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
 24   25   26   27   28 
Analysis of Students’ Mathematical Problem-Solving Ability Based on Self-Confidence Salsabila, Nahdah; Zakaria, Perry; Kobandaha, Putri Ekawaty
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.29438

Abstract

Education plays an important role in developing students’ potential, especially critical and creative thinking. Mathematics, as a core subject, supports students’ problem-solving ability, which involves understanding, procedure selection, and application in new contexts. One factor that may influence this ability is self-confidence, as confident students are more persistent and independent in solving problems. This study aimed to examine the effect of self-confidence on students’ mathematical problem-solving ability. The research employed a quantitative correlational design with a purposive sample of 60 seventh-grade students at SMP Negeri 8 Kota Gorontalo. Instruments consisted of a mathematical problem-solving test and a self-confidence questionnaire. Data were collected through tests and questionnaires, then analyzed using simple linear regression and correlation coefficient tests. The findings revealed that self-confidence significantly affects students’ mathematical problem-solving ability. Students with higher self-confidence tended to achieve better outcomes. The correlation coefficient was 0.6923 (strong positive), with a coefficient of determination (R²) of 47.22%, indicating that self-confidence contributed nearly half of the variation in problem-solving ability. The remaining 52.78% was influenced by other factors not examined in this study, such as math anxiety, learning habits, and environmental support. In conclusion, self-confidence has a positive and significant effect on mathematical problem-solving ability, suggesting the importance of fostering students’ confidence alongside academic skills.
The Effectiveness of Problem-Based Learning Utilizing Dienes Blocks on Improving Students’ Divergent Thinking in Elementary School Tasripin; Musyafa, Helmi Rizki; Hendriana, Heris
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v7i4.29675

Abstract

The inability of primary school students to solve mathematical problems using multiple strategies, often rigidly adhering only to methods taught by the teacher, highlights a critical issue: a low level of Divergent Thinking. This study aims to investigate the effectiveness of the Problem-Based Learning (PBL) model utilizing Dienes Blocks in enhancing the Divergent Thinking skills of fourth-grade students in whole number operations. The research employed a quantitative One-Group Pretest-Posttest Design involving a sample of 30 students from a public elementary school in Cimahi City. The intervention was conducted over two meetings, focusing on guiding students through the PBL process to discover and articulate various methods for solving calculation problems. Data were collected using a six-item essay test designed to measure the students' fluency and flexibility in problem-solving strategies, a core indicator of Divergent Thinking. The findings indicate a significant improvement in students' Divergent Thinking ability after the implementation of the PBL model with Dienes Blocks. The increase in scores, analyzed using the N-Gain method, was categorized as moderate. This suggests that the combination of authentic problem contexts provided by PBL and the concrete manipulation offered by Dienes Blocks effectively enables students to break free from rote memorization and explore alternative problem-solving pathways. The study concludes that this integrated approach is an effective strategy for fostering cognitive flexibility and creativity in elementary mathematics education.

Page 28 of 28 | Total Record : 272

 24   25   26   27   28 

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