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Journal of Instructional Mathematics
Published by STKIP Kusuma Negara
ISSN : -     EISSN : 27222179     DOI : https://doi.org/10.37640/jim
Core Subject : Education,
Education Mathematics
JIM is a scientific journal containing and disseminating research findings, in-depth study, and innovative ideas in the field of education. Teacher and lecturer innovation in educational sector development can make a positive contribution to schools and educational institutions. JIM is published periodically (twice a year in May and November) by Research and Community Services in STKIP Kusuma Negara Jakarta, with a total of 5 articles published every time (10 articles annually). The scope of this journal is: 1) Learning Model and Approach, (2) Curriculum, (3) Assessment and Evaluation, (4) Ethnomathematics, (5) Didactical Design Research, (6) Technology-Assisted Learning.
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems" : 6 Documents clear
Improving Students' Problem Solving Abilities through the Application of Auditory Intellectually Repetition Model Ismunandar, Denni; Rosyadi, Rosyadi; Nurafifah, Luthfiyati; Jofre, Ahmad
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1385

Abstract

The purpose of this study is to know the improvement of students' problem solving ability through the Application of auditory intellectually repetition (AIR) model. This research method uses the quantitative method by taking one experimental class. Samples were assigned from one Public Vocational School in Indramayu, by a purposive technique, based on the selection of teaching teachers. They were from X TKJ2 consisting of 29 students. Data retrieval uses a pretest and posttest of problem solving abilities. Based on the results of data analysis: (i) the student's pretest got the lowest and highest score respectively 6 and 23, and the average was 14.42, (ii) the student's posttest got the lowest and highest score respectively 21 and 38, and the average was 31.17. The maximum score for the pretest and posttest is 40. Based on the hypothesis test using the t-test obtained the observation value of t was 6 and the critical value of t was 2.03, because of that the AIR model was effectively implemented in learning in the classroom. Furthermore, a gain score test was carried out, and then the results were obtained by using the AIR model to improve students' problem solving abilities.
Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles Ardiyanto, Bagas; ‘Adna, Syita Fatih; Chasanah, Aprilia Nurul
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1461

Abstract

In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained:  (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.
Using Flipped Classroom Model to Enhance the Junior High School Students’ Achievement and Engagement in Algebra Mulyani, Wiwik
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1515

Abstract

This study examines whether using flipped classroom model could enhance junior high school students' achievement and engagement in algebra. A quasi-experimental design which is a switching replication model with posttest only is used in this study to determine whether the students’ achievement in the experimental group (using flipped classroom model) differs from the control group (using traditional classroom model). A questionnaire is used to evaluate the students’ engagement during the lessons in the experimental group, and the results then are presented in the descriptive statistics. The result of this study is that the experimental group has significantly (p-value=0.001) higher gain mean scores (M=61.54, SD=20.49) than those in the control group (M=55.63, SD=23.76). It describes that students in the experimental group have better achievement than the students in the traditional classroom. This study also shows that the students in the experimental group agree that they are more engaged and active during the lesson, with the mean of the items engagement being more than 3,7 (3.72?M?4.19). The correlations between the engagement items and the posttest from flipped classroom show positive, moderately strong correlations. Thus, this study sheds light on flipped classroom models as one of the great teaching models nowadays.
Application of Problem-Based Learning Model to Improve Problem Solving Ability Rochana, Siti; Wahyuniar, Lilia Sinta; Mahdiyah, Umi
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1542

Abstract

This study aims to improve the problem solving ability of class VIII junior high school students. This research was conducted after the preliminary study it was found that problem solving abilities were still relatively low. Observational shows that more than 50% of class VIII students of SMP Muhammadiyah 3 Depok have poor problem solving skills. Based on the theory put forward some expert of experts, the researchers decided to apply the problem-based learning model. This study uses classroom action research design with a target of 50% of students having a problem solving ability score above the Kriteria Ketuntasan Minimal (KKM). There are four stage of this research, namely planning, implementation, observation and reflection. The data collection technique using the test and non-test techniques. Data analysis using descriptive analysis of quantitative and qualitative analysis descriptive. From the results of the study, it was found that 77% of students had problem solving scores above the KKM. Besides that, it was found that student were able to work on the questions in a more structured manner and could better understand the questions given.
Development of Inverce Matrix Module Related to Student’s Mathematical Connection Skills Fadlurrochman, Rizqon Fuadi; Sumartana, Ammar Hanif; Apriyanti, Leni; Piliang, Anita Safitri; Sulastri, Yayu Laila; Ahmatika, Deti; Kosasih, Usep
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1558

Abstract

The purpose of this study was to describe the process and results of the development of the matrix Inverce module related to students' mathematical connection skill, as well as to describe the quality of the matrix Inverce module in terms of validity and practicality. The method used was design research with Plomp model, includes the initial research stage, development stage, and assessment stage. The data was obtained from interview, document analysis, and questionnaire. The result of this study showed that developed module was valid based on validation of material experts, media experts, and practitioner. The validation results of this module show that this module was quite feasible to use with a percentage of 80.83% from material experts and 75.93% from media experts, and was quite practical to use with a percentage of 76.90% from the educator's response questionnaire. From the validation results and educator responses, this module can be implemented as a learning resource or teaching material. In conclusion, the Inverce matrix module was declared fit and practical to be used as teaching material and learning resources.
Matrix Concept Understanding Ability: A Quantitative Descriptive Study on Grade XI Vocational High School Students Fallo, Maria Delastrada; Son, Aloisius Loka; Maifa, Talisadika S.
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1559

Abstract

Understanding and completing a basic mathematical concept is often faced by students. This problem is fundamental to mathematical ability. This ability is part of the competency to understand mathematical concepts. Therefore, this study was conducted to describe the students' ability to understand matrix concepts. This study is a quantitative descriptive, be held on grade XI students from Multi Media I of a vocational high school at Kefamenanu. The number of participants in this study was 26 students. The instrument used is a test of the ability to understand the concept of the matrix and interviews. The results of this study indicate that the ability to understand the matrix concept of grade XI Multi Media I students is in the medium category with a percentage of 56.6%, with details of 7 students in the high category, 13 students in the medium category, and 6 students in the low category. There are 96% of students can restate a concept, 46% of students can classify objects according to the concept, 57% of students can give examples and non-examples of concepts, 61% of students can present concepts in various forms of mathematical representation, and 23% of students can use, utilize and select settlement procedures.

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