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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 314 Documents
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Ethnomathematics of the Congklak Game: A Systematic Review of Mathematical Concepts and Their Implementation in Learning Irfah, Auli; Nugraha, Yuda Satria; 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.v9i1.30390

Abstract

Ethnomathematics in mathematics education seeks to bridge abstract mathematical concepts with students’ cultural experiences, thereby enhancing the relevance and meaningfulness of learning. Traditional games represent a valuable cultural resource for contextualizing mathematics, and the Indonesian game congklak is widely recognized for embedding rich mathematical ideas within its structure and gameplay. This study aims to systematically review the mathematical concepts present in the congklak game and examine their implementation in mathematics education. A qualitative systematic literature review was conducted using articles retrieved from the Google Scholar database. The search applied specific keywords related to ethnomathematics, congklak, and mathematics education, with clearly defined inclusion and exclusion criteria. Ten peer-reviewed articles published between 2019 and 2024 were selected and analyzed through data reduction, organization, and synthesis. The findings show that congklak incorporates multiple mathematical concepts, including counting and number sequencing, arithmetic operations (addition, subtraction, multiplication, and division), geometry (plane figures, solid figures, and reflection), linear equations in one variable, and basic profit-and-loss concepts. The reviewed studies also report positive effects on students’ conceptual understanding, learning motivation, engagement, and critical thinking skills. In conclusion, congklak serves as an effective ethnomathematical learning medium that supports meaningful and contextual mathematics instruction while also contributing to cultural preservation and strengthening students’ awareness of mathematics in everyday life.
Digital Cognition and Epistemic Beliefs: How Pre-Service Primary Teachers Construct Mathematical Knowledge Maulida, Aya Shofia; Wahyudin; Turmudi
(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.v9i1.31162

Abstract

The increasing integration of digital technology in teacher education has reshaped how future teachers engage with knowledge and learning. This study explores how pre-service primary mathematics teachers conceptualize knowledge within digital learning environments and examines the relationship between their epistemic beliefs and digital engagement. A quantitative descriptive design was employed involving 34 undergraduate students enrolled in a primary teacher education program at an Indonesian university. Data were collected using a 20-item questionnaire adapted from Schommer’s Epistemological Beliefs framework and contextualized to reflect digital learning experiences. The instrument measured beliefs concerning the certainty, simplicity, and source of knowledge, as well as perceptions of learning ability and learning processes. Responses were analyzed using descriptive statistics. The findings indicate that participants predominantly hold constructivist-oriented epistemic beliefs, viewing knowledge as interconnected, evolving, and shaped through reflection and experience. Digital technology was generally perceived not merely as an instructional aid but as a medium that supports pedagogical thinking and professional growth. Statements reflecting growth-oriented learning and independent knowledge construction received strong agreement, whereas fixed and authority-dependent beliefs were largely rejected. These results suggest that epistemic sophistication may support more reflective and meaningful digital engagement. The study highlights the importance of integrating epistemological development with digital competence in teacher education to foster adaptive and reflective future educators.
Analysis of Students’ Mathematics Problem-Solving Ability: A Case on Derivative Function Erliananda, Dinda; Lubis, Rahmad Mulia; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, DECEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i4.30748

Abstract

Mathematical problem-solving ability is a basic competency that supports conceptual understanding and application of calculus concepts, especially derivatives, at the high school level. However, many students still experience difficulties in translating contextual problems into appropriate mathematical models and applying derivative concepts effectively. This study aims to investigate the mathematical problem-solving abilities of 12th-grade students on the topic of derivative functions. This study used a qualitative descriptive approach to gain an in-depth understanding of students' problem-solving processes. Participants consisted of 12th-grade students from SMA IT Al-Husnayain, who were purposively selected to represent high, medium, and low levels of problem-solving ability. Data were collected through a contextual essay test on derivative applications and semi-structured interviews. Test items were designed based on Polya's problem-solving indicators: understanding the problem, constructing a mathematical model, applying a solution strategy, and reviewing the results. Data analysis was conducted by examining students' written answers, triangulating with interview data, and categorizing students according to demonstrated abilities. The results showed that students in the high-ability category were able to systematically apply derivative concepts, construct accurate models, and verify their solutions. Students with medium abilities generally understood the basic concepts but made procedural errors and tended to neglect formal verification. Meanwhile, low-ability students experienced significant difficulties in understanding the problem context, constructing correct mathematical models, and interpreting the results. In conclusion, students' problem-solving abilities in derivatives varied significantly across ability levels. These findings highlight the importance of a problem-based learning approach that emphasizes conceptual understanding, modeling skills, and reflective verification to enhance students' mathematical problem-solving competencies.
Analysis of Difficulties in Understanding Calculus Concepts: A Case of Teachers and Students Harahap, Minarni Ikhrimah; Herianto, Ramadhan; Siregar, Rama Nida
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, DECEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i4.30749

Abstract

Calculus is a fundamental component of secondary mathematics education; however, students’ conceptual understanding remains limited, particularly in abstract topics such as derivatives and integrals. These challenges are further exacerbated by low engagement and ineffective instructional practices. This study aims to analyze students’ difficulties in learning calculus, identify factors influencing their learning interest, and examine teachers’ instructional challenges. This study employed a descriptive qualitative approach involving 12 participants, consisting of 10 Grade XII students and 2 mathematics teachers at MAN 2 Padangsidimpuan. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ written work. The researcher acted as the primary instrument, supported by interview guidelines and documentation sheets. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. To ensure trustworthiness, source and technique triangulation were applied. The findings indicate that students exhibit a moderate level of learning interest (≈54.6%), yet experience significant difficulties in conceptual understanding and mathematical communication, particularly in trigonometric derivatives and integrals. These difficulties are primarily associated with weak prerequisite knowledge, reliance on procedural memorization, and limited use of visual learning media. Additionally, teacher-centered instruction and anxiety-inducing assessment practices contribute to low student engagement. In conclusion, calculus learning difficulties are multidimensional, involving cognitive, affective, and instructional factors. Therefore, a holistic instructional approach integrating conceptual understanding, interactive media, and student-centered strategies is essential to improve learning outcomes.
The Effect of EPub-Assisted Teaching Materials to Improve Students’ Numeracy Ability Enjang Sadam; Jozua Sabandar; Wahyu Hidayat
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.25057

Abstract

Numeracy ability has increasingly been recognized as a fundamental competence necessary for students to engage meaningfully with mathematics and real-world problem solving. However, many schools still struggle to cultivate strong numeracy due to the limited use of effective and innovative learning materials. This study aims to examine the effectiveness of EPUB-assisted teaching materials integrated with the MERRDEKA (Mulai dari diri, Eksplorasi konsep, Refleksi mandiri, Ruang kolaborasi, Demonstrasi, Elaborasi, Koneksi materi, dan Aksi nyata) learning flow in improving students numeracy ability. A quasi-experimental method was employed using a pretest-postest control group design. The participants consisted of students from classes XI-C and XI-D, totaling 72 students. Data were collected using a numeracy test as the primary quantitative instrument. The analysis involved calculating N-Gain scores and conducting an independent sample t-test to determine differences in learning improvement between groups. The result showed that the experimental class achieved an N-Gain score of 0.77 (high category), whereas the control class obtained an N-Gain score of 0.45 (medium category). In addition, the independent sample t-test yielded a significance velue of 0.001 < 0.05, indicating a significance difference in numeracy ability improvement between the two groups. Therefore, EPUB-assisted teaching materials integrated with the MERRDEKA learning flow are concluded to be effective in enhancing students numeracy ability.
The Development of Problem-Based Learning Students Liveworksheets on Three Variables Linear Equation System Meli Hendriani; Euis Eti Rohaeti; Nelly Fitriani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.28346

Abstract

Problem-solving ability is important for students to possess because life is inseparable from problems. However, in reality, students' problem-solving ability, especially in mathematics learning, remains relatively low, including in the Three Variable Linear Equation System (SPLTV) material. This study aims to validate the problem-based learning student worksheet, assisted by liveworksheets, for the SPLTV material as an alternative teaching material to improve students' mathematical problem-solving ability. The research method used a Development Study research design, involving four material experts and two media experts in the validation process. The research instrument used questionnaires for validation and a one-to-one interview instrument with three grade X MA students. Data analysis was carried out using descriptive statistical techniques to calculate the average percentage of the validation results. The validation results showed that the worksheet prototype was categorized as very valid with a score of 86.14%, and the learning media was categorized as very valid with a validity score of 91.67%. The interview results with three students indicated that the worksheet was feasible and practical to use. Based on the research results, the problem-based learning worksheet, assisted by Liveworksheets, met the validity standards; therefore, it is feasible to test after revisions based on the validators' suggestions.
The Development of Geogebra Augmented Reality-Assisted Contextual Teaching Material to Improve Creative Thinking Skills Sa'aduddin; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.29178

Abstract

The rapid development of digital technology has opened up opportunities to integrate innovative media into mathematics learning, particularly geometry, where students often struggle with spatial visualization and creative problem-solving. Conventional learning materials are often insufficient to stimulate student engagement and creative thinking. This study aims to develop contextual-based teaching materials assisted by GeoGebra Augmented Reality (AR) to enhance students' mathematical creative thinking skills. This study uses a Research and Development (R&D) approach with the ADDIE model. In the analysis phase, students' difficulties in understanding spatial figures and their low creative thinking performance were identified. The design phase produced a contextual framework supported by AR visualizations that aligned with the learning objectives. During the development phase, GeoGebra AR was integrated into the materials to create interactive and easily manipulated representations of polyhedra. The implementation phase involved limited and large-scale trials with Grade VIII students of SMP Pasundan 1 Cimahi. In the evaluation phase, expert validation and student response data were analyzed to determine the validity, practicality, and effectiveness of the developed product. The findings indicate that this teaching material is highly valid, as demonstrated by evaluations from material experts and ICT experts. Student responses in both trial phases also demonstrated a high level of practicality and positive acceptance. Furthermore, this teaching material proved highly effective in improving students' mathematical creative thinking skills, achieving an effectiveness rate of 96%. It can be concluded that the contextual teaching material assisted by GeoGebra AR developed in this study can support teachers in creating innovative, engaging, and conceptually meaningful learning experiences for students.
How Effective is Digital-Assisted CTL for Mathematical Reasoning? A Systematic Literature Review Siti Nurhaliza; Heris Hendriana; Anik Yuliani; Riki Candra
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.29827

Abstract

The integration of digital technology in mathematics education is essential for addressing challenges in students’ mathematical reasoning and engagement. This study systematically reviews the effectiveness of Contextual Teaching and Learning (CTL) assisted by digital tools, specifically Thinglink and Kahoot, in enhancing students’ mathematical reasoning skills and learning activeness. Following the Systematic Literature Review (SLR) framework, this research analyzed national and international journal articles published over the last decade, selected through predefined inclusion criteria. Data were qualitatively synthesized to identify instructional strategies and evaluate reported learning outcomes across diverse educational settings. Findings indicate that the CTL approach significantly fosters critical thinking and problem-solving abilities by bridging abstract concepts with real-world contexts. Specifically, Thinglink facilitates contextual understanding through interactive visual media, while Kahoot enhances learning activeness through game-based assessment. The synergy between CTL and these digital tools creates a student-centered environment that promotes active participation and deeper conceptual mastery. In conclusion, CTL assisted by Thinglink and Kahoot is an effective strategy for improving mathematical reasoning and student engagement, providing a robust model for innovative mathematics instruction in the digital era.
Developing Canva-Assisted Interactive Problem-Based Learning Model to Improve Mathematical Critical Thinking Ability Hana Cunayah; Heris Hendriana; Galih Dani Septiyan Rahayu
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30412

Abstract

The purpose of this study is to find out how to develop a PBL learning model assisted by the Canva Interactive application on fraction material . This type of research uses Research and Development (R&D) using the Borg and Gall model. The sampling technique uses simple random sampling, namely class V (Five) from SDN 1 Hegarmanah totaling 23 students, SDN 3 Mulyamekar totaling 47 students, SDN 2 Cicadas totaling 19 students, and SDN Cilangkap totaling 24 students . Data collection techniques use interviews, observations, Pre-tests and Post-tests (critical thinking skills) . The data analysis test used is qualitative descriptive analysis, which describes the results of product development. The results of the research conducted on the validation test obtained an average score of 4.46 with the criteria "suitable for use without revision " by 2 expert lecturers, 4.7 with the criteria "suitable" by 1 expert teacher. Product trials were conducted on a small and large scale, obtaining an average percentage of independent sample test output based on equal variances assumed for a Sig value (2-tailed) of 0.000 <0.05. Based on this, it can be concluded that H0 is rejected. Meanwhile, the increase in students' critical thinking abilities obtained an average N-Gain percentage of 41.27% with the category of " quite effective ". The results of this study indicate that the PBL model assisted by the Canva Interactive application developed has the criteria of being feasible/valid and is effective enough to be used as a learning tool in mathematics learning.
The Development of Canva-Assisted Project Based Learning Model to Improve Students’ Critical Thinking Ability and Digital Literacy Arif Maulana; Nelly Fitriani; Galih Dani Septiyan Rahayu
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30654

Abstract

Mathematics learning in elementary schools still tends to be dominated by conventional approaches, so it is not optimal in developing students' critical thinking skills and digital literacy, especially in the material of measurement data. This study aims to develop and test the effectiveness of the Project Based Learning (PjBL) model assisted by the Canva application in improving critical thinking skills and digital literacy of fifth-grade elementary school students. The study used a Research and Development (R&D) approach by adapting the simplified stages of Borg and Gall, including needs analysis, planning, product development, expert validation, revision, limited trials, and extensive trials. The subjects of the study were fifth-grade students in an elementary school in Purwakarta Regency. Data were collected through validation questionnaires, pretest-posttest tests, digital literacy observations, and interviews. The results showed that the Canva-assisted PjBL model was in the very feasible category based on expert assessments. The application of this model was proven to be able to significantly improve students' critical thinking skills with a medium N-gain value and improve students' digital literacy in all aspects with a very good category. Thus, the Canva-assisted PjBL model is effectively used as an alternative to innovative and contextual Mathematics learning in elementary schools.

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