(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[How Good Students’ Problem-Solving Skills on Senior High School? An Analysis on Sequences and Series Material ]]>
<![CDATA[Pratama, Aris]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i3.23857
<![CDATA[Students frequently respond to problems posed by their instructors through trial and error, without first grasping the underlying concepts. They often perceive the problems as entirely new and unrelated to their previous experiences, leading to a lack of confidence and reinforcing the belief that mathematics is a difficult subject. Consequently, their responses are often incorrect or incomplete. The objective of this study is to describe the mathematical problem-solving abilities of grade XI students on the topic of sequences and series in one of the schools in Bekasi Regency. This research employed a descriptive qualitative method, with data analysis techniques based on the interactive model developed by Miles and Huberman. The subjects of this study were 25 grade XI students selected using purposive sampling. The test instrument consisted of problem-solving tasks, while non-test data were obtained through interviews. The results indicate that students' mathematical problem-solving abilities fall into three categories: 4% of students demonstrated high problem-solving skills, 4% were in the medium category, and 92% were classified as low. A detailed analysis of problem-solving indicators reveals that: (1) in understanding the problem, many students struggled to identify the given information and the goal of the problem; (2) in devising a solution plan, most students failed to select an appropriate strategy, often guessing rather than structuring a logical approach; (3) in executing the plan, students in the low category frequently made calculation errors and misapplied formulas; and (4) in reflecting on the solution, very few students revisited their answers to verify accuracy or consider alternative methods. These findings suggest that students’ mathematical problem-solving abilities remain relatively low, with significant gaps in comprehension, planning, execution, and reflection. Strengthening these aspects through targeted interventions is necessary to enhance students’ overall problem-solving skills.]]>
<![CDATA[The Effectiveness of Eliciting Activities Model in Learning Mathematics based on Initial Mathematical Skills ]]>
<![CDATA[Stephanie, Eveline]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i3.23867
<![CDATA[Elementary mathematics education necessitates new instructional strategies that can address the varied baseline competencies and backgrounds of kids. The Eliciting Activities Model is a strategy that prioritizes student-centered discovery to enhance learning outcomes. This study seeks to examine the use of the Eliciting Activities Model on mathematics learning outcomes, focusing specifically on students' beginning mathematical competencies and their educational backgrounds. This quantitative study was carried out in three elementary institutions: SDN Batujajar 3, SDN Sukamaju, and SDS Yayasan Beribu, encompassing a total of 81 pupils. The research utilized a survey methodology and applied Two-Way ANOVA to investigate the impact of school origin and beginning mathematical proficiency, along with their interaction, on mathematics learning outcomes. The data gathering process included pre-tests to evaluate students' basic mathematical competencies and post-tests to measure learning results following the implementation of the model. The findings indicated substantial disparities in mathematics learning outcomes contingent upon school origin and pupils' beginning competencies. A notable interaction effect was observed, wherein students with high beginning ability from SDS Yayasan Beribu attained superior learning outcomes relative to students from SDN Batujajar 3 and SDN Sukamaju. The findings indicate that the Eliciting Activities Model effectively improves mathematics learning outcomes, especially when tailored to students' beginning skills and the educational environment.]]>
<![CDATA[How Good Mathematical Critical Thinking Skills of Elementary School Student? The Case on Fraction Material ]]>
<![CDATA[Nurlela, Euis]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Supriatna, Tatang]]>;
<![CDATA[Fitriani, Nelly]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.23907
<![CDATA[Critical mathematical thinking skills are fundamental abilities that students must develop to succeed in mathematics. In learning mathematics on fraction material, the critical mathematical thinking skills of grade V students at Gununghalu 1 Elementary School are not yet optimal. This study seeks to assess the essential mathematical thinking skills of fifth-grade students. The participants in this study consisted of 51 fifth-grade elementary school students from Ciranjang during the 2023/2024 academic year. The object of this research is students' mathematical critical thinking skills, efforts made to develop mathematical critical thinking skills, and obstacles faced in efforts to improve mathematical critical thinking skills. This research method is descriptive quantitative. The data collection techniques used were observation, interview and test. The instrument used to obtain the data in this study is a matter of description test, which amounted to 5 questions. The study revealed that fifth grade students demonstrated an average critical thinking ability of 51%, which falls into the low category. Among the various indicators assessed, the highest score was seen in the analysis of statements, reaching 76%, while the lowest score was in the evaluation of the truth of statements, which stood at just 26%. From this analysis, we can conclude that the mathematical critical thinking skills of fifth grade elementary school students remain at a low level]]>
<![CDATA[The Relationship Between Mathematical Reasoning Ability and Self-Efficacy on Junior High School Students ]]>
<![CDATA[Sari, Laras Mawar]]>;
<![CDATA[Sumarmo, Utari]]>;
<![CDATA[Supriatna, Tatang]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.23932
<![CDATA[This research is motivated by the significance of mathematical reasoning in problem solving, while self efficacy is considered to influence its development. The objective of this study is to the level of mathematical reasoning ability and self efficacy while also investigating the relationship between these two variables in SPLDV material. The study employs a quantitative approach with a correlational design. The research participants numbered 32 people from class VIII at a junior high school in Karawang Regency. Data collection was done using a mathematical reasoning ability test and a self efficacy questionnaire, both of which were analyzed through descriptive and inferential statistics. The descriptive analysis provides an overview of students mathematical reasoning ability and self efficacy levels, while the inferential analysis applies the Pearson Product Moment correlation test to determine the relationship between the two variables. The descriptive analysis revealed that the average score for students mathematical reasoning ability was 40.63, lacing it in the moderate category, indicating that not all indicators of mathematical reasoning were well achieved. The average self efficacy score was 86.34, which also falls within the moderate range. The inferential analysis showed a strong and significant relationship between mathematical reasoning ability and self efficacy, with a correlation coefficient value of 0,803 and Sig.(2-tailed) = 0,000 where 0,000 < 0.05. This reveals the greater the students self efficacy, the better their ability in mathematical reasoning.]]>
<![CDATA[Analysis of Junior High School Students’ Mathematical Reasoning Ability on Two Variables Linear Equation System Material ]]>
<![CDATA[Permatasari, Sri Nurwahyuni]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Yuliani, Anik]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.23934
<![CDATA[Mathematical reasoning ability is one of the essential mathematical abilities that students must master well. This research aims to analyze the mathematical reasoning abilities of junior high school students on two variables linear equations system material. The research was conducted at SMP Negeri 69 Bandung involving grade eighth students as research subjects. The samples taken were 21 students. This research uses a qualitative descriptive approach. Data collection was carried out through documentation of test instruments in the form of mathematical reasoning ability tests. The analysis results show that the percentage of student errors varies for each indicator of reasoning ability. In detail, the first and second indicators show a very low error percentage, namely 11% and 27%. However, in the third, fourth, and fifth indicators, the percentage of errors increased significantly, by 67%, 69%, and 56% respectively, which is categorized as moderate and low. The sixth indicator shows the highest percentage of errors, which is 89%, which is in the high category. Overall, the average percentage of student errors is 53.17%, which can generally be categorized as very low. These findings indicate a variation in students' mathematical reasoning abilities in two variables linear equations system material. In addition, this study is also expected to contribute to identifying the types of errors commonly made by students and their implications for improving the mathematics learning process.]]>
<![CDATA[How Students’ Self-Efficacy Can Affect Their Mathematical Critical Thinking Ability? ]]>
<![CDATA[Suhartini, Tutin]]>;
<![CDATA[Hendriana, Heris]]>;
<![CDATA[Putra, Harry Dwi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.26650
<![CDATA[Critical thinking is an essential skill that students must possess in order to face various academic challenges and the dynamic development of scientific knowledge. Among psychological factors, self-efficacy plays a significant role in students' mathematical critical thinking skills, enabling them to solve tasks or problems in specific situations. This study aims to examine the influence of self-efficacy on students’ mathematical critical thinking abilities. The research employed a quantitative approach with a correlational design to analyze and explore in depth how self-efficacy affects students’ mathematical critical thinking skills. The sample consisted of 25 students from SDN Harapan Mulya. Data analysis was conducted using simple linear regression to determine the extent to which students’ self-efficacy influences their mathematical critical thinking abilities. The results showed a positive and significant influence between self-efficacy and critical thinking skills (p < 0.05), with a coefficient of determination of 0.224. This indicates that students’ self-efficacy contributes 22.4% to the variation in their mathematical critical thinking abilities. Therefore, the conclusion of this study is that the higher the students’ self-efficacy, the higher their mathematical critical thinking skills, which means that self-efficacy significantly influences students’ mathematical critical thinking. These findings highlight the importance of strengthening self-efficacy through various learning approaches to enhance students’ mathematical critical thinking skills.]]>
<![CDATA[Implementation of Problem Based Learning using Interactive Media Canva and Quizziz to Improve Problem Solving Abilities of Vocational High School Students ]]>
<![CDATA[Pujiyastuti, Heti]]>;
<![CDATA[Sabandar, Jozua]]>;
<![CDATA[Afrilianto, M.]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.27064
<![CDATA[Problem-solving ability is an essential skill that must be possessed by students, especially in Vocational High Schools (SMK), in order to apply the concepts learned in real situations. However, many students have difficulty in identifying and solving mathematical problems because the learning method is still centered on the teacher and the minimal use of interactive learning media. This study aims to analyze the mathematical problem-solving ability of vocational high school students whose mathematics learning uses the Problem Based Learning model assisted by interactive media canva and quizizz compared to those who use regular learning. This study uses a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of 64 grade XI students of SMKN 1 Cariu, which were divided into an experimental class (32 students) who received learning using PBL assisted by interactive media Canva and Quizizz, and a control class (32 students) who used regular learning methods. Data collection was carried out through problem-solving ability tests (pretest and posttest), questionnaires and observations. Data analysis using inferential statistics, namely the average difference test with N-Gain as a measure of learning outcomes, and thematic analysis for qualitative data. The results of the study showed that the mathematical problem-solving ability of vocational high school students whose mathematics learning used the Problem Based Learning model assisted by interactive media canva and quizizz was better than those who used regular learning.]]>
<![CDATA[Kastolan Theory Error Analysis on Vocational School Students – A Case on Sequences and Series Topics ]]>
<![CDATA[Nurhasanah, Alya Siti]]>;
<![CDATA[Anita, Ika Wahyu]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.27066
<![CDATA[The purpose of this study is to analyze the mistakes made by students while working on math problems in Sequence and series. The background to this study is that it is difficult to understand students during their studies, which leads to mistakes in solving the math problems of Sequence and series. The purpose of this study is to determine what mistakes are common in solving questions about Sequence and series. The subjects of this study were 10 students of eleventh grade at SMK Plus Darussurur, Cimahi City. The data collection method uses written essay questions with results obtained from the analysis of the level of error based on the Kastolan Theory. Based on the results of the research and discussion, it was found that the level of student errors in working on sequence and series problems is as follows : 1) Conceptual errors with a percentage rate of 50% with the criterion of "High Enough" error rate; 2) Procedural Errors with a percentage rate of 32.1% with the criterion of "Low" error rate; 3) Technical errors with a percentage of 17.9% with the "Very Low" error rate criterion. From this, we can conclude that the common error in solving the Sequence and seriesproblem is a form of conceptual error. This means that the students' conceptual understanding of Sequence and series is still lacking. Because learning tends to focus on procedures without linking basic concepts, lack of visualization and real context, and limited abstract thinking skills and varied exercises.]]>
<![CDATA[Development of Video-Assisted Problem Based Learning Models Worksheet to Improve Students’ Mathematical Problem-Solving Abilities on Junior High School ]]>
<![CDATA[Hermawan, Deni]]>;
<![CDATA[Rohaeti, Euis Eti]]>;
<![CDATA[Sugandi, Asep Ikin]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.27095
<![CDATA[The ability to solve mathematical problems is one of the basic skills that is very important for every student to have. This ability not only contributes to the understanding of mathematical concepts, but is also important to support an active and interesting learning process. Therefore, the development of interactive Student Worksheets is very necessary. This study aims to develop worksheet with a Problem Based Learning model supported by video media. The method used in this study is a research design that is divided into two parts, namely planning design and formative evaluation design which includes: 1) expert assessment, 2) individual evaluation, 3) small groups, and 4) proposed trials. The subjects of this study consisted of 40 students at SMPN 2 Cimahi. The data collection techniques used were interviews, documentation studies, questionnaires in the form of scales to validate the feasibility and practicality of the developed teaching materials, in addition, a collection of questions was also used to measure the effectiveness of the developed teaching materials. The data processing process was carried out using quantitative and qualitative methods. The conclusion of this study shows that worksheet is very valid, practical, and effective in improving the mathematical problem-solving abilities of junior high school students. Therefore, this worksheet is worthy of being used in the mathematics learning process.]]>
<![CDATA[Improving Mathematical Problem Solving Skills and Self-Confidence of Junior High School Students Using A Problem Based Learning ]]>
<![CDATA[Rindiani, Hesti]]>;
<![CDATA[Sumarmo, Utari]]>;
<![CDATA[Afrilianto, M]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 ]]>
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DOI: 10.22460/jiml.v8i3.27133
<![CDATA[Problem solving ability is one of the skills that need to be developed in students. The background of this study is based on the results of preliminary observations which show that students' problem solving skills and self confidence are still low, one of which is caused by the use of conventional learning methods. This study aims to determine the effect of problem-based learning on improving students' mathematical problem solving ability and self-confidence, see the effectiveness of problem-based learning on students' mathematical problem solving ability and self-confidence and see students' responses to problem-based learning. This research used quasi-experimental method with Pretest-Posttest Control Group Design. The research subjects were VIII grade students of SMP Negeri 2 Saguling as many as 64 students, consisting of two classes, namely experimental and control. The research instrument was a description test to measure mathematical problem solving ability and a Likert scale to measure students' self-confidence. Data were analyzed using normality test, homogeneity, t-test, Mann-Whitney, and N-Gain calculation. The results showed that there was a significant difference between the experimental and control classes in improving mathematical problem solving skills seen from the average n-gain value of the experimental class in the high category while the control class was in the medium category. Problem based learning is very effective in improving mathematical problem solving skills seen from the percentage of student learning completeness and effective in increasing student self confidence. Students' response to problem-based learning was positive.]]>
