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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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The Implementation of Programming Coding-Assisted Problem Based Learning Media to Improve Students’ Mathematics Learning Outcomes Kris Priyanto; Harry Dwi Putra
(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.v9i2.30663

Abstract

Mathematics learning at the junior high school level aften encounters difficulties, particularly in students’ understanding of plane geometry concepts. These difficulties are largely caused by abstract instructional approaches and the limited integration of technology that can support students’  conceptual visualization and problem-solving processes. This study aims to improve students’ mathematics learning outcomes on plane shapes through the implementation of a programming coding-assisted Problem Based Learning (PBL) model. This research employed a quansi-experimental method using a pretest-posttest control group design. The participants consisted of 32 seventh-grade students at SMP Dewi Sartika Bandung, selected through purposive sampling. The experimental group received instruction using the PBL model supported by C++ programming, while the control group was taught using conventional learning methods. Data were collected using learning achievement test, observation sheets, and documentation of learning activities. The data were analyzed using descriptive statistics, normalized gain analysis, and an independent samples t-test to determine the effectiveness of the learning model. The results showed a significant improvement in students’ mathematics learning outcomes in the experimental group. The average pretest score increased from 55 to 82 in the posttest, with a normalized gain score in the medium-high category. In addition, students in the experimental group demonstrated higher learning activity motivation, and problem-solving skills compared to those in the control group. It can be concluded that programming coding-assisted Problem Based Learning is effective in improving students’ understanding of plane geometry concepts and enhacing their mathematics learning outcomes. This learning approach also supports active learning and the development of 21 st-century skills.
Students’ Misconception on Algebraic Function Limits Roma Suganda Batu Bara; Fitriani Hasibuan; Rama Nida Siregar
(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.v9i2.30744

Abstract

Understanding the concept of limits is fundamental in calculus learning, yet many secondary school students continue to experience persistent conceptual difficulties. These difficulties often manifest as misconceptions that hinder students’ ability to connect algebraic representations, symbolic meanings, and underlying theoretical ideas in limits of algebraic functions. This study aims to analyze the types of misconceptions experienced by twelfth-grade students in learning the limits of algebraic functions. A qualitative descriptive approach was employed to obtain an in-depth understanding of students’ misconceptions. Data were collected using essay-type test items specifically designed to reveal misconceptions related to limits, followed by semi-structured interviews to confirm students’ reasoning and clarify their conceptual understanding. The data analysis followed three systematic stages: data reduction by distinguishing correct and incorrect responses, data display by categorizing incorrect responses into specific misconception types or unanswered items, and conclusion drawing based on recurring characteristics of the identified misconceptions. The results indicate that students experienced various types of misconceptions, including correlational, theoretical, systematic, basic, computational, and language-interpretation misconceptions. A total of 30% of misconceptions occurred in Item 1, no misconceptions were identified in Item 2, and 7% of misconceptions appeared in Item 3. These misconceptions were primarily related to students’ inability to connect relevant concepts, misunderstand the existence of limits, apply inappropriate procedures, and misinterpret mathematical symbols or problem statements. In conclusion, the findings emphasize the importance of instructional approaches that explicitly address conceptual understanding and symbolic interpretation to reduce misconceptions in learning the limits of algebraic functions.
Analysis of Prospective Mathematics Teachers Difficulties on Learning Calculus Sri Ulfah Afriani; Andi Mangaraja; Rama Nida Siregar
(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.v9i2.30746

Abstract

Calculus is a fundamental subject in mathematics education, yet it poses significant challenges for students, particularly prospective mathematics teachers. This study aims to analyze the difficulties faced by seventh-semester mathematics education students at the South Tapanuli Institute of Education in learning calculus, focusing on both cognitive and affective factors. Using a descriptive qualitative approach, data were collected via an online questionnaire distributed to five students who had completed a calculus course. The questionnaire investigated conceptual, procedural, and representational difficulties, as well as factors such as anxiety and inadequate academic support. The results revealed that students struggled most with conceptual understanding, particularly in limits, derivatives, and integrals, and with applying calculus rules in problem-solving. Representation difficulties were also noted, especially in connecting algebraic expressions with graphical interpretations. Contributing factors included insufficient mastery of prerequisite mathematical concepts, limited exposure to visual learning tools, and high levels of anxiety related to calculus. The study concludes that students’ difficulties are not merely the result of the inherent complexity of calculus, but are also influenced by cognitive and emotional barriers. Recommendations include the integration of visual media and interactive tools, alongside improved instructional strategies and support systems to enhance students' conceptual understanding and reduce anxiety. The findings contribute to the development of more effective calculus teaching strategies in teacher education.
The Development of RME-Worksheets on Multiplication Material for Primary School Students Desy Puspa Sary; 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.v9i2.30957

Abstract

Student Worksheets (LKPD) are teaching materials that help teachers deliver content to students. With LKPD, students find it easier to understand the material and become more motivated in the learning process. However, in practice, teachers are accustomed to using LKPDs purchased from book sales representatives, which often fail to present contextual problems as the starting point of the learning process. This study aims to produce valid teaching materials in the form of LKPD using the Realistic Mathematics Education (RME) approach on multiplication material for elementary school students. The research follows a design research method of the  development studies type. This study was limited to prototype 2, which underwenta formal review by three experts:  two senior teachers as subject matter experts and one lecturer as an education expert. using an expert validation instrument. The data collection technique used was qualitative data obtained from observations and interviews. The results show that the developed LKPD is very valid. It achieved an average validity score of 90%, placing it on the Very valid catagory. these findings contribute to the field of mathematics education by providing a proven, RME-based framework for LKPD design that bridges the gap between abstract multiplication  concepts and real-world application, offering apractical alternative to  commercial worksheets.
Geogebra-Assisted Problem-Based Learning and Direct Instruction Models on Mathematical Critical Thinking Based on Adversity Quotient Nurul Rafiqah Nasution; Pradina Parameswari; Sujoko Waluyo
(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.v9i2.30966

Abstract

GeoGebra-assisted PBL and DI models are expected to enhance students’ mathematical critical thinking skills by providing interactive learning experiences, while AQ serves as a key factor influencing how students persist and perform in problem-solving situations. This study aims to analyze the effect of PBL and DI models, assisted by GeoGebra, on students' mathematical critical thinking based on AQ. The method employed is a quasi-experiment with a one-group pretest-posttest design and a 3×2 factorial design. Data collection was carried out through mathematical critical thinking tests, AQ questionnaires, observation sheets, and documentation. Data analysis used paired sample t-tests, and two-way ANOVA tests with the help of SPSS software. The results showed that PBL and DI assisted by GeoGebra had a significant effect on students' mathematical critical thinking, with a high influence category. PBL learning assisted by GeoGebra had a greater influence than DI assisted by GeoGebra, with an influence in the medium category. In addition, the AQ level in general did not show a significant difference in students' mathematical critical thinking, but the results of further tests showed that students with AQ Climber had higher mathematical critical thinking than AQ Camper and AQ Quitter, and AQ Camper was higher than AQ Quitter. There was no interaction effect between learning and AQ level on students' mathematical critical thinking. This finding indicates that GeoGebra-assisted PBL is more effective in students' mathematical critical thinking without being influenced by differences in AQ levels.
Gender Differences in Written Mathematical Communication: An Analysis of Students’ Problem-Solving Processes Pieter Zakarias Tupamahu; Christina M. Laamena; Nelma Dortje Lethulur
(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.v9i2.31016

Abstract

In mathematics education, written mathematical communication (WMC) is crucial for students to articulate problem-solving processes, yet gender differences and underlying weaknesses in high school contexts remain underexplored, particularly in linear programming tasks. This study aims to analyze the WMC of eleventh-grade high school students in solving linear programming problems from a gender perspective. A sequential explanatory mixed-methods approach was employed with 44 students from Ambon City high schools. Quantitative data from WMC assessments were analyzed using descriptive statistics and multiple linear regression to evaluate overall performance, indicator dominance (accuracy vs. completeness), and gender effects. Six participants were then purposively selected for semi-structured interviews based on ability levels (high, medium, low) and gender, providing qualitative insights into problem-solving phases. Results showed low overall WMC (male dominance: 27.4%; female: 29.6%), with accuracy (M = 53.54–54.5%) outperforming completeness (M = 32.32–32.83%). Regression analysis indicated no significant gender effect. Interviews revealed systematic weaknesses in the entry phase (contextual data interpretation), attack phase (symbolic-graphic representation), and review phase (reflective evaluation).  These findings highlight that WMC depends not only on computational skills but also on metacognitive abilities for coherent argumentation. Teachers should implement reflection-based learning to foster contextual writing, comprehensive visual labeling, and evaluative conclusions.
The Development of Genially and Kahoot-Assisted Contextual Teaching and Learning Approach to Improve Students’ Mathematical Reasoning Ability and Habits of Mind on Junior High School Riki Candra; Heris Hendriana; Tatang Supriatna
(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.v9i2.31022

Abstract

Mathematics is a subject that requires not only computational skills but also strong reasoning abilities. However, many junior high school students struggle to develop mathematical reasoning due to conventional teaching methods that often lack context and interactivity. This study aims to examine the effectiveness of a Contextual Teaching and Learning (CTL) model integrated with Genially and Kahoot in improving students’ mathematical reasoning ability. A quasi-experimental design with a pretest–posttest control group was employed. The participants were eighth-grade students divided into an experimental class, which received CTL-based learning supported by Genially and Kahoot, and a control class, which received conventional instruction. Data were collected using a validated and reliable mathematical reasoning test administered before and after the intervention. Descriptive statistics were used to summarize the data, while inferential analysis, including the Mann–Whitney test and effect size calculation, was conducted to determine the significance and magnitude of the intervention’s effect. The results indicate that students in the experimental class achieved significantly higher posttest scores compared to the control class. The effect size analysis revealed a large effect, demonstrating that the CTL model assisted by Genially and Kahoot had a strong impact on enhancing students’ mathematical reasoning ability. These findings suggest that integrating contextual learning with interactive digital media can effectively support students’ understanding and reasoning in mathematics. Therefore, the CTL model combined with Genially and Kahoot can be considered a practical and innovative alternative for mathematics instruction at the junior secondary level.
Enhancing Students’ Mathematical Concept Understanding Ability through Augmented Reality Based Learning Media Fitriyanti S. Lameo; Tedy Machmud; Auli Irfah
(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.v9i2.31041

Abstract

The mathematical concept understanding ability of eighth-grade students at SMP Negeri 1 Botupingge on cube and block topics remains low, with daily average scores only reaching 28.57% over the past three years due to monotonous conventional learning and a lack of interactive media. The use of Augmented Reality (AR)-based media is proposed as an innovative solution to visualize 3D objects more concretely.​ This study aims to improve the mathematical concept understanding ability of class VIII-C students through the implementation of AR-based learning media on cube and block materials. This Classroom Action Research (CAR) using the Kemmis and McTaggart model was conducted with 24 students from the 2025/2026 academic year at SMP Negeri 1 Botupingge in September 2025. Data collection techniques included observations of teacher and student activities as well as concept understanding tests, conducted over two cycles (planning, implementation, observation, reflection). The AR media enabled student interaction with 3D cube and block models via a mobile application. Data analysis employed average percentage formulas for observation scores and learning completeness (KKM 75).​ Cycle I results showed concept understanding at 59.68%, teacher activities at 72.53%, and student activities at 64.62%, all below the 80% success indicator. After improvements in Cycle II, significant increases were observed to 83.3% (concept understanding), 96.07% (teacher activities), and 97.7% (student activities), with 20 out of 24 students (83.3%) achieving KKM completeness.​ In conclusion, AR-based learning media effectively enhances students' mathematical concept understanding. This improvement is supported by more interactive learning activities and optimal teacher management.
Canva and Geogebra-Assisted Problem Based Learning Worksheet to Improve Students’ Mathematical Problem Solving Ability and Learning Interest on Senior High School Deanisa Noviana Lukmana; Jozua Sabandar; Asep Ikin Sugandi
(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.v9i2.31121

Abstract

The low levels of students’ mathematical problem-solving ability and interest in learning, particularly in the topic of the Three-Variable Linear Equation System (SPLTV), become the primary context of this study. This research aims to develop learning tools in the form of Student Worksheets (LKPD) and learning media based on the Problem-Based Learning model, assisted by the Canva and Geogebra, that are valid, practical, and effective. The research method used was Research and Development (R&D), following the nine development stages of the Borg and Gall model. Subjects involved Grade X and Grade XI students from SMAN 1 Batujajar and SMAN 2 Cimahi. Instruments included validation sheets, teacher and student response questionnaires (Likert scale), a mathematical problem-solving ability test, and a student learning interest attitude scale. Results showed that the developed learning tools were considered very valid based on the assessments of material and media experts, and met the criteria of being very practical based on the responses given by teachers and students. In addition, the learning tools were effective, as indicated by increases in N-gain scores, improved classical mastery criteria in the experimental class compared with the control class, and a significant improvement in the student learning interest attitude scale. Statistical tests confirmed that the use of these learning tools significantly improved students’ problem-solving ability and interest in learning compared with conventional learning. The Problem-Based Learning mathematics learning tools, assisted by Canva and GeoGebra, are feasible and effective as an innovative solution for senior high school learning.
The Development of Canva-Assisted Problem Based Learning Media to Improve Students’ Critical Thinking Skills and Digital Literacy on Elementary School Intan Fattimah; 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.v9i2.31153

Abstract

The mathematical critical thinking skills and digital literacy of elementary school students are still not optimally developed, while the demands of 21st century learning require the mastery of these two competencies in an integrated manner. This research aims to develop a Problem Based Learning  learning model with interactive Canva media to improve the mathematical critical thinking and digital literacy skills of grade V elementary school students. This research uses a Research and Development (R&D) approach with the Borg and Gall model which is modified into seven stages, namely preliminary research, planning, product development, expert validation, revision, field trials, and product refinement. The research subjects consisted of 60 grade V students at SD Al-Ikhlas and SD Cemara who were selected through purposive sampling techniques. The research instruments include expert validation sheets, critical thinking ability tests (pretest-posttest), digital literacy observation sheets, and student response questionnaires. Data analysis used descriptive statistics as well as the nonparametric tests of the Wilcoxon Signed-Rank Test and Mann-Whitney because the data were not entirely distributed normally based on the Shapiro-Wilk test. The results of expert validation showed that the model obtained a very decent category with an average score of 4,510 out of a scale of 5.0. Mathematical critical thinking skills increased significantly from an average of  47.90 pretest to  a posttest of 77.58 with an N-gain value of 0.567 in the medium category and a significance of 0.000. Students' digital literacy reached an average of 16.87 from a maximum score of 20, while student responses showed a positive category with an average of 4.187 out of a scale of 5.0. The Problem Based Learning  model with interactive Canva media has proven to be feasible, effective, and practical as an innovative learning alternative based on the Technological Pedagogical Content Knowledge  framework to improve the mathematical critical thinking skills and digital literacy of elementary school students.

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