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(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
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Application of Discovery Learning Model to Improve Students’ Mathematical Problem Solving Ability on Islamic Junior High School Ma'ruf, Shofiyah Misbahul; Sari, Indah Puspita; Afrilianto, M.
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.23976

Abstract

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.
The Improvement of Students’ Mathematical Reasoning Ability and Mathematical Resillience using Contextual Teaching and Learning Assya, Lily Aulin; Putra, Harry Dwi; Sumarmo, Utari
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.24645

Abstract

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.
Improving Students’ Mathematical Creative Thinking and Resillience Using Eliciting Activities Approach Susilawati, Lia; Afrilianto, M.; Sumarmo, Utari
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.24711

Abstract

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.
Enhancing Mathematical Understanding Ability, Creative Thinking Skills and Self Confidence through Open-Ended Approach on Junior High School Students Desi, Desi; Putra, Harry Dwi; Hendriana, Heris
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.24788

Abstract

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.
Exploratory Data Analysis on Mathematics Learning Difficulties for Junior High School Students/MTs on Solving Story Problems in Terms of Gender Yusnita, Irra; Sumarmo, Utari; Fitriani, Nelly
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.25262

Abstract

Mathematics subjects at various levels of education are still considered difficult. One of the mathematical skills that students still lack mastery of is mathematical communication. Otherwise in mathematics learning, as explained in NCTM, "communication is a fundamental element of mathematics learning," which means that communication is a basic element in mathematics learning. Mathematical story problems are a form of problem in mathematical communication competence. Moreover, based on the PISA report, with low language skills, students' ability to solve story problems also becomes much more difficult. This purpose study are to indentify and analyze the difficulties of junior high school students in solving math story problems and alternatives to overcome them, and also demography analyze these difficulties based on gender, age and elementary school educational background. Utilizing an Exploratory Data Analysis (EDA) approach, data were collected from 291 students in grades 7, 8, and 9. The findings indicate that most students struggle with understanding the text of word problems, identifying relevant information, and modelling mathematical problems. Further analysis reveals that 9th-grade students, particularly those older, encounter more complex challenges but demonstrate better problem-solving abilities. Gender differences were observed in learning strategies, with female students tending to use more structured strategies such as note-taking or diagramming.
The Improvement of Students’ Adaptive Reasoning through Connected Mathematics Project Model on Vocational High School PP Kutacane Wati, Merna
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.27113

Abstract

The development of students' adaptive reasoning is a critical aspect of mathematics education, especially in preparing students to solve complex, real-world problems. The purpose of this study is to explore the effectiveness of the Connected Mathematics Project (CMP) model in improving the adaptive reasoning of Class X students at SMK PP Negeri Kutacane. This study used a classroom action research approach, conducted over two cycles, each consisting of three meetings (6x45 minutes). Each cycle included four stages: planning, action, observation, and reflection. In Cycle I, the CMP model was implemented, and students worked on problems that encouraged adaptive reasoning. Cycle II followed the same structure, with continued use of the CMP model and a focus on evaluating student progress. The results showed a significant improvement in student learning outcomes, with the class average increasing from 53.71 in the pre-cycle to 61.38 in Cycle I and 84.19 in Cycle II. The percentage of learning completeness also improved, from 9% in the pre-cycle to 47.61% in Cycle I and 83.33% in Cycle II. This indicates that the CMP model effectively enhanced students' adaptive reasoning. The study concludes that the CMP model is a promising method for improving students' mathematical reasoning and learning outcomes, but further research is needed to explore its broader applications in other educational contexts.
Is There Correlation Between Students’ Memorizing Quran and Their Mathematics Score? Study on Islamic Boarding Senior High School Rambe, Dini Savitri; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.27131

Abstract

This study was motivated by the observation of varying academic performance in integral mathematics among students with different levels of Quran memorization at Darul Mursyidi Islamic Boarding School, Sialogo. Integrating religious and academic education is a key concern in Islamic institutions, raising the question of whether memorizing the Quran can influence cognitive and analytical skills, particularly in mathematics. The aim of this research is to examine whether there is a significant relationship between Quran memorization and academic achievement in integral mathematics. This quantitative study involved 20 eleventh-grade students from Madrasah Aliyah. Data were collected through a written mathematics test focusing on integral material and Quran memorization scores sourced from the Tahfidz instructor. The correlation between these two variables was analyzed using the Pearson product-moment correlation formula. The findings reveal a strong and positive correlation between students' Quran memorization and their performance in integral mathematics, indicating that students who had higher memorization scores tended to achieve better results in mathematics. Furthermore, students with strong memorization abilities also demonstrated better logical thinking and responsiveness, not only in math but also in subjects such as science, fiqh, and faraid. These results support the view that memorizing the Quran can enhance students’ cognitive functions, including memory and reasoning, which are essential for learning mathematics. The study concludes that integrating Quran memorization into the educational process may serve as a beneficial strategy for improving students' academic outcomes.
Analysis of Students’ Mathematical Problem-Solving Ability on Senior High School – Case on Function Derivative Material Siregar, Rajiun; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.27134

Abstract

Derivative functions are a fundamental concept in high school calculus and serve as a crucial indicator of students’ mathematical problem-solving abilities. However, many students face challenges in applying derivative rules, especially when the complexity of problems increases. This study aims to analyze the problem-solving abilities of eleventh-grade students on the topic of function derivatives. The research employed a descriptive qualitative method involving students from class XI as participants. Data were collected through a problem-solving ability test consisting of 10 essay questions based on indicators of mathematical understanding, followed by interviews to gain deeper insights into students’ reasoning processes. The analysis focused on students’ ability to apply differentiation rules, including the power rule, product rule, quotient rule, and chain rule. The findings revealed that students performed well on low to moderate difficulty problems, mainly due to routine practice and familiarity with basic differentiation procedures. However, performance significantly declined on more complex problems involving root functions and fractional exponents. Errors were commonly observed in the simplification process and the application of advanced differentiation techniques. This suggests that while procedural knowledge is somewhat developed, conceptual understanding remains limited. The study concludes that innovative teaching approaches are needed to bridge this gap, particularly in fostering deeper conceptual comprehension and critical thinking skills related to calculus problem-solving.
Analysis of Students’ Errors in Solving Algebraic Function Limit Problems based on Bloom’s Taxonomy Sakdiah, Sakdiah; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.27152

Abstract

Understanding mathematical concepts is a fundamental component in effective mathematics learning. When students lack conceptual understanding, their ability to solve problems accurately such as in the topic of algebraic function limits is significantly hindered. This study aims to identify the causes of students’ incorrect answers in solving limit problems of algebraic functions based on Bloom's Taxonomy. A qualitative descriptive research method was employed to explore this issue. Data were collected using a written test consisting of three essay questions constructed to represent different levels of Bloom’s Taxonomy, followed by brief interviews with selected students. The research involved Grade 11 students who had previously studied the limit of algebraic functions. The students' answers were analyzed to classify types of errors and identify patterns related to specific cognitive levels. The results indicated that all students answered correctly at the C1 and C2 levels (remembering and understanding). However, at the C3 and C4 levels (applying and analyzing), students commonly made Encoding Errors and Transformation Errors. At the higher cognitive levels C5 and C6 (evaluating and creating) Process Skills Errors and Comprehension Errors were more prevalent. These findings suggest that students struggle more as the cognitive demands of questions increase, indicating a lack of problem solving practice and insufficient exposure to high level thinking tasks. In conclusion, strengthening instructional strategies that target higher order thinking skills is necessary to help students develop deeper mathematical understanding.
Analysis of Students’ Mathematical Understanding of Derivatives Algebraic Function on Islamic Boarding High School Mulyani, Sri; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.27159

Abstract

Mathematical understanding is a critical component in learning mathematics, particularly in mastering the concept of algebraic function derivatives. This topic, included in the twelfth-grade curriculum at Islamic boarding schools, demands strong analytical thinking and the ability to apply mathematical concepts accurately. This study aims to analyze the mathematical understanding of grade XII students at Syahrani Bariah Zulkarnaen Islamic Boarding School in the context of algebraic function derivatives. The analysis focuses on three key indicators: the ability to apply mathematical objects, classify objects according to their properties, and select and use appropriate procedures or operations. The research was conducted in January 2025 and utilized qualitative methods, including observation, interviews, written tests in the form of problem-solving tasks, recordings, and documentation. The study involved three student respondents. The research process included several stages: preparation, consultation of questions with experts, implementation of data collection, result analysis, and conclusion drawing. Data were analyzed qualitatively by identifying errors and categorizing students' responses according to the indicators of mathematical understanding. The results indicate that students' mathematical understanding is generally low. This is evidenced by frequent conceptual and procedural errors, especially in the areas of selecting appropriate operations and classifying mathematical objects based on given concepts. These findings highlight the need for more adaptive and targeted instructional strategies in pesantren-based mathematics education. The study is expected to serve as a reference for educators in improving teaching methods and enhancing students’ conceptual and procedural understanding.

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