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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 168 Documents
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The Impact of Intelligence (IQ) and Learning Styles on Mathematics Learning Motivation and Achievement in Secondary School Students Prayitno, Hadi; Sujadi, Imam; Slamet, Isnandar; Pramesti, Getut
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.p101-117

Abstract

This study aims to examine the influence of intelligence quotient (IQ) and learning styles on students’ learning motivation and mathematics achievement among tenth-grade high school students. The research employed a quantitative approach using an ex post facto design. A total of 83 students participated in the study, selected through a census sampling technique, as the entire population of tenth-grade students was included. Instruments used in this study included an IQ test, a learning style questionnaire (covering auditory, visual, and kinesthetic styles), a motivation questionnaire, and a mathematics achievement test. Data analysis involved instrument validity and reliability testing, classical assumption tests (normality and homogeneity), and multivariate analysis (MANOVA) to assess both the direct and interaction effects of IQ and learning styles on learning motivation and mathematics achievement. The results showed that IQ had a significant effect on mathematics achievement (p < 0.05), but no significant effect on learning motivation. Learning styles did not significantly influence either mathematics achievement or learning motivation. Furthermore, there was no significant interaction between IQ and learning styles in relation to either outcome. The coefficient of determination (R²) indicated that the model explained 26.3% of the variance in mathematics achievement and 16.5% of the variance in learning motivation. It can be concluded that IQ contributes to students’ success in mathematics, while learning motivation and performance are also shaped by other factors beyond IQ and learning styles. These findings highlight the importance of instructional strategies that consider students’ intellectual capacities along with affective and contextual factors
Comparison of Ethnomathematical Concepts in Mosque Architecture in North Sumatra: A Case Study of Al-Mashun Grand Mosque and Al-Osmani Grand Jubaidah, Siti; Mandasari, Lola
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p118-142

Abstract

Indonesian mosque architecture in North Sumatra is full of ornaments and shapes that are not just of visual interest, but also philosophically and mathematically very relevant. Nevertheless, very little research exists that specifically compares the application of ethnomathematical concepts in two very old mosques, the Al-Mashun Grand Mosque and the Al-Osmani Grand Mosque. Indeed, these two mosques are a peculiar combination of domestic culture and external influences, as expressed by the building's form and decoration. This research evaluated architectural aspects with the help of indicators like geometric shapes (circle, triangle, square, rhombus), three-dimensional objects (block, cube, tube, hemisphere), and geometric transformations (reflection, translation, rotation). This research aims to: (1) establish the application of ethnomathematical concepts to Al-Mashun Grand Mosque architecture; (2) to establish the application of ethnomathematical concepts to Al-Osmani Grand Mosque architecture; and (3) compare the results of the application of the concept in the two mosques. This study applies qualitative descriptive research with the case study approach, comparing data using comparative descriptive analysis of field observation, visual documentation, and reading study. The results of this study show that Al-Mashun Grand Mosque emphasizes symmetrical octagonal buildings and intricate ornaments in the Middle Eastern style of design, while Al-Osmani Grand Mosque emphasizes rectangular buildings and Malay ornamentations. Both employ geometric transformations that enhance harmony, order, and cultural identity. These findings illustrate that Islamic architecture serves not merely as a space for worship but also as a conduit for integrating cultural values with mathematical principles.
A Collaborative Learning Model for Developing Problem-Solving Skills in Mathematics: the Role of Respect and Support Dookurong Dilor, Isaiah
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p143-164

Abstract

This study examined the influence of a respectful and supportive collaborative learning environment on Senior High School Year 3 (SHS3) students’ problem-solving skills and mathematics achievement in Ghana. A mixed-methods approach was adopted with open-ended questionnaire and achievement test, employing Braun and Clarke’s thematic analysis for qualitative data and paired-sample t-test statistics for quantitative analysis. The intervention focused on promoting mutual respect, peer support, and structured collaboration during mathematics problem-solving tasks. Pre-test findings highlighted barriers such as fear of negative peer judgment, low confidence, avoidance of challenging problems, limited knowledge of problem-solving strategies, and surface-level learning. Post-test results revealed marked improvements, including enhanced confidence, constructive peer interaction, persistence, deeper learning, accuracy, and the use of diverse strategies. Statistical results from the SHS 3 further confirmed significant gains in mathematics achievement after the intervention. These findings demonstrate that fostering respect and support within collaborative learning environments can strengthen both problem-solving competencies and academic performance. The study recommends that mathematics educators adopt respect-based collaborative approaches to cultivate positive peer dynamics, encourage active engagement, and develop higher-order thinking skills among students.
Development of Turnreative Media to Improve Understanding of Derivatives in Mathematics Learning Auliani, Gelcy Vania; Merlisa; Qolbi, Rizma Nurfajriah; Pramudhia, Zulhilmi Gibran; Susanti, Elsa; Zulkardi; Mulyono, Budi; Meryansumayeka
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p165-181

Abstract

This research develops a game-based interactive learning media called Turnreative, which is valid, effective, and practical for improving students’ understanding of algebraic function derivatives. The development follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection instruments include validation sheets, practicality sheets, pre-test and post-test questions, and interviews. The collected data were analyzed using descriptive quantitative and qualitative techniques to determine the validity, practicality, and effectiveness of the media. The subjects were three public high school students in Palembang. Validation results showed the media was very valid, with scores of 82.5% from media experts and 89.5% from material experts. In terms of practicality, teachers gave 93.52% and students 93.33%. A small-scale trial indicated a significant increase in student understanding, from an average pre-test score of 33.33 to 90 in the post-test. The results conclude that Turnreative is feasible to use as a learning medium for algebraic function derivatives and has proven to be effective and efficient in enhancing students’ mathematical problem-solving skills.
Senior High School Students' Numeracy in Solving Number Content AKM Problems in View of Adversity Quotient Phibeta, Toni; Ekawati, Rooselyna; Wintarti, Atik
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p182-196

Abstract

Numeracy is the ability of students to identify information, use mathematical facts and procedures, and evaluate results or mathematical ideas represented in various forms to solve problems in everyday life. Meanwhile, the Adversity Quotient (AQ) refers to a person's ability to endure and persevere through various events that cause difficulties or challenges. The aim of this study is to describe the numeracy skills of senior high school students in solving AKM (Minimum Competency Assessment) questions on number content, viewed from the perspective of Adversity Quotient (AQ). The type of research used is descriptive research with a qualitative approach. The research subjects consisted of one representative student for each AQ category, selected purposively to allow an in-depth exploration of numeracy processes. The research instruments included the ARP (Adversity Profile Response) questionnaire, AKM Number Content Questions (SAKB) (which consist of three contexts scientific, socio-cultural, and personal), and an interview guide. The analysis was based on numeracy indicators that included: identifying information and assessing the problem mathematically, using mathematical facts and procedures, and interpreting and evaluating the results. In this study, the student in the climber AQ category was able to fulfill all numeracy indicators across all question contexts. Meanwhile, the camper category student was unable to identify information and assess the problem mathematically in the scientific context. The student in the quitter AQ category met all numeracy indicators only in the personal context. These findings suggest that understanding students’ numeracy skills by considering their Adversity Quotient can help teachers plan instructional strategies that meet students’ needs. In the future, mathematics education should focus not only on improving numeracy skills but also on fostering students’ persistence and resilience in problem-solving.
Students' Metacognitive Regulation in Mathematical Modeling Based on Gender Haq, Ely Aulia; Abadi; Manoy, Janet Trineke
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p197-210

Abstract

Metacognitive regulation is a crucial skill in mathematics learning as it plays a significant role in managing cognitive processes during problem-solving. This study aims to explore students’ patterns of metacognitive regulation in mathematical modeling based on masculine and feminine gender characteristics. The focus is directed toward how students plan, monitor, and evaluate their thinking while solving contextual problems related to systems of linear equations in two variables. This research employs a qualitative descriptive approach. The participants were purposively selected based on their psychological gender characteristics and equivalent mathematical abilities. Data were collected through questionnaires, tests, mathematical modeling tasks, and semi-structured interviews, then analyzed according to the stages of mathematical modeling. The findings reveal that the masculine male student demonstrated efficient metacognitive regulation strategies, with a focus on procedural accuracy and selective internal monitoring. He simplified the modeling process without sacrificing accuracy and showed confidence in validating his solutions. In contrast, the feminine female student exhibited reflective and comprehensive regulation patterns, with a strong focus on contextual understanding and layered validation processes. She constructed models systematically and performed repeated checks on alternative solutions. These findings highlight that gender characteristics contribute to differences in students’ metacognitive strategies during mathematical modeling. The results are expected to inform the development of instructional practices that are more responsive to students’ diverse cognitive approaches.
The Implementation of Process Differentiated Instruction Based on VARK Learning Styles for Junior High School Students in Solving Statistics Problems Falih Hemi Wibisono Putra; Susi Setiawani; Robiatul Adawiyah; Edy Wihardjo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p211-226

Abstract

This research, titled "The Implementation of Process Differentiated Instruction Based on VARK Learning Styles for Junior High School Students in Solving Statistics Problems," was prompted by a discrepancy between the Merdeka Curriculum's mandate for diverse learning and the continued use of conventional teaching at SMPN 1 Panti. The study aimed to implement and describe the effects of process-differentiated instruction based on VARK learning styles on students' statistical problem-solving abilities. A quasi-experimental, nonequivalent control group design was employed, involving two eighth-grade classes: an experimental group (n = 29) and a control group (n = 29). The experimental group received process differentiation tailored to VARK styles, while the control group received conventional instruction. Data were collected via pretests and posttests and analyzed using non-parametric statistics. The findings showed no statistically significant difference in problem-solving outcomes between the two groups (Mann-Whitney U, p = 0,151). However, the Wilcoxon Signed-Rank test revealed a significant improvement in the experimental group’s scores from pretest to posttest (p = 0,000). Moreover, student interviews indicated that the differentiated approach significantly increased their motivation and engagement. It was concluded that while the short-term intervention did not yield statistically superior test scores, it profoundly enhanced the learning process and student experience.
Improving Mathematics Learning Outcomes Through Interactive Electronic Modules Based on Constructivism and Cone of Experience Natalia, Bela Desy; Ditasona, Candra; Natalia, Stevi
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p227-241

Abstract

Indonesia is projected to achieve its golden era by 2045, necessitating significant adaptation and transformation in cultivating high-quality human resources through education. However, the persistent issue of low mathematics achievement and the predominance of Teacher-Centered Learning (TCL) approaches at SMAN 14 Jakarta highlights the need for educational innovation. This study aims to design and develop an interactive electronic module grounded in constructivist pedagogy by incorporating Edgar Dale's Cone of Experience to enhance students' proficiency in the topic of counting principles. Key challenges include limited conceptual comprehension among students, inadequately aligned learning resources, and assessment strategies that fail to reflect instructional objectives. Employing a Research and Development (RnD) methodology, this study adopts the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) for systematic module development. The findings demonstrate that the module exhibits excellent validity, with mean scores for content, media, and language validation of 3.6, 3.9, and 3.8, respectively. The module further demonstrates substantial effectiveness, achieving a 70% improvement rate based on the n-gain test, which highlights a statistically significant enhancement in students' learning outcomes. Additionally, the practicality assessment yields high practicality, with an r-value exceeding the r-table and a practicality percentage of 92%. This study concludes that the developed module is highly effective in improving mathematical achievement, exhibits practical utility in instructional settings, and possesses robust validity for educational implementation.

Page 17 of 17 | Total Record : 168

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