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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 334 Documents
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Developing a Canva-Assisted Circle Learning Model to Improve Students’ Mathematical Reasoning and Resilience in Junior High School Enny Putri Cahyani; Heris Hendriana; Asep Ikin Sugandi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31195

Abstract

The importance of reasoning skills and resilience is essential and must be cultivated to face the challenges of global development in the future. Minimum proficiency in reading, mathematics, and science is a problem currently facing Indonesia, as indicated by PISA and TIMSS, and this is also observed in the field by researchers during the learning process. Canva-assisted CIRC learning was selected to assess the extent of improvement in students’ mathematical reasoning skills and resilience regarding similarity concepts. This study employed an R&D approach through the 4D stages, enabling the CIRC learning model supported by Canva to be designed and tailored for seventh-grade students in junior high school based on initial interviews, observations, and literature reviews. This resulted in the development of 6 essay-type test items assessing reasoning ability and 30 validated statements measuring resilience. The results of the study indicate a significant improvement in reasoning ability between students who received the treatment and those who did not, with a p-value of 0.000 < 0.05. The improved mathematical reasoning ability also influenced student resilience, with a significance level of 0.01, indicating that students who learned using the CIRC learning model supported by the Canva application achieved significantly higher resilience than those who used conventional learning methods. The higher the level of student resilience, the greater their mathematical reasoning ability. It can therefore be concluded that students with high resilience can adapt to the problems they face at that moment, thereby improving their mathematical reasoning ability due to their own resilience in solving problems.
Problem-Based Leraning Model to Improve Students’ Mathematical Problem-Solving Skills and Learning Interest: A Development Study Laela Kurnia; Heris Hendriana; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31199

Abstract

Mathematical problem-solving skills and interest in learning are essential competencies that must be developed to face future technological challenges. In line with the 2006 National Curriculum (KTSP), mathematics learning is expected to empower students to solve problems by understanding issues and designing appropriate mathematical models. This study aims to develop and test the effectiveness of a Canva-assisted Problem-Based Learning (PBL) model in improving students' mathematical problem-solving skills and learning interest. The method used in this research was Research and Development (R&D) through the 4D stages: Define, Design, Develop, and Disseminate. The Canva-assisted Problem-Based Learning (PBL) model was designed based on the results of initial interviews, field observations, and literature reviews to meet the needs of students and teachers. Data analysis techniques included validity and practicality tests by experts, as well as the calculation of N-Gain scores to measure improvement. The research results indicated significant differences in students’ mathematical problem-solving abilities and improvements in their learning interest. This indicates that students who participated in the Canva-assisted Problem-Based Learning (PBL) model achieved better problem-solving skills and higher learning interest compared to those in conventional learning settings. Consequently, it can be concluded that students who are interested and actively engaged in learning are more capable of understanding problems, allowing their mathematical thinking processes to develop optimally
Improving Mathematical Problem-Solving Ability and Learning Independence through Liveworksheets-Assisted Problem Based Learning Model on Senior High School Meli Hendriani; Euis Eti Rohaeti; Nelly Fitriani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31255

Abstract

Mathematical problem-solving skills and independent learning are essential for facing real-life challenges. In reality, students’ abilities in both aspects tend to be low. This research aims to determine the feasibility, practicality, and effectiveness of developing a problem-based learning model assisted by Liveworksheets to improve students’ mathematical problem-solving ability and learning independence. The research method used was Research and Development according to the Borg and Gall model, with subjects of 10 students in the limited trial, 30 students in the broader trial, and 60 students in the experimental and control classes. The research instruments included interview guidelines, observation questionnaires, expert validation and response scales, students’ learning independence scales, and mathematical problem-solving tests. Data analysis was conducted using descriptive statistical analysis techniques. The results of expert validation showed that the developed product was feasible to use, with a validity score of 94%. The student response averaged 90.33%, and the teacher response averaged 87.3%, indicating that the product was feasible and practical to implement. The statistical analysis of the posttest results showed a significant difference between the experimental and control classes, with a p-value <0.05 (0.001). The N-gain analysis showed that the experimental class experienced a greater improvement, with a gain score of 0.73 compared to 0.55 in the control class. Students’ learning independence was higher in the experimental class, with an average score of 77.8% (good criteria). These findings demonstrate that the problem-based learning model assisted by Liveworksheets is feasible, practical, and effective in improving students’ mathematical problem-solving ability and learning independence.
Wordwall-Assisted RME: Improving Students’ Mathematics Understanding and Learning Activeness on Elementary School Desy Puspa Sary; Euis Eti Rohaeti; Nelly Fitriani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31332

Abstract

Mathematical understanding in Elementary School is very important as a foundation for deeper understanding at the next level. However, in reality, what occurs in the field shows that mathematical understanding in Elementary School remains very low, as evidenced by several problems, including many students still experiencing difficulties with multiplication operations. The objective of this study is to determine the development process, effectiveness, and feasibility of the RME approach, assisted by Wordwall, in improving the mathematical understanding and learning activeness of Elementary School students. In this study, the research and development (R&D) method was used with the Borg and Gall model. The research subjects were from one of the Elementary Schools in Karawang, comprising a control class and an experimental class. The instruments in this study used a mathematical understanding ability test, a student learning activeness questionnaire, a validation instrument, and an observation sheet. The research data were analyzed using normality testing, homogeneity testing, and the Mann–Whitney test, based on the validation results and product trials. Research findings indicate that the development of a Realistic Mathematics Education (RME) approach assisted by Wordwall, conducted through the Borg and Gall development stages, has been declared highly feasible based on expert validation results. There was a significant improvement in mathematical understanding within the experimental class. According to the N-Gain test results, the enhancement of students' mathematical comprehension and learning engagement fell into the “high” category. Consequently, the Realistic Mathematics Education approach assisted by Wordwall can be considered an effective and feasible learning strategy for elementary school students.
The Effect of Self-Regulated Learning Approach on Students’ Mathematical Understanding Murtila Rahman; Syamsu Qamar Badu; Nancy Katili
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.32284

Abstract

Mathematics is an essential subject that develops students' logical and analytical thinking skills. However, many students still experience difficulties in understanding mathematical concepts because learning activities often emphasize memorizing procedures rather than developing conceptual understanding. As a result, students become less engaged and more dependent on teachers during the learning process. This study aimed to determine the effect of the Self-Regulated Learning (SRL) approach on students' mathematical concept understanding. The research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The study was conducted at SMP Negeri 1 Suwawa and involved 52 seventh-grade students divided into two classes: an experimental class (26 students) taught using the Self-Regulated Learning approach and a control class (26 students) taught using conventional learning. The research instruments consisted of teaching modules, student worksheets (LKPD), and essay tests designed to measure mathematical concept understanding. Data were collected through pretests and posttests and analyzed using descriptive statistics, normality tests, homogeneity tests, and an independent sample t-test. The results showed that the Self-Regulated Learning approach had a significant effect on students' mathematical concept understanding. The hypothesis test revealed that the calculated t-value (3.881) was greater than the critical t-value (1.675) at a significance level of 0.05. Furthermore, the experimental class achieved a higher mean posttest score (20.85) than the control class (18.39). In conclusion, the Self-Regulated Learning approach significantly improves students' mathematical concept understanding and is more effective than conventional learning in teaching integer number concepts to seventh-grade students.
The Development of Wayground-Assited Discovery Learning Worksheet to Improve Students’ Mathematical Connection Ability and Learning Independence on Junior High School Dini Pujianingsih; Utari Sumarmo; Harry Dwi Putra
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.32363

Abstract

Student worksheet (LKPD) is a teaching materials containing activities that guide students in understanding topic. However, several studies have shown that LKPD is simply practice questions and are not tailored to students' needs. This study aims to design and test the effectiveness of a student-based LKPD.discovery learning assisted by wayground in improving mathematical connection skills and learning independence of junior high school students. This research is a Research and Development (R&D) with the Borg & Gall model, which consists of preliminary studies, planning and drafting products, expert validation, limited trials, extensive trials and product tests. The subjects of the study were 10 students of class IXA for limited tests and 32 students of class IXB for extensive tests and the subjects of product tests were 32 students of class VIIID for the experimental class and 32 students of class VIIIE for the control class in one of the public junior high schools in Bandung Regency. The research instruments include: Mathematical Connection Test, Learning Independence Scale, LKPD Validation Scale and Learning Assessment Response Scale. The results of the study show feasibility with several criteria: Validity obtained from the results of validation by material experts is 89% and media experts 90%, both in the very valid category. Practicality of 83% obtained from the results of student responses is in the very practical category and Effectiveness is obtained from the results of the Ngain analysis 60%, is in the effective category. Thus, LKPD based on discovery learning assisted by wayground effectively improves students' mathematical connection skills and learning independence.
Deep Dialogue-Critical Thinking (DDCT) Learning Model to Affect Students’ Mathematics Learning Outcomes on Senior High School Mohamad Fadli Lolonto; Nurhayati Abbas; Putri Ekawaty Kobandaha
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.32871

Abstract

Improving students' achievement in mathematics remains a major concern in secondary education, particularly in trigonometric ratios, where conceptual understanding and mathematical reasoning are often insufficiently developed. These challenges show the need for instructional approaches that actively engage learners in discussion and critical reflection. This study investigated the effectiveness of the Deep Dialogue-Critical Thinking (DDCT) learning model in improving students' mathematics learning outcomes on trigonometric ratios. The study employed a quantitative quasi-experimental design using a pretest-posttest control group approach. Forty-two tenth-grade students were selected through cluster random sampling and equally assigned to an experimental group and a control group. Students in the experimental group learned through the DDCT model, while those in the control group received direct instruction. Learning outcomes were measured using a validated essay test, and the data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen's d effect size analysis. The results showed that students exposed to the DDCT model achieved a higher mean posttest score (33.24) than those in the control group (30.13). The experimental group also obtained a higher N-Gain score (0.8213) than the control group (0.7500). Moreover, the independent samples t-test confirmed a significant difference between the two groups (t = 2.3861, p < 0.05), while Cohen's d value of 1.18 indicated a large educational effect. These findings suggest that the DDCT learning model is an effective instructional strategy for enhancing students' mathematics learning outcomes in trigonometric ratios.
Development of Problem-Based Learning Model using Geogebra to Improve Students’ Mathematical Connections and Learning Motivation on Elementary Schools Yeni Kurniasari; Heris Hendriana; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.32930

Abstract

Mathematics education in elementary schools plays a crucial role in fostering students' logical, systematic, and critical thinking skills. However, the prevalence of ineffective instructional approaches, which are often perceived as abstract and mechanistic, remains a significant issue that contributes to students' poor mathematical connection skills and low learning motivation. This study aims to develop a valid, practical, and effective Problem-Based Learning (PBL) model assisted by GeoGebra software to enhance the mathematical connection abilities and learning motivation of fifth-grade elementary students. The research employed a quantitative approach utilizing the Research and Development (R&D) method based on the Borg & Gall model. The study involved 23 fifth-grade students at SDIT Ibnu Khaldun. Data were collected using expert validation sheets, mathematical connection ability tests (pretest and posttest), learning motivation questionnaires, and learning implementation observation sheets. The collected data were analyzed using descriptive statistics and non-parametric inferential statistics, specifically the Mann-Whitney tests.   The results indicate that the developed learning model meets the high validity criteria, achieving 87.45% from subject matter experts and 88.3% from media experts, and is highly practical with a 92.85% syntax implementation rate. Regarding effectiveness, the results demonstrate a significant improvement in mathematical connection skills (p-value 0.000 < 0.05), and student learning motivation scores increased significantly from 68.42 to 82.15. In conclusion, the GeoGebra-assisted Problem-Based Learning model is proven to be valid, practical, and effective. This model is highly suitable as an alternative strategy for interactive, contextual, and technology-driven mathematics instruction in elementary education.
Developing Unimath: A Thorndike-Integrated Interactive Web to Improve High School Students’ Numerical Ability Sulthon Aulia Jati; Rahayu Kariadinata; Rikrik Nurdiansyah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.33259

Abstract

Numerical ability is essential for interpreting quantitative information, yet Indonesian students often experience difficulty with contextual mathematical problems. Structured web-based practice may address this need when repetition, feedback, and remediation are pedagogically integrated. This study aimed to develop and evaluate UniMath, a Thorndike-integrated web platform for high school students. Research and development followed the 4D model: Define, Design, Develop, and a limited Disseminate stage. Needs data were collected from 34 students and one mathematics teacher, while the main implementation involved 36 Grade X students selected through cluster random sampling. Product feasibility was examined by media and subject-matter experts. Operational change was assessed using a one-group pretest-posttest design, Practice Mode logs, and normalized gain, whereas practicality was evaluated through a 15-item questionnaire and written interviews with six purposively selected students. The media expert judged UniMath feasible after five minor revisions, and the subject-matter expert judged it feasible without revision. Across two practice days, 3,615 attempts were recorded, accuracy increased from 64.02% to 80.64%, the mean score increased from 45.00 to 69.72, and normalized gain reached 0.449 (moderate); practicality was 82.22% (very practical). UniMath was feasible, showed moderate within-class improvement, and was highly practical, although causal inference and broader generalization remain limited.
Canva-Assisted Discovery Learning Worksheets to Improve Students’ Mathematical Communication and Self-Confidence on Vocational High School Agustin Mulyantini; Jozua Sabandar; Anik Yuliani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.33348

Abstract

The generally low levels of students’ mathematical communication skills and self-confidence, particularly in arithmetic sequences and series, formed the primary basis for this study. Therefore, the effectiveness of a mathematics student worksheet based on the discovery learning model needs to be examined. The Canva application is considered a promising tool for improving vocational high school students’ mathematical communication skills and self-confidence. This study was conducted using the Research and Development (R&D) method by following the development stages proposed by Borg and Gall. The participants were Grade X vocational high school students at a private school in Karawang. The instruments included validation sheets, teacher and student response questionnaires using a Likert scale, a mathematical communication skills test, and a self-confidence scale. The results showed that the developed student worksheet was rated as highly valid by content and media experts and met the criteria for being highly practical based on teacher and student responses. In addition, this mathematics student worksheet, based on the discovery learning model and supported by the Canva application, was effective, as indicated by higher N-gain scores, greater mastery in the experimental class than in the control class, and a significant increase in students’ self-confidence scores. Statistical tests confirmed that the use of this mathematics student worksheet significantly improved students’ mathematical communication skills and self-confidence compared with conventional instruction. The mathematics student worksheet, based on the discovery learning model and assisted by the Canva application, is feasible and effective as an innovative solution for vocational high school learning.

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