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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 Microsoft Excel-Assisted Discovery Leraning Tool to Improve Students’ Mathematical Problem Solving and Self-Confidence on Elementary School Elis Elisabet; Jozua Sabandar; 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.v9i3.33464

Abstract

Learning the concepts of Least Common Multiple (LCM) and Greatest Common Factor (GCF) remains challenging for some elementary school students, particularly in understanding concepts and solving related mathematical problems. Preliminary observations and interviews with fifth-grade teachers and students indicated that these difficulties were partly associated with the limited availability of appropriate learning tools and instructional models. Therefore, this study aimed to develop and evaluate learning tools for teaching LCM and GCF, consisting of Microsoft Excel-based learning media, Discovery Learning-based student worksheets, and instructional materials. This study employed a research and development (R&D) method based on the Borg and Gall development model. The research subjects were fifth- and sixth-grade students at a public elementary school in West Bandung Regency. Data were collected using learning-tool validity and practicality validation sheets, a mathematical problem-solving ability test, and a self-confidence scale. The results showed that the developed learning tools achieved high validity and high practicality criteria. Furthermore, there were significant differences in students’ mathematical learning outcomes and self-confidence between the experimental and control classes. However, the effectiveness of the developed learning tools in the experimental class was not optimal due to limitations in the availability of facilities and infrastructure supporting the implementation of interactive media and the Discovery Learning model. In conclusion, the developed learning tools were valid and practical for supporting LCM and GCF instruction, although their effectiveness depends on adequate technological facilities and appropriate implementation of the learning model.
Wordwall-Assisted Problem Based Learning Teaching Materials to Improve Students’ Creative Thinking and Learning Motivation on Elementary School Fefi Cahyuning Faynindy; Wahyu Hidayat; Masta Hutajulu
(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.v9i3.33522

Abstract

Mathematics learning in elementary schools requires learning experiences that encourage students to think creatively, solve problems, and participate in the learning process. However, students’ creative thinking skills and learning motivation are not yet optimal, while the use of interactive teaching materials that support meaningful learning remains limited. This study aims to develop Problem-Based Learning (PBL)-based teaching materials assisted by Wordwall and to determine their validity, practicality, and effectiveness in improving students’ creative thinking skills and learning motivation. This study employed a Research and Development method adapted from the Borg and Gall development model. The development process included needs analysis, planning, product development, expert validation, field testing, product revision, and operational testing. The research was conducted at an elementary school. Data were collected through observation, interviews, documentation, questionnaires, and creative thinking ability tests. The data were analyzed using descriptive and inferential statistics to determine the quality and effectiveness of the developed teaching materials. The results showed that the developed teaching materials met the criteria of validity and practicality based on expert assessments, practitioner evaluations, and positive student responses. The effectiveness test showed that students who learned using the PBL-based teaching materials assisted by Wordwall demonstrated better creative thinking skills and learning motivation than students who experienced conventional learning. Therefore, the developed teaching materials are feasible, practical, and effective for supporting mathematics learning. The integration of Problem-Based Learning and Wordwall provides an interactive learning experience that can encourage students to develop creative thinking skills and strengthen their motivation to learn mathematics.
The Development of Google Sites-Assisted Problem Based Learning Model to Enhance Students' Mathematical Problem Solving and Self-Concept on Junior High School Dadang Anugrah Pangestu; Euis Eti Rohaeti; 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.v9i3.33603

Abstract

Mathematics learning requires students to develop not only conceptual knowledge but also mathematical problem-solving skills and positive self-concept. However, junior high school students often experience difficulties in solving contextual problems, particularly those involving the Pythagorean Theorem. This study aimed to develop a Google Sites-assisted Problem-Based Learning (PBL) model to enhance junior high school students’ mathematical problem-solving skills and self-concept in learning the Pythagorean Theorem. This study employed a Research and Development (R&D) approach using the Borg and Gall development model, consisting of ten stages: research and information collecting, planning, preliminary product development, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. The developed product integrated PBL syntax with Google Sites to provide contextual problems, digital learning resources, collaborative activities, worksheets, and assessments. Preliminary field testing involved 10 students, while the main and operational field testing involved 20 students. Data were collected through validation instruments, mathematical problem-solving tests, self-concept questionnaires, and student performance assessments. The results showed that the preliminary field trial produced an average self-concept score of 84%, categorized as high. In the revised operational trial, the experimental group obtained a mean score of 63, while the control group obtained 70.5. The effectiveness test produced a mean N-Gain score of 0.4603 or 46.03%, categorized as moderate. Thus, the developed Google Sites-assisted PBL model demonstrated sufficient effectiveness and potential as an alternative mathematics learning resource for supporting students’ learning outcomes, problem-solving skills, and positive self-concept.
Is Adversity Quotient Associated with Mathematics Problem Solving Ability? A Correlational Study among Pre-Service Mathematics Teachers Nova Nurhanifah; Suhendra; Jarnawi Afgani Dahlan; Bambang Avip Priatna Martadiputra
(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.v9i3.33641

Abstract

Adversity Quotient (AQ) is a non-cognitive factor that reflects an individual’s ability to respond to and persist in facing difficulties and challenges. In mathematics learning, students’ resilience may influence their ability to overcome complex problems and sustain effective problem-solving processes. This study aims to examine the relationship between Adversity Quotient and mathematical problem-solving ability among pre-service mathematics teachers.A quantitative approach with a correlational research design was employed. The participants were undergraduate students enrolled in a mathematics education program at a university in Indonesia and were selected using purposive sampling. Data were collected using two instruments: an Adversity Quotient Questionnaire and a Mathematical Problem-Solving Test. The AQ questionnaire measured students’ adversity responses based on the CORE dimensions, namely Control, Origin and Ownership, Reach, and Endurance, while the problem-solving test assessed students’ ability to solve non-routine mathematical problems based on Polya’s problem-solving stages. Both instruments were validated by experts and tested for reliability before data collection. The data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test. The results revealed a positive and statistically significant relationship between Adversity Quotient and mathematical problem-solving ability. This finding indicates that pre-service mathematics teachers with higher levels of AQ tend to demonstrate better mathematical problem-solving performance. It can be concluded that Adversity Quotient is significantly associated with mathematical problem-solving ability. Therefore, developing students’ resilience and persistence may support their ability to deal with complex and challenging mathematical problems.

Page 34 of 34 | Total Record : 334

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