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Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25810480     DOI : -
Core Subject : Education, Social,
Education Mathematics Social Sciences
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education both theory and practice. This Journal is published periodically twice a year (April and September) by Universitas Negeri Surabaya with E-ISSN:2581-0480.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 163 Documents
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Gender Differences in Mathematical Proficiency: A Review of Mathematics Performance Syarifuddin, Muhammad
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 2 (2025): JRPIPM APRIL 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n2.p167-181

Abstract

Mathematical proficiency is developed in students to be able to solve problems faced in everyday life appropriately and efficiently. This study focuses on one of the things that influences students' abilities, namely gender. This study aims to describe the process of mathematical proficiency in solving problems based on gender. The instruments of this study were a mathematical ability test, a mathematical proficiency test, and an interview guideline. The mathematical ability test was distributed to 136 students who were members of the natural sciences interest in one of the high schools in Kendari City. Students who meet the specified criteria, namely having mathematical abilities equivalent to different genders, will be selected as research subjects. In this study, differences were found between male and female in solving problems, namely, male subjects can formulate and represent problems, can understand concepts, and apply procedures well so that they can solve problems, while female subjects can understand concepts, can formulate and represent problems, and do not choose procedures correctly so that they cannot solve problems correctly. In addition, they also have similarities, namely that both subjects represent problems with pictures, can explain the relationship between concepts and problems, and get ideas for solving problems based on everyday experiences. The productive disposition ability of male subjects supports in determining the strategies used in solving problems, while female subjects are less supportive in solving problems.
Development of Visual-Spatial Thinking Ability Test Instrument Based on Pattern Batik Ceplok-Ceplok Jatipelem Jombang Farabi, Muhammad Al; Masamah, Ulfa; Rofiki, Imam
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 2 (2025): JRPIPM APRIL 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n2.p151-166

Abstract

Visual-spatial thinking ability is an important ability for students in understanding and solving geometry problems. This study aims to develop a test instrument for students' visual-spatial thinking ability based on pattern batik Ceplok-Ceplok Jatipelem Jombang. This research is a development research (R&D) with the Tessmer model which consists of preliminary, self evaluation, expert reviews, one-to-one evaluation, small group evaluation, and field test evaluation stages. The subjects of this study were students of class IX MTs Negeri 3 Jombang. The data collection techniques used were questionnaires, interviews, and walkthroughs through test instruments and validation sheets. Analysis of the test results was carried out with the Rasch model approach assisted by Ministep software. The results obtained 4 items of descriptive questions that fulfill (1) Validity is satisfied based on the 0.5 < MNSQ < 1.5, -2.0 < ZSTD < +2.0, dan 0.4 < Pt Measure Corr < 0.85; (2) Reliability of respondents is categorized as sufficient, items are categorized as excellent, and the relationship between the two is categorized as good; (3) The level of difficulty of the test instrument varies at the easy, medium, and difficult levels. (4) The differentiating power of the questions is categorized as good and very good to use. So, it shows that the test instrument to measure the ability of visual-spatial thinking based on pattern batik Ceplok-Ceplok Jatipelem Jombang on geometric transformation material satisfies the criteria worthy to be used.
Case Study: Exploration of Numeracy Through a Metacognitive Knowledge Approach Santoso, Hajar Ahmad; Juniati, Dwi; Khabibah, Siti
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 2 (2025): JRPIPM APRIL 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n2.p182-196

Abstract

This study explores students' numeracy literacy skills through a metacognitive approach with the Metacognitive Awareness Inventory (MAI) framework. Four female subjects were selected based on their highest scores on knowledge of cognition and regulation of cognition. Data were collected through problem-solving tests and in-depth interviews, analyzed based on six indicators of numeracy literacy: understanding the context of the problem, data interpretation, problem solving, reflection and reasoning, mathematical communication, and decision making. The results showed that regulation of cognition supported effective reflection and evaluation, as seen in Subject 3, who solved the problem in a structured and confident manner. In contrast, Subject 4 took longer and often hesitated even though her steps were correct. Subjects 1 and 2, with a focus on knowledge of cognition, excelled in choosing strategies but required additional reflection to ensure accuracy. This study emphasizes the importance of integrating numeracy literacy and metacognitive strategies in learning to improve students' critical and reflective abilities.
Implementation of Problem-Based Learning Based on Culturally Responsive Teaching to Improve Students' Mathematical Literacy Agustiningtyas, I'in Triana; Dristian, Umi; Ismail, Agung Deddiliawan
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p18-30

Abstract

Mathematical literacy is essential for students to face the challenges of the 21st century. This ability encompasses mastery of mathematical concepts and procedures, reasoning skills, and the capacity to solve contextual problems. PBL is a learning model that solves real-world problems. However, its application in a culturally relevant context that aligns with students' experiences and backgrounds remains limited. This study examines the application of CRT-based PBL to improve students' mathematical literacy. The CRT approach emphasizes linking the learning environment with local culture, while PBL is a problem-based learning model. To increase student engagement in the learning process, the problem context used is the students' local culture. The research method used is CAR, with two learning cycles including planning, implementation, observation, and reflection. Data analysis of mathematical literacy test results used quantitative and qualitative descriptive analysis techniques. To measure changes in mathematical literacy, data collection was carried out through mathematical literacy tests and observations. Based on the results of data analysis, there was an increase in the average post-test score of students in each learning cycle. Therefore, it proves that the implementation of the CRT-based PBL model can improve mathematical literacy and student engagement in the learning process. Students could also relate mathematical concepts to cultural contexts familiar to them. Therefore, PBL combined with CRT can be an alternative solution to optimally enhance students' mathematical literacy by providing relevant and meaningful learning experiences.
The Implementation of Microsite-Assisted Gamification to Improve Students’ Memory Retention in Mathematics Learning Maula, Minhatul; Haqq, Arif Abdul; Lestiana, Herani Tri
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p46-57

Abstract

This study was motivated by the urgency of utilizing technological advancements in education to optimize students' memory retention in mathematics learning, which is known to require deep and continuous conceptual understanding. The objective of this research is to investigate the improvement of students' memory retention after the implementation of gamification supported by a microsite in mathematics learning. The research employed a quantitative approach with a population consisting of all 10th-grade students at SMA Negeri 1 Sumber in the 2024/2025 academic year, totaling 439 students. The sample was selected using cluster random sampling, specifically class X-7 consisting of 35 students. Data collection techniques included a memory retention test and unstructured interviews. The data were analyzed using the N-Gain formula and a paired sample t-test. The results of the study showed an improvement in students' memory retention in the class that implemented gamification supported by a microsite, with the improvement categorized as high. Based on the hypothesis testing, students' memory retention after the implementation of gamification supported by a microsite was significantly better compared to before the implementation. Therefore, gamification supported by a microsite has been proven effective in enhancing students' memory retention in mathematics learning.
Students’ Computational Thinking Skills in PISA Problem Solving: Insights from Multiple Intelligences Theory Azizah, Yuliana Amanda Nur; Swastika, Annisa; Sari, Christina Kartika
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p1-17

Abstract

Computational thinking (CT) has become one of the essential skills in responding to the dynamic and rapid advancement of technology, as it enables individuals to solve problems effectively, efficiently, and optimally. Various studies have examined CT in mathematics education, but few have considered students' cognitive diversity, particularly the theory of multiple intelligences. The connection between CT and multiple intelligences theory has not been widely explored, even though this theory offers a holistic approach to cognitive potential. This study aims to describe students’ computational thinking abilities in solving PISA questions on space and shape content from the perspective of multiple intelligences. The method used in this study is descriptive qualitative. The research instruments include a computational thinking test, interview guidelines, and a multiple intelligences test. The research subjects consist of three students from SMP Muhammadiyah 2 Surakarta who were selected based on their dominant type of intelligence to represent each intelligence category, namely Linguistic-Verbal (LV), Logical-Mathematical (LM), and Visual-Spatial (VS). The research findings show that students with LV intelligence were able to fulfill all indicators of CT, namely decomposition, pattern recognition, abstraction, and algorithm. Students with LM intelligence demonstrated competence in decomposition, pattern recognition, and algorithm. Students with VS intelligence fulfilled pattern recognition and abstraction.
Constructing Analogical Arguments in Solving Mathematical Problem: High School Students’ Interactions with ChatGPT Gurit Wulan Jagadianti; Manuharawati; Wijayanti, Pradnyo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p31-45

Abstract

solving new problems. However, many students struggle to construct well-structured arguments when solving mathematical problems, they have encountered before. The use of artificial intelligence technology, such as ChatGPT, has emerged as a potential solution to support students in building analogical arguments. This study aims to describe high school students' analogical arguments in solving mathematical problems before and after interacting with ChatGPT. This research employed a descriptive qualitative approach. The participants consisted of two 10th-grade high school students who had studied trigonometry and had prior experience using ChatGPT. The participants were selected based on the completeness of the argument components they demonstrated. Data were collected through analogical argument tasks, semi-structured interviews, and interactions with ChatGPT. Data analysis referred to indicators of analogical arguments that integrate Toulmin’s argument components and Bartha’s analogical argument structure. The results showed that students' analogical arguments changed before and after interacting with ChatGPT. The structure of the analogical arguments became more organized after the interaction. ChatGPT helped students to reconstruct the arguments they had previously built. This study implies that the use of ChatGPT can be a potential alternative to assist students in developing analogical arguments when solving mathematical problems.
Exploring Students’ Mathematical Literacy Through Learning Styles and School Environment Handoko, Hendri; Mubarikah, Anti
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p58-76

Abstract

This study aims to analyze students' mathematical literacy skills in relation to their learning styles (visual, auditory, and kinesthetic) and their school learning environment. A mixed-methods approach was employed, using mathematical literacy tests, student response analysis, and in-depth interviews. The results show that visual learners excel in numerical representation and written communication but struggle with formal symbolism without visual support. Auditory learners understand procedures well through verbal explanations but have difficulty constructing arguments and alternative strategies. Kinesthetic learners perform well on contextual problems through practical activities but are weak in visual representation and formal reasoning. A non-varied and unresponsive learning environment hampers the development of mathematical literacy. These findings emphasize that a mismatch between learning styles and instructional approaches negatively affects literacy achievement, particularly in reasoning, argumentation, and representation. Therefore, fostering a learning environment that accommodates diverse learning styles is essential for enhancing students’ overall mathematical literacy.
Exploring Gender Differences in Middle School Students’ Creative Approaches to Open-Ended Geometry Problems Latifah Nuryah; Budayasa, I Ketut; Lukito, Agung
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p77-87

Abstract

Creativity is an important skill in 21st century education. Student creativity can be measured, among other things, through open-ended questions. Gender differences are one factor that influences creativity. The difference between masculine male creativity and feminine female creativity has always been a subject of debate. Researchers measured how female and male students' creativity in solving open-ended geometry problems. In this study, feminine female students showed greater flexibility, as evidenced by their work, which included six variations of solutions. Male students showed novelty, as evidenced by new variations of solutions according to junior high school students. This study supports research that states that there are differences between the creativity of female and male students in solving open-ended problems.
Systematic Literature Review: Gamification as a Strategy to Enhance Motivation in Learning Mathematics Prasetyo, Rizky Budi; Meiliasari
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p88-100

Abstract

This study aims to identify and analyze the implementation of gamification in mathematics learning as a strategy to enhance students' learning motivation. The method used is a Systematic Literature Review (SLR) with the SALSA approach (Search, Appraisal, Synthesis, and Analysis) to obtain a comprehensive and systematic synthesis of findings. A total of 17 scholarly articles published between 2015 and 2025 were analyzed based on four main focuses: the effectiveness of gamification, implementation challenges, types of learning media used, and gamification components that contribute to increased learning motivation. The analysis results show that gamification generally has a positive impact on learning motivation in the context of mathematics education. The application of elements such as points, levels, badges, leaderboards, challenges, immediate feedback, and visual narratives has been proven to enhance students’ attention, self-confidence, engagement, and learning satisfaction. However, the effectiveness of this strategy highly depends on the learning context, student characteristics, types of media used, and the quality of gamification design. Identified challenges include infrastructure limitations, low teacher competence in educational technology, misalignment of materials with the curriculum, and potential social and psychological impacts from the competitive systems implemented.

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