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Hipotenusa: Journal of Research Mathematics Education (HJRME)
Published by Universitas Muhammadiyah Lampung
ISSN : 26210630     EISSN : 2723486X     DOI : 1036269
Core Subject : Education,
Education Mathematics Other
Hipotenusa Journal of Research Mathematics Education (HJRME) is a peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under Department of Mathematics Education FKIP Universitas Muhammadiyah Lampung. Starting from 2020, HJRME would be published two times in a year (February & August). All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two National Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 107 Documents
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Teacher communication model with deaf junior high school students in mathematics learning at SLBN Sukamaju Purna Bayu Nugroho; Manmeet Kaur
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4776

Abstract

The purpose of this study was to determine the communication model of teachers with deaf junior high school students in mathematics learning at SLBN Sukamaju. This study is a qualitative descriptive study. The subjects of this study were teachers and deaf students at SLBN Sukamaju. The research subjects were selected using a purposive sampling technique. The data in this study were the results of observations using observation sheets and interview recordings. Data collection was carried out by conducting classroom observations, recording interviews, and writing down necessary notes. The collected data were then reduced. Data reduction was carried out simultaneously with data triangulation. The results of this study concluded that the communication model of teachers with deaf students is a top-down question model. The teacher starts the conversation with a question. Before the teacher explains the material, the teacher asks about the student's condition. Before the teacher asks the student to answer the question, the teacher asks about the student's personal life to ensure that the student returns to focus on learning. This communication model is a two-way communication model that provides opportunities for students to respond and ask questions regarding things they do not understand.
Development of flipped classroom module based on student created videos to improve hots Azin Taufik; Aulia Barkah Safitri; Rahayu Syafari
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5203

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies that should be fostered in mathematics education to enable students to analyze, evaluate, and solve problems critically. However, students' HOTS remain relatively low due to teacher centered instruction, low learning motivation, and limited learner autonomy. This condition was also identified among eighth grade students at SMPN 5 Kuningan. The results of the preliminary test on statistics indicated that students were able to calculate the mean, median, and mode but were not yet able to analyze, evaluate, or provide appropriate reasoning when solving problems. Although numerous studies have examined the flipped classroom approach and the student created video strategy separately, research integrating both into a teaching module to enhance HOTS in statistics instruction remains limited. Therefore, this study aimed to develop a student created video-based flipped classroom teaching module, evaluate its validity and practicality, and examine its effectiveness in improving students' HOTS. This study employed a Research and Development (R&D) approach using the ADDIE model involving 20 eighth-grade students at SMPN 5 Kuningan. Data were collected through observations, questionnaires, and tests and were analyzed using percentage analysis and the normalized gain (N-Gain) test. The results showed that the developed module was highly valid, with validity scores ranging from 82.00% to 87.69%, and highly practical, as reflected in the positive responses from teachers (85.42%) and students (82.05%). Furthermore, the implementation of the module improved students' HOTS, with an N-Gain score of 0.52, which was classified as moderate. These findings indicate that the student created video based flipped classroom teaching module is a valid, practical, and effective instructional resource for supporting statistics instruction and promoting the development of Higher Order Thinking Skills.
Effectiveness of using kahoot-assisted interactive video-based learning media on junior high school students' understanding of mathematical concepts Rijal Sulthon; Deni Efendi; Fungky Marian; Korhan Cengiz
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4057

Abstract

This study aims to determine the effectiveness of using interactive video based learning media assisted by Kahoot in improving students understanding of mathematical concepts. This research employed a quantitative approach with a one-group pretest-posttest design. The participants were 21 seventh-grade students of SMP Muhammadiyah Way Sulan. The data were collected using a mathematical concept comprehension test consisting of five essay questions. The results of the Wilcoxon Signed Rank Test indicated a significant difference between the pretest (mean = 36.0) and posttest (mean = 87.6) scores with an Asymp. Sig (2-tailed) value of 0.000 < 0.05. This finding suggests that the use of interactive video-based learning media assisted by Kahoot is effective in improving students understanding of mathematical concepts. Therefore, interactive learning media can serve as an alternative instructional strategy to enhance students engagement and learning outcomes in mathematics.
LEARNING THROUGH A REALISTIC MATHEMATICS EDUCATION APPROACH TOWARDS CRITICAL THINKING AND LOGICAL INTELLIGENCE Hanizyah Quswatul Khasanah; Darsono Darsono; Dian Devita
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4595

Abstract

This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and logical mathematical intelligence in the material of quadratic equations and functions. The background of this study is the low level of both abilities due to teacher-centered learning and the lack of active student involvement, especially in abstract quadratic material. RME was chosen because it emphasizes real contexts and mathematization processes that are believed to develop students' thinking skills. This study used a quasi-experimental method with a posttest-only control group design. The subjects were grade X students of SMAN 1 Gurah who were divided into experimental and control classes. The research instruments were 5 essay questions to measure critical thinking and 15 multiple-choice questions for logical mathematical intelligence that were valid and reliable. Data were analyzed using descriptive and inferential statistics through linear regression tests. The results showed that the implementation of RME learning was very good with a score of 3.67. The average critical thinking score of the experimental class (41.35) was higher than that of the control class (25.59), while the logical mathematical intelligence of the control class (41.91) was slightly higher than that of the experiment class (41.18). Regression tests showed a significant effect of RME, with a negative effect on critical thinking and a positive effect on logical-mathematical intelligence. Consequently, RME needs to be combined with strategies that explicitly train critical thinking to ensure balanced development of both abilities
Development of film statistic in improving the mathematical literacy skill of grafde viii students Kharisma Aini; Ari Indriani; Dwi Novianti
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5272

Abstract

Mathematical literacy is one of the key competencies students must possess in 21st-century learning, as it helps them understand, analyze, and solve problems in everyday life. However, students’ mathematical literacy remains relatively low. This is evidenced by the 2022 PISA score of 366, which falls into the “low” category, as well as a 6.7-point decline in numeracy achievement in the 2025 Education Report Card at Kedungadem Public Junior High School 1. Furthermore, the use of interactive learning media in mathematics instruction remains suboptimal, resulting in a gap between the demands of mathematics literacy-oriented learning and actual classroom practices. This study aims to develop FILM (Interactive Mathematical Literacy Flipbook) media for statistics material that is valid, practical, and effective in improving the mathematical literacy skills of eighth-grade students. This study uses the Research and Development (R&D) method with a 4D development model modified to 3D, namely define, design, and develop. The research subjects were eighth-grade students in Class H at SMP Negeri 1 Kedungadem. Research instruments included a validation sheet, a response questionnaire, interviews, and a mathematical literacy skills test. Data analysis was conducted using both quantitative and qualitative descriptive techniques. The results showed that the FILM medium was rated as “highly valid,” with a validity score of 0.911 from the media expert and 0.933 from the content expert. The medium’s practicality, as assessed by teacher responses, was rated at 92%, and by student responses at 82%, both falling into the “highly practical” category. The effectiveness test results showed an N-Gain value of 0.68, classified as moderate. Thus, the FILM medium was deemed valid, highly practical, and sufficiently effective, making it suitable for use as an alternative interactive learning medium to support the improvement of students’ mathematical literacy in statistics. These findings contribute to the development of innovative, technology-based mathematics instruction aimed at enhancing students’ mathematical literacy.
Development of quizizz based interactive learning media using a contextual approach for ratio lesson Ummatul Arifah; Rahma Ramadhani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5316

Abstract

Mathematics instruction requires innovative teaching materials to help students grasp concepts more easily and improve learning outcomes. However, the use of technology-based interactive learning media for ratio material at the junior high school/MTs level, particularly at MTsN 15 Jombang, is still not optimal, as evidenced by the results of observations and interviews conducted with seventh-grade mathematics teachers. Consequently, the learning process tends to be unengaging, student participation remains low, and learning outcomes are unsatisfactory. This issue is particularly urgent because ratio is a fundamental mathematical concept that serves as a prerequisite for learning more advanced topics, making students' conceptual understanding at this stage essential for their future mathematical achievement. Therefore, there is a need to develop engaging technology-based learning media that can enhance students' motivation, conceptual understanding, and learning outcomes. Therefore, this study aims to develop an interactive learning medium based on Quizizz for seventh-grade ratio material that meets the criteria of being valid, practical, and effective in improving student learning outcomes. This study employed the ADDIE research and development model, consisting of the stages of analysis, design, development, implementation, and evaluation. The study was conducted at MTsN 15 Jombang with seventh-grade Class B students as the participants. Product testing was carried out in two phases: a small-group trial involving 6 students and a large-group trial involving 29 students. Research data were collected through observations, questionnaires, and tests using media expert validation sheets, content expert validation sheets, student response questionnaires, and pretest–posttest instruments. Data were analyzed using validity and practicality percentages, as well as the N-Gain test to determine the effectiveness of the media. The results showed that the media obtained validity scores of 92.5% from media experts and 87.5% from content experts, both categorized as highly valid. Student responses reached 83.5%, indicating that the media was highly practical. Furthermore, the N-Gain score of 0.71 was classified as high, demonstrating that the developed media effectively improved students' learning outcomes. Thus, the Quizizz-based interactive learning media is valid, practical, and effective and can serve as an alternative learning medium for teaching ratio in junior high school mathematics.
Analysis of initial ability factors causing students' low mathematical literacy abilities Sepina Lestiani; Ratih Handayani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.4624

Abstract

Mathematical literacy is a crucial competency at the high school level, but its achievement is often hampered by unmet prior knowledge. This study aims to analyze students' low mathematical literacy by identifying indicators of unmet prior knowledge. Using a qualitative descriptive method, this study involved three eleventh-grade science students at SMAN 2 Kotabumi, selected using a purposive sampling technique based on their low literacy category. Data were collected through two instruments: a three-item mathematical literacy test and a semi-structured interview guide. The results indicate that the inability to mathematical literacy stems from a weak mastery of prerequisite material and misconceptions about basic concepts, particularly decimal numbers. Collectively, the study subjects experienced difficulties in connecting prior knowledge with new knowledge, thus hindering the development of systematic problem-solving strategies. These findings confirm that without strong prior knowledge, students cannot fully implement the mathematical literacy process. The implications of this study indicate the need to strengthen diagnostics of prerequisite material and refine basic concepts before entering more complex material.

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