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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
 1 
Search results for , issue "Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges" : 6 Documents clear
Students' Mathematical Communication: The Effectiveness of Somatic, Auditory, Visual, Intellectual Learning and Problem-Based Learning Model on Number Pattern Meli Handayani; Syita Fatih 'Adna; Fadhilah Rahmawati
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1615

Abstract

This study aimed to analyze the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning and Problem-Based Learning (PBL) models in improving students' mathematical communication ability compared to direct learning. A quasi-experimental design was employed, with the SAVI learning model implemented in experimental class 1, PBL in experimental class II, and direct learning in the control class. The sample was selected using cluster random sampling, and data were collected through observations, interviews, and tests. Hypothesis testing, including proportion tests, one-way ANOVA, and Scheffe tests, revealed the following results: (1) students taught with the SAVI learning model demonstrated significant improvement in mathematical communication ability; (2) students instructed using the PBL model also exhibited substantial enhancement in mathematical communication ability; (3) notable differences were observed among the SAVI learning, PBL, and direct learning models, highlighting the effectiveness of both the SAVI learning and PBL models in enhancing mathematical communication ability. Moreover, the PBL model outperformed direct learning, while the SAVI learning model showed greater effectiveness than direct learning. Overall, this study provides evidence supporting the efficacy of the SAVI learning and PBL models in fostering students' mathematical communication skills.
Influence a Realistic Mathematics Education Approach and Motivation on Students' Mathematical Reasoning Ability A. M. Mega Purnamatati; Herlina Usman; Elih Yunianingsih
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1618

Abstract

The purpose of the research was to provide knowledge of the effect of the Realistic Mathematics Education (RME) approach and motivation on students' mathematical reasoning abilities. This quasi-experimental study employed a pretest-posttest control group design, focusing on fifth-grade students at SDN Lulut 05, Klapanunggal District. Class VA was selected as the experimental group, while class VB served as the control group using purposive sampling. Data analysis involved the N-gain formula and t-test. The results shown: (1) There is a difference in the increase in students' mathematical reasoning ability after being given the RME approach indicated by the N-gain value of 55.5 in the medium category and for the experimental class 36.8 in the low category, then the control class in the t-test (independent) so that the Sig value is obtained. 0.001<0.005, as for deciding in the independent sample t-test. It is concluded that there is a significant difference between the average score mathematical reasoning ability by students treated with the RME approach and the Conventional approach. (2) There is an influence of the RME approach on students' mathematical reasoning abilities with an effect size score of 1.44 which is in the high category.
The Influence of Connected Mathematics Project (CMP) Learning Models on Student’s Mathematical Communication Ability in View of Self Esteem Rizkya Elsa Armadhani; Yesi Franita; Aprilia Nurul Chasanah
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1710

Abstract

This study examines the effectiveness of the Connected Mathematics Project (CMP) learning model in improving students' mathematical communication skills at MA Madarijul Huda Pati. Because of 46.15% of students demonstrating very low skills and 23.07% falling into the low category, the study aims to: (1) analyze the impact of CMP on mathematical communication skills, (2) compare skills among students with high, moderate, and low self esteem, and (3) explore the interaction between CMP and self esteem. Employing a quantitative quasi-experimental approach, the study involves class XI students selected through cluster random sampling. Results indicate a significant improvement in mathematical communication skills through CMP. Students with high self esteem outperform those with moderate self esteem, while those with moderate self esteem fare better than those with low self esteem. Additionally, students with high self esteem exhibit superior mathematical communication skills compared to students with low self esteem. Notably, an interaction between the learning model and self esteem was observed, influencing mathematical communication skills.
Critical Thinking Ability as a Correlate of Students’ Mathematics Achievement: A Focus on Ability Level Darlington Chibueze Duru; Chinedu Victor Obasi
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1753

Abstract

This study investigated the correlation between critical thinking ability and academic achievement in mathematics among 200 Senior Secondary School Two (SS2) students in Orlu Education Zone in Imo State, Nigeria. The researchers utilized a correlational design and employed a multi-stage but simple random sampling technique to select the sample. Data were collected using two instruments: the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Mathematics Achievement Proforma (MAP). The validity of the WGCTA instrument was ensured through expert suggestions and guidance. The study addressed three research questions and tested three null hypotheses using the Pearson Product Moment correlation coefficient at a significance level of 0.05. The findings of the study indicated a low positive and significant correlation between critical thinking ability and academic achievement in mathematics for all students. However, there was no significant relationship between critical thinking ability and achievement among high achievers, while there was a significant but negligible positive relationship between critical thinking ability and achievement among low achievers. The study recommended that mathematics teachers should incorporate critical thinking development in their classroom instruction to enhance the critical thinking ability of students, which can lead to improved academic achievement, especially among low achievers.
Some Elementary Combinatory Properties and Fibonacci Numbers Francisco Régis Vieira Alves; Renata Teófilo de Sousa
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1756

Abstract

In general, in the midst of History of Mathematics textbooks, we are faced with a discussion due to curiosity about the emblematic Fibonacci Sequence, whose popularization occurred with the proposition of the reproduction model of immortal rabbits. On the other hand, in the comparison of the multiple approaches and discussions of certain subjects in Elementary Mathematics, in the present work, we highlight combinatorial interpretations that, with the support of a characteristic and fundamental reasoning for the mathematics teacher, can be generalized and formalize some eminently intuitive components. In particular, this work deals with properties derived from the notion of tiling and decomposition of an integer that, depending on the board, will correspond to the numbers of the Fibonacci Sequence. We bring a theoretical discussion supported by great names that research in this area.
Mathematics Teachers' Views on Online Learning Implementation Barriers Alcher J. Arpilleda; Milagrosa P. Resullar; Reubenjoy P. Budejas; Ana Lea G. Degorio; Reggienan T. Gulle; Mark Clinton J. Somera; Roderick Sayod; Bernah Rizza May A. Galvez; Myrna D. Ariar; Emelyn S. Digal; Wilje Mae T. Angob; Joe Mark Stephen D. Atis
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1764

Abstract

Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.

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