by the RME (Realistic Mathematics Education) learning approach. Using E-Comic in mathematics lessons can summarize the material and present it interestingly. This study aims to describe the development of learning media using E-Comic, students' responses to E-Comic on cylindrical geometry material, and the process of developing E-Comic. This study is an RnD (research and development) study using the ADDIE model with four stages, namely analysis, design, development, and implementation. The subjects of this study were 30 junior high school students and 3 validators as media experts and material experts. The object of this study is the learning media for cylindrical geometry using E-Comic with the RME approach with the help of the Canva application. The data collection tools used were validation sheets and student response questionnaires. The response questionnaire was closed and contained eight questions. The results of this study indicate an average validation of the E-Comic media of 80% with a very valid category. At the same time, the average student response results were 87% with a very practical category. From the results obtained, the E-Comic learning media with the RME approach is very valid and practical to use in the learning process and can increase students' interest and motivation to learn about the material on cylindrical spatial structures.]]>
<![CDATA[Implementation of Open-Ended Approach to Improve Mathematical Creative Thinking Skills and Self-Efficacy ]]>
<![CDATA[Ihwana, Mirna]]>;
<![CDATA[Putra, Harry Dwi]]>;
<![CDATA[Sumarmo, Utari]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.25613
<![CDATA[This study looks at mathematical thinking and self-efficacy, which is a wonderful idea because everyone needs to be innovative and creative to keep up with technology advancements in the age of society 5.0. Additionally, each student's self-efficacy may rise as a result. The study employed quantitative methodologies, with a sample size of thirty individuals for both the experimental and control groups. The researchers developed two instruments to facilitate the measurement of abilities. One of the instruments is a test with questions that are intended to assess the creative mathematical thinking skills of the subjects, including Agility (flexibility), Authenticity (originality), and Details (elaboration). Based on the study's findings, it can be concluded that the research findings indicate that students taught mathematics through the Open-Ended approach demonstrated a higher level of development of creative mathematical thinking skills compared to those taught through traditional approaches. end up outperforming others who were educated utilizing conventional approaches. The research discussion results revealed that students who were taught mathematics using an Open-Ended approach demonstrated a greater development in creative mathematical thinking abilities than those who were taught using a conventional method. This conclusion was reached based on the research findings and the debate that followed. completed the task more successfully than those instructed using conventional ways. The study's results and the discussion that followed led to the conclusion that, in terms of developing students' potential for mathematical creativity, there was no connection between the learning technique and students' baseline mathematical proficiency. There is no correlation between beginning mathematical competency and learning methodologies and increasing pupils' self-efficacy, according to research and discussion.]]>
<![CDATA[The Development of Animated Video Learning Media Using Animaker to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Nabila, Helmi Ilham]]>;
<![CDATA[Kurniawan, Rudy]]>;
<![CDATA[Hidayat, Wahyu]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.26748
<![CDATA[Along with the development of Information and Communication Technology, learning media is now increasingly diverse. Teachers must be smart in choosing the right media so that it can facilitate students in understanding the material presented. The purpose of this research is to develop animated video learning media using animaker that is feasible and practical to use in learning mathematics in the classroom. The research method used is the Research and Development (R&D) method. The research model uses the ADDIE model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in the small-scale trial were 8 students of class XI MAN Kota Cimahi and in the large-scale trial were 24 students of class XII MA Misbahunnur. The data collection technique was carried out by distributing response questionnaires to students to see the average using Microsoft Excel. From the results of product research, the feasibility of the products developed in the small-scale trial was 75%. While in the large-scale trial of 93% so that it is included in the criteria is very feasible. The practicality results of the small and large trials obtained 87% which showed very practical criteria. For a significance value of 0.0005 <0.05, the critical thinking ability whose learning uses animated video learning media using animaker with a scientific approach is better than ordinary learning. Thus, animated video learning media using animaker on statistics material is feasible and practical to use as a medium for learning mathematics.]]>
<![CDATA[Ethnomathematics on Ayunan Jantra in Bali: Integration of Mathematical Concepts in Culture ]]>
<![CDATA[Al-Jabar, Sheilla Zalzabilla]]>;
<![CDATA[Fauzi, Fikri]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Fitriani, Nelly]]>;
<![CDATA[Supriatna, Tatang]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i2.26861
<![CDATA[This research explores the concept of ethnomathematics in the ayunan jantra culture in Majalangu Village, Denpasar, Bali. Using an ethnographic approach, this research identifies the mathematical elements contained in the making, structure and use of the jantJra swing. The research was conducted through observation, interviews and documentation when the ayunan jantra was used at a Balinese traditional ceremony. The interview was conducted with Mr. I Made Semara Putra, the manager of the Subak TeBA Majalangu Educational Tourism foundation, Denpasar, Bali. Swing jantra has a philosophy about the values of life, namely the rotation of destiny that we do not know, but must be ready to live it. The main findings of this research are the application of the concepts of geometry, proportion and oscillation in the making and operation of the ayunan jantra. From the geometry aspect, the swing structure includes the position of the support, rotating shaft, and arms that refer to the principles of symmetry and balance. In addition, the measurement of the dimensions of the arms and stand shows the application of the concepts of proportion and comparison. The use of the ayunan jantra also involves the concept of oscillation where the rotating movement resembles harmonic oscillation. This research reveals that Balinese people have intuitively integrated mathematical concepts into their cultural traditions. The findings from this study offer new insights into the relationship between cultural traditions and mathematics learning that could contribute to developing ethnomathematics-based learning in schools. This research is expected to enrich culture-based mathematics learning methods and preserve the local wisdom of the Balinese people.]]>
<![CDATA[The Development of Student Worksheet to Enhance Students’ Mathematical Understanding on Two Variable Linear Equation System Topic ]]>
<![CDATA[Dallyono, Ruswan]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Kurniasari, Yeni]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 ]]>
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DOI: 10.22460/jiml.v8i2.26877
<![CDATA[Student worksheets play a crucial role in mathematics education by providing a structured framework for exploring concepts, practicing exercises, and achieving learning goals. However, understanding slope, intercepts, and graphing in linear equations with two variables (LETV) remains a common challenge for many students. Therefore, this study aims to develop a student worksheet for linear equations with two variables to enhance students’ comprehension in that specific area of mathematics for junior high school students based on their difficulties in solving problems on linear equations with two variables and to identify such difficulties based on articles written by 20 scholars published in Sinta-accredited journals. This qualitative study used text data from 20 nationally Sinta-accredited peer-reviewed mathematics education journals that presented articles about the challenges or difficulties of this topic as experienced by students. The data were analyzed through an SLR method by identifying the patterns of students’ difficulties or challenges and by analyzing how the student worksheet will handle such problems as reported in journal articles. This study also reveals that students’ challenges in studying this topic of maths involve conceptual misunderstandings, procedural errors, graphical interpretation issues, lack of real-world application, lack of creativity, lack of ability in writing mathematical representations, difficulty in understanding word or story problems, lack of mathematical process skills, and recklessness.]]>
