cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ghiyats Ristiana
Contact Email
kanghiyats@gmail.com
Phone
+6287764329708
Journal Mail Official
-
Editorial Address
(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
Location
Kota cimahi,
Jawa barat
INDONESIA
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Published by STKIP Siliwangi Bandung
ISSN : 26214733     EISSN : 26214741     DOI : -
Core Subject : Education,
Education Mathematics Other
(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
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 272 Documents
 8   9   10   11   12 
The Effect Contextual Teaching-Learning Approach on Improving Students’ Mathematical Reasoning Ability and Self Concept Toni Alamsyah; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p178-188

Abstract

The goal of this research is to examine  the role of contextual teaching-learning  approach (CTLA) toward  students’ mathematical reasoning ability (MRA) and self concept in mathematics (MSC). The research involves 66 eighth grade students, a MRA  test,  a MSC scale. Findings of this research were:  students getting CTLA reached MRA at better grade than the grade of students who get SA learning, even if those grades were at low level. However, there was no difference grades on students’ MSC in both teaching approaches, and those grades were at fairly good level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about position of two lines,  solving tangent equation on a curve problem, and writing down the formula involved in a calculation.  Beside that, there was association between MRA and MSC, and students performed active learning during CTLA lessons.Keyword: contextual teaching-learning, mathematical reasoning, mathematcal self concept.
The Role of Metaphorical Thinking on Student’s Mathematical Reasoning Ability and Self Confidence Pitria Susanti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p121-132

Abstract

This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA  test, and an MSC scale. The findings of this research were:  students getting treatment with MTA reached MRA at a moderate grade level, and students taught by  problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.
Analysis of Students' Ability to Understand Mathematics Concepts for Class VIII SMP/MTS Linda Ardani Afriliziana; Kartini Kartini
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v4i2.p49-62

Abstract

The ability to understand mathematical concepts is important in learning mathematics. Students are often having difficulty in understanding mathematical concepts when the learning process takes place. The purpose of this study was to describe students’ ability to understand mathematical concepts on linear equation system of two variables without given any prior treatment. The linear equation system of two variables materials test was conducted in class VIII.1 of SMPN 7 Tanjungpinang on Thursday, 29 April 2021, to 34 students. The instrument used is a test instrument for the understanding ability of mathematical concepts. Based on the data analysis that has been done, the percentage ability to understand mathematical concepts in question number 1 with the indicator of restating a concept, is 79% with high criteria. In question number 2, the indicator that identifies examples and not examples of a concept shows as much as 89%, which is a very high criteria. In question number 3, the indicator presents the concept in the form of a mathematical representation, which is 68% with high criteria. In question number 4, the indicator applies the concept in an algorithmic manner, which is 86% with very high criteria. In question number 5 with indicators of applying algorithms concept in problem solving as much as 60%, is high criteria. According to these data, it can be concluded that the students' ability to understand mathematical concepts in solving systems of linear equations in two variables questions is categorized as high with the percentage of 76,4%.
Analysis Of The Achievement Of Double Loop Problem Solving (DLPS) Learning Model On Multiple Selection Problems Reviewed From Mathematical Connection Ability Of Vocational School Agus Riana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p82-86

Abstract

This article presents research related to learning achievement using the double loop problem solving (DLPS) learning model and experimental research methods with a pre experimental design: one-shot case study design using purposive sampling, of class X vocational students in the academic year 2019/2020 on math problems with multiple choice questions. the purpose of this research is to describe the achievement of students' mathematical connection abilities using the double loop problem solving learning model (DLPS), obtain a number of student problems in the process of connecting the form of mathematical problem questions with multiple choice questions. Based on the analysis of the data obtained the results of research at the intended school shows that the percentage of students who have good mathematical connection abilities of students is less than 65%. Thus in the form of multiple choice questions, the double loop problem solving learning model is not achieved in the mathematics learning process
Developing Student Book Based on Ethnomathematics to Improve Student’s Critical Thinking Skill Irma Risdiyanti; Dwi Sulisworo
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, MARCH 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v4i1.p1-11

Abstract

The current world conditions have led to the life of the 21st century with all the very rapid changes in civilization and the challenges that future generations must face. So it is necessary to prepare students to have creative skills to adapt and face challenges in the 21st-century era. In the implementation of the 21st curriculum in Indonesia, it needs to be adapted to Indonesia's existing context. In alternative mathematics learning, an approach that can be used is Indonesian Realistic Mathematics Education ( PMRI) with the context of Ethnomathematics. This study aims to develop ethnomathematics-based multimedia to support the development of PMRI-based learning using the ethnomathematics context. The method used in this research is design research with the type of development studies. The data collection technique was done by interviewing, distributing questionnaires, and studying literature. The data were then analyzed using a qualitative descriptive analysis. The results of this study are a student book product and the results of the analysis of student responses to these products. This research is expected to become a foundation in developing mathematics learning designs using ethnomathematics contexts to improve student critical abilities.    
The Effect of Exploration Approach on Students’ Mathematical Creative Thinking Ability and Disposition Imas Suwartini; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p189-198

Abstract

This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this  research were 60 seventh grade students which selected puposively  from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD.  Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach
Improving Students Mathematical Critical Thinking Ability and Self Regulated Learning Using Open-Ended Approach Yanti Yulianti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p133-144

Abstract

This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach  (OEA) on enchancing student’s mathematical critical thinking ability  (MCTA) and  mathematical self regulated learning  (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior  High School in Garut. Instruments of this study were an essay  MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found  there is high asociation between MCTA and MSRL  and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach
Mathematical Reasoning Ability and Resilience (Experiment With Senior High Students Using Inductive and Deductive Approach and Based On Student’s Cognitive Stage) Siti Maesaroh; Utari Sumarmo; Wahyu Hidayat
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p87-101

Abstract

The background of this study is that the unsatisfactory student’s grade  on mathematical reasoning ability (MRA) tasks.  Even though MRA is an ability that needs to be possessed by high school students. To overcome this problem, we carried out an experiment for improving  students' MRA and mathematical resiliency (MR) through Inductive -deductive approach (IDA) and based on student’s cognitive stage (CS). The research involved 68 eleventh grade students with 16.5 years old from a high school in Bandung Indonesia. The instruments of this study were the MRA, TOLT and MR scale. The study found that as many as 29.4% student were at concrete  stage, 51.5 % at transition stage, and  19.1% at formal stage.  Overall and based on student’s cognitive stage, the study found that the grades of MRA and MR of students who obtained IDA were better than the grades of students who taught by  discovery learning approach (DLA). Based on students' cognitive stages, there was no difference grades of MRA and MR in the two teaching approaches. Beside that, study found that there were no interaction between teaching approaches and cognitive stage on student’s MRAand MR and  the IDA took  higher  role than the cognitive stage on obtaining student’s MRA,  and MR.  It was also found that students taught by DLA experienced more difficulty in completing MRA tasks. Beside that,  there was moderate  association between  MRA, and MR, but there were no association between MRA and CS and between MR and CS.  In addition, students performed active learning  during the IDA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary
EFFORTS TO INCREASE THE MATHEMATICAL UNDERSTANDING ABILITY OF CLASS V STUDENTS IN SDN 3 BATUJAJAR IN THE SOLID NUMBERS MATERIALS USING CONTRUCTIVISM APPROACHES Layla Saadah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p61-65

Abstract

The method in this study is the Classroom Action Research (CAR) method. PTK consists of four stages, namely planning, action, observation and reflection. PTK is carried out through 3 cycles of 6 meetings. Learning instruments consist of questionnaires, observation sheets of student activities, interview sheets, Student Worksheets (LKS) and evaluation sheets. The result of the implementation of PTK is an increase in mathematical comprehension and teacher and student activities from the first cycle to the third cycle. Teacher activities are more increasing than learning as usual, with the constructivism approach applied by the teacher acting as a facilitator, motivator and mediator for students. The increase in the ability of mathematical understanding and student activity is indicated by changes in scores and changes in scores of students who reach the KKM from the first cycle to the third cycle in a row namely 48.6%, 64.9% and 81.1%.
Improving Mathematics Critical Thinking Ability and Self Regulated Learning Of High School Method Through IMPROVE Students Dinar Andriyani; Citra Megiana Pertiwi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 4 (2020): VOLUME 3 NUMBER 4, DECEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i4.p208-214

Abstract

The low critical thinking skills and self-regulated learning in the field are the backgrounds for this research. This study aims to examine the improvement of mathematical critical thinking skills and self- regulated learning using the IMPROVE method and by using ordinary learning. The research method used was an experimental method with a pretest-posttest group research design involving two groups and randomized class sampling. The population is all high school students in Purwakarta Regency. All high schools in Purwakarta were randomly selected, SMAN 1 Maniis was selected, the sample was randomly selected by two classes, class XI Mia 2 as the control class and class XI Mia 1 as the experimental class. Data collection in this study was in the form of tests and non-tests, then the data on the scores of students' mathematical critical thinking skills and learning independence were analyzed using descriptive and inferential statistics using the two-difference test means. Based on the results of the study, both from the results of data analysis and hypothesis testing, the authors conclude that the achievement and improvement of mathematical critical thinking skills and self- regulated learning students whose learning using the IMPROVE method are better than those using ordinary learning.

Page 10 of 28 | Total Record : 272

 8   9   10   11   12 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025 Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025 Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, JUNE 2024 Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, MARCH 2024 Vol. 6 No. 4 (2023): VOLUME 6 NUMBER 4, DECEMBER 2023 Vol. 6 No. 3 (2023): VOLUME 6 NUMBER 3, SEPTEMBER 2023 Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, JUNE 2023 Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023 Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, SEPTEMBER 2022 Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, JUNE 2022 Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022 Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, SEPTEMBER 2021 Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021 Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, MARCH 2021 Vol 3, No 4 (2020): VOLUME 3 NUMBER 4, DECEMBER 2020 Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020 Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020 Vol 3, No 1 (2020): VOLUME 3 NUMBER 1, MARCH 2020 Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, DECEMBER 2019 Vol 2, No 3 (2019): VOLUME 2 NUMBER 3, SEPTEMBER 2019 Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019 Vol 2, No 1 (2019): VOLUME 2 NUMBER 1, MARCH 2019 Vol 1, No 4 (2018): VOLUME 1 NUMBER 4, DECEMBER 2018 Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018 Vol 1, No 2 (2018): VOLUME 1 NUMBER 2, JUNE 2018 Vol 1, No 1 (2018): Volume 1 Number 1, March 2018 More Issue