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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 290 Documents
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The Effect of the Self-Regulated Learning Model on Students' Mathematical Literacy: Case on Linear Equation System Mohamad, Faisal; Pomalato, Sarson W.; Takaendengan, Bertu Rianto
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.29967

Abstract

This study aims to examine the influence of Self-Regulated Learning (SRL) on students’ mathematical literacy skills in the topic of Three-Variable Linear Equation Systems (SPLTV). Mathematical literacy is understood as the ability to formulate, employ, and interpret mathematical concepts in solving contextual problems. The background of this research arises from the low mathematical literacy skills of students at SMK TRIDARMA, as observed through initial observations and the 2024 education report. Many students struggled to identify essential information, apply mathematical procedures correctly, and interpret their solution results logically. Self-regulated learning was implemented to help students take greater responsibility for their learning process through the phases of planning, monitoring, evaluation, and reflection. This study employed a quasi-experimental method with a Pretest–Posttest Control Group Design. The research sample consisted of two eleventh-grade classes: the experimental class, which was taught using the self-regulated learning model, and the control class, which received direct instruction. Data on students’ mathematical literacy skills were collected through essay tests that had been validated by experts. The data were analyzed using ANCOVA to determine the effect of the treatment after controlling for students’ initial abilities. The results showed a significant difference between the two groups. The obtained F count  of 97.02083 exceeded the F table value of 4.105, indicating that self-regulated learning had a positive and significant effect on students’ mathematical literacy skills. Students in the experimental class demonstrated greater improvement compared to those in the control class. Thus, it can be concluded that Self-Regulated Learning is effective in enhancing students’ mathematical literacy skills on SPLTV material.
Development of Diagnostic Test for Learning Difficulties in Geometry Material on Junior High School Students Dany, Diendha Chaniesya Achma; Duskri, M.
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30071

Abstract

Geometry is one of the mathematics topics that often causes difficulties for junior high school students because it requires visual-spatial abilities and a structured understanding of concepts, leading to misconceptions and procedural errors that impact students' low learning achievement. This research aims to develop a diagnostic test to identify learning difficulties in seventh-grade students regarding geometry material. Researchers used the Research and Development method with the Tessmer model. This stage begins with the preliminary stage, which is conducted thru an analysis of materials and curriculum to design the initial 40 test items. At the self-evaluation stage, the questions are reviewed and refined before being validated. The expert review stage involved two validators, and the initial results showed that 35 questions were suitable and 5 needed revision. In the second stage, all questions were declared suitable. One-on-one testing with several students showed the questions were understandable without further revision, while small group testing with 60 students resulted in 18 questions being acceptable, 17 needing revision, and 5 being eliminated. The final results show 11 easy questions, 28 medium questions, and 1 difficult question, with a reliability coefficient of 0.826, which is considered very high. This diagnostic test is able to identify students' difficulties in understanding concepts, procedures, and misconceptions. Thus, the developed instrument is effective in mapping students' learning weaknesses and supporting more targeted lesson planning.
The Development of Problem-Based Learning Interactive Teaching Material to Improve Mathematical Communication Skills and Learning Resilience Hardiana, Analisa; Putra, Harry Dwi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30263

Abstract

Mathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience.
The Effect of Local Wisdom-Based Wayground Media on Fraction Problem-Solving Skills in Primary School Waliah, Diyah Rutin; Suciptaningsih, OKtaviani Adhi; Mardhatillah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30381

Abstract

Mathematics education in elementary schools often encounters challenges, especially in teaching fractions that are many students difficult to understand it. These challenges need for more interactive and contextual teaching methods that can improve students' comprehension of fractions. The purpose of study to evaluate the effectiveness of Wayground media based on local wisdom, in increasing fraction problem-solving skills in primary school students. The Method of research employed a quantitative pre-experimental design with a one-group pretest and posttest, conducted on fifth-grade students at SD Islam Sabilillah Malang. Instruments based on Polya's problem-solving indicators were used to measure students’ abilities, beside their validity and reliability were tested using Cronbach's Alpha. Additionally, a questionnaire was administered to assess student responses to the Wayground media. Data analysis was performed using Microsoft Excel, including normality tests and calculation of the N-Gain Score. The results indicated a significant improvement in students' problem-solving skills, with pretest scores averaging 42.57 and posttest scores increasing 74.77. The N-Gain score of 0.5573 placed the media in the "moderately effective" category. Students' responses to the media were also very positive, with motivation and material understanding scores exceeding 80%. In conclusion, Wayground media based on local wisdom effectively improves fraction problem-solving skills, making learning more engaging and culturally relevant. This research contributes to the development of innovative and contextually relevant teaching methods in mathematics education.
The Implementation of Canva-Assisted Team Games Tournament Model to Improve Students’ Mathematics Learning Outcomes Dani, Sesliyanti; Abdullah, Abdul Wahab; Irfah, Auli
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30450

Abstract

This study aims to improve students' mathematics learning outcomes on sequences and series material through the Teams Games Tournament (TGT) cooperative model assisted by Canva. The research involved 21 students from class X-A at SMA Negeri 1 Pinolosian during the 2024-2025 academic year. Using Classroom Action Research (CAR) conducted in two cycles, each stage included planning, acting, observing, and reflecting. The results showed significant improvements in both process and output. Teacher activity progressed from 'Fair' (C) in Cycle I to 'Good' (B) or 'Excellent' (SB) in Cycle II. Similarly, student activity improved from the 'Fair' category to 'Excellent' as enthusiasm and collaboration increased through Canva’s visual media and healthy competition. Most notably, students' classical mastery jumped from only 43% in Cycle I to 90% in Cycle II, successfully surpassing the 80% success indicator. The integration of Canva helped visualize abstract concepts, while the TGT tournament element effectively boosted student motivation and teamwork. It can be concluded that the TGT model assisted by Canva is an effective strategy to enhance mathematics learning outcomes for tenth-grade students.
The Effect of Geometry Concrete Learning Media on Students’ Mathematics Learning Outcomes Dotu, Fadila; Yahya, Lailany; Damayanti, Taulia
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30472

Abstract

Mathematics is often perceived as a difficult subject because many of its concepts are abstract and difficult for students to visualize. The use of appropriate learning media is therefore essential to support students’ conceptual understanding, particularly in geometry topics such as plane figures. This study aims to investigate the effect of concrete object learning media on the mathematics learning outcomes of Grade VII students at SMPN 2 Suwawa. This research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample consisted of 36 students selected through simple random sampling and divided into an experimental group and a control group. The experimental group was taught using the Contextual Teaching and Learning (CTL) model supported by concrete object media, while the control group received CTL instruction without concrete media. Data were collected using pretests and post-tests in the form of essay questions to measure students’ cognitive understanding of plane geometry. Instrument validity and reliability were tested prior to data analysis, which included descriptive statistics and inferential tests such as normality, homogeneity, and independent t-tests. The results show that students in the experimental group achieved significantly higher post-test scores (mean = 88.27) than those in the control group (mean = 64.50). The hypothesis testing revealed a calculated t-value of 6.1028, exceeding the critical t-value of 1.691, with a very strong effect size (Cohen’s d = 2.1985). In conclusion, the use of concrete object media within the CTL model significantly improves students’ mathematics learning outcomes. This approach is effective in creating meaningful and active learning experiences, particularly for abstract mathematical topics such as plane figures.
Analysis of Students’ Mathematical Reasoning Ability on Junior High School Usman, Ulfiani; Juniati, Dwi; Khabibah, Siti
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30533

Abstract

Students’ mathematical reasoning ability (MRA) is an essential component of mathematics learning, particularly for solving non-routine problems. However, many junior high school students still rely on procedural strategies without sufficient conceptual understanding, resulting in weak reasoning skills, especially in geometry topics such as the Pythagorean Theorem, indicating the need for a detailed analysis of students’ mathematical reasoning ability. This study aims to analyze junior high school students’ mathematical reasoning ability on the Pythagorean Theorem based on four indicators: proposing conjectures, performing mathematical transformations, providing logical justification, and drawing conclusions. A descriptive qualitative approach was employed involving 31 eighth-grade students of SMP Negeri 1 Raha selected through purposive sampling. Data were collected using an open-ended mathematical reasoning ability test related to the Pythagorean Theorem and supported by semi-structured interviews. Data analysis was conducted using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing and verification. The results indicate that 6% of students demonstrated high mathematical reasoning ability, 8% were categorized as moderate, and 86% were classified as low. Most students experienced difficulties in formulating conjectures, transforming contextual problems into mathematical models, providing logical justification, and drawing valid conclusions. In conclusion, students’ mathematical reasoning ability on the Pythagorean Theorem remains relatively low. Therefore, instructional strategies that emphasize conceptual understanding, reasoning processes, justification, and reflective thinking are necessary to improve students’ mathematical reasoning abilities.
The Development of Android Based Instructional Media to Improve Mathematical Understanding on Pythagorean Theorem Piyo, Sri Herawati M.; Bito, Nursiya; Takaaendengan, Bertu Rianto
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30704

Abstract

Mathematical understanding is an essential goal of mathematics learning, particularly for abstract topics such as the Pythagorean Theorem, which require strong conceptual comprehension. However, mathematics instruction at the junior high school level is still largely dominated by conventional methods with limited use of interactive learning media, causing students to experience difficulties in understanding concepts. This study aims to develop an interactive Android-based learning multimedia, Pytha-Go, for the Pythagorean Theorem material for eighth-grade students at SMP Negeri 13 Tibawa. This research employed a Research and Development (R&D) approach using a modified 4D development model consisting of three stages: Define, Design, and Develop. The Define stage identified learning problems and student needs through observations and interviews. The Design stage focused on designing the structure, learning content, and interface of the multimedia. The Develop stage involved media production, expert validation, readability testing, and limited trials. Data were collected using media and material expert validation questionnaires, media readability test instruments, teacher observation sheets, and student response questionnaires. The results showed that the average scores from media and material expert validation were 3.23 and 3.17, categorized as very valid and valid. The media readability test obtained an average score of 3.34, indicating that the multimedia is feasible. Teacher observation and student response scores were 3.35 and 3.58, respectively, categorized as very practical. Based on these findings, it can be concluded that the Pytha-Go Android-based learning multimedia is feasible and practical for supporting the learning of the Pythagorean Theorem for eighth-grade students.
The Development of Paper Graph Media to Reduce Students’ Mathematical Dysgraphia Amarulloh, Sandy Ihsan; Lestari, Puji; Yulianto, Eko
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.30974

Abstract

Students with mathematical dysgraphia frequently experience procedural errors in column-based arithmetic due to difficulties in visual–motor integration and spatial organization. These difficulties often result in misaligned digits, incorrect column placement, digit misreading, and improper regrouping, which are commonly categorized as Watson Errors. This study aims to develop Papergraph media as a visual structural learning medium to reduce mathematical errors in students with mathematical dysgraphia. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The media were developed based on a needs analysis focusing on students’ visual–motor characteristics and common procedural error patterns in arithmetic operations. Papergraph was designed as a grid-based medium to support accurate digit placement, place-value alignment, and vertical operational structure. The implementation of the developed media was evaluated using a Single Subject Research (SSR) design with an A–B–A pattern involving a fourth-grade elementary school student identified as having characteristics of mathematical dysgraphia. Data were collected through repeated measurement of arithmetic performance and analysis of Watson-type errors across baseline, intervention, and withdrawal phases.The results showed a significant reduction in mathematical errors during the intervention phase, particularly in digit misreading, column misplacement, incorrect digit combination, and regrouping errors. Performance improvements were maintained during the baseline-2 phase, indicating the internalization of spatial organization strategies facilitated by the Papergraph media. In conclusion, Papergraph demonstrates strong potential as an effective visual–structural learning medium to improve procedural accuracy and reduce Watson Errors in students with mathematical dysgraphia.
Students’ Metacognitive Errors based on Newman’s Error Types within Deep Learning Approach Astuti, Windi; Lestari, Puji; Prabawati, Mega Nur
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.31027

Abstract

Students’ difficulties in solving mathematical problems are often closely related to weaknesses in metacognitive regulation, particularly in planning, monitoring, and evaluating problem-solving processes. One systematic framework to identify these difficulties is Newman’s Error Analysis, which classifies students’ errors into sequential stages of problem solving. This study aims to describe students’ metacognitive errors based on Newman’s error types in mathematics learning using a Deep Learning approach. This research employed a mixed methods approach with a sequential explanatory design, focusing on qualitative descriptive analysis. The participants consisted of three ninth-grade students from SMP Islamiyah Ciawi in the 2025/2026 academic year, selected purposively to represent high, moderate, and low levels of metacognitive ability. Data were collected through open-ended problem-solving tests on solid figures, a metacognitive questionnaire using a Likert scale, and semi-structured interviews. Data analysis was conducted by identifying students’ errors at each stage of Newman’s procedure—reading, comprehension, transformation, process skills, and encoding—and relating them to metacognitive indicators. Methodological triangulation was applied to enhance the credibility of the findings. The results indicate that students with high metacognitive ability tend to exhibit minimal errors, mainly at the encoding stage. In contrast, students with moderate and low metacognitive abilities demonstrate dominant errors at the transformation and process skills stages, with low-metacognitive students also experiencing reading and comprehension errors. These findings suggest that metacognitive regulation significantly influences the type and stage of students’ errors. In conclusion, integrating explicit metacognitive scaffolding within Deep Learning practices is essential to reduce students’ errors and enhance mathematical problem-solving performance.

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