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Rooselyna Ekawati
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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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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 (IN PROGRESS)
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 (IN PROGRESS)
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.

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