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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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The Effectiveness of Hypothetical Learning Trajectory on Quadrilateral Topics for Junior High School Students Amelia, Risma; Herman, Tatang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27044

Abstract

Geometry is an essential topic things to needs to be mastered by participants, one of the topics on geometry is quadrilateral. However, in conditions in the field students Still have difficulty understanding quadrilateral topics. Research This aims to design Hypothetical Learning Trajectory (HLT) Quadrilateral Topics for Grade VII Junior High School Students according to with needs of students and appropriate with the process of thinking student with analyze the effectiveness of HLT applied. The method used in the study This is method design research consisting of three stages : (1) preparation experiment to design HLT (2) design experiment that implements HLT which has been designed, and (3) analysis retrospective that analyzes effectiveness HLT applied in learning. Deep data collection techniques study this : (1) Interviews with teachers and students, (2) Observation and observation, and (3) Documentation For analysis and clarifying HLT. Subject study This consists of 20 students of SMPN 2 Cimahi Class VII with characteristics of heterogeneous students with high, medium, and low ability. This article serves results at stage preparation experiment, design experiments, and analysis retrospective as well as analyze HLT material effectiveness quadrilateral. Track design Study includes, objectives learning material quadrilateral, activities and tasks designed learning For material quadrilateral, and hypothesis channel think a student in understanding draft material quadrilateral. The study This produced HLT which consists of a series of activity learning material rectangle on indicator understand properties quadrilateral, and find around quadrilateral. Analysis results show that HLT is designed in study This Still needs development For activities on the topic properties square, but gives change positive to student class VII in understanding draft around quadrilateral. Analysis results effectiveness reviewed from completeness Study produced by 85% of studes Already achieve KKM on the material quadrilateral, thing This show that the HLT was designed Already effective applied in learning.
Analysis of Mathematics Teaching Efficacy Belief of Prospective Mathematics Teachers Saija, Louise M; Hutajulu, Masta
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.27100

Abstract

Mathematics is a fundamental subject that plays a crucial role in students’ academic development, thus requiring competent teachers to effectively deliver mathematical concepts. One factor influencing teacher competence is mathematics teaching efficacy belief, which reflects a teacher’s confidence in their ability to teach mathematics successfully. This study aims to describe the mathematics teaching efficacy beliefs, among prospective mathematics teachers in West Java, Indonesia.   The research involved 55 undergraduate students majoring in mathematics education from various universities in West Java. The instrument used to collect data was the Mathematics Teaching Efficacy Belief Instrument (MTEBI), originally developed by (Enochs et al., 2000) and translated into the Indonesian language. The MTEBI consists of two sub scales: Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Descriptive quantitative analysis was conducted to categorize students' efficacy beliefs. The results show that, on average, prospective mathematics teachers in West Java exhibit a high level of mathematics teaching efficacy belief. Most of them fall into the high category for PMTE, with none categorized as low. Additionally, nearly all participants scored high in MTOE, with mean scores higher than those in the PMTE dimension. These findings suggest that prospective mathematics teachers generally possess strong confidence in their teaching abilities and believe in the positive outcomes of their teaching efforts. This highlights the potential readiness of these future educators to effectively teach mathematics.
Analysis of Students’ Mathematical Critical Thinking in Solving Function Derivative Problems based on Gender Differences Astuti, Sri Ayu Budi; Siregar, Rama Nida; Rangkuti, Rizki Kuniawan
(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.v8i1.27166

Abstract

Critical thinking is a vital skill in solving mathematical problems, particularly in calculus where understanding derivative functions is essential. Previous research indicates that gender differences may influence students’ cognitive strategies and performance in mathematical problem-solving. This study aims to analyze the critical thinking abilities of mathematics education students in solving derivative function problems, with a specific focus on gender differences. A qualitative descriptive method with a case study approach was employed. The participants were male and female students selected through purposive sampling from a mathematics education program. Data collection techniques included critical thinking tests, semi-structured interviews, and documentation. The analysis framework was based on Facione’s critical thinking indicators: interpretation, analysis, evaluation, inference, and explanation. Thematic analysis was used to examine qualitative data, while descriptive statistics summarized students' performance on the tests. Results revealed that female students generally achieved higher critical thinking scores than their male counterparts. They showed a stronger tendency to employ analytical and reflective strategies, whereas male students typically adopted more procedural and direct approaches. Both groups encountered significant difficulties in the evaluation and explanation phases, which are crucial to advanced critical thinking. The study concludes that gender plays a role in shaping students’ critical thinking strategies in solving derivative problems. These findings underscore the importance of gender-responsive and adaptive instructional strategies in calculus learning to enhance students' logical reasoning and overall critical thinking development in higher education mathematics instruction.
Application of Newman’s Error Analysis to Identify Students’ Errors in Solving Fraction Problems Payung, Zatman; Kusumah, Yaya Sukjaya; Mulyaning, Endang Cahya; Avip, Bambang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27320

Abstract

Mathematics is a subject that has been taught since elementary school with the aim of training students to think critically, logically, systematically, and solve problems. In fact, many students experience difficulties in learning mathematics, especially in fractional material This study aims to identify mistakes made by elementary school students in solving fractional problems using Newman's Error Analysis (NEA). Through a descriptive qualitative approach, this study analyzes the results of student work on fractional questions based on five stages of NEA: reading error, comprehension error, transformation error, process skills error, and encoding error). Data was collected through written tests and interviews, involving students from UPI Laboratory Elementary School, Pelita Bangsa Elementary School, and SDN 272 Sukasari. Student errors are then grouped by NEA stages to identify the most mistakes made by students. The results of the study showed that students made mistakes at all stages of the NEA. The most common mistakes experienced by students are at the comprehension error and process skill error stages. There are still many students who are not able to represent fractions with pictures and students also still make many mistakes in the fraction operation process. Based on the results of the research, it was concluded that students still had difficulties in fractional material by seeing the mistakes made by students when working on fractional problems. It is necessary to improve students' conceptual understanding and procedural skills in fractional materials.
The Effectiveness of Powerpoint-Assisted Contextual Teaching and Learning on Students’ Critical Thinking Skills: A Case on Geometry Material Murni, Sukma; Suryadi, Didi; Prabawanto, Sufyani; Herman, Tatang; Gumpita, Melly Terry
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27463

Abstract

Based on the problems faced in schools from the results of interviews with the lack of student learning outcomes on the circumference and area of ​​flat shapes this is due to the lack of media and approaches used by classroom teachers, so researchers want to improve students' critical thinking skills by developing power point learning media assisted by the Canva application that can help students understand the material and various questions with critical thinking skills, as well as a contextual teaching and learning approach that makes students find out and be active in learning. The research method used is Research and Development from Borg and Gall with the following stages: 1) Research, 2) planning, 3) product development, 4) limited test, 5) Revision, 6) wider test, 7) final product . For the results of the teacher's response, 84% are in good category and 73% are in good enough category. For the results of improving students with the n-gain test, the limited trial was 0.65 and the broad trial was 0.66, including the medium category. The normality test in the limited test is 0.200 and 0.068 while for the broad test it is 0.256 and 0.813 so that the distribution is normal. Paired simples test in limited trials and wide trials 0.000 <0.05 then H0 is rejected, Ha is accepted. So there are significant and effective differences in learning.
How Discovery Learning Affect Students’ Numeracy? A Case on Statistics Material Anjani, Erlina; Alyani, Fitri
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27477

Abstract

The numeracy skills of students in Indonesia are an important focus, as reflected in the 2022 PISA results. Numeracy skills are a crucial part of the global curriculum, which aims to help learners develop the ability to think logically and understand data, graphs, and mathematical information increasingly relevant in modern life. This study was conducted to examine the impact of the discovery learning approach on students’ numeracy skills, specifically within the context of learning statistical concepts. This research is quantitative research. With a non-equivalent control group and a posttest, this study employed a quasi-experimental design. The experimental class and the control class were conducted in classes X-5 and X-6 at one of the Jakartan high schools utilizing the researchers' sampling technique, purposive sampling. A written test with five questions is used as the data collecting tool in this study to get information on numeracy abilities. The result of this study used logit data processing show that discovery learning. Based on the results of logit data processing which shows that the average value of the experimental class (0.4039) is greater than the control class (0.0697) after treatment. T-test shows a significant difference between the experimental class and the control class with a Sig value. 0.001 <0.05. To strengthen the t-test, researchers analyzed the effect size, obtained a Cohen's d value of 0.835901 with strong criteria. it can be concluded that there is an effect of the discovery learning model through a numeracy approach on students' numeracy skills in statistics.
The Effect of Problem-Based Learning Model on Students’ Learning Outcomes: A Case on Central Tendency Measures Ainurrohimah, Syarifah; Hulukati, Evi P.; Irfah, Auli
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.28069

Abstract

This study investigates the low academic performance of eighth-grade students at SMP Negeri 2 Telaga, with an average score of 50.1. Effective learning requires the application of appropriate teaching models to foster active student participation and improve outcomes. The purpose of this research is to determine the difference in student achievement between those taught using the Problem-Based Learning (PBL) model and those taught through Direct Instruction, specifically on the topic of measures of central tendency. A quantitative approach was used with a Posttest-Only Control Group Design. The sample consisted of 16 students in the experimental group and 15 in the control group. Data were analyzed using both descriptive and inferential statistics. Descriptive analysis included measures such as mean, mode, median, variance, and standard deviation. Inferential analysis was conducted to test the normality and homogeneity of the data before performing hypothesis testing.The findings reveal that the average posttest score of students taught with the PBL model was higher than that of students taught using direct instruction. This difference was supported by a hypothesis test result of 555 at a 0.05 significance level and an effect size of 1.043, indicating a high level of impact.These results suggest that the Problem-Based Learning model significantly improves student learning outcomes in the topic of measures of central tendency for eighth-grade students at SMP Negeri 2 Telaga.
The Implementation of Problem-Based Learning to Improve Mathematical Problem Solving Ability: A Case on Social Arithmetics Laiya, Wirda S.; Abbas, Nurhayati; Nurwan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.28121

Abstract

Mathematics plays a crucial role in fostering students’ logical, systematic, and critical thinking skills. However, many students still struggle to understand mathematical concepts that are closely related to real-life situations, such as social arithmetic. This study aims to improve students’ mathematical problem-solving skills through the implementation of the Problem-Based Learning (PBL) model. This research was conducted as Classroom Action Research (CAR) in class VII-1 of MTs. Negeri 1 Boalemo, involving 30 students. The study followed the Kemmis and McTaggart model, consisting of two cycles, each with four phases: planning, implementation, observation, and reflection. Data were collected using observation sheets to measure teacher and student activities, and problem-solving tests developed based on Polya’s indicators: understanding the problem, planning a solution, implementing the solution, and reviewing the result. The collected data were analyzed descriptively and quantitatively to determine the level of improvement. The results showed a significant increase in the learning process and student achievement. The teacher’s ability to manage learning increased from 55.56% in Cycle I to 88.89% in Cycle II. Student activity rose from 37.50% to 87.50%, and the number of students achieving mastery increased from 53.33% to 90%. Therefore, the PBL model effectively enhances students’ mathematical problem-solving abilities and promotes active, collaborative learning in the classroom.
The Implementation of Canva-Assisted Flipped Classroom Model to Improve Mathematics Learning Outcomes Yasin, Ma'ruf; Badu, Syamsu Qamar; Irfah, Auli
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.28248

Abstract

This study is motivated by the importance of utilizing innovative teaching models to improve students' mathematics learning outcomes. One such model is the Flipped Classroom, supported by interactive media like Canva. The purpose of this study is to determine the difference in mathematics learning outcomes between students taught using the Flipped Classroom model assisted by Canva interactive media and those taught using the direct instruction model with the same media. The research method used is experimental, employing a Post-test only control group design. Cluster random sampling was used for sampling. The instrument used was a learning outcome test in the form of an essay (post-test). Hypothesis testing was conducted using a t-test, which resulted in a t_calculated value of 2.59, while the t_table value with 60 degrees of freedom at a 0.05 significance level was lower. By comparing these values, the null hypothesis was rejected, and the alternative hypothesis was accepted. Additionally, the calculation of the effect size using Cohen’s d formula yielded a value of 0.66, indicating a medium effect. In conclusion, the use of the Flipped Classroom model assisted by Canva interactive media not only resulted in a statistically significant difference but also had a moderate practical effect on improving students' mathematics learning outcomes.
The Implementation of Polya’s Strategy with Lumio Media to Enhance Students’ Mathematical Problem-Solving Skills on Junior High School Hanifa; Hulukati, Evi P.; Isa, Dewi Rahmawaty
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.28055

Abstract

Mathematics is a fundamental discipline that plays an important role in developing students' logical, analytical, and systematic thinking skills. However, many students still struggle with solving non-routine mathematical problems due to a reliance on memorization and teacher-centered learning. This study aims to improve students’ mathematical problem-solving ability, especially in probability, through the implementation of Polya’s problem-solving steps assisted by Lumio interactive media. This classroom action research employed the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted over two cycles. The research subjects were 12 eighth-grade students from SMP Muhammadiyah Kwandang. Data were collected through tests and observation sheets, then analyzed both quantitatively and qualitatively. The instruments included essay tests based on probability story problems and validated observation sheets for teacher and student activities. The results showed a significant improvement in students’ problem-solving skills. The average score increased from 70.05% in the first cycle to 83.59% in the second cycle. The proportion of students achieving mastery also rose from 33% to 91.7%. Learning activities became more interactive and student-centered. It is concluded that integrating Polya’s strategy and Lumio media is effective in enhancing students’ mathematical problem-solving skills and active learning engagement.

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