(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
Articles
272 Documents
<![CDATA[Defragmenting Student’s Thinking Structures in Solving Mathematical Problems on PISA Model ]]>
<![CDATA[M. Gunawan Supiarmo]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i4.p167-177
<![CDATA[Problem solving is defined as a series of activities that allow students to find solutions to problems. Students' thinking processes occur when processing data or information to solve problems. One way to help students maximize the thinking skills is to make their experience when solving problems with PISA model. But in reality, Students made many mistakes and have difficulty understanding the problem, making a settlement plan, lack knowledge of the prerequisite material, and have not been able to describe the reasons in detail regarding the solutions found. One of the possible solutions to improve and complete the structure of students' thinking in solving mathematical problems on the PISA model HOTS questions is defragmenting. This study aims to describe the changes of students' thinkingstructure in solving mathematical problems through defragmenting. This type of research is descriptive research with a qualitative approach. The research data consisted of students' answers, the results of thinking aloud, and the results of semi-structured interviews. The results showed that students experienced assimilation at the stage of understanding the problem, while at the stage of formulating strategies, implementing plans, and re-examining students' thinking processes, they experienced accommodation. This is because students need defragmenting to connect mathematical concepts to solve problems, correct errors, and complete incomplete problem solving steps.]]>
<![CDATA[Improving Student's Mathematics Understanding Ability on Two Variable Linear Equation System Materials by Using Problem Based Learning ]]>
<![CDATA[Adelia Tasya]]>;
<![CDATA[Usman Aripin]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i4.p178-187
<![CDATA[This study aims to find out the improvement of students' mathematics understanding ability on the material of the Two Variable Linear Equation System (SPLDV) with the application of problem-based learning (PBL). This type of research is classroom action research. This research was conducted on students of class X Multimedia in one of the Vocational High Schools in Cimahi City. At the beginning and end of learning students are given test questions. The subjects of this study were 15 students. In this study, the instrument used was 8 questions in the material for the Two Variable Linear Equation System (SPLDV) which focused more on the students' mathematical understanding ability regarding the material for the two-variable linear equation system.. The results of this study indicate that the aspects of students' mathematical understanding abilities have increased as seen from the questions tested in each test. Based on the results of the study, the authors concluded that the mathematical understanding ability of class X multimedia students of one of the Vocational High Schools in Cimahi City could be improved through problem-based learning.]]>
<![CDATA[Mathematics Communication Ability of Junior High School Students based on Gender in Terms of Solo Taxonomy ]]>
<![CDATA[Nurul Mumtaha]]>;
<![CDATA[Usman Aripin]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i4.p188-197
<![CDATA[This study aims to determine mathematics communication ability of junior high school students based on gender in terms of solo taxonomy. In order to do so, we used qualitative method with interviews and tests. The instrument in the study was a communication skill test with 4 items of description based on a solo taxonomy and interview. We conducted the instrument to 30 junior high school students with 15 male students and 15 female students.. The results of this study indicate the percentage of student response quality in completing the written test about the set including male students at the prestructural level as many as 4 students or 26.7%, unistructural level as many as 1 student or 6.6%, multistructural level as many as 4 students or 26, 7%, at the relational level as many as 5 students or 33.3% and at the extended abstract level there is no while for female students at the practructural level as many as 1 student or 6.7%, the unistructural level as much as 1 student 6.7%, multistructural level 4 students or 26.6%, the relational level is 7 students or 64.6% and the extended abstract level is 2 students or 13.4%. Based on the result, we conclude that the quality of the responses of male and female students in solving mathematics are in the relational level, which female students have a higher percentage than male students. They already able to relate the information to solve the problems given by accurate and draw conclusions.]]>
<![CDATA[Implementation Of Online Mathematics Learning In Vocational Students During Covid-19 ]]>
<![CDATA[Neng Ariyanti]]>;
<![CDATA[Anik Yuliani]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, SEPTEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i3.p142-150
<![CDATA[Education is a learning process with the aim of educating to develop self-potential. The Covid-19 pandemic has an impact on the education sector where face-to-face learning becomes online learning. The purpose of this study is to find out the implementation of online math learning in vocational students during the Covid-19 pandemic, in addition to looking at inhibiting factors in the implementation of online learning carried out during the Covid-19 pandemic. The research method used is a qualitative descriptive method. The research was conducted at SMKN 1 Maniis in Purwakarta Regency, the subject of this study was a class XI vocational student with a total of 96 students. The instruments used in the study are non-tests in the form of open questionnaires and interviews. The research procedure is carried out in three stages. (1) the preparatory stage, (2) the implementation stage, (3) the evaluation stage. The results of the study came to several conclusions, that the implementation of online mathematics learning at the time of Covid-19 was carried out in accordance with the curriculum on Covid-19 conditions, and based on the circular of the Minister of Education and Culture number 4 of 2020 on the implementation of education policy. The online math learning process is carried out using interactive applications such as zoom and google meet in addition to also using google classroom and WhatsApp, in the process of implementation teachers provide the next stage of interaction in the form of Q&A and finally the assignment from the teacher. The inhibiting factor in the implementation of online mathematical learning is inadequate internet network that causes the learning process to be hampered which then has an impact on the lack of understanding of the material that has been delivered.]]>
<![CDATA[The Effectiveness of Mathematics Teaching Materials on Problem Solving Ability in Junior High School Students ]]>
<![CDATA[Yuniar Rohmatun Nisa]]>;
<![CDATA[Risma Amelia]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i4.p198-208
<![CDATA[Mathematics learning aims to develop all student’s mathematical abilities in obtaining good mathematics learning outcomes maximum. The important target in achieving these learning outcomes is by maximizing learning on problem-solving ability. Accordingly, the purposes of this research were to know how the implementation of mathematics teaching materials on problem-solving ability and to know the categories of the effectiveness of mathematics teaching materials on problem-solving ability. The research method used in this research is descriptive which was obtained from observation, questionnaires, and tests. The participants of this study were students of the seventh grade of Junior High School which consists of two classes. The results informed that there were three kinds of effectiveness, that is interaction effectiveness which showed 55% less effective category, effectiveness of understanding which showed 61.8 % quite effective category, the effectiveness of teaching materials on problem-solving abilities which showed 52.78 % less effective category. Furthermore, appropriate learning materials and the creativity of the teacher in delivering learning materials are considered to be implemented in the mathematic learning process.]]>
<![CDATA[Design Of Teaching Materials With A Scientific Approach On Algebraic Forms Of Middle School Vii Class Materials ]]>
<![CDATA[Agus, Agus]]>;
<![CDATA[Aripin, Usman]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, SEPTEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i3.p151-160
<![CDATA[This study aims to determine the accuracy of the product of LIP and SW teaching materials with a scientific approach to Algebraic material for junior high school students and the validity of teaching materials developed based on expert validation. The method used in this research is development research which leads to two stages of implementation, the first is to design teaching materials based on a scientific approach. And the second validates the teaching material products that have been made. The results of this study develop teaching materials that were developed after being validated by expert validators and field practitioners and supported by articles that support the results of the validation of the Learning Implementation Plan (LIP) and Student Worksheet (SW). The final criteria are good and are in the valid category. This means that the teaching materials are worthy of being tested in learning.]]>
<![CDATA[Analysis of The Numerical Ability of Elementary School Students in Terms of The Introduction to Place Values of Numbers ]]>
<![CDATA[Umar Umar]]>;
<![CDATA[Arif Widodo]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i4.p161-166
<![CDATA[Recognizing place value is one of the basic skills in numeracy. Numerical ability can be seen through students' ability to recognize the place value of numbers. This study aims to analyze students' numeracy skills in terms of their ability to recognize place values in numbers. The research was conducted at one of the public elementary schools in the Central Lombok district. The type of research used is a descriptive survey. Data collection using tests. The instrument used is a place value test. The number of research samples was 110 elementary school students, with details of 53 low-grade students and 57 high-grade students. Data were analyzed using descriptive statistics. If viewed from the ability to recognize place values, students' numeracy abilities are included in the fairly good category. Overall out of 110 students 60% have recognized the place value of thousands. Most of the high-grade students already know the place value of the thousands, while the low-grade students are mostly still in the places value of units, tens, and hundreds. The number of students who know the value of the hundreds is 13%, the tens value is 16% and the unit value is 8%. The study also found fact that there were 3% of students were not familiar with numbers. Although overall students' numeracy skills are quite good, special attention needs to be given to high-grade students who are not able to recognize the place value of thousands and low-grade students who are not yet familiar with numbers.]]>
<![CDATA[Student’s Computational Thinking Process in Solving PISA Questions in Terms of Problem Solving Abilities ]]>
<![CDATA[M. Gunawan Supiarmo]]>;
<![CDATA[Heri Sopian Hadi]]>;
<![CDATA[Tarmuzi Tarmuzi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022 ]]>
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DOI: 10.22460/jiml.v5i1.p01-11
<![CDATA[Computational thinking is the process of solving problems using logic gradually and systematically needed in the field of mathematics. However, the learning applied by the teacher limits the student's ability to develop computational thinking skills. Teachers are accustomed to providing conventional learning and emphasize student's skills in using formulas. One of the treatments that can be used to stimulate student's computational thinking skills is PISA questions. The purpose of this study was to analyze student's computational thinking processes in solving PISA questions in terms of their problem solving abilities. The research data consisted of student answers, think aloud results, and semi-structured interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions or verification. The results showed that the computational thinking process of students with low problem solving abilities only reached the decomposition stage because students were able to simplify the problem even though it was incomplete, but they were not able to connect mathematical concepts or materials to build a solution. Meanwhile, students with moderate and high problem solving abilities are limited to the pattern recognition stage because they can simplify problems and develop strategies, but make mistakes in using patterns, and there are incomplete steps. So it can be concluded that the computational thinking process of students with low problem solving abilities only reaches the decomposition stage. The computational thinking process of students with moderate and high problem solving abilities is limited to pattern recognition indicators.]]>
<![CDATA[Analysis of The Characteristics of emotional Experience in MOOC Learning ]]>
<![CDATA[Yimin Ning]]>;
<![CDATA[Ying Zhou]]>;
<![CDATA[Anchen Cai]]>;
<![CDATA[Cheng Zhang]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022 ]]>
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DOI: 10.22460/jiml.v5i1.10195
<![CDATA[With the rapid development of massive open online courses (MOOCs), researchers have begun to pay attention to the experience of teachers and students in the MOOC classroom. Select the middle school mathematics curriculum standard and textbook research course in the MOOC platform of Chinese universities and collect 66 selfreported data of instantaneous experience and long-term experience of 10 learners on the course learning within two weeks. Qualitative and quantitative analyses were carried out in 8 sub-dimensions, including device usage preferences and problems, and platform tool application. The purpose of the research is to investigate the learning experience of MOOC learning platform more comprehensively and deeply. The research results show that mobile learning has become the main way of MOOC learning. The appearance, education and economy of the tools displayed on the platform directly affect the learning experience of learners. Demonstration tools are highly dependent, but the frequency of application, types and functions of tools are limited, and there is a lack of awareness and application of tools that promote advanced learning, deep learning, and reflective learning; the overall emotional experience of learners is in a positive emotional state and shows a distinct group characteristic. The learning experience of MOOC is directly related to the appearance, education and economy of the display tools in the platform; Learners have diverse experience of platform communication and cooperation tools, and are highly dependent on learning content display tools in the platform; Learners' emotional experience is both positive and negative, but it is dominated by positive emotions and shows distinct group characteristics.]]>
<![CDATA[Development of Teaching Materials on PLSV Using Scientific and Contextual Approach to Improve Mathematics Communication Ability and Self Confidence ]]>
<![CDATA[Novi Ratna Dewi]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Euis Eti Rohaeti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022 ]]>
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DOI: 10.22460/jiml.v5i1.10473
<![CDATA[Development of teaching materials on PLSV material using combination of scientific and contextual approach to improve mathematical communication ability and self confidence to seventh grade junior high school students. The purpose of this research and development is to obtain a design for developing mathematical teaching materials in the form of lesson plans and worksheet with combination of scientific and contextual approaches to PLSV material for smpn 3 cipeundeuythis study also aims to test the level of validity, practicality, and effectiveness of teaching materials with a combination of scientific and contextual approaches to PLSV material. This research is a development research. The results showed that based on the assessment of material experts and mathematics teachers, the teaching materials developed had very valid criteria with an average total score of 190.33 for lesson plans and 297.5 for worksheets. Based on the results of filling out questions on communication skills and student responses questionnaires about self-confidence, there has been a significant increase. So it can be concluded that with the development of teaching materials by combining scientific and contextual approaches with the results of filling out observations of the implementation of learning and the results of evaluating learning outcomes, it can be concluded that the teaching materials developed have a very good level of effectiveness with the percentage of learning implementation of 94.87% and the percentage of completeness students to 95%.]]>
